CDSCode|LEA|PriorityNumber|Measures|Summary|Barriers|Revisions|Performance|AdditionalInfo|Year
01100170000000|Alameda County Office of Education|7|The youth attending ACOE schools have significant needs in non-cognitive areas that overshadow their academic assessment performance.  In order to better identify student needs, target specific interventions and achieve growth and positive outcomes, ACOE is in the process of implementing a Response to Intervention (RTI) program and is working toward full implementation of a MTSS (Multi-Tiered Systems of Support) framework.  Our unique program types require not only the provision of academic instruction but also mental health support services, probation involved compliance as well as childcare for pregnant and parenting students. Teachers and staff offer a nurturing learning environment for students as they complete their high school education, often with severe credit deficiencies. Students have access to curriculum and support services to develop the skills and experiences needed to provide a safe and caring environment with the resources of community based organizations designed to support trauma exposed youth. To access curriculum in core subjects, the teacher provides targeted instruction using Common Core best practices and universal scaffolds. In addition, the English Learner (EL) para-educator rotates to different sites and offers extra support using a push in model. The EL para-educator focuses his efforts on strengthening foundational skills with our emergent learners before attending to expanding or bridging student needs. ACOE special education staffing includes one Licensed School Psychologist, one Certificated Speech & Language Pathologist, four Certificated Case Managers/Resource Specialists and one Paraprofessional. In addition, a community mental health partner provides in-house and DIS counseling support services. Educationally Related Mental Health Services (ERMHS) for students in special education are identified and supported by licensed mental health providers.|All sites provide multiple learning activities that are aligned to the student’s age, ability and credit history. We have adopted curriculum in English Language Arts and English Language Development; both are UC A-G approved courses. We are currently finalizing our Math adoption for Pre-Algebra, Algebra,  and Geometry courses. A team [is in place] for formal adoption for the subject areas of Physical Science, Biology, US History, World History, Economics and Government.  Each site has partnerships with community-based organizations that provide supportive programs and offer a variety of services targeted to the needs of the students and their families.|ACOE programs support students who have been habitually truant, suspended, or expelled from their home district in addition to academic instruction, support services, and childcare for pregnant and parenting students. Our programs also provide a supportive transition for justice-involved youth to re-enter a comprehensive school environment after detainment. One of the leading goals is to help students refocus on school and take the necessary steps to build on previous successes. Academic Mentoring provides high-quality academic tutoring, supports college and career readiness and engages students in social-emotional asset-building conversations.  Our newcomer population is more significant this year and has been steadily growing at our sites. These newcomers require more support with foundational skills, basic oral communication skills and literacy especially when they may have limited educational experiences and opportunities in their country of origin. Targeted lessons on language, literacy, oral language and vocabulary development have been essential.|To ensure the support of the eighty eight percent of unduplicated students in Community Schools and one hundred percent of unduplicated students in Court Schools, we have continued to implement LEA-wide supports that are principally directed to ensure that our students attend school regularly. We continue to devise ways to ensure student attendance. Social emotional, parenting, transition, and language skill needs are addressed for each individual student. Given the academic histories of our students who are expelled, on probation, detained in juvenile detention facilities, pregnant or parenting or in foster care, we believe that a key strategy to LEA wide improvement for students is a focused effort on providing personalized student services. We also understand from our demographics that personalized and targeted services will benefit our students who are overwhelmingly low income and include marginalized populations, such as English Learners, homeless students, and youth who have experienced communities of violence. Therefore, we have identified high leverage strategies to address student needs and provide a personalized and highly supportive approach to school. There have been investments in building staff capacity to support English Learners, student academic advising, extension of learning time through summer and after school opportunities for 1:1 supports for students, and childcare services. These investments provide our students with the additional supports required to succeed in school.|Met||2018
01100170112607|Envision Academy for Arts & Technology|7|EAs instructional model is heavily centered around project based learning and performance assessment, and we use these models as a means to ensure that all of our students have access to a broad course on study.|In a students’ coursework at EA, they conduct research, analyze complex text, inquire and experiment, and express themselves creatively. Through this process, students compile a portfolio of “artifacts of their learning”. In 10th and 12th grades, our students reflect on and defend their growth and learning to of a panel of teachers, students, and parents. Envision Academy students complete 3 pathway courses; Digital Media Arts in 9th grade, Theater in 10th grade, and Advanced Digital Media Arts in 12th grade. In 11th grade, they engage in career exploration and job readiness training and complete a career-focused internship. Envision Schools’ graduation requirements include fulfilling the A-G requirements in addition to completing a Work Learning Experience and passing their senior portfolio defense. This ensures that our students have access to a broad course of study to prepare them academically and socio-emotionally for the demands of college and career.|There are limited barriers preventing our students from accessing a broad course of study.|We will continue to build upon our project based learning and performance assessment models to ensure that our students continue to have access to a broad course of study.|Met|We will continue to build upon our project based learning and performance assessment models that ensure that our students continue to have access to a broad course of study.|2018
01100170123968|Community School for Creative Education|7|CSCE uses review of our  KDR  Unit Plans, review of lesson plans, and observation data to track access to and enrollment in an appropriately broad course of study. This  strategy allows us to disaggregate data by grade level, EL  status, ethnicity, and students with special needs and by ethnicity.|All students at CSCE enroll in a rich and broad course of study appropriate for TK/kindergarten through eighth grade.  As Waldorf Standards Aligned Equity Focused School,  across TK – 8, the course of student includes: English Language Arts, Mathematics, Science, History-Social Science, and Physical Education, Visual Arts and Design, and World Language, and  Visual and Performing Arts and Design.  All students in TK/K- 8  are enrolled in the same common curricular sequence in core and non-core classes, which ensures that all students have access to and are enrolled in this broad course of study. English Learners  and students with special needs receive Reading Intervention or ELD service  on a push-in and where appropriate pull-out basis.|The primary barrier to offering fuller broad course of study is our small school size and need to provide both enrichment and appropriate interventions for students. As our resources grow, so will our offerings.|CSCE will continue to ensure all students have access to and enroll in a broad course of study throughout their TK-8 educational careers. In 2018-19, we will continue to regularly monitor KDRs,  lesson plans, observations and disaggregate student data to ensure all students are accessing this broad course of study and experiencing success and working that students build growth mindset doing so.|Met||2018
01100170124172|Yu Ming Charter|7|Yu-Ming Charter School is a direct-funded, dual-immersion charter school located in Oakland serving approximately 446 students in grades K-8. Student demographics include: 46% Asian, 32% 2+ Races, 8% White, 6% African American, 6% Hispanic, 2% Filipino which include 5% Students with Disabilities, 6% English Language Learners (ELL), and 13% Socio-economically Disadvantaged.   Yu Ming follows a full-immersion dual-language model of instruction. In Kindergarten to Grade 2, 90% of instruction is in Mandarin Chinese and 10% is in English. The mix changes to 70% Mandarin Chinese and 30% English in grades 3 and 4. Grades 5 and 6 have a 50-50 split in Mandarin Chinese and English. Students in grades 7 and 8 have the option of maintaining the even split or changing to a 30/70 Mandarin Chinese/English mix.   Yu Ming students are continuously building background knowledge and oracy. In addition, Yu Ming has adapted the Reading and Writing Workshop model to implement a challenging and rigorous immersion-balanced literacy program in which students have numerous opportunities to demonstrate all three modes of communication: interpersonal, interpretive, and presentation. Yu Ming’s Kindergarten program focuses on oral proficiency within a developmentally appropriate early-literacy program. In both English and Chinese classrooms, the school has developed a leveled reading system supplemented by a leveled online reading platform. Yu Ming has also built a vertically articulated grade level writing system with a common framework to model writing, guide practice, and support all students.   We strive to nurture our students to excellence to become global citizens and the leaders of tomorrow who use their education to make a positive difference in the world.  Our school design, centered on data-driven academic excellence, includes personalized, project-based, social emotional, and language immersion learning to create self-directed, passionate, and connected learners.    Yu Ming Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Yu Ming Charter School’s educational program.   Yu Ming Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student schedules, transcript analysis, and parent/conference reports. In addition, this will be verified by the School Directors during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Yu Ming Charter School, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, students have access to and are enrolled in the following according to grade level:  • K-8 (ES/MS): Visual & Performing Arts, Choral & Instrumental Music, Physical Education • Grade 5: Design Lab • Grades 6-8 (MS):  Design Lab; Journalism (Chinese); Contemporary China (Chinese); Spanish, Musical Instruments, Yearbook, Coding, Art, Student-led Inquiry (English & Chinese) • Grades 3, 5: Enrichment Instructors (Art, Music, P.E.)  There are no differences to accessibility to courses, across all student groups, including unduplicated students and Students with Disabilities at Yu Ming Charter School.|Currently 100% of the students have access to a broad course of study and Yu Ming Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Yu Ming Charter School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
01100170125567|Urban Montessori Charter|7|The curriculum in Montessori pedagogy is vast and fully covers and extends beyond California’s standards. The primary environment (TK-K) has four main areas: Language, Math, Practical Life, and the Sensorial area. The Practical Life area includes activities to improve on the work of daily life and build functional independence, while also touching on art and science. The sensorial area focuses on the refinement of the senses but also includes the exploration of dimension, patterns, and building skills needed for success in the mathematics and language areas. The language and math curriculum starts with building a foundation in literacy and then spans far beyond Kindergarten standards including topics like the study of grammar, sentence mapping, and the study of the four mathematical operations. Montessori pedagogy incorporates visual images or actual objects, personalized instruction, front-loading and reviewing vocabulary, using sentence frames and graphic organizers, and using tangible objects which support all of our students, including English Language Learners and students with special needs.   The curriculum in the elementary (Grades 1-6) years expands on the foundation developed in the primary classroom. The official subject areas include: Language, Math, Geometry, History, Biology, Geography, Music, and Art. Social emotional learning is interwoven throughout the curriculum as students manage work in flexible collaborative groups within the classroom and connect with resources from the community. Part of the goal in the elementary years is for students to achieve intellectual independence, giving them tools to learn new things that interest them, making them lifelong learners.   The Montessori curriculum in the primary and elementary classrooms is tracked using an online record keeping tool called Transparent Classroom that allows teachers to monitor student progress through the Montessori curriculum. Using this tool, teachers are able to account for each individual’s path through the curriculum as no two students are in the exact same place in all areas of the class. Transparent Classroom supports teachers to provide a truly individualized learning experience as they manage lessons given, concepts mastered, and make plans according to student needs. Last year the school piloted the program and this year we are looking to more fully utilize the program to collect new data on students, the lessons they receive, and the concepts they master.   The middle school’s field of study covers state standards, but also caters to the needs of the young adolescent, giving students real work that allows them to feel a sense of valorization while contributing to their community. This is seen in work such as adopting local creeks or partnering with local museums to take on larger project based tasks.|At the primary and elementary levels, Montessori curriculum is divided into different subject areas and is laid on the shelf in sequence from left to right, top to bottom. Students are aware of the entire curriculum as they receive lessons from their teacher and in the elementary years, take a larger role in keeping track of their progress through the arc of each subject area. While the teacher is able to track progress through Transparent Classroom, students keep track through their journaling of their work and regular conferencing with teachers. Although we are in our early stages of adopting Transparent Classroom as a means of record keeping, we are envisioning it being used as a tool to ensure all students have access to a broad course of study. We are currently exploring how we can leverage data such as the number of lessons given, or the subject areas where lessons are given, to compare student data across classrooms.   NWEA MAP data is used in a similar manner, to understand areas of growth for students and to use data around growth and achievement to target specific areas in the Montessori curriculum throughout the school year. NWEA data gives a snapshot of each student’s level of achievement and growth so that teachers can get a detailed view of achievement vs growth for each individual in different subject areas.  The CORE results for the elementary program show a slight decline in achievement and reduced growth in ELA with similar achievement data with no growth in Math. The middle school CORE data analysis shows that the middle school students performed extremely favorably in Math and ELA compared to other public schools in the state and district.|A Montessori classroom functions based on specific materials created to teach different concepts. This allows for the curriculum to be laid out on the shelves and for learning to happen using manipulatives that aid in learning. These materials can be quite costly, costing upwards of $40,000 to fully outfit a classroom. Furthermore, in a classroom designed to have free movement and access to all areas at any given time, space for materials and students is always a balance. We are also always striving to achieve higher fidelity of Montessori practices. This includes quality training, preparation of the environment, classroom management, and skilled lesson giving.  Transparent classroom is a relatively new tool being used in the school so the current push is to get teachers comfortable with the platform so that they can record all of their lessons and observations on the platform. Once this level of comfort is attained, we will be able to dig deeper into the data provided about the platform to analyze how students are able to access all areas of the Montessori curriculum.   In terms of the NWEA tests and CORE data, the Montessori curriculum is not always best suited to display mastery of concepts in the way those tests measure. We are therefore exploring different avenues to display student mastery of concepts including portfolios, anecdotal records, and other measures of executive functioning and social emotional skills.|To continuously improve Montessori implementation, our director of instruction is working on regularly observing and giving feedback to every classroom at the school. We are also sourcing grants for materials and specifically outfitting classrooms with Montessori music materials to improve access to a broad range of studies.   In unifying our record keeping, we are looking to start analyzing data around Montessori lessons, to be able to identify gaps that may lead to lower than expected achievement on the various tests taken by students.|Met||2018
01100170131581|Oakland Unity Middle|7|Our school offers a broad course of study by offering all the courses required for middle school students by the State of California. We aspire to offer electives like music and art, but to do so would require more resources.  All students with exceptional needs attend the same classes as other students with support from an Educational Specialist and Aides. African American and Latino and English Learners and socioeconomically disadvantaged students have access to all the same courses at each grade level.|All of our students and every subgroup have the same access to our curriculum which includes all the required courses for middle school students. The after school program provides enrichment activities. Because our school is small we cannot afford to hire additional teachers but our regular teachers offer clubs, field trips, and other activities.|The only barrier to providing additional enrichment classes before or after school is financial. Our school budget is based on our enrollment which is limited by the site location. Our enrollment for the current year is 185 and our maximum enrollment for the current site is 200.|The new action is to find a location which can serve a larger group of students. We have conducted outreach to several Oakland building owners and also to the Oakland Unity School District regarding vacant buildings near to our current location. OUSD is having a moratorium regarding renting facilities to charter schools (and other organizations), while the district completes a facilities plan. They expect to assess our request at the end of the school year.|Met||2018
01100170136101|Connecting Waters Charter - East Bay|7|Connecting Waters Charter School, East Bay uses a Student Information System (SIS) provided by School Pathways, Inc. to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Our SIS tracks what courses each student is completing, and can disaggregate data as needed.|Since Connecting Waters Charter School, East Bay is an Independent Study Charter, students have flexibility in the courses they choose.  Students wishing to complete UC approved, college prep (a-g) coursework may do so through a variety of options, including online classes, on-site classes at a Resource Center, or through one of our approved vendors or online providers.  Connecting Waters Charter School, East Bay has over 40 a-g course titles approved by UC, over 165 course titles in general (non-college prep) coursework, and 2 Advanced Placement course titles for students to choose from. 2017-18 was the first year of operation for Connecting Waters Charter School, East Bay with no graduates.     See High School Course Catalog:  http://cwcs-k12-pt.schoolloop.com/file/1400653987247/1400654149833/67068648931465320751522161912556.pdf|Connecting Waters Charter School, East Bay recognizes the following barriers that may be causing lower than usual student enrollment in broad courses of study:  Connecting Waters Charter School, East Bay received charter approval following Ed Code 51225.3 in which the minimum graduation requirement for a diploma follows the State Mandated Requirements for Graduation. Students that follow the minimal state requirements for a diploma are not able to meet the minimum UC/CSU admission requirements.   State credentialing requirements limit the accessibility to some specialized courses, such as Advanced Placement, CTE and foreign languages.   Connecting Waters Charter School, East Bay is a non-classroom based charter which limits wet labs for sciences for students to access throughout each county served due to the 2016 California Supreme Court ruling in the Anderson Union High School District v. Shasta Secondary Home School which only allows charters to offer classes at a resource center within the boundaries of their authorizing district.|Connecting Waters Charter School, East Bay has created four (4) College/Career Emphasis for each high school student to choose from to ensure students are graduating college and career ready. The emphasis options include:  1. CC Emphasis = 2 Community College Courses (must be academic or CTE) 2. a-g + CC Emphasis = a-g completion (15 a-g courses)AND 1 semester Community College Course 3. a-g + CTE Emphasis = a-g completion (15 a-g courses) AND CTE Pathway Completion (two CTE courses) 4. CTE + CC Emphasis = CTE Pathway Completion (two CTE courses) AND 1 semester CC course *NOTE: “completion” = C or better “CTE” = Career Technical Education, two courses required for completion “a-g” = College preparatory course that have been approved by UC/CSU “CC” = Community College.  Additionally, Connecting Waters Charter School, East Bay has partnered with approved vendors to allow for additional course accessibility.|Met||2018
01100170136226|Opportunity Academy|7|AOA serves young adults 16 years and older who have been disengaged from school for at least 45 days or more, have not earned their high school diploma and may not be employed. Through the use of the GAIN (General Assessment and Instructional Needs), AOA is able to use the information to establish a baseline in both English and math proficiency. This tool is used to assess how well we are doing with helping to improve students in English and Math. Teachers and staff offer a nurturing learning environment for students as they complete their high school education, often with severe credit deficiencies. Students have access to curriculum and support services to develop the skills and experiences needed to provide a safe and caring environment with the resources of community based organizations designed to support trauma exposed youth and young adults. To access curriculum in core subjects, the teacher provides targeted instruction using Common Core best practices and universal scaffolds. AOA has access to  special education staffing which includes one Licensed School Psychologist, one Certificated Speech & Language Pathologist, four Certificated Case Managers/Resource Specialists and one Paraprofessional. In addition, AOA has access to a community mental health partner who provides in-house and DIS counseling support services. Educationally Related Mental Health Services (ERMHS) for students in special education are identified and supported by licensed mental health providers if necessary.|AOA provides the same course of study to all young adults who are trying to earn their high school diploma. Courses offered are based on the state minimum requirements for a student to earn their high school diploma. Those students who maybe struggling in any content area are provided with modification, scaffolding strategies, and differentiation in order to access the curriculum. The site has partnerships with community-based organizations that provide supportive programs and offer a variety of services targeted to the needs of the students and their families. AOA continues to develop its relationships with other local adult schools as well as the community college system in order to refer students to other course work that is outside the scope of AOA’s offerings such as CTE courses.|Though AOA is not designed to provide coursework other than what is described in our charter proposal, we believe it is our duty to continue to grow as a program.  There are a number of barriers that have been identified: AOA is not an accredited school, but is working to have have a WASC visit in the Spring of 2019 AOA does not offer UC A-G courses AOA has limited choices of curriculum to address all the needs of all the students especially those students who are highly proficient in math and English AOA needs to continue to grow its partnerships with CBOs, workforce agencies, and community colleges who are able to provide other resources not available at AOA|There are a number of areas that AOA is in the process of doing in order to offer a broader course of study to our students: Complete the accreditation process in order to acquire a college board number to get UC A-G courses approved Fully implement the use of Odysseyware for those students who score high proficient on the GAIN in math and English Continue to develop partnerships with other adult schools and community colleges via the Northern Alameda Consortium that provide CTE coursework and other postsecondary opportunities Continue to develop our workforce partnerships so that students can obtain work industry approved certifications|Met||2018
01100170137448|Aurum Preparatory Academy|7|All students at Aurum Preparatory Academy (Aurum Prep) enroll in a broad course of study appropriate for grades six through eight, which are aligned to the CCSS, NGSS, and CSS and include: English Language Arts, Mathematics, Science, History-Social Science, and Health and Physical Education. “Weeks Without Walls” provide additional non-core programming to complement this program. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students have access and are enrolled).|All students are enrolled in the same common core and non-core curricular sequence, ensuring all students have access to and are enrolled in this broad course of study.|There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required.|Aurum Prep will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.|Met||2018
01100176001788|Cox Academy|7|As part of site planning, Cox uses the Instructional Schedule & Curricular Plan to ensure that all students are enrolled in a broad course of study. During the school year, Cox uses walkthroughs and observation tools to track implementation.|All students have access to a broad course of study. Student populations that require additional supports, such as EL and Special Education students, both receive targeted interventions and are included in general education classes in an inclusion model.|More time would provide opportunity for more depth.|Cox implements a data driven instructional cycle that includes regular walkthrough protocols, observation, data collection, and regular actionable coaching and feedback in order to support teachers to provide a broad course of study for all students. In response to locally selected measures, the LEA will continue to refine these tools and strengthen them where needed.|Met||2018
01100176002000|Lazear Charter Academy|7|As part of site planning, Lazear uses the Instructional Schedule & Curricular Plan to ensure that all students are enrolled in a broad course of study. During the school year, Lazear uses walkthroughs and observation tools to track implementation.|All students have access to a broad course of study. Student populations that require additional supports, such as EL and Special Education students, both receive targeted interventions and are included in general education classes in an inclusion model.|More time would provide opportunity for more depth.|Lazear implements a data driven instructional cycle that includes regular walkthrough protocols, observation, data collection, and regular actionable coaching and feedback in order to support teachers to provide a broad course of study for all students. In response to locally selected measures, the LEA will continue to refine these tools and strengthen them where needed.|Met||2018
01611190000000|Alameda Unified|7|To measure access to a broad course of study, AUSD is utilizing Advanced Placement (AP) Enrollment, University of California (UC) a-g eligibility, English Learner access to Common Core State Standards (CCSS), and general access of K-5 learners to key content areas.  For AP Enrollment, AUSD specifically tracks the percentage of 10th-12th grade students enrolled in at least 1 AP course.  Districtwide results from 2017-18 include: All Students: 50% (up from 45.3% in 2016-17) Socioeconomically Disadvantaged Students: 37% (up from 36.1% in 2016-17) English Learners: 22% (up from 16.9% in 2016-17) Students with Disabilities: 8% (up from 4% in 2016-17) Black/African American Students: 21% (down from 24.8% in 2016—17) Hispanic/Latino Students: 44% (up from 27.4% in 2016-17)  For UC a-g eligibility, AUSD tracks the percentage of graduating seniors meeting UC a-g requirements.  2017-18 results follow: All Students: 53.3% (up from 52.6% in 2016-17) Socioeconomically Disadvantaged Students: 41.1 % (up from 35.9% in 2016-17) English Learners: 6.6% (up from 4.6% in 2016-17) Students with Disabilities: 8.5% (down from 15.9% in 2016-17) Black/African American Students: 34.9% (down from 38% in 2016—17) Hispanic/Latino Students: 35% (up from 34% in 2016-17)  For English Learner Access to the Common Core State Standards (CCSS) AUSD tracks the percentage of non-newcomer ELs accessing the CCSS in a setting with English-only peers.  2017-18 results follow: Elementary: 98.3% (maintained from 2016-17) Secondary: 97% (increased from 76.3% in 2016-17)  At the elementary level all students are accessing a broad course of study through the district’s adopted/implemented curricula in core subjects.  In addition to this, students receive weekly instruction in music, media center studies, and physical education provided by teacher specialists (1 hour per subject).  Classroom teachers provide additional physical education minutes.  AUSD continued to monitor the access to a broad course of study specific to English Learners.  In recent years AUSD has systematically eliminated the ‘pull out’ model to ensure that English Learners have access to core instruction alongside their English-only peers, resulting in the rates reported above.|Both comprehensive high schools have open access policies for Advanced Placement and, with minimal exceptions, have course offerings that are UC a-g aligned.  Additionally, sites have an ongoing commitment to encourage students traditionally underrepresented in advanced courses to enroll.  Encinal Junior/Senior High School is, in the current year, partnering with Equal Opportunity Schools (EOS) to increase enrollment in AP courses for both students of color and socioeconomically disadvantaged students.  Despite these ongoing and recent efforts, gaps persist both within and across schools for both AP Enrollment and UC a-g eligibility with respect to traditionally underrepresented groups.  Significant disparity also exists between Alameda High School and Encinal Junior/Senior High School for both AP Enrollment and UC a-g eligibility.  With regard to AP enrollment, Encinal Junior/Senior High School experiences challenges offering the same scope of course offerings due to its smaller size.  At approximately 1000 9th-12th grade students (compared to AHS' approximately 1780 students), EJSHS cannot provide the same scope of offerings at a reduced economy of scale.|As described above, the large difference in enrollment across the two comprehensive high schools impacts Encinal Junior/Senior High School's ability to achieve economy of scale.  The net result is a reduced number of Advanced Placement course offerings.  While EJSHS students do still have access to a robust set of courses that are UC a-g aligned, this is not reflected in equal AP offerings.|The AUSD Board of Education currently has empowered a committee composed of district community members (staff, students, parents/guardians, and partners) to investigate the potential for consolidating the two comprehensive high schools.  This process has allowed for deep exploration of a number of issues including the disparity of AP offerings across the two high schools.  While the committee has not completed its process, they have already explored multiple possible scenarios for increasing student access to coursework, particularly to address identified equity issues at EJSHS.|Met||2018
01611190119222|Nea Community Learning Center|7|Facilitators partner with parents/guardians, review the learner’s cumulative file, and consult previous facilitators to discover strategies that have been successful. Facilitators also review the Safety Net & 504 Google Sheet located in the Counseling Folder. The Safety Net & 504 sheet has a Roster of Support so facilitators may see if there have already been interventions in place. This sheet also has prior school year Safety Net notes, Lower Village 504 and Upper Village 504 accommodation lists by learner. If a learner already has existing supports, facilitators will review them and be sure to implement as appropriate. If a learner has had no supports at Nea or supports listed in their cumulative file, facilitators communicate with the learner’s family to determine if outside supports or prior supports were recommended/implemented but not listed in the cumulative file.  Additionally, our students who receive special education services have in class supports, sensory tools, and in-class para support. Nea implemented many programs to work towards the demonstration of academic growth so learners leave ready for college and career.  Reading intervention in K-5 continued three days per week and middle school intervention courses began in January.  Office hours continue to be available for K-12 learners to receive extra instruction in a content area or support for homework.  MAP testing began with their first benchmark in early September 2017 and follow-ups were administered two more times this year.  The NWEA subscription for MAP will be renewed as the data has supported targeted curriculum and instruction planning. Reflex math continued after a pilot year in 4th grade and was extended for grades 1st-8th as another support for learner success.    Reading intervention group metrics are showing great growth.  LV students are moving up in levels at a rate of 22% in 1st-5th grades.  Sixty-three students are part of the 1st-5th reading intervention grade program, fifteen have IEPS, three are EL learners, and eleven exited by the time this report was written and are meeting grade level.    Middle school reading groups support thirty general ed, SpEd and ELD learners.  Reflex math showed 100% growth in proficiency for EL, SED, and learners with disabilities.  47% of the 9th-12th graders took an honors course or a class at the local community college.  Overall, middle school learners who were identified and received reading intervention support improved by18% from the initial benchmark MAP test in the fall. The data provided facilitators with the necessary information to tailor learning objectives to meet the needs of the particular learners.  Continued work towards implementation through professional learning aligned with school-wide initiatives like Project Based Learning and cross-curricular planning which was available for all staff as professional learning time.  PBIS, mindfulness and Restorative Justice continued in the classroom across the school.|The measures and tools Nea uses to track student access, enrollment, and course of study are comprehensive. Nea empowers learners to take ownership of their education in an inclusive environment. Therefore, when course selection or concurrent enrollment assignments are made all students are given a choice before a decision is made. Students do have cohort tracks to ensure graduation requirements are met but within that framework, they are given opportunities to access our extensive list of course offerings. When additional supports are needed or when a student is not successful interventions are necessary.   If a learner is not successful after the implementation of class interventions, the facilitator will meet with the learner’s grade level team and form a Safety Net. In the Safety Net meeting, facilitators list and discuss interventions and strategies that have been used and have been successful. Facilitators will work as a team to brainstorm the causes of the learner’s challenges and identify set interventions that they will try moving forward. Each individual facilitator tracks data using the MTSS Data Tracker Google Form located in the Counseling Folder. (When completing the form, facilitators will select the preview button (eye symbol) on the top right and answer the form in the Preview screen to ensure changes are not made to the form). Facilitators will then schedule a follow-up meeting in 6-8 weeks.  According to our LCAP, we are targeting learners for intervention based on data collected through multiple measures.|Students entering below grade level.  A lack of appropriate facility space.  Fiscal constraints making it difficult to provide a Reading Specialist.  External factors the school cannot control.|The program in place has provided vital time for facilitators to meet and discuss learners, set up LST’s, and get suggestions from or make recommendations to the school's counselors or Special Education staff.  Through this process, the learners have had more appropriate and effective supports put in place sooner in the school year.  Students entering below grade level are assessed upon entry for targeted intervention.  A lack of appropriate facility space, which was addressed by the installation of modular classrooms. Staff assignments were adjusted in order to provide funds to hire a .8 FTE Reading Specialist.  External factors the school cannot control.|Met||2018
01611190130609|Alameda Community Learning Center|7|ACLC approaches this question from two perspectives- time physically present and the scope of the program of studies. To assess the amount of time our students are spending learning, we examine the number of students in restricted environments either through SPED or disciplinary reasons, as well as our ADA and chronic absenteeism rates.   To measure ACLC’s commitment to providing a broad, college-prep program for all students, the school utilizes the A-G standards and the state and national standards outlined in Priority 2.  Furthermore, we analyze grade and testing data regularly to determine if our students are actually learning in those classes.|ACLC is proud to report significant progress on all metrics used to determine if students are present and learning in classrooms. Over the last two years, our percentage of SPED students not in a general education setting decreased by half between 2016-17 and 2017-18, and is projecting at zero for the 2018-19 school year. The suspension rates also fell for all students (5.6% in 16-17 to 4.1% in 17-18) and across all but one subgroup. This decline looks to be continuing for the 2018-19 school year, with projections coming in around 3% for all students. Finally, our ADA is in the second consecutive year of improvement and our rates for chronic absenteeism continue to fall.  ACLC remains committed to providing a college-prep program, and the ACLC graduation requirements exceed the A-G requirements. Our courses are completely aligned to state and national standards, and we have instituted programs and practices to ensure that all students are able to complete the work. We have begun mandating after school office hours and have provided struggling students with additional supports in study halls regarding math, time management, and organization. These combined efforts have led to five percentage point declines in the failure rate for both single and multiple classes. Our students have also shown growth over time through MAP testing.|The foremost barrier to fully providing a more broad program of study to all students is school funding. As a small school, we lack the ability to expand elective offerings and support systems must be selective. We utilize several data metrics and practices to identify students who need additional support, then work to provide that specific support. The metrics include both grade and testing data and staff observations. The supports include small group need-specific supports. Additionally, we work to help students proactively build academic and social-emotional skills to prevent future problems.  To provide more electives, further additional support and proactive measures, we would need to hire additional personnel.|ACLC has already implemented several new programs, practices, and initiatives to ensure access. For the 2018-19 school year, the LCAP was greatly revised and an entire goal was dedicated to this imperative need. To accomplish this, a three-pronged approach was taken to ensure curricular access through academic supports, revise disciplinary practices, and better promote parent involvement for all subgroups.  To ensure better curricular access, the MTSS process has been revised to provide more data-driven, need-specific feedback for each student. Data is reviewed weekly by admin and monthly by all staff, and personalized plans for all struggling learners are documented. Additional supports are available through newly formed intervention programs and group counseling, as well as previously existing in-class, tutoring, and SPED supports.   CLCS has had a two-year initiative to reduce suspensions and provide more restorative disciplinary practices. These methods include the use of in-house suspensions and lunch detentions, authentic of privileges, and a renewed emphasis on mediations. These practices have allowed for more conversation and growth for our students, and the preliminary results show that ACLC follows the normal research around the initiatives.  Finally, we are working on providing more translation services and more regular communication to parents around their child’s attendance and performance at school. These efforts are more recent, but we have already seen a rise in ADA and a further drop in failure rates, especially for multiple classes.|Met||2018
01611190130625|Alternatives in Action|7|We track access to a broad course of study through the UC A-G system. All students have access to a full suite of A-G approved courses so that they are eligible to attend four-year universities. In addition to our A-G approved curriculum we offer three CTE capstone courses that are articulated with local community colleges. We also have access to online courseware through our contract with Ed Options Academy and we have students who take additional or advanced courses at the community colleges. We track the number of students who complete our career pathways and the number of students who complete community college classes.|All students have access to a broad course of study as we are a fully inclusive school. In the spring of their junior year, studnets have the option of pursuing the alternate graduation path, where they opt out of certain A-G requirements and instead meet the minimum state requirement. These students who opt into the alternate plan are required to take careet tech classes/certification so that they graduate prepared for career.|We have had some challenges finding certified teachers in certain core subject and so we have opted to contract with online learning programs that provide CA credentialed teachers.|We will continue to expand our A-G offerings and we have a goal of increasing completion of our CTE pathways.|Met||2018
01611190131805|The Academy of Alameda Elementary|7|Because The Academy of Alameda Elementary School is a single site LEA and enrolled only 200 students in 2017-18 (and 250 in 2018-19) there is no tool needed to track whether or not all students have access to and are enrolled in a broad course of study.  All students in the LEA are served on one school site in a full inclusion model; thus, all students in the LEA--including those in all grades served, unduplicated student groups, and those with exceptional needs--have access to and are enrolled in a broad course of study.|All students (200 in 2017-18 and 250 in 2018-19) in the LEA are served on one school site in a full inclusion model; thus, all students in the LEA--including those in all grades served, unduplicated student groups, and those with exceptional needs--have access to and are enrolled in a broad course of study.|There are no barriers preventing the LEA from providing access to a broad course of study for all students.|The LEA does not need to take any action here.|Met||2018
01611270000000|Albany City Unified|7|The measures used to track access to a broad course of study include: staffing highlighted in the Local Control and Accountability Plan, course offerings, seats offered in classes identified as providing a broad course of study, and high school college preparatory versus non college preparatory course offerings.|The Local Control and Accountability Plan highlights the following staffing that ensures students in grades K-12 have access to a broad course of study: physical education teachers, visual and performing arts teachers, Advanced Placement teachers, Career Technical Education teachers. The District also retains science specialists for grades 4 and 5 (in addition to fully staffing science teachers in grades 6-12).  For grades 6-8, in addition to providing every student a seat in English, mathematics, science, social science, health and physical education courses, a number of course seats are offered student's access to foreign language (429 seats) and applied arts (822 seats).  For students in grades 9-12, every student is provided a seat in English, social science, foreign language, physical education, science, mathematics, applied art, and Career Technical Education courses as required to meet graduation requirements.   722 seats are offered in foreign language courses (foreign language is not a high school graduation requirement, but it is a UC/CSU a-g requirement), 593 seats are offered in applied arts, 760 seats are offered in Advanced Placement courses and 550 seats are offered in Career Technical Education courses.  A review of college preparatory versus non college preparatory courses offered to students in the comprehensive high school setting indicates that over 75% of the courses offered are identified as college preparatory.  In addition, students in grades 9-12 can enroll in up to seven courses, so students enrolled in English Language Development courses or courses to meet their Individualized Education Plan (IEP) goals are still able to access a broad course of study.|All students have access to a broad course of study.  Students in grades 6-12 can enroll in up to seven courses, so students enrolled in English Language Development courses or courses to meet their Individualized Education Plan (IEP) goals are still able to access elective courses as desired.|The District will continue to review its locally selected measures in order to ensure students continue to access a broad course of study.  In particular, the District will monitor course access for English learners and students with disabilities and analyze outcome data for all students.|Met||2018
01611430000000|Berkeley Unified|7|Enrollment in A - G approved courses Access to appropriate instructional materials Enrollment in specialized services:  ELD, Intervention, SPED State and Local Assessment data GPA data Reclassification data|-Ensured that all students have access to quality interventions by creating time both during the school day and after school for students to receive direct intervention support services by highly trained teachers and support staff.   -Piloted a new digital assessment tool to inform instruction and interventions.|The identified barriers preventing BUSD students access to a broad course of study were :  -Scheduling and programs can impede access to intervention classes -Inconsistent  access and usage of common core aligned instructional materials -The need for a professional development plan that included offerings for all staff.|The identified barriers preventing BUSD students access to a broad course of study were improved by:  -Strategic course scheduling with easier access to intervention classes -Closer monitoring of access and usage of common core aligned instructional materials -Development and implementation of a comprehensive professional development plan that included offerings for all staff|Met||2018
01611500000000|Castro Valley Unified|7|Castro Valley Unified School District uses the following measures to define a Broad Course of Study: Student Access to Board Approved Instructional Materials (K-8) Student Access to A-G approved courses and all graduation requirements and materials (High School), as indicated in the Program Planning Guide (PPG) Student access to CTE, dual enrollment, and articulated courses.  Student Access to PE Instruction (Elementary) Student access to technology in the classroom and at home. Early college credit is offered to high school students through articulated 235 UC/CSU approved classes offered   Staff and teacher training to support student access to a broad course of study|All elementary and middle school (K-8) students have access to a broad course of study through our standards-based curriculum, adopted materials, and highly trained staff.  All students at the high school level (grades 9-12) have access to 235 A-G compliant courses, all of which are listed in the Program Planning Guide (PPG). These courses provide students numerous opportunities to meet the A to G requirements.  We have also implemented and deepened our work in a Multi-Tiered System of Supports (MTSS) to help ensure that all students have access to academic and social-emotional supports needed to move to high levels of achievement.|For our K-8 program, we have not identified any barriers.   For our high school program, all students have access within a 6th period day schedule. But if we had state funding for a 7th period day, students would have more opportunities to access our CTE pathway, dual enrollment, concurrent enrollment, and additional electives that help them to become even more college and career ready.|In 2016-17, we created a Graduation Task Force to examine our broad course of study.   In 2017-18, the Graduation Task Force transitioned to our districtwide Strategic Planning Committee to continue our work in ensuring all students have access to a broad course of study.    Actions that were implemented as a result of the committee work are:   The formation of a partnership with Chabot College to create a dual enrollment program. The courses meet at CVUSD facilities during after school hours for students to earn concurrent college and high school credit.   The expansion of articulated CTE courses with three local community colleges (Ohlone, DVC, and Chabot).|Met||2018
01611680000000|Emery Unified|7|In grades 1-5, the district utilizes the following measures to define a Broad Course of Study: • Student Access to Board Approved Instructional Materials • Student Access to PE Instruction • Student Access to Art Instruction • Teacher Professional Development in Core Instructional Programs • Teacher Professional development in Project Based Learning  In grades 6-12 the district uses the following measures to define a Broad Course of Study: • Student Access to Acceleration Courses • Student Access to A-G Courses • Student Access to CTE (Career Technical Education) Courses • Student Access to Art Courses|Since the district only has one elementary, middle, and high school, the comparison between the schools is not applicable.  As evidenced by the data from district-selected tools and measures, all of the courses of study are opened and accessible to all of the district students. However, while all the courses are accessible, not all of the student groups were able in 2017-2018 to take full advantage of opportunities for advanced and acceleration courses, such as AP calculus and Algebra II/Trigonometry. Based on our data, our Hispanic students took full advantage of geometry, Algebra II/Trigonometry, pre-calculus, and music courses but did not take the AP calculus course last year. Our African American students took full advantage of Algebra I, AlgebraII/Trigonometry, Spanish I, Advanced Art, and Publications courses; however, they were under-represented in AP Calculus class. This data suggests that as we improve mathematics instruction throughout middle school and in the first year of high school, which the district is working on right now, more of our Hispanic and African American students will be ready for AP mathematics courses. All of our students take full advantage and participate in art instruction, which is offered at three different levels of rigor.|Some of the barriers preventing the district from providing access to a broad course of study for all students are staffing and scheduling. Understandably, there are both advantages and disadvantages to being a small school district. While we are able to provide a smaller ratio of teacher to student in offering courses and, consequently, a more personalized learning approach, the economy of scales sometimes prevents us from offering a variety of courses that much bigger school systems are able to provide. That is why intentional strategic thinking and prioritizing of courses are of special significance at Emery Unified as they are most likely to propel our students toward success in college and careers.|The district works very hard to expand the number of courses available to our students every year and to improve the quality of the ones already offered. For example, just this year the district added an AP Statistics and AP Art classes, in addition to the AP Calculus and AP Computer Science courses added in 2017-2018. In addition, to better prepare students for the acceleration courses, the high school administration decided to double-block all the math courses this year to provide our students with more time to learn mathematics and to increase students’ confidence and motivation. Furthermore, seventeen of our faculty members this year attended the PBL World Conference in Napa and began implementing project-based learning strategies in their classrooms. In 2017-2018 school year the district also began expanding coding instruction into the middle school, so our students can be better prepared to take coding, computer science, and AP computer science courses in high school. Additionally, this year coding is offered to elementary students in our after-school program. To support our students from low socio-economic background who are struggling academically, the district offers after-school tutoring and also access to many digital programs that are available to our students because the district provides computer devices for everybody.|Met||2018
01611760000000|Fremont Unified|7|1. FUSD's graduation rates 2. % of students meeting college readiness requirements in English Language Arts and Mathematics disaggregated by student groups 3. # of students who complete 2 semesters/3 quarters of dual enrollment 4. % of students taking CTE courses 5. # of students enrolled in Dual Immersion programs 6. % of students meeting A-G requirements 7. % of unduplicated students who passes the Advanced Placement exam with a 3 or higher|Results identified from locally selected metrics in 2017-18 school year 1. Graduation rate at 94.8%  2. Students meeting college readiness requirements disaggregated by student groups was 80.72% in ELA and 64.6% in math  3. Students who received dual enrollment credit was 2,599 4. Students taking CTE courses at 39%  5. Students enrolled in Dual Immersion programs was 826 6. Students meeting A-G requirements at 67% 7. Unduplicated students passing AP exams with a score of 3 or higher at 10%|•Transportation •Scheduling •Credentialing •Equipment •Facilities|The Dashboard informs the Development of LCAP.|Met||2018
01611760130534|Circle of Independent Learning|7|The methods that COIL uses to ensure all students have access to a broad course of study are many. First, COIL offers a full line of course offering for grades 1-6 in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health and Physical Education and for grades 7-12 in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education per California Education Code (EC) 51210 and California EC 51220(a)-(i).  Secondly, The full catalog of courses offered at COIL has curriculum suited for multiple types of learners including but not limited to students following a college A-G pathway, a general education pathway, students needing a modified curriculum for student with special needs as well as honors and advanced placement options for advanced learners.    COIL recognizes the need for a well-rounded education that not only prepares its students for a college pathway but also provides viable opportunities for students to learn technical, leadership and career skills.  COIL is very proud to be able to say they have provided career and technical skills and learning opportunities even prior to the recent introduction of the CTE mandate.  It is important to state that even with providing these opportunities in prior school years, COIL recognizes the need to increase and formalize the CTE pathway opportunities to their students.    This past year COIL has added a college/career course taught by our credentialed school counselor as well as offering an online career course for those students who cannot attend the onsite lab. COIL also works with Fremont Unified to provide transitional services for students with disabilities. In addition to the college/career opportunities that COIL offers on campus, COIL allows dual enrollment for students who wish to take ROP courses and/or Community College courses while enrolled at Coil. Aside from offering courses for students at COIL and opportunities for courses outside of COIL, the school counselor reviews all courses taken by 11th and 12th-grade students during the school year to make sure the college and career pathways are available and utilized by all students. COIL tracks course enrollment through their student management system and the academic schedules and pacing of courses are reviewed and monitored continuously by the parent, student, advisory teacher and school counselor.|During the 17-18 school year, 34% of COIL high school students participated in either ROP or Community College courses. 75% of high school students take either a career and/or leadership course while at COIL. Participation in these, as well as the overall curriculum offerings at COIL, are equally available and utilized by all student groups.|Due to the independent study environment of the COIL educational program, communication and/or families accessing the communication methods is the biggest barrier we have at COIL. In addition to the utilization of our website, newsletter, system notifications and phone calls, students and parents are regularly communicated with during the weekly/monthly student and advisory teacher review meetings. During this direct contact with students, the focus is on current student courses and progress towards completion of those courses and, while other information is shared, it can easily get lost in the overall focus of the academic review.  Another opportunity for growth is to help all students become more college ready and help remediate areas such as ELA and Math, that may create an initial barrier to college readiness.|COIL continues to work diligently to improve the ways we communicate with our students and families.  During the 17-18 school year, COIL had been researching different communication providers and will be fully implementing Parent Square for use during the 18-19 school year.  COIL is also investigating setting up a graduation requirement for all high school students to complete 10 credits of college/career courses either through COIL, ROP or Community College offerings.  The school counselor is also scheduling after hour seminars to address specific topics regarding college and career while inviting guest speakers to speak on specific topics such as financial aid, building resumes, interview skills and the like.  Lastly, the school counselor is also working to build relationships with the local community colleges and district schools to increase the number of courses offered to COIL students.|Met||2018
01611920000000|Hayward Unified|7|HUSD’s goal is to ensure that ALL students graduate college and/or career ready. Our plan is to ensure all have access to and are successful in a broad curriculum.   For grades 1-6, HUSD reviews daily and weekly instructional schedules to ensure that students are provided access to all core subjects as well as Physical Education,  and electives such as Visual and Performing Arts.  For grades 7-12, HUSD reviews secondary school master schedules, academic department course offerings, and student enrollment. We review programming at middle school and high school levels to ensure that we are providing a range of courses, including core academics, electives, Advanced Placement, Career Technical Ed, Physical Education, Health, and Visual & Performing Arts. Counselors review individual student transcripts and future plans for course enrollment to be sure students are on track to realize their goals for high school graduation and beyond.  In our efforts to measure successful outcomes, HUSD reviews A-G completion rates, drop-out rates and graduation rates. We use ACT, SAT and PSAT testing data to monitor college readiness of our students. We also review National Student Clearinghouse data in order to determine where students go after they graduate. We are members of CalPASS, which involves the sharing of data with local colleges and universities on our graduates and, at the same time, allows us to see paths our students take. On the individual student-by-student level, counselors help students develop and then periodically review 4 year educational plans.|Upon review of the current information, we are able to substantiate that HUSD currently offers the following courses at all elementary sites per California Education Code (EC) 51210: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.  Middle school and high school students are offered, per California EC 51220, a course of study including: English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.  To ensure ALL students graduate college and/or career ready, we need to ensure our students and families have a plan. HUSD became a partner district with California Colleges Guidance Initiative in 2017-18. Each high school student now receives a systematic baseline of guidance and support as they plan and prepare for high school courses, college and/or career. This project includes a 4-year high school plan, post-secondary education plan, career plan, and financial aid plan for each student. Through this partnership, we have taken the time to carefully curate the experience for students and parents. As part of this process, we have identified key activities students should complete each year in order to develop meaningful post-secondary plans and have developed standards-aligned lesson plans connected to these activities. As a result of this partnership, we anticipate an increase in high school graduation rates and A-G completion. Tools available on this site allow students to explore potential careers; search for colleges; create a college financing plan; log community service, work, and extracurricular experiences; and launch and track applications to both the California State University and California Community Colleges.  HUSD continues to implement and expand our Career Technical Education Programs. At this time, we offer the following:  Product Innovation and Design Pathway; Biotechnology Pathway; Design, Visual, and Media Arts Pathway; Entrepreneurship/Self Employment Pathway; Cabinetry, Millwork, and Woodworking Pathway. In 2018-19, we began piloting an Engineering Technology Pathway program at Bret Harte Middle School.|Some of the barriers that HUSD faces in guaranteeing that all students have access to and participate in a broad course of study include the following: inadequate State funding for public education, availability of qualified and certificated teaching and administrative staff, the competing needs to provide academic support classes or ELD as well as electives, course design, materials, changing expectations about options (ex: ability to take AP, access to STEAM careers for both genders), balancing district versus site decision making, well structured educational plans, and facilities.   We are addressing many of these barriers by pursuing grant funding and options for credentialing. We are designing courses with nearby institutions of higher learning, adopting courses from nearby districts, building of STEAM facilities, using grant funding for college entry tests, providing 4-year planning with high school counselors, and monitoring of A-G coursework. We are building in mechanisms to support students with disabilities and English learners in STEAM courses. We are currently working with site and district level teams to examine offerings for students, in particular STEAM. We are updating our EL Master Plan to make sure that students have options for language learning.|HUSD is currently involved in a number of activities to improve access to and participation in a broad course of study.   A few of these actions are listed below.   We are currently working with a district team including Assessment, Research and Evaluation; Curriculum and Instruction; Academic Direction and secondary math teachers to evaluate placement policies and assessments for 9th grade math. We want this mathematics path to be as smooth as possible and for students to get the support or challenge they need.  We will collaborate with other Alameda County districts to talk about a regional plan for working with Career Technical Education that may lead to additional funding. This group will also talk about credentialing and connections between K12, Community Colleges and Industry.   STEAM buildings are being built in HUSD and courses developed. A district and high school site level teams are developing plans for gradually involving all students in these courses. These courses will support our movement towards greater student engagement and deeper learning. We are collaborating with CSU East Bay and the ACOE.  We are conducting a district/community review of our EL master plan in order to ensure that we provide programs that meet our diverse student needs. We will take a close look at the effectiveness of different types of models or programs. This effort includes dual immersion in Mandarin as well as programs in Spanish.  District pays for all sophomores to take pre-ACT and all juniors to take PSAT. We encourage all students to take this important initial step to applying for higher education. We support families who have limited funds.  We are implementing an Advanced Placement grant which provides professional development as well as increases AP sections and course offerings in STEM.   We are striving to reclassify English Learners so that they can take full advantage of MS and HS offerings. Taking English Language Development prevents students from taking an additional course. We are also using ELPAC results to guide our instruction in order to provide appropriate designated and integrated ELD and greater, meaningful access for ELs to a variety of courses.|Met||2018
01611920108670|Leadership Public Schools - Hayward|7|LPS Hayward is committed to offering students a range of courses that prepare them for college and career.  Our foundational measure of access to a broad course of study is that all students, except those with a specifying IEP, complete the UC/CSU A-G graduation course requirements.  In addition, we offer an extensive array of AP and college courses.  These courses are designed to prepare students for the more rigorous demands of college coursework and to provide career pathways.  We have high participation in AP Spanish courses, part of our efforts to help our high proportion of Native Spanish Speakers develop this academic and professional asset in a way that will serve them in college and beyond.  Our other AP courses and dual-enrollment college courses are designed to introduce students to the rigor, skills and mindsets of college, support our career pathways, and provide a greater array of electives.|A-G Graduation Rate.  LPS Hayward has an A-G graduation rate of 91% in comparison to a statewide graduation A-G rate of 50%.  There is no discrepancy across subgroups.  Because A-G graduation is a high priority of LPS Richmond, numerous supports have been put in place.  These include a Tiered Support System with an array of mental health and academic services including an extensive tutoring program.  In addition, we maintain a special education caseload below what is typical in high schools as well as coaching related to serving special education students in general education classrooms.. It should be noted that some Special Education students do not graduate with A-G requirements completed because their IEP specifies a California State Basic Diploma.  Under LPS policy, a student may not be put on a Basic Diploma path prior to 10th grade or without an SST recommendation.  AP Pass Rates and College Course Completion.  64% of all LPS Hayward 2018 graduates left with AP and/ or College Course credit.   These include AP Spanish Language, AP Spanish Literature, AP Government, and AP US History, AP Statistics, and AP Environmental Science with a smaller group participating in concurrent and dual enrollment college courses.  There is a discrepancy in participation with English Learners and Special Education students under-represented.  However, the focus has been on ensuring that students with these learning profiles have access to the A- G curriculum and also have room in their schedule for specialized support classes such as Guided Studies and ELD.|The two biggest challenges in providing access to a broad course of student are, 1) the availability of courses given our A-G program, our small size, and the need for additional student support courses and 2) the need for greater access for our most academically struggling students to the courses we have.|LPS Hayward continues to work to strengthen both our common core instruction and our tiered support systems to ensure that all students are able to graduate having met the UC/CSU A-G graduation requirements. In addition we are strengthening our relationship with the local community colleges to allow for dual enrollment, as opposed to concurrent enrollment courses supported by on-site classes to provide access for the full range of students|Met||2018
01611920119248|Golden Oak Montessori of Hayward|7|Golden Oak’s performance goals are based on Montessori Curriculum and include outcomes seen through the lens of the State Standards.  Students at Golden Oak participate in multiple formative and summative assessments and evaluations including state mandated exams, regular classroom assessments and evaluations, and reflections and performance tasks that focus on Montessori educational values and skills. Each classroom has an Instructional Assistant who has the responsibility of observing and documenting student programs and progress. Classrooms are assessed annually using the DERS (Developmental Environmental Rating Scale) and students are assessed using and MEFS (Minnesota Executive Function Scale). Both tools are able to provide insight on executive functions, linguistic and cultural fluency, social-emotional development. Students in key sub-groups (socio-economically disadvantaged, English language learners, etc.) are closely monitored for progress. These assessments and tools aid teachers and administrators in identifying students who may need additional supportive services to meet state standards. Students with additional needs receive individual and small group instruction provided directly by teachers and/or academic specialists. Parents, also critical to student success, are consulted so the school/parent team can work in partnership on a plan designed to support the student.|All students at Golden Oak Montessori have equal access to learning experiences, educational materials in the classroom, attention and guidance of their teacher and assistant teacher, and programs and services available at the school. Montessori employs didactic materials at each level that provides students hands on experiences using materialized abstraction. Teachers keep careful records to ensure all students are interacting with experiential activities on a daily basis. Academic specialists, including a Reading Specialist and English Language Development coordinator, work with students as needed and identified by their teachers. There is a classroom library and all Golden Oak students have access to a small school library, which also serves as a resource room. Montessori curriculum emphasizes the importance of experiential learning - taking the child out into their local and broader community to experience life directly. Golden Oak Montessori students participate in numerous day and overnight field trips during the academic year – regardless of ability to contribute to the expense of the experience.|All students at Golden Oak Montessori have access to a broad course of study; however, funding is always a factor. Experiential learning opportunities are a significant expense to the school which requires numerous fundraising activities and parents donating to the trips when financially feasible for their family. Physical space, like at most schools, is limited and requires teachers and staff to work creatively to maximize our instructional areas by closely calendaring room usage in shared spaces. Outdoor spaces, including courtyards, are utilized routinely as overflow instructional space. There are a limited number of Montessori trained, California Credentialed teachers. As a result, Golden Oak Montessori provides funding for teachers with one of these trainings to go obtain the second certification necessary for them to be a lead teacher. This is a significant expense to the school but necessary to ensure we do not have a teacher shortage. The rate of students requiring special education services continues to climb quickly. Staff work to efficiently manage caseloads and services to students.|In the Spring and Fall of 2018, Golden Oak Montessori did a series of strategic planning exercises which included an operational review of how current efforts and activities could be completed with less funding and resources. Results of that exercise indicated significant transportation cost savings could be achieved through better classroom field trip coordination and simplifying the nature of the trips utilizing local resources. Small and medium scale maintenance and new construction needs are being addressed directly by parents in the form of Work Days where repairs are made, furniture is assembled, and outdoor instructional spaces are prepared. Volunteer parents are actively utilized in the classroom to support reading groups and make instructional materials. Teachers who participate in either a Montessori training or California Credential program paid for by Golden Oak Montessori are required to stay at the school for a minimum of three years after the training is completed.|Met||2018
01611920127696|Knowledge Enlightens You (KEY) Academy|7|The tools that we use to track and measure the extent to which all students (TK-8) have access to and are enrolled in a board course of study are the following:  1. Student access to instructional materials 2. Amount of instructional time spent on each core subject area 3. Student access to world languages, art, and PE 4. Student access to relevant educational technology  5. Teacher access to professional development  Evidenced by the SARC and bell schedules.|All of our students have access to instructional materials for their grade level. In addition to the physical textbooks, most textbooks have an online version that is available to every student as well. Students are provided individual software licenses to practice skills at their instructional level at home and at school. All students participate in a physical education class twice a week and an art class once a week. Additionally, all students participate in a daily world language class (either Arabic or Spanish). All students in 6-8 have a Chromebook assigned to them (one-to-one device). Students in grades TK-5 have access to the computer lab once a week. Students have access to relevant educational technology, which includes but is not limited to, IXL and LetsGoLearn. All classrooms have a HoverCam (an intelligent teaching wall) in their classroom to facilitate student learning. Daily instruction for the core subjects in grades 5-8  are in blocks of 60 mins. TK-4 spend 90 minutes on language arts and math instruction daily. And spend about 30 instructional minutes on history and science. All students have access to the after-school program. About 90% of our students attend the program. All teachers participate in weekly professional developments. All staff have been trained in explicit direct instruction strategies.|Some barriers that are preventing access to a broad course of study for all students are the following:  1. Facility issues 2. Recruiting and hiring highly qualified staff|The following actions will be   1. Continue to find ways to provide TK-5th grade access to a personal Chromebook  2. Refine, develop, and design a program for students with special needs  3. Refine, develop, and design a program for ELL students  4. Refine the process for identifying academically struggling students  5. Continue to employ full time counselors 6. Provide more opportunities for our students to be expose to various careers and colleges 7. Continue to offer supplemental enrichment programs (after-school program & summer school program) 8. Continue and increase parent engagement and participation by continuing to offer informational nights and other relevant school events|Met||2018
01611920127944|Silver Oak High Public Montessori Charter|7|The goal is to evaluate student proficiency in different ways, as well as provide additional support to students. Different ways have been implemented to provide extra information to the students, through teacher training to implement individualized learning, credit recovery and after school tutoring. The School started PSAT testing in the 9th grade to have benchmark data earlier and be able to react faster on the trends of each cohort. -All students have access to our college prep curriculum. -We measure mastery through the School Wide Learner Outcomes. -Mastery in all subject matters is defined as 70% or better. -In 2017-2018 85% of all students attained mastery in all subjects. The school will continue to implement extra support. For 2017-2018, no credit recovery was offered after school, only in summer (June/July). The students may take advantage of tutoring after school 4 days a week. Students who receive NC first and/or third quarters in any core subject course are required to attend after school tutoring in that subject two days per week. Major funding was allocated toward improving the student proficiency and test scores. Starting with the 2017-2018 school year a Reading Specialist was hired, and Achieve 3000 software, for every student, including teacher training, was procured. In addition, a 3rd Math teacher was contracted, and an Integrated Math elective, for all students scoring below Algebra I in the 9th grade Math Placement test, was designed and implemented. Students did daily standardized, computerized warm-ups to practice their skills and improve their Smarter Balanced test scores.|We only offer a college prep curriculum. All students have access to this curriculum. Students with IEP's and 504's are fully included, as are all ELL students. There are no tracks or differentiation of curriculum for any students.|There are no barriers because All students have access to this curriculum. Special Education students are fully included, as are all ELL students. There are no tracks or differentiation of curriculum for any students.|We have implemented a new comprehensive Mental Health program at the School. We plan to expand it.|Met||2018
01611920137646|Impact Academy of Arts & Technology|7|IA’s instructional model is heavily centered around project based learning and performance assessment, and we use these models as a means to ensure that all of our students have access to a broad course on study.|In a students’ journey at IA, they conduct research, analyze complex text, conduct inquiry experiments and express themselves creatively using 4 Mindsets in Middle School and 4 Leadership Skills in High School. Through this process, students compile artifacts of their learning, and reflect on that learning, and at the end of 8th, 10th and 12th grade, defend their growth and learning in front of a panel of teachers, students, and families. Envision Schools’ graduation requirements require all students to fulfill the A-G requirement in addition to their senior defense and a Work Learning Experience. This ensures that our students have access to a broad course of study to prepare them academically and socio-emotionally for the demands of college and career.|There are limited barriers preventing our students from accessing a broad course of study.|We will continue to build upon our project based learning and performance assessment models that ensure that our students continue to have access to a broad course of study|Met||2018
01612000000000|Livermore Valley Joint Unified|7|LVJUSD reports annually on the percentage of students who meet a - g requirements and the graduation rate. Our district reports on the numbers of students in Visual and Performing Arts (VPA) courses, students who take and pass Advanced Placement (AP) and International Baccalaureate (IB) courses and exams, and math placement. In addition, LVJUSD reports on enrollment, program expansion, and completion for our Career Technical Education (CTE), Regional Occupational Program (ROP) and our Middle College Program at Las Positas College.|LVJUSD is an open enrollment district, which allows students access to our broad course of study and magnet programs. In addition to strong core instruction, we offer a Dual Immersion program and the Early Years, Middle Years and High School Diploma Programmes within our International Baccalaureate schools. The Project Lead the Way (PLTW) curriculum and STEAM-focused programs exist throughout several of our elementary, middle, and high schools. Our Green Engineering Academy recruits at-risk students to build a strong academic connection to school. In addition, our district offers robust Regional Occupational Program (ROP) and Career Technical Education (CTE) course selections representing 12 Industry Sectors and 24 Career Pathways. Our district employs a counselor who specifically supports the academic success of First Generation and Migrant students. In order to offer a broad course of study to students with unique interests and needs, we have an Alternative School that offers students the option of independent study, an Alternative High School, as well as a Middle College program.  All district students have access to a broad selection of Visual and Performing Arts options, and various elective courses and pathways. We administer the PSAT annually to all Grade 10 students, with the results used to help identify underrepresented students for Honors, AP, and IB courses, as well as for rigorous college preparatory courses, and to help promote a college-going culture. Additionally, we have 566 students currently enrolled in courses that are articulated with local community college courses, assisting the students in earning college credits prior to graduating high school.|Our district works diligently to open doors for students and remove barriers that prevent students from accessing a broad course of study. Some limitations include: transportation to ROP courses at other schools within our consortium; limited facilities and equipment for specialized courses; availability of teachers with specialized credentials; and prerequisite requirements not being met. Our trimester system and our commitment to prioritizing student needs when creating the high school master schedules allow for access to a broader course of study by enabling students more access to elective courses.|Our district added counselors, including a Migrant / First Generation counselor, to our middle and high schools to support the academic and social emotional needs of our students. We collaborate with our community to provide free bus passes for many of our students. We have a partnership with Las Positas College to provide both free bus passes and/or parking passes for students engaged in the math tutoring program at the college.   We continue to apply for local, state, and federal grants to assist with facility and equipment needs. Our community continues to support local bond and parcel tax measures that enable our district to upgrade facilities and improve programs.   Our Human Resources department actively recruits from surrounding higher education institutions and hosts an annual recruitment fair to attract teachers. Our district is dedicated to nurturing a collaborative workforce culture that promotes retention of highly qualified, engaged employees.  We provide a range of academic supports, enrichment, and interventions including support during the school day, after school programs, and summer school to ensure students make progress and have access to our broad course of study.|Met||2018
01612340000000|Newark Unified|7|Currently, NUSD surveys site administrators regarding broad course of study access for all students, including unduplicated students and individuals with exceptional needs. We also analyzed Master Schedules at both the Jr. High and High School, ROP participation rates and program completion, AP enrollment and testing, as well as  CTE pathways data. University of California data  also provides course information.|"We have eight elementary sites, all eight offer Music for Minors in either grades K-2 or 3rd grade. The data also shows one fo our elementary schools is offering a volunteer/docent art program at least one time a month per grade level.  We also offer Physical Education classes in all grades K-12.   At our two Title I elementary schools and at our Jr. High, we offer after school STEM programs daily from 3-6 PM. One of our Title I elementary school's also offers an after school Baile class.  At the Jr. High, seventh and eighth grade students are offered at least one elective section within a broad course of study. These courses include, music, art, language, and coding. Specifically, we offer digital arts and digital media to 340 students, in music 206 students, and 25 students in coding. These are all daily courses.   At the High School, overall 1387 student are currently enrolled in ""G"" courses. Of those students enrolled, 21.49% are SPED, 8.9% EL, 4.1% African American, 68.6% SES and 54.2% Hispanic. We also analyzed our AP course data: 59% of student enrolled in AP Courses take the AP exam and of those students 72% pass the exam. of the 59% overall enrolled, 27% are English Learners (with an 80% pass rate), 54% SES (71% pass rate),  52% Hispanic (67% pass rate), 38% African American (60% pass rate), and 20% SPED (100% pass rate)."|Currently, our biggest barrier is budget and staffing. As a small district, competing with larger districts it is challenging to recruit staff with specialized credentials.|This year we will be offering a Seal of Biliteracy for students who complete the necessary criteria. We are also taking a closer look at elementary art programs to see if there is way to extend VAPA opportunities for all students. We will continue to utilize data collection tools to gather a deeper understanding of our student needs to make the most informed programmatic decisions.   Additional, we will be working closely with HR and Master Scheduling at the high school to align student needs with course offerings.|Met||2018
01612420000000|New Haven Unified|7|For many years, the New Haven Unified School District has maintained a system-wide focus on Equity. Two structures to support this work have been our district’s Grading and Assessment Task Force and the district’s Equity Council. These groups are composed of certificated staff, classified staff and members of the district’s administrative team. One of the desired outcomes from these groups is to ensure equitable grading practices in our district. Another desired outcome is to ensure equity for students by eliminating barriers for student access to the broad selection of courses which our district offers to our students. As a result, the New Haven Unified School District has adopted and is beginning to implement new equity based grading policies in our secondary schools. The efforts associated with the implementation of equity based grading practices have been in coordination with the elimination of barriers which have historically been obstacles to students participating in a broad course of study. Based upon recommendations synthesized through our district’s Equity Council, our district has removed the completion of coursework as a conditional requirement for enrollment. As a result, New Haven Unified offers students in Grades 6 - Grade 12 open access to a broad course of study. Open access for students includes access for unduplicated student groups and individuals with exceptional needs. Course catalogs, master schedules and the student information system are some of the tools that we use to track the extent to which all students have access to, and are enrolled in, our broad course of study. Although students have open access to courses, we have identified the need to continue to recruit and support our underrepresented populations to enroll in Advanced Placement Classes, take the Advanced Placement tests and score 3 or above.|While New Haven Unified School District has provided students with open access to a broad course of study, we continue to focus upon the recruitment of students into our Advanced Placement classes as there appears to be an ongoing trend where student groups are disproportionately represented. Through the analysis of our student data, we have identified the following: In 2017-2018, there were 1,794 students enrolled in Advanced Placement classes. Of the 1,794 students, 1,429 of them actually took the Advanced Placement Exam. Of the 1,429 students who took the exam, 862 of them or 60% scored a three or above. We have been tracking this data over time. In 2014-2015, the percentage of students who scored a three or above was 51%. In 2015-2016, it was 53%. In 2016-2017, it was 60% and as previously stated, in 2017-2018 it was also 60%.  While we continue to make progress in increasing the percentage of students who score 3 or above on the Advanced Placement Exam, there continues to be a huge discrepancy in the students enrolled in our Advanced Placement classes, even with open access. In 2017-2018, there were 1,794 students enrolled in Advanced Placement Classes. 1,232 students (68%) were identified as Asian / Indian / Filipino. In comparison, 310 students (17%) identified as Hispanic, 125 students (6%) identified as White, 81 students (2.5%) identified as African American and 46 students (2.5%) identified as Native American. This illustrates the fact that our Asian / Indian / Filipino population has a much greater percentage of students enrolled in Advanced Placement classes when compared to their percentage of population in the district as a whole. The percentage of Asian / Indian / Filipino students enrolled in Advanced Placement classes being 68% while composing 45% of the students enrolled in the district. Conversely, for our Hispanic students, 17% are enrolled in our Advanced Placement classes which is significantly less than the percentage of Hispanic students who attend New Haven schools which is approximately 37%. These data sets illustrate that while we have eliminated the barriers to advanced courses for students and maintain open access, we need to maintain our focus upon recruitment, encouragement and support for underrepresented students in our Advanced Placement classes.|Even though New Haven Unified has open access to Advanced Placement and Honors classes at the high school, we continue to find that students may not be taking advantage of this opportunity for a number of reasons. There is a cultural norm which exists in New Haven Unified which causes hesitation for potential students to enroll in Advanced Placement classes. As a result, while open access is available, students are sometimes reluctant to make the choice to enroll in these classes. We believe hesitation could stem from students feeling isolated racially. For example, African-American / Hispanic students may not want to be alone in Advanced Placement classes. We recognize that support for the coursework is not always consistent and varies amongst courses and instructors. We offer a boot camp for students throughout the school year that provides students with intensive support in preparation for taking Advanced Placement exams. With an increased workload and faster pace, retention of students is still a challenge. Grading practices are still in flux at the secondary sites, where not all teachers have begun to implement equitable grading practices. Traditional grading practices have tended to prohibit students from succeeding in Advanced Placement classes.|In order to increase access in Advanced Placement classes, we will work with counselors to encourage students to register for AP classes.  Counselors will meet with students who are proficient according to CAASPP results, grades, or NWEA MAP (Measures of Academic Progress) results, during the pre-registration process in the Spring to suggest they register for Advanced Placement classes.  We will also continue to support students in Advanced Placement Boot Camp classes and will make revisions to these support classes based on feedback from students.  A new action we are in the midst of initiating is working with our school counselors in order to identify secondary Hispanic students who are academically proficient. Once these students are identified, counselors are being asked to engage in outreach efforts with students in order to provide them with information about Advanced Placement classes and provide encouragement and support to their enrollment.  Another next step is to analyze the current practices around the criteria to identify students who are enrolled into Accelerated Math in middle school.  Currently, students are placed based on the results of the NWEA Math Test, the Mathematics Diagnostic Testing Project (MDTP) Math Placement Test and teacher recommendation.  This is the first year we have used a new pathway, and math teachers will be collecting data to analyze the patterns and trends of the student performance outcomes to determine the success rate of students.  One of our next steps would be to eventually add to the rubric which could potentially incorporate other measures, such as SBAC Mathematics results.|Met||2018
01612590000000|Oakland Unified|7|"LINKED LEARNING PATHWAY PARTICIPATION: All of our high schools and alternative schools offer Linked Learning pathways that tie classroom learning to work-based learning and Career Technical Education in industries and careers in fields as diverse as Architecture, Health and Bioscience, Culinary, Engineering, and Entrepreneurship, to name a few.   A-G COURSE COMPLETION: The University of California and California State University have an eligibility requirement that students complete a broad course of study called A-G courses with a grade of “C” or better. In 2016-17, 44% of seniors met this requirement. All OUSD students have access to the A-G courses and must pass with a grade of “D” or better in order to graduate. A-G courses include: A. History/Social Studies; B. English; C. Math; D. Laboratory Science; E. Language Other Than English; F. Visual & Performing Arts; and G. College Preparatory Elective.   KHEPERA CURRICULUM: The Office of Equity/African American Male Achievement has developed seven culturally relevant courses and curricula that also carry A-G credit (e.g., Mastering Our Cultural Identity is a “G” elective; Revolutionary Literature is a “B” English course, African American Power in the U.S. is an ""A"" History course). Some Khepera courses are currently taught at multiple high schools, and Mastering Our Cultural Identity is also taught in select middle schools and elementary schools.   GRADUATE CAPSTONE COMPLETION: The Senior Project has developed into the Graduate Capstone, which enables each senior student to select a meaningful research question and to design and conduct a study, present the findings orally and in writing. It is a culminating project that is also a graduation requirement at some of our high schools.   ETHNIC STUDIES: Each year, more students in OUSD have access to Ethnic Studies classes, with a goal of having universal access to Ethnic Studies at the high school level. Over the past three years, Ethnic Studies offerings have increased from three schools to eight schools. In seven of these schools, Ethnic Studies is offered to all 9th grade students.   COMPUTER SCIENCE IN THE MIDDLE YEARS: We continue to offer Computer Science including coding in middle school and ninth grade to expand access and opportunities, and to prepare students for high school Linked Learning pathways that involve advanced computer science."|LINKED LEARNING PATHWAY PARTICIPATION: Because Linked Learning has proven to be instrumental in increasing student engagement and graduation rates at the high school level, our aspirational goal is 100% participation for students in grades 10-12. In 2017-18, participation reached 78% for all students in grades 10-12, and increased to 85% for grade 10. A-G COURSE COMPLETION: All OUSD students have access to and are enrolled in the A-G courses in high school, and must pass with a grade of “D” or better in order to graduate. KHEPERA CURRICULUM: Mastering Our Cultural Identity (and middle school course called African American identity, elementary program called Manhood Development) has been offered to African American male students and taught by African American male teachers since 2010-11 at up to 23 schools (elementary, middle, high). Currently, other high school courses using the Khepera curriculum have been opened up to all students and may be taught by any interested and qualified teacher. GRADUATE CAPSTONE COMPLETION: All high schools and alternative schools engaged seniors in developing a Graduate Capstone project. In 2018, two thirds of seniors were assessed using a common rubric that focused on the quality of research writing, oral presentation, and field research. ETHNIC STUDIES COURSE OFFERINGS: Each year, more students in OUSD have access to Ethnic Studies classes, with a goal of having universal access to Ethnic Studies at the high school level. Over the past three years, Ethnic Studies offerings have increased from three high schools and 6-12 secondary schools to eight schools. In seven of these schools, the Ethnic Studies is offered to all 9th graders. COMPUTER SCIENCE IN THE MIDDLE YEARS:  Introducing all middle school students to Computer Science as part of the core curriculum for middle school and ninth grade students has greatly increased the number of students taking Computer Science courses and has increased the number of girls and students of color who may choose to pursue advanced computer science and engineering in high school and beyond.|Funding and staffing challenges are cited as barriers preventing OUSD from providing access to a broad course of study for all students, including the courses and programs identified here. Given current district funding, trade-offs are necessary, as schools cannot offer all courses and programs for all students. For example, while the Board of Education has adopted a policy supporting Ethnic Studies and the district has increasingly expanded this course to 9th grade students, there are trade-offs with other 9th grade courses within the typical six-period day. There are also competing demands for limited resources to invest in professional development for teachers of new Ethnic Studies curriculum. For the Graduate Capstone, while there is some inclusion of Career Technical Education skills in the Capstone Project, this is an area of learning for us as a district. In addition, the common rubrics provide data to raise district-wide awareness of what high quality research, writing, and presentation skills need to be, and also points to the need for schools to structure opportunities for students to develop and practice these skills before senior year. For the Khepera curriculum, some barriers in the past that prevented broader use of the curriculum was a lack of understanding that these courses could fulfill A-G requirements in the school’s master schedule. There was also a lack of understanding of who could teach the course. Any qualified teacher with an appropriate credential is eligible to teach the course to all interested students. Last year, Khepera curriculum workshops were provided for all high school counselors. Informational meetings were held with some high school principals and the High School Network team to share the curriculum as a culturally relevant option for students. In turn, they became advocates for use of the curriculum by the school sites they supervised. As a result, more schools are using the curriculum and are eager to utilize it on a larger scale for the 2019-20 school year.|ETHNIC STUDIES: We will continue to expand the offering of Ethnic Studies in ninth grade as well as provide professional development and curricular supports for these teachers to be effective. GRADUATE CAPSTONE: The Graduate Capstone project will be written into Board Policy to validate the work that is already happening as well as to bring the remaining schools on board. We will provide recommendations on how schools should create their master schedules to ensure that the Capstone Project is a high impact experience with high quality results in the final year of high school for all students. KHEPERA CURRICULUM: OUSD high school sites will have access to the curriculum carrying A-G accreditation through the University of California Office of the President. The courses are as follows: Mastering our Cultural Identity (G Elective), Revolutionary Literature I&II, (B English) Worlds Great Men and Women of Color (C History), African Power in the United States (C History), Classics Revisited (B English), and the Depth of Hip Hop (G Elective). Middle schools and elementary schools will continue to offer African American Identity and Manhood Development in grades four through eight.|Met||2018
01612590100065|Oakland Unity High|7|Our school offers a broad course of study by offering a complete college preparatory program meeting all the A-G requirements for attending a 4-year University of California program. We currently offer AP Classes in Spanish, Calculus, and US History. Many of our students take college courses at local community colleges to expand their options. We aspire to offer additional electives like music, drama, and dance, but to do so will require more resources.  The after school program provides a wide area of enrichment activities. During the day, a consultant leads our Girls Chorus. Because our school is small we cannot afford to hire additional teachers but our regular teachers offer clubs, field trips, and other activities.|All students have equal access to our broad curriculum: students with exceptional needs attend the same classes as other students with support from an Educational Specialist and Aides; African American and Latino and English Learners and socioeconomically disadvantaged students have access to all the same courses at each grade level and all subgroups are achieving at strong levels compared to students from the same demographic groups attending the Oakland Unified School District schools. All of our students and every subgroup have the same access to our curriculum which includes all the required courses for high school students. We offer as many Honors and AP classes as possible and students from all subgroups are well represented in the courses.|The only barrier to providing additional enrichment classes before or after school is financial. Our school budget is based on our enrollment which is limited by the site location. Our enrollment for the current year is 358 and our maximum enrollment for the current site is 360. Currently a high number of our teachers are qualified to teach higher level courses, so lack of qualified teachers is not an obstacle for us at this time.|A new action, which will ultimately allow us to offer more diverse and broad array of courses, is to find a location which can serve a larger group of students. We have conducted outreach to several Oakland building owners and also to the Oakland Unity School District regarding vacant buildings near to our current location. OUSD is having a moratorium regarding renting facilities to charter schools (and other organizations), while the district completes a facilities plan. They expect to assess our request at the end of the school year.|Met||2018
01612590106906|Bay Area Technology|7|All Bay Area Technology  students are enrolled in specific required standards-aligned courses. Bay Area Technology School is currently using Plato as a core digital curriculum in all areas, including foreign language. They have recently added Acellus to the digital curriculum which offers A-G approved courses, and CTE courses, along with opportunities for fine arts and remediation. Students are assessed early in the year using MAP software and are placed in appropriate instructional units which are often far below grade level in reading and math.  The Coolsis program is used as a LMS and as a SIS to register students, and keep track of academic accomplishments, report grades, and communicate with parents/students. Students identified as needing extra academic or social/emotional support are also assigned a Program Academic mentor and/or the RSP program. Additional optional specific enrichment or remediation learning opportunities for students are offered on a daily or weekly basis and students are encouraged to participate. Their progress is monitored through attendance logs ands the software programs in use. Students needing credit recovery meet weekly or bi-weekly with their  academic mentor(s) to review progress and make any necessary changes in their program. The RSP specialist coordinates the programs for the identified students with the individual core content teachers.In the core content areas, student growth is measured by MAP and teacher created materials, and for students with special needs, progress is measured by gains on special assessments as identified on their IEP's.|All students are enrolled the the required courses necessary to complete the graduation requirements and  successfully move forward with their academic studies and the college level. All students are also enrolled in a music class, a foreign language class and a technology class in all grades. All students have access to before and after school tutorials to support core instruction. Student needing additional support are registered in a 'study hall' which focuses on their specific academic need.|There is a unified need to focus on study skills and empower students to make good academic and curricular choices for successful completion of high school and entry into college. There is a need to focus on intervention using student data generated from the current software. There is a need to provide more course offerings in the arts, foreign language, and the sciences. Again, as stated above, the major barrier is the changes in leadership and staffing that has occurred over the past two to three years. In addition, a  barrier sometimes faced is that of internet access for students at home or transportation to enrichment/remediation activities and/or parent meetings. Plans to remedy this will be addressed through the LCAP.|A new leadership team is in place with more consistency in the hiring practices and placement of instructional staff. The staff has identified a need for more professional development  in intervention strategies and instructional strategies that will encourage student engagement.The staff is currently looking at differentiation and project-based instruction and more professional development in this area will also be offered.  The high school curriculum is currently lacking in exposure to CTE courses, and is examining ways to expand this area and better serve the high school students.|Met||2018
01612590108944|Lighthouse Community Charter High|7|Lighthouse Community Charter High School uses our course offerings and enrollment data to track access to and enrollment in an appropriately broad course of study. This allows us to disaggregate enrollment data by grade level, ELA status, ethnicity, and students with exceptional needs. All students at LCCHS are enrolled in a college-preparatory curriculum that meets the A-G requirements of the UC/CSU system.|All students at Lighthouse Community Charter High School have access to and are enrolled in a college-preparatory curriculum that meets the A-G requirements of the UC/CSU system. In addition, we are in our second year of implementing a CTE Product Innovation & Design pathway that offers coursework in the 2-D Design, 3-D Design, and integrates Product Innovation & Design standards within core classes as well. LCCHS offers all the courses specified as a broad course of study by California Ed Code that are included as part of our charter, including English Language Arts, Mathematics, Science, History-Social Science, Health and Physical Education, Visual Arts and Design, and World Language. An analysis of our course enrollment and transcript data shows that all students have access to and do take the breadth of course offerings throughout their time at LCCHS, across socio-economic status, ethnicity, language proficiency, disability status, and other demographic factors. As a result, 95% of our graduates in 2018 met the CSU/UC A-G requirements in all significant subgroups.|Lighthouse Community Charter High School offers a broad course of study across course areas, meeting the California Ed Code requirements and the specifications of our charter. The primary barrier to providing more breadth within course areas (for example, offering multiple world languages) is our small school size. As a school of 280 students, we do not have the capacity to offer multiple foreign languages or a broader range of visual and applied arts.|For the upcoming years, our course focus is on building out the Product Innovation & Design Pathway, which will offer CTE classes integrated with core academic subjects for all students. While all students participate in the same pathway, it was chosen because of the breadth of ways in which design can be applied. We continue to explore options of taking online and community college courses for students who are interested in pursuing courses beyond what we currently offer.|Met||2018
01612590109819|Aspire Berkley Maynard Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
01612590111476|Achieve Academy|7|As part of site planning, the LEA uses the Instructional Schedule & Curricular Plan to ensure that all students are enrolled in a broad course of study. During the school year, the LEA uses walkthroughs and observation tools to track implementation.|All students have access to a broad course of study. Student populations that require additional supports, such as EL and Special Education students, both receive targeted interventions and are included in general education classes in an inclusion model.|More time would provide opportunity for more depth in a broad course of study.|Achieve implements a data driven instructional cycle that includes regular walkthrough protocols, observation, data collection, and regular actionable coaching and feedback in order to support teachers to provide a broad course of study for all students. In response to locally selected measures, the LEA will continue to refine these tools and strengthen them where needed.|Met||2018
01612590111856|American Indian Public High|7|"All students are part of a course of study which includes rigorous coursework as documented by the variety of AP courses and honors classes which are part of and progress through each grade level. These courses meet and exceed the expectations University of California “A-G requirements” for nearly all students. Students with special needs and ELD students have parallel courses as required by their situation. Students are part of the mainstream classes as fully as possible and may be altered as required by applicable laws.  The AP equity and excellence report also identify how many of our students in each grade receive a score of 3 or more in any AP test, with multiple counts for any one student being excluded.   American Indian Public High School (054176)                                       2017 - 2018 Group                                                                             %                     How is this calculated? Graduating Class Summary                                         60.3                   Number of our school’s seniors who scored 3 or higher on at                                                                                                                 least one AP Exam at any point during their time at AIMS                                                                                                                 divided by the total number of AIPHS seniors. 12th Grade                                                                   39.7                   Number of AP students per grade level who scored 3 or higher                                                                                                                 on at least one AP Exam this year divided by the total number                                                                                                                 of AIPHS students in each grade. 11th Grade                                                                   32.3                     ""   "" 10th Grade                                                                   24.1                     ""   "" This report shows that nearly ¼ of 10th graders achieved a 3 or better on an AP test this Spring. About 32% of 11th graders achieved a 3 or better on one or more AP tests, and over 60% of our seniors last year achieved a 3 or more on an AP test this past Spring."|All students progress through the course schedule over the course of four years at AIPHS. This progression includes all of the study areas outlined in the California description of the “broad course of study” and the University of California A-G requirements. That the schedule is rigorous is displayed in the percentage of students who score a minimum of 3 on AP tests throughout their tenure in our high school.|The only barriers preventing the LEA from providing access to a broad course of study for all students are students with exceptional needs, English Language Learners,  students with chronic absenteeism, and students with chronic disciplinary issues that might require time outside of the classroom.|In support of this desire for the widest course of study to be available, we continue to cultivate high expectations, college-going culture and family spirit of support for all students.   In addition, we have developed a districtwide ELD initiative that supports and follows students throughout their years at AIMS K-12.   We are training our teachers in the AVID college preparatory system to build another secondary school-wide strategy.  We continue to develop college pathways for our students that will allow them to further engage their interests while offering more supportive and diverse college preparatory classes.  We are also implementing a Positive Behavioral Intervention and Support (PBIS) for all our students.|Met|American Indian Public High school offers a rigorous program of academic excellence with the goal of closing the achievement gap and raising expectations. Our ultimate mission is that all of our students are accepted to a four-year college or university.|2018
01612590114363|American Indian Public Charter II|7|Within the elementary system (K-5) students were enrolled in the following courses:  English Language Arts Mathematics Social Studies Science Physical Education Mandarin  Within the Middle School System (6-8) all students were enrolled in the following courses:  English Language Arts Mathematics Social Studies Science Physical Education Mandarin Electives (Friday)  The tools used to track enrollment, and access, to these courses include enrollment documents, class schedule monitoring (specifically 90-minute blocks for both English Language Arts and Math, as mandated in the AIPCS II charter). Additionally, the LEA monitors student access to coursework by teacher gradebooks and the dispersal of progress reports and report cards every three weeks.|Within the elementary system (K-5) students were enrolled in the following courses:  English Language Arts Mathematics Social Studies Science Physical Education Mandarin  Within the Middle School System (6-8) all students were enrolled in the following courses:  English Language Arts Mathematics Social Studies Science Physical Education Mandarin Electives (Friday)  This is ensured by enrollment as well as consistent progress monitoring. Students who required additional support in core subjects, through pull-out support, will receive services during PE. Classroom teachers track intervention schedules to make sure that students still receive PE at least 2 times weekly so that students have access to a minimum of 120 minutes of PE per week. Students with exceptional needs, as mandated by their IEP or 504, have access to general education classrooms based on standard compliance with IEPs. Additionally, elementary students who are English learners either received push-in services so that they could access coursework in the general education classroom. Or, they received pullouts during their Mandarin block so as to maintain access for all in core subjects.|The only barriers preventing the LEA from providing access to a broad course of study for all students are students with exceptional needs, students with chronic absenteeism, and students with chronic disciplinary issues that might require time outside of the classroom.   At the middle school level, there were several logistical challenges that prevented a greater access to a broad course of study for middle school students, particularly as it pertained to implementing our newly created Music and Visual Performing Arts (VPA) program, including the hiring of new teachers, creating additional classroom spaces, changes in our Master Schedule, and initial financial costs.|The LEA will continue to work with our SELPA to establish access to general education for students with exceptional needs. The LEA has added additional Saturday Schools to address potential lack of access to broad courses of study for students with chronic absenteeism and students with chronic disciplinary issues that might require time outside of the classroom.   K-2 also implemented an accountability system surrounding the designated after-school tutoring block outlined in our charter so that student progress in tutoring can be measured.  For grades 2-5, our school has implemented a mandatory Saturday School every week for all students who fall behind.  Monthly benchmark assessments are given to students and that data is tracked and reviewed.  Students who do not meet a certain criteria/percentage on these tests are required to go to Saturday School where they receive help in a small-group tutoring session by one of our eight tutors.   We also hired more intervention aides who provide twice the amount of push-in and pull-out services as the years before.  These aides are trained to work hand-in-hand with the teacher’s lesson plans and the benchmark data provided by the administrator.  To increase computer proficiency and give every student access to a Chromebook, we purchased over 175 new Chromebooks.  Every grade level has access to multiple Chromebook carts throughout the day and various learning programs were purchased where students received individual accounts that can be accessed at home with their families.  For our Middle School grades, during the 2018-2019 academic school year, AIPCS will integrate Visual Performing Arts (VPA) as part of its regular academic curriculum.  On Mondays through Thursdays for two hours per week (one hour per class session), all 6th grade students will receive either Art or Violin classes in consecutive semesters, while 7th and 8th grade students will choose their preference to receive either Art or Violin class for one academic school year.    Additionally, on Mondays through Thursdays for two hours per week (one hour per class session,) all 6th grade students will receive either Spanish or Mandarin foreign language classes in consecutive semesters, while 7th and 8th grade students will choose their preference to receive either Spanish or Mandarin for one academic school year.  Because AIPCS has adopted Mandarin I and Spanish I curriculum, that is identical to AIPHS, our parent high school,  our Middle School Students will have the opportunity to earn a semester or one year of high school credit foreign language credit at AIPHS.    Lastly, Middle School students have the option to take one of the following Friday after school electives:   AVID Debate Intro to Film Graphic Design Math Basics Musical Theater Student Government Association|Met||2018
01612590115014|KIPP Bridge Academy|7|KIPP Bridge Academy continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Bridge Academy implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Bridge Academy’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Bridge Academy offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP Bridge will continue to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers will be provided tools and resources for use in their classrooms. There will continue to be a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments will be intentional and individualized to better prepare students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Bridge Academy implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|Met||2018
01612590115238|ARISE High|7|All students at ARISE enroll in a broad course of study appropriate for grades nine through twelve, which are aligned to the UC/CSU A-G Requirements and include: English Language Arts, Mathematics, Science,  History-Social Science, Visual and Performing Arts, World Languages, Academic Electives, and Health and Physical Education. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students have access and are enrolled). The Leadership Team and Board of Directors monitor A-G completion rates, disaggregated by subgroup, to ensure access and enrollment by all.|All students are enrolled in A-G aligned classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with A-G, students are able to exercise choice in these areas while still maintaining access and enrollment in a broad course of study.|There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required.|ARISE will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.|Met||2018
01612590115592|Learning Without Limits|7|As part of site planning, LWL uses the Instructional Schedule & Curricular Plan to ensure that all students are enrolled in a broad course of study. During the school year, LWL uses walkthroughs and observation tools to track implementation.|All students have access to a broad course of study. Student populations that require additional supports, such as EL and Special Education students, both receive targeted interventions and are included in general education classes in an inclusion model.|More time would provide opportunity for more depth.|LWL implements a data driven instructional cycle that includes regular walkthrough protocols, observation, data collection, and regular actionable coaching and feedback in order to support teachers to provide a broad course of study for all students. In response to locally selected measures, the LEA will continue to refine these tools and strengthen them where needed.|Met||2018
01612590118224|Aspire Golden State College Preparatory Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
01612590120188|Aspire ERES Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
01612590123711|Vincent Academy|7|Lesson Review, instructional observations, student work samples, student participation observations, parent interview data  all track the extent that students have access to a broad course of study.|Multiple forms of interventions and support as well as classroom and school-wide strategies  are provided address the need for equal access for all students to the curriculum and school wide activities.    Indicators of student need also trigger SST and COST meetings. They provide the foundation for adjusting and differentiating the instructional program.|The only constraints are budgetary.|Enhanced school wide SEL programs. Increased parent-home visits. Additional Behavior intervention support Reading Intervention program.|Met||2018
01612590126748|LPS Oakland R & D Campus|7|LPS Oakland R & D is committed to offering students a range of courses that prepare them for college and career.  Our foundational measure of access to a broad course of study is that all students, except those with a specifying IEP, complete the UC/CSU A-G graduation course requirements.  In addition, we offer an extensive array of AP and college courses.  These courses are designed to prepare students for the more rigorous demands of college coursework and to provide career pathways.  We have high participation in AP Spanish courses, part of our efforts to help our high proportion of Native Spanish Speakers develop this academic and professional asset in a way that will serve them in college and beyond.  Our dual-enrollment college courses and AP computer science classes are designed to introduce students to the rigor, skills and mindsets of college, support our career pathways, and provide a greater array of electives.|A-G Graduation Rate.  LPS Oakland R & D has an A-G graduation rate of 83% in comparison to a statewide graduation A-G rate of 50%.  There is no discrepancy across subgroups.  Because A-G graduation is a high priority of LPS Oakland, numerous supports have been put in place.  These include a Tiered Support System with an array of mental health and academic services including an extensive tutoring program.  In addition, we maintain a special education caseload below what is typical in high schools as well as coaching related to serving special education students in general education classrooms.. It should be noted that some Special Education students do not graduate with A-G requirements completed because their IEP specifies a California State Basic Diploma.  Under LPS policy, a student may not be put on a Basic Diploma path prior to 10th grade or without an SST recommendation.  AP and College Course Completion.  88% of all LPS Oakland R & D 2018 graduates left with AP and/ or College Course credit.   This includes AP Spanish Language, AP English Language, AP English Literature and AP Computer Science.  These students are also enrolled in dual-enrollment courses with Peralta Community Colleges as part of our Entrepreneurial Leadership Pathway.  16% of LPS Oakland seniors entered college as sophomores and 38% of the class of 2018 began college having met their UC/CSU GE Math college graduation requirement.  This online-hybrid statistics sequence was paired with a two-period daily LPS support course that allowed a wide-range of students to succeed.  Other early college courses have a one-period daily support class that allows the full range of students to participate.   In addition to our pathways-connected dual enrollment courses, we offer two-three day community college field courses each year, often in regional parks, during term breaks.  These are designed to introduce students to the natural environment and involve them in hands-on science.|The two biggest challenges in providing access to a broad course of student are, 1) the availability of courses given our A-G program, our small size, and the need for additional student support courses and 2) the need for greater access for our most academically struggling students to the courses we have.|LPS Oakland continues to build out its Entrepreneurial Leadership dual enrollment program, increasing the range of courses available.  We are particularly examining ways to make these courses accessible to newcomers entering high school with limited formal schooling and / or limited English.  Our goal is to enable all students, including newcomers, special education students and English Learners, to pass the first dual-enrollment statistics course that allows them to enter community college without math remediation.|Met||2018
01612590128413|Aspire College Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
01612590129403|Epic Charter|7|As part of site planning, Epic uses the Instructional Schedule & Curricular Plan to ensure that all students are enrolled in a broad course of study. During the school year, Epic uses walkthroughs and observation tools to track implementation.|All students have access to a broad course of study. Student populations that require additional supports, such as EL and Special Education students, both receive targeted interventions and are included in general education classes in an inclusion model.|More time would provide opportunity for more depth.|Epic implements a data driven instructional cycle that includes regular walkthrough protocols, observation, data collection, and regular actionable coaching and feedback in order to support teachers to provide a broad course of study for all students. In response to locally selected measures, the LEA will continue to refine these tools and strengthen them where needed.|Met||2018
01612590130617|Oakland Military Institute, College Preparatory Academy|7|OMI's student information system, Aeries, holds all information related to our broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs. As a small school, the data populated in Aeries is an accumulation of teams working together to analyze?|add|add|add|Met||2018
01612590130633|Lighthouse Community Charter|7|Lighthouse Community Charter School uses our course offerings, curriculum maps, and enrollment data to track access to and enrollment in an appropriately broad course of study. This allows us to disaggregate enrollment data by grade level, ELA status, ethnicity, and students with exceptional needs.|All students at Lighthouse Community Charter School enroll in a broad course of study appropriate for kindergarten through eighth grade. In K-4, the course of student includes: English Language Arts, Mathematics, Science, History-Social Science, Health, and Physical Education, Visual Arts and Design, and World Language. In 5-8, the course of study includes: English Language Arts; Mathematics; Science; History-Social Science; Health and Physical Education; and Visual and Performing Arts and Design.  All students in K-4 are enrolled in the same common curricular sequence in core and non-core classes, which ensures that all students have access to and are enrolled in this broad course of study. In 5-8, all students are enrolled in this broad course of study as well. Students who receive Reading Intervention or ELD service may have non-core classes less frequently, but are enrolled in these classes during the course of the school year.|The primary barrier to offering a broad course of study is our small school size and need to provide both enrichment and appropriate interventions for students. As mentioned above, we have addressed this barrier by rotating students between interventions and enrichments, allowing access to the entire course of study for all students.|LCCS will continue to ensure all students have access to and enroll in a broad course of study throughout their K-8 educational careers. In 2018-19, we will continue to regularly monitor transcripts and disaggregate student data to ensure all students are accessing this broad course of study.|Met||2018
01612590130666|Aspire Lionel Wilson College Preparatory Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
01612590130732|Aspire Triumph Technology Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
01612590132514|Francophone Charter School of Oakland|7|As a relatively small LEA, with two school campuses housing grades K-3 and grades 4-6, respectively, FCSO has selected a self-auditing master scheduling tool for use in the 2018-2019 school year, to quantify and guarantee student access to a broad course of study, at all grade levels, with special attention to our dual language model that immerses students in French and fosters high levels of literacy in English, and with special attention to the inclusion of students with exceptional needs in core instruction, academic enrichment, and all aspects of school community.  The master schedule was designed to allow each 30 minute segment of instruction to be assigned to a specific teacher, for a specific subject area, in a specific location, and to be “tagged” with the language of instruction to be used during that segment of instructional time (either French or English).  This feature permits continuous monitoring of the intended ratio between languages, a crucial component of the immersion program design (90% French and 10% English in kindergarten, with a gradual increase in English for each grade level to 0% French and 50% English in grade 6). With inclusion in mind, Specialized Academic Instruction and other special programs are scheduled inside this scheduling tool, so that FCSO can ensure that students with supplemental services are accessing the academic and social-emotional programming that comprise our broad course of study.|In a small number of cases, students who are eligible to participate in multiple supplemental programs, such as Specialized Academic Instruction and designated English language development, are more likely to miss instruction due to the constraints of staff schedules and the limitations of the hours of the school day.  We have identified those students in the 2018-2019 school, aligned the enrichment (music, VAPA, etc.) schedules of their classroom teachers' time so that the small groups can be populated across spaces and minimize impact on the core instructional time. This needs to be audited and reviewed quarterly to ensure simultaneous access and support.|Please see question 2.|Consideration of extended school day, rotating intervention schedule and enrichment schedule, and redesign of flexible learning center space to accommodate multiple support groups at the same time.|Met||2018
01612590132555|Conservatory of Vocal/Instrumental Arts High|7|COVAH uses data from student success in college classes, college acceptance, career paths, benchmarks, and State Testing.  COVAH also uses course tracking and student progress in our SIS. COVAH has adopted an A - G only curriculum for all students (general, SpEd, and EL).  This was adopted to ensure that all students have full access to a college preparatory curriculum.  As a College/High school, COVAH also offers concurrent enrollment classes for students.  The college classes range from career programs, academic courses, visual and musical/performing arts.|COVAH has adopted an A - G only curriculum for all students (general, SpEd, Title I, and EL).  This was adopted to ensure that all students have full access to a college preparatory curriculum.  As a College/High school, COVAH also offers concurrent enrollment classes for students.  COVAH also uses PEAK online learning courses for credit recovery or advancement. PEAK has over 2500 A - G approved courses. The college classes range from career programs, academic courses, visual and musical/performing arts.|Currently COVAH's program that includes high school classroom instruction, PEAK online learning, and the Concurrent Enrollment have prevented typical barriers to access to a broad curriculum.|COVAH continues to grow the broad spectrum of coursework for all students.|Met|"In this area, if we had a choice of ""exceeded"", we would have selected that."|2018
01612590134015|Lodestar: A Lighthouse Community Charter Public|7|Lodestar uses our course offerings, curriculum maps, and enrollment data to track access to and enrollment in an appropriately broad course of study. This allows us to disaggregate enrollment data by grade level, ELA status, ethnicity, and students with exceptional needs.|All students at Lodestar enroll in a broad course of study appropriate for kindergarten through eighth grade. The course of study for K-8 includes: English Language Arts; Mathematics; Science and Engineering; History-Social Science; Health, and Physical Education; and Visual and Performing Arts and Design. All students are enrolled in the same common curricular sequence in core and non-core classes, which ensures that all students have access to and are enrolled in this broad course of study. While we hope to provide access to World Languages in the future, this is not a component of the current program.|The primary barrier to providing the entire desired broad course of study is our small school size. As we grow and continue to add grades, we anticipate the ability to add a World Languages component as outlined in our charter. In addition, we are investigating online and other options to provide this access in the meantime.|We are investigating online and other options to provide access to World Languages coursework.|Met||2018
01612593030772|Oakland School for the Arts|7|OSA is a fully mainstreamed educational program. All EL students and students with exceptional needs are provided core classes with general education students. When needed, they are scheduled with resource periods to enable additional support. These students are tracked and monitored via regular EL support team or the annual IEP team meetings.|All students with exceptional needs are provided core classes with general education students.  Placement decisions and progress in programs are reviewed via the annual IEP and 504 meetings or via the EL support team.|One barrier to a broad course of study is the academic achievement levels of students entering at below and/or far below grade level. A significant amount of time is spent bringing everyone up to speed academically. Another barrier is OSA's (and many public schools') inability to financially provide enrichment opportunities during the summer such as summer school or a summer intensive academic support program.|We are in our second year of implementing an advanced math class for 8th grade to ensure a fair and equitable broad course of study. For our high school students, many classes now offer a self-selected honors curriculum via differentiated instruction within the same classroom. This is available to all students without prerequisite or prior recommendation. We are in the process of evaluating our school-wide schedule with the goal of increasing student accessibility to our AP classes, and ensuring a lack of barriers to entry for all students who wish to take these challenging courses. Student specific IEP teams continue to monitor and evaluate student success in resource elective periods, general education support classes, and individualized core classes to ensure appropriate education is being offered to all.|Met||2018
01612596113807|American Indian Public Charter|7|At AIPCS, all students were enrolled in the following courses:  English Language Arts Mathematics Social Studies Science Physical Education Mandarin Electives (Friday)  The tools used to track enrollment and access to these courses include enrollment documents, class schedule monitoring (specifically 90-minute blocks for both English Language Arts and Math, as mandated in the AIPCS charter). Additionally, the LEA monitors student access to coursework by teacher gradebooks and the dispersal of progress reports and report cards every three weeks.|During the 2017-2018 academic school year, all Middle School students were enrolled in the following courses:   English / Language Arts Mathematics Social Studies Science Physical Education Foreign Language Electives (Fridays)  This is ensured by enrollment as well as consistent progress monitoring. Students who required additional support in core subjects, through pull-out support, received services during PE. Classroom teachers track intervention schedules to make sure that students still receive PE at least 2 times weekly so that students have access to a minimum of  200 minutes of PE. Students with exceptional needs, as mandated by their IEP or 504, will still have access to general education classrooms based on standard compliance with IEPs. Additionally, students who are English learners either received push-in services so that they could access coursework in the general education classroom. Or, they received pullouts during their Mandarin block so as to maintain access for all in core subjects.|During the 2017-2018 academic school year, there were several logistical challenges that prevented a greater access to a broad course of study for all AIPCS students, particularly as it pertained to implementing our newly created Music and Visual Performing Arts (VPA) program, including the hiring of new teachers, creating additional classroom spaces, changes in our Master Schedule, and initial financial costs.|During the 2018-2019 academic school year, AIPCS will integrate Visual Performing Arts (VPA) as part of its regular academic curriculum.  On Mondays through Thursdays for two hours per week (one hour per class session), all 6th grade students will receive either Art or Violin classes in consecutive semesters, while 7th and 8th grade students will choose their preference to receive either Art or Violin class for one academic school year.    Additionally, on Mondays through Thursdays for two hours per week (one hour per class session,) all 6th grade students will receive either Spanish or Mandarin foreign language classes in consecutive semesters, while 7th and 8th grade students will choose their preference to receive either Spanish or Mandarin for one academic school year.  Because AIPCS has adopted Mandarin I and Spanish I curriculum, that is identical to AIPHS, our parent high school,  our Middle School Students will have the opportunity to earn a semester or one year of high school credit foreign language credit at AIPHS.    Lastly, Middle School students have the option to take one of the following Friday after school electives:   AVID Debate Intro to Film Graphic Design Math Basics Musical Theater Student Government Association|Met||2018
01612596117568|Aspire Monarch Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
01612596118608|ASCEND|7|As part of site planning, ASCEND uses the Instructional Schedule & Curricular Plan to ensure that all students are enrolled in a broad course of study. During the school year, ASCEND uses walkthroughs and observation tools to track implementation.|All students have access to a broad course of study. Student populations that require additional supports, such as EL and Special Education students, both receive targeted interventions and are included in general education classes in an inclusion model.|More time would provide opportunity for more depth.|ASCEND implements a data driven instructional cycle that includes regular walkthrough protocols, observation, data collection, and regular actionable coaching and feedback in order to support teachers to provide a broad course of study for all students. In response to locally selected measures, the LEA will continue to refine these tools and strengthen them where needed.|Met||2018
01612750000000|Piedmont City Unified|7|PUSD uses two main tools and measures to evaluate access to a broad course of study: master schedules, and a-g course completion.  97% of all PHS graduates complete their a-g requirements.  In reviewing student subgroups and students with exceptional needs, we find that 77% of PHS graduates with disabilities completed their a-g course requirements.  Though not as high as the school's completion rate, it is much higher than the state of California average student at 47% (gen ed and students with disabilities average across the state).|Course of study for grades 1-6 includes English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies including computer science and library.  All elementary students have instruction in classes taught by certificated teachers, including physical education, music, technology, library, and art. Students who are struggling academically have the support of push-in and pull-out reading specialists, math specialists, and resource teachers.  Supplemental curriculum is also provided when appropriate to support students at their instructional level.  Four of our six schools have special day programs.  In those schools inclusion with the general school population especially in PE, visual and performing arts, and library is a feature in inclusion plans. In grades 7-12 students have access to English, Mathematics, Social Sciences, Science, and certificated teacher-librarians, a broad range of electives in vocal and instrumental music, other visual and performing arts, technology, CTE courses, PE, and AP and CTE courses in 9-12th grades. In response to needs, two UC/CSU a-g required high school math courses have been designed to stretch out required a-g content over a greater time span permitting more success for identified special education students needing a slower pace.|An analysis was initiated by special education in order to evaluate whether resource classes in middle and high schools may reduce students access to electives and/or state course of studies.  Feedback from this analysis is used in master scheduling decisions and in the IEP process in order to provide the least restrictive environment for students.|Feedback from the special education analysis is now used in the IEP process in order to inform decisions about the least restrictive environment placement for students. Math content at the high school level has been extended to provide a pace aligned with student need.  In response we hope to increase the a-g course completion percentage for students with disabilities from 77% to 87%.|Met||2018
01612910000000|San Leandro Unified|7|San Leandro USD measurement tools are as follows:  1. At the elementary level, William's Visit Data from School Accountability Report Cards and site level review of English Language Learner and Students with Disabilities placement in core classes with interventions embedded within core. 2. At the secondary level, Course Enrollment Listing from Dataquest and site level review of English Language Learner and   Students with Disabilities placement in core classes with interventions embedded within core day. The above measurement tools will be used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|At the elementary level, 100% of our students have access to a broad course of study.  This was confirmed by analyzing our Williams Visit Data.  Additionally, we adopted Mcgraw Hill for our English Language Arts and ELD, and Eureka for Mathematics.  These adoptions help ensure that our students broad course of study that is also aligned to the common core state standards. Careful attention has been paid to ensuring there are no stand alone courses for English Learners, that instead, they receive instruction from certificated teachers within the core classroom. Therefore, all elementary teachers, including education specialists who serve students with IEPs, have received training and materials to support quality integrated and designated ELD and onboard Newcomers.  In lieu of students with IEPS being pulled out of the classroom with a RSP (education specialist) teacher, SLUSD has adopted a co-teaching model whereby education specialist teachers and paraeducators provide accommodations/modifications alongside the general education teacher within the general education classroom when appropriate.  At the secondary level, all students have access to a broad course of study. Students were able to select classes using our district course catalogs which has been recently revised to provide  students with several opportunities to meet the A to G requirements and be able to apply to different universities. This courses were open to all unduplicated students.  Information from Dataquest, confirmed that students have opportunities to take college and career aligned classes. For example, we have several students enrolled in Health and Science and Medical Technology, Information and Communication Technologies, Manufacturing and Product Development, and Marketing, Sales and Services. Additionally, we have total of 379 courses meeting the UC/CSU entrance requirements.  Specifically for English Learners, SLUSD created content focused courses taught by single subject credentialed teachers in the content area. The content specialists are trained to use ELD standards and methods and when needed, SEI methods for Newcomers. For our Students with Disabilities, SLUSD has implemented the co-teaching model, specifically Lead and Support, whereby content specialists teachers in grade 6-12 work alongside education specialists in the content area courses. This allows for our students with IEPs to be in the core content classroom, the least restrictive environment, with the expertise of the content area teacher who can assure attention to state  content standards and the expertise of the education specialist who ensure attention to the IEP.  It is important to note that our English Learners and Student with Disabilities follow the same guidelines for graduation requirements as our non-unduplicated students. This level of rigor is matched with robust support systems and the rise in graduation rates tells us that we are ensuring access to a broad course of study.|SLUSD has engaged in systems to work to ensure broad course of study for all students.  We are continuing to grow in how we do this at our continuation high school, which serves students 16 and older in need of credit recovery or behavioral intervention. We now have better quality ELD services for our few English Learners who are also in credit recovery but will this year embark on ensuring all continuation high school teachers build stronger practices towards integrated ELD across the content areas.  An area of growth for us as we build programming for Newcomer students who arrive towards the end of their high school year is to ensure programming opportunities in the summer to help students graduate on time.|Priority 7 is aligned to San Leandro USD Strategic Plan Goal 1 Teach, Learn and Achieve and Goal 2, Equity and Inclusion through College and Career Readiness. One key initiatives for Goal 1 is to provide standard-aligned instruction and assessment which includes supporting effective and consistent implementation of newly adopted standards in ELA, Math, ELD, Science and Social Studies. We assess our students learning through a robust, balanced assessment system that includes formative, diagnostic, interim, summative and performanced-based assessment tools to inform teaching and respond to students’ needs. SLUSD implements project-based learning so that every student experience at least two project-based units every academic year. In addition, SLUSD integrate technology consistently through the adopted blended learning suite. In this Goal, we aim to create the conditions and structures that build personalized and real-world learning to all students, with particular attention to our English Learners and Students with Disabilities.  The first initiative of Goal 2 was to create college connections. SLUSD inspire sand supports students to attend public and/or private colleges by establishing college-going culture in all schools and classrooms. We systematize our college and career counseling programs and unleash scholarships and financial support tools for students access fiscal resources. Another key initiative is to foster and structure career exploration by implementing career pathways and rigorous course programming that combines academic content and applied, career oriented learning, institutionalizing work-based learning and internship programs, and expanding our career technical education and alternative programs for graduation.|Met||2018
01613090000000|San Lorenzo Unified|7|2017-18 % Met A-G Requirement (Graduating Grade 12) All Students 31.9% African-American/Black 12.0% Hispanic/Latinx 23.3% English Learners 1.6% Students with Disabilities 6.4% Socio-Economically Disadvantaged 31.2%  2017-18 % enrolled in AP course (Grades 10-12) All Students 29.6% African-American/Black 15.6% Hispanic/Latinx 23.5% English Learners 0.9% Students with Disabilities 3.4% Socio-Economically Disadvantaged 29.1%  2017-18 % enrolled in CTE course All Students 50.4% African-American/Black 43.1% Hispanic/Latinx 49.4% English Learners 20.3% Students with Disabilities 60.6% Socio-Economically Disadvantaged 51.4%|95% of all courses offered at the high schools meet A-G requirements All Science, English, History and Math meet A-G requirements We no longer offer remedial Science classes and all students are required to take Physics in the Universe if not taking an AP course or ROP  All schools offer AP courses In 2018-19, we increased by 2 courses at San Lorenzo HS (AP chemistry, AP Statistics), 2 courses at Arroyo HS (AP Statistics and AP Computer Science) and 1 course at East Bay Arts (AP History) All students at EBA have option to attend Arroyo or San Lorenzo HS AP courses   All eight small learning communities at the high schools offer at least two robust CTE pathway courses All students have access to ROP and 198 students completed ROP courses in 2017-18 All three high schools offer a dual enrollment course from Chabot college|Due to only offering a 6 period day, students may not be able to take a CTE course as an elective If a student is required to take ELD or has an IEP that requires a course, they may not take a CTE course Students who may have to repeat a core course may not have access to AP or CTE courses Students may choose to take an elective such as leadership, band or ceramics in place of a CTE pathway course|In 2018, a policy was passed for students to waive PE if participating in school sports, which allows students to take a CTE course in place of PE We also offer zero period to support English Learners who need to take designated ELD We are looking for ways to support students with disabilities so they can take CTE pathway courses, or courses that integrate the CTE standards into the core class In 2016-17, an integrated Math course sequence was implemented through a phase in model The NGSS course sequence was approved by the Board of Education and UC doorways in Spring 2017 These two programmatic changes will allow students who pass Math I, Math II,and NGSS Science courses with a C or better to meet the A-G requirements Students with disabilities are being “pushed in” to core classes and supported, providing more access to rigorous coursework All schools are partnering with ACOE to increase the number of teachers with a CTE credential EBA now has two teachers certified with a CTE credential to create the CTE pathway San Lorenzo HS added a CTE course, Advanced Criminal Justice, to complete the CTE course pathway|Met||2018
01613090101212|KIPP Summit Academy|7|KIPP Summit continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Summit Academy implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Summit Academy’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Summit Academy offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP Summit will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
01613090114421|KIPP King Collegiate High|7|KIPP King continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were enrolled in rigorous courses and best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP King Collegiate implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP King Collegiate’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP King Collegiate offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP King will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
01750930000000|Dublin Unified|7|As of the 2018-2019, school year, local educational agencies (LEAs) are required to annually measure their progress to the extent that students have access to, and are enrolled in, a Broad Course of Study.   At the Elementary level, the following measures are used to define a Broad Course of Study:  -Student access to Board approved Instructional Materials as defined by the annual Williams Act report.  -Student access to Physical Education instruction as measured by elementary prep schedules -Student access to Visual and Performing Arts instruction as measured by elementary prep schedules  At the Secondary level, the following measures are used to define a Broad Course of Study:  -Student access to a Course Catalog that provides students with several opportunities to meet a-g requirements as measured by a-g pass rate and student enrollment in courses that meet UC/CSU entrance requirements  -Student access to multiple CTE pathways as measured by CTE pathway enrollment and analysis of student group participation -Student access to Advanced Placement and Honors courses as measured by Advanced Placement pass rates and analysis of student group participation -Student access to Dual Enrollment opportunities as measured by the percentage of students with college credit on their transcript|At the elementary level, all students have access to Board-approved instructional materials in all subject areas. Students have regular access to Physical Education and music instruction through the prep schedule.   At the secondary level, most courses are a-g  approved and for the 2017/18 school year, 70% of Dublin High School graduates met UC/CSU requirements. Students have access to 30 CTE courses with 1,641 enrollments. For the 2018/19 school year, there were 967 students taking AP courses and 82% of AP students score a 3 or better on the AP test. Dublin High School will continue to expand CTE pathway opportunities as well as expand dual enrollment offerings.|Students in Dublin Unified have access to a broad course of study. Elementary students have access to current instructional materials and a varied curriculum that includes Physical Education and music instruction. Secondary students have access to a rich course catalog and a variety of CTE pathways. Secondary schools have intervention support classes as well as access to advanced, honors, and Advanced Placement classes. Dublin Unified is looking to expand CTE opportunities and increasing dual-enrollment offerings. We continue to look at the demographic makeup of AP students to ensure representation.|Dublin Unified will continue to implement new instructional materials adoptions over the next number of years to ensure that all students have access to the latest instructional materials. Forthcoming instructional materials adoption in History/Social Science and Science will ensure that up-to-date instructional materials are in place. Professional development days will be devoted to supporting teachers in their instructional practices.|Met||2018
01751010000000|Pleasanton Unified|7|In Pleasanton Unified School District, all Elementary students receive daily instruction in reading/language arts, mathematics, social sciences, and science.   In addition, they receive instruction with a specialist in music once a week and physical education twice a week in addition to instruction which occurs in the self contained classroom.  Participation can be measured through attendance and report cards. The adopted course of study for grades 7 to 12, inclusive, offers courses in English, social sciences, foreign language or languages, physical education, science, mathematics, visual and performing arts, applied arts, and Career Technical Education as represented by the available course catalogs. Multiple measures are being used to better understand the extent to which all students have access to and are enrolled in a broad course of study.  These include the percentage of students completing A-G requirements, ninth grade math course enrollment, AP course enrollment and exam passage, twelfth grade English courses/enrollment rates,  CTE courses/enrollment rates and World Language courses/enrollment rates. All these would be disaggregated by unduplicated student groups and include students with special needs.  In addition, the school district has several programs that are supported by LCAP funding that also provide access to a broad course of study.  These include school issued Chromebook access for all students, which is part of a local bond measure to promote one-to-one access to technology for all secondary students. Additionally, we provide Chromebook device access and wifi access points for students who are socio-economically disadvantaged. These programs are measured by the number of devices that have been distributed to students. PUSD includes a well-attended after school enrichment model that uses the vehicle of Mariachi music to provide musical instruction, after school tutoring, counseling and other supports.  This program includes outreach to English Learners, SED students, and families that can be measured by attendance to the program and academic outcomes including CAASPP and other local measures.   All schools are building programs that provide access to technology through Project Lead the Way.  This is measured by the number of students who participate in these programs at each site.|Based on Pleasanton Unified School District’s Board Policy 6143 on course of study, the district's course of study shall provide students with opportunities to attain the skills, knowledge, and abilities they need to be successful in school, college, and/or the workplace. Elementary students receive a broad course of study within their self contained classroom, including access to all core curricular areas.  In addition, multiple after school programs provide additional access to performing arts and enrichment.  At the secondary level, during course scheduling time, students have open access to enroll in courses and programs.  Based on the locally selected measures identified by PUSD, it appears that in programs specifically designed to provide additional support for unduplicated students, those students have access to the broad course of study offered through these programs, including the Mariachi Music Program, and the After School and Extended Day Program.  While comprising under 10% of the total number of students in PUSD, the Mariachi program consists of 67% Latino students and the Extended Day Program consists of 28% Latino students.  The district focus on access to technology has resulted in one-to-one device distribution for all students in sixth through tenth grade with additional devices to be distributed to fourth, fifth, and eleventh grade next year.  In addition, students who are identified as socio-economically disadvantaged at any grade level are able to access laptops through the Device Loaner Program.  At the secondary level, it appears based on the selected measures that students of color, students in unduplicated groups and students with disabilities are underrepresented in higher level math courses, in World Languages and in Advanced Placement Courses for all subjects.  Enrollment for Career Technical Education reveals that English Learners and students with disabilities are underrepresented in these classes, while other unduplicated groups and students of color are represented in proportion to their representation in the general student population.|Given the results of the selected measures regarding Access to a Broad Course of Study, it appears that students in unduplicated student groups are disproportionately underrepresented at the secondary level as evidenced by lack of enrollment in Honors and AP courses in math, English and World Languages.  Barriers to access at the secondary level can be attributed, in part, to course prerequisites and the limited districtwide professional development training sessions in scaffolding, differentiation, diverse learning styles, and universal design of learning.  At the same time, staff have resources available for voluntary participation in a variety of professional development offerings and are encouraged to take advantage of these classes.  In addition, there are few opportunities for professional development in culturally relevant instructional strategies and restorative practices. In the area of access to higher level math classes, barriers to course enrollment for students of color, students with disabilities, and unduplicated students appears to occur as a result of the District’s math pathway model.  These pathways define the trajectory of student access to higher levels of math courses based on a series of qualifying courses that lead to math proficiency.|Given the disproportionate representation of students of color, students with disabilities and unduplicated students in higher level classes, PUSD has developed various actions related to course access.  An extensive review of the District’s current math pathways is currently underway.   PUSD has developed a set of Organizational Goals that will drive the work to create access to a Broad Course of Study.   1.Ensure ongoing implementation of research-based assessment strategies that focus on student academic growth and are leveraged to help close achievement and opportunity gaps. 2. Improve Multi-Tiered Systems of Supports, including appropriate interventions and enrichments. 3. Build our Professional Learning Community through strengthening employee recruitment, development, and retention strategies to ensure continuity of a high-quality workforce. 4. Strengthen District Board Policies and Administrative Regulations, which will ensure clarity of direction for staff. 5. Improve overall customer service and stakeholder perceptions of the District and of each school. PUSD has developed a five-year Career Technical Education master plan that addresses: expanding pathway options, a-g alignment, adding capstone classes, reviewing/adjusting student recruitment strategies, and refining project based learning strategies. The Spanish Dual Language Immersion program focuses on vertical alignment, increasing student awareness and offering the State Seal of Biliteracy.  PUSD will continue to monitor course enrollment, college readiness status, and enrollment in the Expository Reading and Writing course through the use of Naviance and with the support of additional high school counselors funded with LCAP funding. In the area of professional development, funding through LCAP has been allocated to increase opportunities for professional development in the areas of culturally relevant instructional strategies, restorative practices, and English Language Development based on the ELA/ELD Framework.  Within this area of growth, our Vision for Math Learning drives our focus on improving student’s math experience overall.  A number of staff will actively participate in math workshop cohorts will the Silicon Valley Mathematics Initiative (SMVI) partner.  Systemic follow up support will be provided to our teachers by our Math Integration Specialist.   Following our LCAP review, a model for Intervention and Integration Specialists was implemented to increase learning opportunities for intervention, enrichment, and extension for students.  Each school has a teacher on special assignment, to support the learning needs of identified students and provide job embedded professional development for teachers.   Additionally, PUSD is implementing a Multi-Tier System of Support that includes examining and more clearly articulating our learning outcomes and supports for all students and in particular  students of color, students with disabilities and unduplicated students.|Met||2018
01751190000000|Sunol Glen Unified|7|Sunol Glen students ALL have access to and are enrolled in a 'broad course of study' as all of our teachers are fully credentialed and follow the California Common Core Standards for all curriculum areas - this is inclusive of our unduplicated and exceptional needs students.   As Sunol Glen is a small, one school-school district, there are only an average of 22 students in each of our six K-3 classes and 32 students in each of our 4-8 grade classes.  This small class size enables the administration, working closely with the teachers, to closely track student progress and to monitor curricular accessibility.  The Board of Trustees annually approves a budget that ensures ALL students have textbooks, chromebooks, and curricular adopted licenses to all areas of the state standards.|Sunol Glen students ALL have access to and are enrolled in a 'broad course of study' as all of our teachers are fully credentialed and follow the California Common Core Standards for all curriculum areas - this is inclusive of our unduplicated and exceptional needs students.   As Sunol Glen is a small, one school-school district, there are only an average of 22 students in each of our six K-3 classes and 32 students in each of our 4-8 grade classes.  This small class size enables the administration, working closely with the teachers, to closely track student progress and to monitor curricular accessibility.  The Board of Trustees annually approves a budget that ensures ALL students have textbooks, chromebooks, and curricular adopted licenses to all areas of the state standards.|The results for Sunol Glen is that ALL students are given and have equal access to a broad course of study.|Not applicable as all students are given and have equal access to a broad course of study.|Met||2018
01771800000000|SBE - Latitude 37.8 High|7|Latitude develops a Personalized Learning Plan for every student, which is a key tool that the LEA uses to track students’ access to and enrollment in a broad course of study. Every student has an advisor who oversees the Personalized Learning Plan throughout the student’s four years at Latitude. The Leadership Team conducts a review twice annually of students’ Personalized Learning Plans and transcripts, then analyzes results overall and for all subgroups.|Latitude’s fall 2018 analysis indicates that 100 percent of students are enrolled in a broad course of study that will prepare them for postsecondary education.  Latitude’s course offerings prepare students for their postsecondary education by ensuring that all students earn the credits they need to fulfill the University of California/California State University (UC/CSU) system’s A-G requirements during their 9th through 12th grade years. Latitude has already initiated the process to secure full accreditation from the Western Association of Schools and Colleges (WASC), with an initial accreditation visit scheduled for spring 2019. Academic courses at the high school level will be submitted to and reviewed by the UC Office of the President for approval and in turn, all students at Latitude will have the opportunity to earn credits that fulfill the A-G requirements. Latitude is also pursuing partnerships with local community colleges to provide opportunities for dual enrollment courses.   In addition, Latitude will begin the process of applying for certification of a Career Technical Education pathway. All 9th grade students currently take Design-Engineering/Computer Science and will have further opportunities to take advanced courses in this area, which would make Latitude a strong candidate for certification of this pathway. Latitude already meets many of the requirements for Linked Learning Silver Pathway certification, including an Integrated Program of Study (that includes College and Career Prep, Interdisciplinary Projects, and Outcome Indicators), Work-Based Learning, and Student Supports (including a Supportive Environment and College and Career Planning).|There are no barriers preventing the LEA from providing access to a broad course of study for all students.|No revisions, decisions, or new actions are necessary at this time, as 100 percent of students are enrolled in a broad course of study that will prepare them for postsecondary education.|Met|N/A|2018
01771800138289|Latitude 37.8 High|7|Latitude has already initiated the process to secure full accreditation from the Western Association of Schools and Colleges (WASC), with an initial accreditation visit scheduled for spring 2019. Academic courses at the high school level will be submitted to and reviewed by the UC Office of the President for approval and in turn, all students at Latitude will have the opportunity to earn credits that fulfill the A-G requirements. Latitude develops a Personalized Learning Plan for every student, which is a key tool that the LEA uses to track students’ access to and enrollment in a broad course of study. Every student has an advisor who oversees the Personalized Learning Plan throughout the student’s four years at Latitude.|The Leadership Team conducts a review twice annually of students’ Personalized Learning Plans and transcripts, then analyzes results overall and for all subgroups. Latitude’s fall 2018 analysis indicates that 100 percent of students are enrolled in a broad course of study that will prepare them for postsecondary education.|More time would provide opportunity for more depth.|Latitude’s course offerings prepare students for their postsecondary education by ensuring that all students earn the credits they need to fulfill the University of California/California State University (UC/CSU) system’s A-G requirements during their 9th through 12th grade years. Latitude is also pursuing partnerships with local community colleges to provide opportunities for dual enrollment courses.  In addition, Latitude will begin the process of applying for certification of a Career Technical Education pathway. All 9th grade students currently take Design-Engineering/Computer Science and will have further opportunities to take advanced courses in this area, which would make Latitude a strong candidate for certification of this pathway. Latitude already meets many of the requirements for Linked Learning Silver Pathway certification, including an Integrated Program of Study (that includes College and Career Prep, Interdisciplinary Projects, and Outcome Indicators), Work-Based Learning, and Student Supports (including a Supportive Environment and College and Career Planning).|Met||2018
02100250000000|Alpine County Office of Education|7|Alpine County Schools use enrollment in classes, verification by teachers via email, oral, or other written means, visual counts, and business records to verify that all students are enrolled in all of the required courses of study: ELA, Math, Science, History Social Science, Visual and Performing Arts, and Physical Education|Alpine County Unified School District ensures that all students have access to instructional materials adopted by the local School Board in ELA, Math, Science, and Social Studies. For the last six years, Alpine County Unified School District teachers have reviewed all state adopted materials the year the state board of education adopted them and the LEA has followed Board policy in recommending the materials promptly to the school Board and ordering and implementing them. The Alpine County Unified School District has facilitated teacher professional development for the adopted materials in ELA and Math and has planned for its instructional staff leading its own professional development developing internal capacity for social studies. The LEA plans to review and perhaps pilot the science materials shortly after adoption.  With respect to Physical Education, our teachers ensure that all students receive their required number of minutes of structured Physical Education which is 400 minutes every 10 days.  With respect to Visual and Performing Arts, all students have access to art or music. For upper grades (6-8), students have a choice between Art through a Science, Technology, Engineering, Art, and Math course developed by their school. For music, they can choose a brass or woodwind instrument and receive instruction facilitated by an outside music consultant with a teacher in a music classroom. Lower grade classrooms (K-5) at Diamond Valley Elementary School receive music instruction through their teacher with the consultant visiting to facilitate delivery of the music content standards for each student’s grade level.   Bear Valley Elementary School students receive their visual and performing arts directly through the instructional staff under the direction of their teacher. They welcome volunteers who have a music background to come in and assist to supplement their course of study.|Barriers to accessing a broad course of study include the District not being reimbursed for out of state tuition. The loss of revenue this poses for the County Office of Education (COE) prevents the COE from being able to provide the support and coaching needed to support district teachers in implementing the core curriculum. Another barrier is It is difficult to find a part time credentialed music teacher with the content knowledge to teach music to students in the depth called for by the state standards.|The District and County Office of Education seek input from the school community on its Local Control Accountability Plan and have made adjustments based on this input.|Met||2018
02613330000000|Alpine County Unified|7|Alpine County Schools use enrollment in classes, verification by teachers via email, oral, or other written means, visual counts, and business records to verify that all students are enrolled in all of the required courses of study: ELA, Math, Science, History Social Science, Visual and Performing Arts, and Physical Education.|Alpine County Unified School District ensures that all students have access to instructional materials adopted by the local School Board in ELA, Math, Science, and Social Studies. For the last six years, Alpine County Unified School District teachers have reviewed all state adopted materials the year the state board of education adopted them and the LEA has followed Board policy in recommending the materials promptly to the school Board and ordering and implementing them. The Alpine County Unified School District has facilitated teacher professional development for the adopted materials in ELA and Math and has planned for its instructional staff leading its own professional development developing internal capacity for social studies. The LEA plans to review and perhaps pilot the science materials shortly after adoption.With respect to Physical Education, our teachers ensure that all students receive their required number of minutes of structured Physical Education which is 400 minutes every 10 days.  With respect to Visual and Performing Arts, all students have access to art or music. For upper grades (6-8), students have a choice between Art through a Science, Technology, Engineering, Art, and Math course developed by their school. For music, they can choose a brass or woodwind instrument and receive instruction facilitated by an outside music consultant with a teacher in a music classroom. Lower grade classrooms (K-5) at Diamond Valley Elementary School receive music instruction through their teacher with the consultant visiting to facilitate delivery of the music content standards for each student’s grade level.   Bear Valley Elementary School students receive their visual and performing arts directly through the instructional staff under the direction of their teacher. They welcome volunteers who have a music background to come in and assist to supplement their course of study.|Barriers to accessing a broad course of study include the District not being reimbursed for out of state tuition. The loss of revenue this poses for the County Office of Education (COE) prevents the COE from being able to provide the support and coaching needed to support district teachers in implementing the core curriculum. Another barrier is It is difficult to find a part time credentialed music teacher with the content knowledge to teach music to students in the depth called for by the state standards.|The District and County Office of Education seek input from the school community on its Local Control Accountability Plan and have made adjustments based on this input.|Met||2018
03100330000000|Amador County Office of Education|7|Amador County Office of Education (ACOE) utilizes master schedules and the student information system (Aeries) to monitor and track all students’ access to and enrollment in a broad course of study based on grade spans,  attending to unduplicated student groups, and individuals with exceptional needs.  Instruction is monitored via routine classroom observations to determine the extent to which instructional practice and the instructional materials support student access to a broad course of study.  Classroom observations are evidence that the course of study for Grades TK-6 encompasses each of the subject areas identified in Education Code 51210 including English Language Arts (ELA), Mathematics, Social Studies, Science, Visual and Performing Arts, Health, and Physical Education.    The course catalogs, master schedules, and student information system provide evidence that the course of study for Grades 7-12 encompasses each of the subject areas identified in Education Code 51220, including English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education, Foreign Language, Applied Arts, Career Technical Education, Automobile Driver Education, and other studies as may be prescribed by the governing board.|ACOE / ACUSD was identified to receive Differentiated Technical Assistance to improve the academic achievement of our students with disabilities (SWD).  During this process, misalignment with regard to access to the core curriculum for SWD in the areas of ELA and math was identified.  Through teacher input, action has been taken to address this for grades TK-6 SWD in the elementary schools via acquisition of standards-aligned ELA intervention materials and related training and support for all TK-6 intervention and Special Education teachers. The current timeline is to identify a solid course of action for grades 7-12 ELA and TK-12 mathematics by the end of 2018-2019 and initiate curriculum and instructional practice changes in 2019-2020.    Progress is evident in increasing access to a broad course of study through the widening scope of Career Technical Education (CTE) offerings in the area of Agriculture, which also serves as an Applied Art. Progress is also evident in the area of expanded access to technology as a tool for learning for all students with the adoption and implementation of the Edgenuity online platform. Our collaborative ACUSD/ACOE college and career readiness committee is having ongoing discussions regarding local graduation requirements and the possibility of adding a third year of science and mathematics showing our commitment to extending access to a broader course of study for all high school students.|Overall availability of resources to support the needed implementation and the acquisition of resources and training is a barrier.  Due to the silent recession in California, funds are not sufficient to meet the ongoing needs of our students. This is exacerbated due to limited access to related social-emotional resources in our rural community and due to the small size of most of our schools.  Small school size inhibits flexibility with human and financial resources, master schedules, other schedules, etc.   In grades TK-6, the local tools and monitoring practices reveal that the traditional “pull out” model of service delivery for our special education students limits their access to the core curriculum and thus, their access to a broad course of study.  We have also identified lack of a common tier II and tier III curriculum in math infringe on the full experience of a broad course of study for all students.  In grades 7-12, the local tools and monitoring practices also reveal that the traditional “pull out” model of service delivery for our special education students limits their access to the core curriculum and thus, their access to a broad course of study. We have also identified teacher credentialing requirements for CTE and the limits of an eight period block-schedule, as challenges to expand CTE and visual and performing arts opportunities beyond what currently exists.  Areas we are focusing on to ensure our SWD have access to a broad course of study include access to core curriculum, best first instruction, multi-tiered systems of support (MTSS), and high levels of student engagement.  The cost associated with visiting a program doing exemplary work in these areas was a barrier.  We are continuing our work in this area through special education staff meetings and professional development for our general education teachers.  The work is hard, slow, but important.|PROFESSIONAL LEARNING:  ACOE teachers will continue participation in ACUSD’s third year of targeted professional development in an effort to increase student learning. Each principal participates in site coaching cycles to address identified instructional areas of need.  The site principal uses a site-based needs model of coaching teachers. Teachers learning from other teachers is also a focus of professional learning within Amador County Office of Education.    MATH: We will increase access to core curriculum for our SWD.  We will also continue our focus on best first instruction, multi-tiered systems of support (MTSS), and high levels of student engagement. We will decrease the number of students enrolled in Algebra G and Consumer Math and increase the number of students enrolled in the college preparation Algebra 1 course with support and intervention built into the master schedule and ACOE and ACUSD teachers co-teaching. We will provide ongoing training and coaching support for all math teachers.  We will provide grades TK-6 mathematics intervention materials and related training and support.   ONLINE COURSES: In 2018-19, opportunities for online learning are expanding to provide greater enrichment opportunities and credit recovery.  CURRICULUM: Ensure our SWD have access to standards-aligned instructional resources in ELA and Mathematics. We are in the initial stages of our professional learning around the new history social-science framework.  We will use this professional learning to help make informed decisions about new instructional materials pilots and eventual adoption.  Our goal is to pilot new materials in 2019-2020 with hopeful adoption in 2020-2021. We have also begun the initial stages of Next Generation Science Standards (NGSS) aligned curriculum implementation.  We plan to review the materials approved by the State Board of Education for adoption in the 2018-19 school year with curriculum pilots scheduled for 2019-2020 and possible adoption in 2020-2021.|Met||2018
03739810000000|Amador County Unified|7|Amador County Public Schools utilizes its master schedules and student information system (Aeries) to monitor and track all students’ access to and enrollment in a broad course of study based on grade spans, and attending to unduplicated student groups, and individuals with exceptional needs.  Instruction is monitored via routine classroom observations to determine the extent to which instructional practice and the instructional materials support student access to a broad course of study.  The standards aligned instructional resources in use, approved by the State Board of Education and the the local Board of Trustees, are evidence that the course of study for Grades TK-6 encompasses each of the subject areas identified in Education Code 51210 including English Language Arts (ELA), Mathematics, Social Studies, Science, Visual and Performing Arts, Health, and Physical Education.    The standards aligned instructional resources in use, approved by the State Board of Education and the the local Board of Trustees, and the course catalogs, master schedules, and student information system provide evidence that the course of study for Grades 7-12 encompasses each of the subject areas identified in Education Code 51220, including English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education, Foreign Language, Applied Arts, Career Technical Education, Automobile Driver Education, and other studies as may be prescribed by the governing board.|According to our monitoring tools, and placement practices we note that nearly all students have access to a broad course of study.   ACUSD was identified to receive Differentiated Technical Assistance to improve the academic achievement of our students with disabilities (SWD).  During this process, misalignment with regard to access to the core curriculum for SWD in the areas of ELA and math was identified.  Through teacher input, action has been taken to address this for grades TK-6 SWD in the elementary schools via acquisition of standards-aligned ELA intervention materials and related training and support for all TK-6 intervention and Special Education teachers. The current timeline is to identify a solid course of action for grades 7-12 ELA and TK-12 mathematics by the end of 2018-2019 and initiate curriculum and instructional practice changes in 2019-2020.    Progress is evident in increasing access to a broad course of study through the widening scope of Career Technical Education (CTE) offerings in the area of Agriculture, which also serves as an Applied Art. Progress is also evident in the area of expanded access to technology as a tool for learning for all students with the adoption and implementation of technology standards. Our collaborative college and career readiness committee is having ongoing discussions regarding local graduation requirements and the possibility of adding a third year of science and mathematics showing our commitment to extending access to a broader course of study for all high school students.|Overall availability of resources to support the needed implementation and acquisition of resources and training is a barrier.  Due to the silent recession in California, funds are not sufficient to meet the ongoing needs of our students. This is exacerbated due to limited access to related social-emotional resources in our rural community and due to the small size of most of our schools.  Small school size inhibits flexibility with human and financial resources, master schedules, other schedules, etc.   In grades TK-6, the local tools and monitoring practices reveal that the demands of literacy and mathematics instruction, as well as mandated physical education minutes, infringe on the full experience of a broad course of study for all students. In the primary grades, some students receive intensive reading interventions which limits opportunities for some students to fully access other subject areas.  In grades 7-12, the local tools and monitoring practices reveal that teacher credentialing requirements for CTE and the limits of an eight period block-schedule, represent challenges to expand CTE and visual and performing arts opportunities beyond what currently exists.  Areas we are focusing on to ensure our SWD have access to a broad course of study include access to core curriculum, best first instruction, multi-tiered systems of support (MTSS), and high levels of student engagement.  The cost associated with visiting a program doing exemplary work in these areas was a barrier.  We are continuing our work in this area through special education staff meetings and professional development for our general education teachers.  The work is hard, slow, but important.|PROFESSIONAL LEARNING:  We will continue our third year of targeted professional development in an effort to increase student learning by the ongoing development and implementation of district and site systems focused on collective data inquiry and action research.  Each school site participates in site coaching cycles with the superintendent or assistant superintendent to address identified instructional areas of need at each site.  This site based model of Principals coaching teachers and teachers learning from other teachers is a major focus of professional learning within Amador County Public Schools.  MATH: We will decrease the number of students enrolled in Algebra G and Consumer Math and increase the number of students enrolled in the college preparation Algebra 1 course with support and intervention built into the master schedule and the general education classrooms. We will provide ongoing training and coaching support for all math teachers.  We will provide grades TK-6 mathematics intervention materials and related training and support.   ONLINE COURSES: In 2018-19, opportunities for online learning are expanding to provide greater enrichment opportunities and credit recovery.  CURRICULUM: All students have access to standards-aligned instructional resources in ELA and Mathematics. We are in the initial stages of our professional learning around the new history social-science framework.  We will use this professional learning to help make informed decisions about new instructional materials pilots and eventual adoption.  Our goal is to pilot new materials in 2019-2020 with hopeful adoption in 2020-2021. We have also begun the initial stages of Next Generation Science Standards (NGSS) aligned curriculum implementation.  We plan to review the materials approved by the State Board of Education for adoption in the 2018-19 school year with curriculum pilots scheduled for 2019-2020 and possible adoption in 2020-2021.|Met||2018
04100410000000|Butte County Office of Education|7|"All BCOE school programs are supported by the Butte COE Curriculum and Instruction Office.  Each student enrolled in a BCOE school program must meet the minimum state requirements for graduation for their personalized academic path, including a-g requirements for college bound students and AB2306, 1806 or 167/216 requirements for juvenile court school, foster or homeless youth pupils. Many students entering BCOE school programs are credit deficient and strive to complete the minimum requirements to obtain a diploma and enter the workforce.  Annually, the Student Programs and Services administration will use the CCSESA LEA Self-Assessment (LEASA) rubric to monitor and support continuous improvement of the Strategic Plan implementation, and then monitor and adjust programs and systems in support of academic achievement and college/career readiness.   The self-reflection rubric measures several key areas of implementation: Shared Beliefs, Mission and Vision; Teaching, Learning and Assessment; Leadership and Governance; Professional Development for All; Infrastructure Alignment; Clear and Collaborative Relationships.  In measure #2, Teaching, Learning and Assessment, the LEA has self-identified as working to ""Lay the Foundation.""  The LEA is working with content area teachers to develop new Courses of Study in core content areas that allow for personalization and flexibility beginning with grades 6-12 and then backwards mapping TK-5.  In addition, the LEA is working to better use assessments and data to improve transition services and personalize learning for students enrolling in Butte COE school programs.  Each of these programs provides an alternative to the comprehensive school model. In the Independent Study school programs, student enrollment in courses is monitored and evaluated as part of the Master Agreement.  The school site counselor and student enrollment advisor work closely with students and families to ensure students are on track to graduate and their personalized academic plan is compliant with State requirements."|"Every student enrolled in a BCOE school program has access to and is enrolled in courses appropriate for meeting individual needs.  All students are instructed in all required content areas using standards aligned curriculum.   While the LEA has self-identified as ""Laying the Foundation"" for a broad course of study, this is a direct result of work underway to modify and personalize how courses are offered and how data is used to make these decisions. As an LEA that provides alternatives to the traditional comprehensive school model, the leadership team believes students should be offered a more personalized and real world approach to learning. Courses of study are being developed that guide this work for teachers. In addition, BCOE school programs are working with nationwide organization to develop practices around a meaningful advisory, internships and project based learning.    Students in all BCOE school programs have access to community college Concurrent Enrollment courses to help with the personalization of their learning program.  In addition, students enrolled in the special education program can be mainstreamed into any subject area, thereby broadening their potential course of study.   Students mainstreamed in the special education program follow the district course of study."|Access from site to site will always vary, as the needs of students in the county office programs vary. For example, some sites serve incarcerated youth and are limited by the requirements of the legal system and others serve special education students that are on a certificate of completion track. Most students are not on an a-g track for graduation. All BCOE school programs serve too few students to make multiple Career Technical Pathways a viable option.|The LEA is creating new courses of study that allow for flexibility and personalization of learning, encourage real world learning opportunities and allow for integration of subject matter.  In addition, the LEA has supported every site with the purchase of Edgenuity curriculum which allows students a wider range of course access.  Sites are also working to improve transition guidance to ensure students are enrolled in the most appropriate courses to remain on track for graduation.|Met||2018
04100410114991|CORE Butte Charter|7|Student enrollment in courses is regularly evaluated through various means. Annually a Master Agreement is developed between the student/parent/ teacher team. This master agreement outlines the courses the student will be enrolled in for the duration of the school year. These documents are then reviewed by the counseling registrars and adjustments are made to ensure compliance and that all students are enrolled in a broad course of study and required courses for graduation. Each student’s educational plan is personalized to the individual needs of the student through discussions and review by the team.  Each student who graduates CORE Butte  meets the minimum state graduation requirements along with the CORE Butte graduation requirement.  CORE Butte offers a wide variety of courses to meet the individual learning needs of each student. Curriculum is offered based on student need, learning style, and areas of interest.   The course catalog and curriculum catalogs are updated annually and reviewed for compliance with both the state and local board policies.|100% of CORE Butte students have access to and are enrolled in a broad course of study. CORE Butte is a TK-12th grade school that has 100% compliance in regards to students enrolled in a broad and appropriate course of study.  The school continues to work toward compliance in regards to a-g completers and CTE completers. Over the course of the past few years CORE Butte has increased the percentage of students who have graduated college or career ready.|There are many potential barriers to reaching 100% college and career ready that CORE Butte may experience.  1. Students enrolling in CORE Butte credit deficient  2. Students struggling to keep up with the rigor of a-g coursework 3. CTE pathways are still in development mode and not fully integrated|Students struggling to keep up with the rigor of a-g coursework CTE pathways are still in development mode and not fully integrated Marketing and training on CTE pathways to increase student, teacher and stakeholder knowledge Increased training on a-g coursework for staff and students|Met||2018
04100410134213|Come Back Butte Charter|7|"All BCOE school programs are supported by the Butte COE Curriculum and Instruction Office.  Each student enrolled in a BCOE school program must meet the minimum state requirements for graduation for their personalized academic path, including a-g requirements for college bound students and AB2306, 1806 or 167/216 requirements for juvenile court school, foster or homeless youth pupils. Many students entering BCOE school programs are credit deficient and strive to complete the minimum requirements to obtain a diploma and enter the workforce.  Annually, the Student Programs and Services administration will use the CCSESA LEA Self-Assessment (LEASA) rubric to monitor and support continuous improvement of the Strategic Plan implementation, and then monitor and adjust programs and systems in support of academic achievement and college/career readiness.   The self-reflection rubric measures several key areas of implementation: Shared Beliefs, Mission and Vision; Teaching, Learning and Assessment; Leadership and Governance; Professional Development for All; Infrastructure Alignment; Clear and Collaborative Relationships.  In measure #2, Teaching, Learning and Assessment, the LEA has self-identified as working to ""Lay the Foundation.""  The LEA is working with content area teachers to develop new Courses of Study in core content areas that allow for personalization and flexibility beginning with grades 6-12 and then backwards mapping TK-5.  In addition, the LEA is working to better use assessments and data to improve transition services and personalize learning for students enrolling in Butte COE school programs.  Each of these programs provides an alternative to the comprehensive school model.  In the Independent Study school programs, student enrollment in courses is monitored and evaluated as part of the Master Agreement.  The school site counselor and student enrollment advisor work closely with students and families to ensure students are on track to graduate and their personalized academic plan is compliant with State requirements."|"Every student enrolled in a BCOE school program has access to and is enrolled in courses appropriate for meeting individual needs.  All students are instructed in all required content areas using standards aligned curriculum.   While the LEA has self-identified as ""Laying the Foundation"" for a broad course of study, this is a direct result of work underway to modify and personalize how courses are offered and how data is used to make these decisions. As an LEA that provides alternatives to the traditional comprehensive school model, the leadership team believes students should be offered a more personalized and real world approach to learning. Courses of study are being developed that guide this work for teachers. In addition, BCOE school programs are working with nationwide organization to develop practices around a meaningful advisory, internships and project based learning."|Access from site to site will always vary, as the needs of students in the county office programs vary. For example, some sites serve incarcerated youth and are limited by the requirements of the legal system and others serve special education students that are on a certificate of completion track. Most students are not on an a-g track for graduation. All BCOE school programs serve too few students to make multiple Career Technical Pathways a viable option.|The LEA is creating new courses of study that allow for flexibility and personalization of learning, encourage real world learning opportunities and allow for integration of subject matter.  In addition, the LEA has supported every site with the purchase of Edgenuity curriculum which allows students a wider range of course access.  Sites are also working to improve transition guidance to ensure students are enrolled in the most appropriate courses to remain on track for graduation.|Met||2018
04100410136820|Achieve Charter High|7|This year we will track the percentage of high school students enrolled in A-G and CTE courses by demographics using our student identification system and course schedules.|This is the first year of ACHS. We do not have data for last school year.|This is the first year of ACHS. We do not have data for last school year|This is the first year of ACHS. We do not have data for last school year, however, there are no scheduling barriers for providing access to a broad course of study for all students. The only barrier is finding qualified teachers to teach electives and CTE courses.|Met|Since the Camp Fire, Achieve lost some staff and reopened school in church Sunday school classrooms. This teacher and facility challenge, along with traumatized students and staff lead to restructured courses and elective offerings for a portion of the school year.|2018
04100410430090|Hearthstone School|7|"All BCOE school programs are supported by the Butte COE Curriculum and Instruction Office.  Each student enrolled in a BCOE school program must meet the minimum state requirements for graduation for their personalized academic path, including a-g requirements for college bound students and AB2306, 1806 or 167/216 requirements for juvenile court school, foster or homeless youth pupils. Many students entering BCOE school programs are credit deficient and strive to complete the minimum requirements to obtain a diploma and enter the workforce.  Annually, the Student Programs and Services administration will use the CCSESA LEA Self-Assessment (LEASA) rubric to monitor and support continuous improvement of the Strategic Plan implementation, and then monitor and adjust programs and systems in support of academic achievement and college/career readiness.   The self-reflection rubric measures several key areas of implementation: Shared Beliefs, Mission and Vision; Teaching, Learning and Assessment; Leadership and Governance; Professional Development for All; Infrastructure Alignment; Clear and Collaborative Relationships.  In measure #2, Teaching, Learning and Assessment, the LEA has self-identified as working to ""Lay the Foundation.""  The LEA is working with content area teachers to develop new Courses of Study in core content areas that allow for personalization and flexibility beginning with grades 6-12 and then backwards mapping TK-5.  In addition, the LEA is working to better use assessments and data to improve transition services and personalize learning for students enrolling in Butte COE school programs.  Each of these programs provides an alternative to the comprehensive school model.  In the Independent Study school programs, student enrollment in courses is monitored and evaluated as part of the Master Agreement.  The school site counselor and student enrollment advisor work closely with students and families to ensure students are on track to graduate and their personalized academic plan is compliant with State requirements."|"Every student enrolled in a BCOE school program has access to and is enrolled in courses appropriate for meeting individual needs.  All students are instructed in all required content areas using standards aligned curriculum.   While the LEA has self-identified as ""Laying the Foundation"" for a broad course of study, this is a direct result of work underway to modify and personalize how courses are offered and how data is used to make these decisions. As an LEA that provides alternatives to the traditional comprehensive school model, the leadership team believes students should be offered a more personalized and real world approach to learning. Courses of study are being developed that guide this work for teachers. In addition, BCOE school programs are working with nationwide organization to develop practices around a meaningful advisory, internships and project based learning."|Access from site to site will always vary, as the needs of students in the county office programs vary. For example, some sites serve incarcerated youth and are limited by the requirements of the legal system and others serve special education students that are on a certificate of completion track. Hearthstone offers a full a-g course of study for hybrid and online courses. Hearthstone offers multiple Career Technical Pathways options.|The LEA is creating new courses of study that allow for flexibility and personalization of learning, encourage real world learning opportunities and allow for integration of subject matter.  In addition, the LEA has supported every site with the purchase of Edgenuity curriculum which allows students a wider range of course access.  Sites are also working to improve transition guidance to ensure students are enrolled in the most appropriate courses to remain on track for graduation.|Met||2018
04614080000000|Biggs Unified|7|All students in the district have access to all Content Standard Curriculum. Students are in diverse groups, in order to provide equal access for all students.  Students at varied levels receive differentiated instruction with the use of the appropriate grade level materials. Biggs USD is in the process of evaluating new History/Social Studies curriculum and will adopt in the 19/20 school year.  With the adoption of this curriculum it will allow equal access to Content Standard Curriculum in History/Social Studies.  This same process will be followed for the NGSS Science Curriculum beginning in 2019/20.|All students in the Biggs USD will receive equal access to a broad course of study.  This will be measured using 4 essential components : • Standards, goals, and milestones for instruction • Technology and materials that provide multiple ways for diverse learners to access learning expectations • Specific instructional methods and student engagement practices that tap into learners’ interests, offer appropriate challenges, and increases motivation • Assessments to measure student progress, identify students learning needs and to modify instruction as needed|Thoughtful planning is used to provide access to all students in all subject areas.  All core subjects are taught by fully credentialed teachers or teachers completing induction programs. Biggs High School has gone to a 7 period day to increase student’s ability to have access to a broad course of study.|Biggs USD will continue to provide a broad course of study with access for all students that increases their understanding about the world around them and teaches them the necessary skills to be successful in the 21st century.  Staff will include formative assessments that ensure that all learners receive thoughtful, responsive courses of study that prepare them to meet grade level learning goals.|Met||2018
04614240000000|Chico Unified|7|Moving forward, Chico Unified will primarily utilize the State Dashboard's College and Career Indicator to track the extent to which our students access and succeed in a broad course of study. Currently, we rely solely on course of study completion percentages, as well as test scores. Our baseline numbers are indicated below.|The percentage of students graduating with college preparatory (a-g) requirements increased by approximately 1 percentage point from 2016-2017 to 42.4% in 2017-2018. The percentage of graduates who passed an Advanced Placement or International Baccalaureate. test decreased by approximately 2 percentage points from 2016-2017 to 20.6% in 2017-2018. Chico Unified saw a significant increase in graduates who met Early Assessment Program requirements for math by approximately 15 percentage points to 38.4% in 2017-2018 and a slight decline of 2 percentage points to 51.2% meeting requirements in English Language Arts. The percentage of graduates who completed a Career and Technical Education course of study increased by approximately 7 percentage points to 29% in 2017-2018.|The primary barrier identified in providing access to a broad course of study for students in grades 7-12 a is lack of scheduling flexibility for individual students due to limitations inherent in the current school schedule, particularly at the grades 9-12.   At the elementary level, we have identified teacher training as a primary barrier to providing leveled instruction that meets the needs of all student groups.|Chico Unified School District will continue to offer broad courses of study including: Advanced Placement, Career and Technical Education, International Baccalaureate, GATE (gr. 3-5), honors courses, college level coursework, visual and performing arts, world language, college preparatory, and alternative education.   The district is currently researching innovative scheduling options for the comprehensive high schools, including variations on block scheduling, that would facilitate access to multiple courses of study, and possibly intervention or re-teaching periods.  At the elementary levels, Chico Unified has added a reading coach to provide teacher support for the improved implementation of targeted small group instruction.|Met||2018
04614240110551|Nord Country|7|Nord Country School tracks progress in meeting Priority 7 standards by reviewing course offerings as well as class and school schedules.|100% of our students had access to a broad course of studies. In addition to core academic classes and physical education, all students in Kindergarten – 5th grade have art and music for 60 minutes on alternating weeks throughout the year. All 6th – 8th grade students have access to 2 different electives every semester. Middle school students also have the opportunity to take violin or Spanish.|There are no barriers preventing the school to provide access to a broad course of study for all students.|Given the results on the measure, no new actions are needed.|Met||2018
04614240118042|Forest Ranch Charter|7|Forest Ranch Charter School uses SchoolWise, student information system, to track courses students are enrolled in. Intervention logs, CalPads data, and middle school elective/career training rosters are also used to track data.|Forest Ranch Charter School is a direct funded charter school and is a single school district. Students enrolled in TK/K have all of their courses in their Kindergarten classroom with the exception of some pull out intervention services. Like first through eighth graders they all participate in English, Math, Social Science, Science, Health, PE, and VAPA. First through eighth graders have all of these courses of study built in to their typical day but also have access to additional elective courses and extra student/family selected Band and STEM options. Middle School students have additional elective options and career training units built into their weekly schedule. In addition, GATE (3-5), Intervention TK – 8), Accelerated Math (1-8) and Honors (6-8) are available for students in grades that need extra support or challenge. All teachers are fully credentialed and capable of providing all of the necessary supports to ELD students when we have them. We are not currently offering a World language due to budget cuts and challenges surrounding an effective teacher. We intend to bring this back in the 2019-20 school year if funds are available.|none|potentially adding a world language for middle school|Met||2018
04614240120394|Inspire School of Arts and Sciences|7|We utilize Aeries as our student information system.  We know, through the system, that all students are served with a broad course of study with a focus on the arts and sciences.  Our 8 period, A/B block schedule, provides students with a greater choice of electives integrated with a rigorous college prep curriculum.   We have a push-in, pull-out model of special education with resource teachers and classroom teachers teaming to provide our special ed students with the services they need to succeed and learn.  We have a multi-tiered system of supports (MTSS) that provides all our students with intervention and enrichment.  We have implemented this year a data system with multiple indicators spanning from academic performance to social and emotional needs.|Inspire provides all students with a college prep curriculum as well as opportunities in Career Technical Education. We offer over 80 elective choices ranging from fine art, performance art, technical theatre, music, recording arts. dabcem robotics and engineering.  Student schedules reflect a balance between required academic courses, to include AP and honors, and elective choices.  They can choose to major in 12 different areas.  They also complete CTE pathways in Dance, Recording Arts, Digital Media Arts and Theatre.|We do not see any significant barriers at this time.|"Inspire is continually monitoring the success of our students in a broad course of study and intervening where we see, through MTSS, our students struggling. This year, for example, we added the position of ""Intervention Coordinator.""  They are part of our MTSS team which consists of two counselors, a resource teacher, associate principal, an academic classroom teacher and the Invention coordinator.  This team monitors student progress and reports out to staff ideas for addressing student concerns."|Met||2018
04614240121475|Sherwood Montessori|7|Because our school is small, with a total enrollment of 157 students, no tool is needed to track student access. The teachers and administration is able to track the students' access to courses easily.|All students, including students with exceptional needs, are enrolled in a broad course of study.|It has been difficult to find a foreign language instructor for our one class of middle school students. We have been using technology to give access to foreign language study.|Sherwood will continue to ensure access to a broad course of study. For grades 1-6: English ? Mathematics ? Social Sciences ? Science ? Visual and Performing Arts ? Health ? Physical Education ? Other studies that may be prescribed by the governing board: Cooking and Gardening, Grace and Courtesy, and Practical Life.  For grades 7&8: English ? Social Sciences ? Foreign Language ? Physical Education ? Science ? Mathematics ? Visual and Performing Arts ? Applied Arts ? Career Technical Education|Met|The report for Priority 7 was scheduled to be presented to our stakeholders at the Regular Meeting of the Board of Sherwood Montessori on Thursday, November 15th. This meeting was rescheduled to Thursday, November 29th due to the Camp Fire.|2018
04614240123810|Wildflower Open Classroom|7|All Wildflower students have access to a broad course of study.  Course of study is articulated in the school's charter documents and is regularly reviewed by board of directors through site Local Control Accountability Plan.|All Wildflower students have access to a broad course of study.  Course of study is articulated in the school's charter documents and is regularly reviewed by board of directors through site Local Control Accountability Plan.|No barriers have been identified at this time.|All Wildflower students have access to a broad course of study.  Course of study is articulated in the school's charter documents and is regularly reviewed by board of directors through site Local Control Accountability Plan.|Met||2018
04614240137828|Pivot Charter School North Valley II|7|Pivot Charter School uses multiple online curricula across its grade spans that is able to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a board course of study for each grade span and all student groups.|Middle school students access core coursework online and additional supplemental courses when attending the on-site program at the resource center. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental courses. For the 2018-19 school year, Pivot Charter School is adopting a new curriculum for its middle school students that will also provide elective courses to students online.  High school students access core coursework online and additional supplemental courses when attending the on-site program at the resource center. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental courses. For the last few years, Pivot Charter School has been offering high school students a wider variety of courses that span the CTE, technology, and VAPA categories.|Middle school students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study. The new elective courses offered through the new curriculum can help provide a broader course of study to Pivot Charter School’s virtual students. Field trips, clubs, and workshops are offered to all students and encouraging virtual students to participate in these is another way to provide access to a broad course of study.  High school students that don’t attend the resource center program have the greatest barrier to accessing a board course of study. Field trips, clubs, and workshops are offered to all students and encouraging virtual students to participate in these is another way to provide access to a broad course of study. Additionally, Pivot Charter School encourages all high school students to concurrently enroll at their local community college and provides access to a college counselor to help them apply.|Pivot Charter School has already adopted new curricula for the middle school grade span. Previously theis grade span had no options for elective courses and only had access to the core courses. Starting in the 2018-19 school year, all students will have access to elective courses online. There is no policy that a student must take an elective course but that may be considered in the future.  Pivot Charter School has also expanded its on-site elective options, offering high school credit for courses like Work Experience, Excursions, and others. Offering credit for these courses encourages students to participate in a broader course of study.|Met||2018
04614246113773|Chico Country Day|7|100% of the students at Chico Country Day School participate in a broad course of study. Students experience STEM, Art, Performing Arts, ELA, Mathematics, Physical Education and History/Social Science within their self contained classes and as provided by specialist teachers. Access to Broad Course is locally defined and based on student access to curriculum and cross disciplinary instructional methods.|Access to Broad Course is measured by the School Accountability Report Card and local surveys.|The SARC report and survey results informs us that there are no barriers at this time.|The LEA implemented a foreign language class offering to eighth grade students as a result.|Met||2018
04614320000000|Durham Unified|7|Local Measure(s):  Enrollment percentages of key subgroups in core and elective courses (including Dual Enrollment, AP, CTE and Ag at DHS and DIS, where applicable). White: 75%  Hispanic: 16%  SWD: 7.8%   SED:  29% ELL:  2.3%|Summary of Enrollment:  100% of students at all three sites have access to a broad course of study.  At DES, 100% of students receive instruction in Visual and Performing Arts, in addition to core curriculum.  At DHS, enrollment numbers show that ELL students and SED students in AP and Dual Enrollment courses are lower than their representative percentage of our student demographics.|Identifying Barriers to Course Access: Scheduling conflicts of ELD and electives courses can occur when limited number of sections exist.  Additionally, remediation of prior courses restricts access to new courses.  Staffing numbers at DIS and DHS conjoin staff and restrict the variety of electives offered.|Informing the Development of the LCAP:  The LCAP includes increased supports for ELL students (Full time Bilingual para-educator, and Bilingual Family Liaison positions), incorporation of the MAP assessment and Study Island resource program across the district to expedite appropriate reclassification of English learners to English Fluent, identify areas of student need for academic support and lessen the need for remediation, and to establish meaningful, measurable and attainable goals for SWD.|Met||2018
04614400000000|Feather Falls Union Elementary|7|"The District uses ""Schoolwise"" for student tracking to insure all students are enrolled in an appropriate course of study.   All  K-8 students receive instruction in Math, ELA, Science and Social Studies daily.   All students are involved in art projects for at least 2 hours a week.  Physical Education for all students is scheduled 5 times a week.  Students with exceptional needs are in a full inclusion program receiving the same instruction."|All students are involved in a broad course of study at the one school in the district.  All students regardless of disabilities or grade level have the same opportunities to participate in all programs.  The staff uses technology to broaden the exposer of students to a variety of subjects.|The District faces obstacles in providing art and music programs.  The rural area and the distance from resources makes it difficult to provide specialized instruction.  Also the lack of financial resources has made it difficult to find staff.|As the District will cease to operate at the end of the year,  we are encouraging all parents to become involved with the new district to ensure their students receive a high quality and broad course of study.|Met||2018
04614400121509|Ipakanni Early College Charter|7|The tools that are use are creating a UC A-G required list for students wanting to attend a four year college.  Also a schedule is created for students who want to graduate early or do not want to attend a four year college right away.  A variety of career cluster classes are available as well as concurrent enrollment through Butte College.|All students have access to the curriculum.|Due to the small size of the school it is difficult to have various career pathways.  Students are allowed to concurrent enroll through Butte College to help meet those needs.|No new actions will be taken at this time but strengthening career pathways will continue to be developed.|Met||2018
04614570000000|Golden Feather Union Elementary|7|Golden Feather Union Elementary School District tracks progress in meeting priority standards through analysis, review of course offerings, class and school offerings, to assess the extent to which all students have access to and are enrolled in a broad course of studies.  Additionally, course enrollment reports identify access and enrollment based on grade spans, duplicated, and special needs students.|For the 17/18 school year, 100%  of students had full access to a broad course of studies as defined by CA Ed Code 51210 and 51220(a)-(i).|N/A|Currently GFUESD students have access to ELA/Math, Science, Social Studies, and Physical Education.  In the future (19.20 school year) the district will be offering additional VAPA opportunities as well as STEM enrichment.|Met||2018
04614990000000|Manzanita Elementary|7|Manzanita Elementary School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, master schedules, teaching assignments, and providing access to all courses to all students. Student enrollment is tracked through our student information system which indicates unduplicated student groups as well as students with exceptional needs.|All students transitional kindergarten through eighth grade are offered a broad course of study including access to visual and performing arts within the school day.  Students who need intervention or remediation are able to participate in intervention programs that are offered throughout the day across grade levels in English Language Arts and English Language Development.  Math intervention is offered at the middle school level as well as Enrichment/Exploratory courses.|The barriers that inhibit the maximization of the broad course of study is simply the lack of time during the school day.  MESD compensates by offering before school and after school tutoring to provide for more intervention and remediation.|MESD will utilize the analysis of our locally selected measures to redesign our master schedule to accommodate more visual and performing arts, as well as more remediation and intervention in the area of math and ELA based on student need.|Met|Student Success is Manzanita School District's first and foremost priority. All students receive a high quality education and remediation and intervention is provided to all students falling below grade level standards in ELA and Math. Remediation for ELA is provided by both credentialed teachers and paraprofessionals using a variety of intervention materials in in small groups as well as individualized pull out programs within the school day. Math intervention is offered in small groups within our classrooms as well as a shadow intervention period for our 6th-8th grade students individualized to student need. EL services are also provided to our EL students within the school day by credentialed teachers and paraprofessionals. We also have an afterschool program that assists all students and teachers are available before and after school for additional support.|2018
04615070000000|Oroville City Elementary|7|All students TK-8 grade has access to grade appropriate, state adopted, curriculum-aligned instructional material. Data measured by the School Accountability Report Card.|All students are enrolled and have access to grade appropriate studies taught by certificated teachers in there subject matter emphasis as measured by our School Accountability Report Card and our credentialing audit done by the county.|Our biggest barrier is our 93% attendance rate, which is 2% below the state average. This rate hinders our ability to educate all students on any given day. Additionally, because we are a smaller district our continuum of classes are limited due to budget and district size.|We look to improve attendance as well as look for ways to write into the LCAP ways we can expand our offerings, especially in grades of 7th and 8th. Currently all students have access to our current classes, but we would like to expand those options in the future to into more technology, CTE, and foreign languages.|Met||2018
04615070129577|STREAM Charter|7|STREAM uses Aeries to track student enrollment and access to courses. Our school schedule is created and displays courses offered to students. STREAM has one class per grade level. All classes are self-contained, but students do leave class to go to a physical education class and a music class each day. Fifth through Eighth Grade classes also participate in a series of electives. Student enrollment and access is tracked by teacher lists. STREAM offers a tri-level intervention program, so 100% of students have equal access to all core, PE, music, and elective courses.|100% of students track together, by grade level, through a broad course of study, having equal access to and enrollment in all grade level courses. At the Fifth through Eighth Grade levels, 100% of students have equal access to all elective courses. Students self-select the elective courses in which they are enrolled.|There are no barriers to access. 100% of students have equal access to a broad course of study.|We have chosen to purposely be a small school, with one class at each grade level. Through our tri-level intervention program, 100% of students enjoy equal access to a broad course of study, because nobody is pulled out of any classes to attend intervention.|Met||2018
04615150000000|Oroville Union High|7|OUHSD tracks progress in meeting Priority 7 standards by conducting a review of course offerings on a yearly basis. The District also reviews class schedules and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  For grades 9-12, 100% of OUHSD students had a full access to broad course of studies as defined by California Education Code 51210 and 51220(a)-(ii).  For the 18-19 school year, OUHSD is offering three dual enrollment course through Butte College.  Those courses are two sections of Animal Science and a section of heavy equipment.  The Oroville Union High School District achieved a Graduation Rate of 92.5% for all students on the 2017 California School Dashboard.  OUHSD has been exploring ways to increase the Graduation Rate for Students with Disabilities which was 54.7% on the 2017 California School Dashboard.|OUHSD offers 11 Career and Technical Education pathways.  10 of the OUHSD CTE courses are A-G approved.  All CTE programs have recognized student organizations to support the learning taking place in the classrooms.  In the OUHSD LCAP, an additional 700 dollars was allocated to every CTE class section and an additional 500 dollars was allocated to every VAPA course sections due to the increased cost of materials for those classes.|The issue for OUHSD is that schools have a 6 period day.  Graduation requirements in the 9th and 10th grade is difficult for students to take music and Spanish or a CTE course and an AP course.  OUHSD is exploring options to add a zero period or an additional period on daily basis so that students can access more electives and academic offerings.|OUHSD is always exploring ways to offer students an excellent educational experience.  The focus of administration over the last two years has been to provide professional development to teachers on the implementation of the California Common Core Standards, integration of technology into their classrooms, as well as improving student engagement in all classrooms.|Met|OUHSD uses the California Healthy Kids Survey (CHKS), as well as parent surveys to measure progress on improving school climate.  During the 2017-2018 school year, site administration focused on alternatives to suspension for certain discipline offenses while not compromising the safety of students and staff.  Suspensions for all students on the 2017 California School Dashboard was 13.8%.  The preliminary reports show that suspensions district wide were reduced during the 2017-2018 school year.|2018
04615230000000|Palermo Union Elementary|7|Master schedules and student schedules were analyzed at all sites to determine if all students are enrolled in a broad course of study that addresses grade level core curriculum.  It was found that all students are enrolled in: ELA/Reading, Science, Math, History/Social Studies, and Physical Education.|In grades K-3, students are assigned to self-contained classes. All core subject matter is taught in those self-contained classes. All students participate in physical education classes taught by a specialist. Students with IEPs receive specialized instruction as specified in their IEP, but spend the majority of the day mainstreamed in the regular education program. Enrichment and intervention opportunities are provided within the daily schedule.  In grade 4-5, students are assigned to self-contained classes in which all core subject matter is taught. Students with IEP receive specialized instruction as specified in their IEP, but spend the majority of the day mainstreamed in the regular education program. In addition, enrichment and intervention opportunities are provided for all students within the school day. All students participate in physical education classes and music instruction as provided by subject matter specialists.  Enrichment and intervention opportunities are provided within the daily schedule.  In grades 6-8, students are enrolled in departmentalized courses, all students within a grade level are enrolled in core academic class that address grade level standard. In addition, enrichment and intervention opportunities are provided for all students within the school day.  In 7-8 grades, students have the opportunity to sign up for music, art, technology classes during the exploratory period.|The following barriers have been identified in regards to our ability to provide a broad course of study to all students: • Lack of financial resources needed to hire full time subject matter specialists on all campus in the areas of VAPA, world          languages, CTE, etc. • On some campuses, the daily bell schedule and length of school day, prevents all students from being able to participate in          enrichment opportunities due to intervention needs.|In response to these findings, the district will begin to investigate strategies and funding opportunities that will allow us to expand course offerings to all students.|Met||2018
04615310000000|Paradise Unified|7|The % of students enrolled in a CTE class.  The % of students completing a CTE Pathway.  The % of low-income students enrolled in AP courses.  The % of students passing AP Exams. In spring 2017 57% of students passed at least one AP exam with a three or higher score.|68% of students were enrolled in CTE courses in 2017 as measured by CALPADS.   39% of students enrolled in a CTE Pathway completed the Pathway.  Low-Income AP student enrollment rose from 27.27% to 34.95%.  57% of students passed at least one AP exam with a three or higher score.|PHS offered three fewer CTE pathway courses during 2017.  This is due to a reorganization of our CTE Pathways and offering three fewer stand-alone CTE courses (non-pathway).  Student schedule requirements prevent them from completing elective pathways.  Ensuring that all students are aware that LCAP funds will help pay for AP exams.  Providing resources to all AP students to enable them to attend after-school and Saturday AP preparation classes.|Ensure CTE courses are available throughout the school day ensuring that student schedules will enable them to enroll in a CTE pathway.  Provide resources in the LCAP to ensure all students are able to prepare and take AP exams.|Met||2018
04615310110338|Achieve Charter School of Paradise Inc.|7|Last year all K-8 students had equal access to fine and performing arts, and other elective and enrichment courses as evidenced by student schedules This year we will track the number of middle school students enrolled in fine and performing arts and other electives by demographics  This year we will track the percentage of high school students enrolled in A-G and CTE courses by demographics|Based on student schedules, all students had access to and were enrolled in a broad course of study.|There are no scheduling barriers for providing access to a broad course of study for all students. The only barrier is finding qualified teachers to teach electives and CTE courses.|This year we will track the number of middle school students enrolled in fine and performing arts and other electives by demographics|Met|Since the Camp Fire, Achieve lost some staff and reopened school in church Sunday school classrooms. This teacher and facility challenge, along with traumatized students and staff lead to restructured courses and elective offerings for a portion of the school year.|2018
04615316112585|HomeTech Charter|7|The board is presented the master schedule of classes for each school year.  This shows that all students have access to a broad course of study.  The master schedule serves all students at HomeTech including unduplicated students and individuals with exceptional needs.|HomeTech is the only school in our LEA.|There are no barriers preventing the LEA from providing access to a broad course of study for all students.  If students are in need of courses not provided by our staff (foreign languages AP courses), students can choose to take that course online, and HomeTech will pay for the course.|Based on our results, HomeTech will continue to offer the same courses to our students.  We also will continue to provide online learning opportunities for our students.|Met||2018
04615316112999|Paradise Charter Middle|7|Master Schedule, elective course enrollment, and the parent/student surveys help track the extent to which all students at PCMS are exposed to a broad course of study.|One area of focus, based upon parent/student surveys and staff input, has been on enhancing VAPA opportunities for our students at all three grade levels.  A great deal of arts education is embedded in daily experiences in core classes, particularly in 6th grade, but a more focused experience continues to be a goal school wide.|Core classes capture the majority of hours students attend PCMS.  Two hours per day are devoted to Elective courses and Physical Education.  These two periods allow for enhanced VAPA opportunities.|100% of all students were enrolled in a dance unit as part of the Physical Education program.  Zero period choir and band programs are offered at no charge, but only 8% of the students took advantage of these programs.  To boost enrollment in these programs, several things have been implemented; this year a new choir director was hired along with an accompanist to develop  a more desirable program for students.   Band is now offered before and after school. A new Vocal performance class was added to our elective offerings to join Art and Guitar electives that were already in place.|Met||2018
04615490000000|Thermalito Union Elementary|7|Grades 6-8, Aeries Middle School master schedule and percent of students enrolled in electives. Grades TK-5, Aeries rosters and the music/art schedule.|All 6th-8th grade students have access to core content areas (English, math, social studies, science and PE).  80% of students have access to an elective wheel (music, art, drama, woodshop, technology, STEM, heath and fitness).  All TK-5th grade students have access to core content areas (English, math, social studies, science and PE).  All TK-5 students have access to music 2x/month for 30 minutes.  All 2nd -5th grade students have access to art 2x/month for 60 minutes.|In grades 6-8, the school size limits elective choices. In addition, students in ELD and additional reading support classes (iLit) are limited to other elective choices.     In grades TK-5, schools share 1.0 FTE  art teacher and 1.0 FTE music teacher with the middle school, which limits availability at the elementary sites.|LCAP stakeholders are brainstorming, considering, prioritizing and recommending additional actions and services to help promote expanded electives and visual and performing arts offerings at all school sites.|Met||2018
04733790000000|Pioneer Union Elementary|7|As a small one school district all students have access to and are enrolled in a broad course of study. An area of need was identified by staff and our parent survey was an increase in VAPA programs.|Currently all students participate in a monthly art docent program focusing on visual arts of drawing and painting.|We currently have a lack of access to musical instruments for all students and do not have staff that are trained to teach those instruments.|Our staff will be implementing VAPA activities every two weeks in a rotating schedule for all students to have access to all programs.|Met||2018
04755070000000|Gridley Unified|7|"Analysis of key areas of student enrollment used to check student access to courses was undertaken through data-mining the Aeries  student information system using the Illuminate Data and Assessment software for the 17-18 school year. Specifically, student enrollment in classes identified as ""intervention"" or ""Honors/Advanced Placement"" were considered, as was enrollment in Career and Technical Education classes. Examination of enrollment policies for language learners, students with disabilities, students who are socioeconomically disadvantage, and who fall into the two major ethnicities was also done."|"Students who require additional support are given it to help ensure their success at all school sites through interventions, student success teams, and special education support. In the lower grades, there are no ""high"" or ""low"" classes and all students take the same courses with pullouts used for interventions. At middle and upper grades, there are identified intervention or advanced courses. With the exception of the most challenged students with disabilities enrolled in Special Day Class (1-2% of the population), students are involved in a very inclusive school day. Even the SDC students are mainstreamed as their Individualized Education Plan teams of parents and educators dictate. Students in the English Learner, Student With Disabilities, and Socioeconomically Disadvantaged categories are offered equal and equitable educational opportunities compared to their peers - there are no official or unofficial policies or practices in place to prevent their access.  In fact, at the high school, nearly all classes are categorized as ""A to G"" or college preparatory classes. Students in subgroups were identified to be enrolled in the most advanced of classes sampled in this analysis as well of course in the standard A to G course load all students take as part of their time at Gridley High School. Still, the data showed that these groups may end up overrepresented in “intervention” classes compared to the general student body. Students who are identified for interventions in upper grades (whether in basic ELA, math, or English Language Development for English Learners) do inherently see a reduction in their ability to engage in elective courses as one of their elective slots is taken up with the intervention class. Some especially low-performing, but non special education students, at the middle school level were seen to have reduced access to areas aside from ELA, math, or ELD as they were removed from either science or social studies and assigned additional periods of intervention in reading, English, or ELD. Students in the Hispanic subgroup also show over-representation in “intervention” classes and under-representation in advanced ones at the middle and high school levels.  For the 18-19 school year, the middle grades began transitioning the master schedule toward a more inclusive model in which all students receive the core curriculum in all core subjects with increased used of shorter term pullout and differentiated instruction to support struggling learners as opposed to their segregation into intervention classes."|Given that there was no spoken or unspoken policy in place to lead to the disparate enrollments seen, it is concluded that the barrier to English Learners is the language barrier, an area that can only be addressed through a robust ELD program to see those students through to reclassification status since data consistently show reclassified students to outperform even their English Only peers as a group. EL students often may not choose to undertake harder courses for fear of failure. One barrier in place at the middle school level has been the heavy emphasis on interventions, effectively creating a tracking system in which students tended to fall into without being able to track out and back up to grade level.|"To address the EL barrier, the LEA is implementing a revision to its EL master plan to bring it into alignment with the new ELPAC and ELD standards, looking into additional tools in technology to help track and monitor EL progress in classes before they need to be tracked into interventions, and to monitor and support them once they are reclassified. At the middle school level, the tracking system is being dismantled in the 18-19 school year, with increased attention to ensuring that students all receive all course classes (English, math, science, and social studies) and those who receive support get it in a ""just in time"" model of targeted immediate support as opposed to de facto tracking and the move to eliminate or reduce the number of special intervention classes into which students could be ""tracked""."|Met||2018
05100580000000|Calaveras County Office of Education|7|All students at Calaveras River Academy have access to Florida Virtual Learning. Coursework across grade levels are varied based on student needs. All students have the same access to all coursework.|There are no differences in the availability of a broad course of study for students at Calaveras River Academy.|NA|Calaveras River Academy will continue to ensure that all students have access to a broad course of study and will continue to evaluate students needs on a regular basis.|Met||2018
05100580530154|Mountain Oaks|7|Mountain Oaks uses a combination of two data systems to ensure a broad course of study is available to all students. That information is tracked through the student data system, Infinite Campus, and the curriculum tracking system, Destiny. The data is reviewed at regular intervals to ensure access to all students including significant subgroups.|Mountain Oaks operates three resource centers. Students at any of the three are able to access all programs offered by any of the sites. This ensures students are allowed equal access, including significant subgroups, despite geographic location.|The three things impeding access to a broad course of study are weather, travel time and transportation availability, none of which are under the control of the school.|Mountain Oaks continues to work with the local public transit authority in designing and scheduling public transportation options and availability for the three counties in which our resource centers are located.|Met||2018
05615560000000|Bret Harte Union High|7|The District uses Infinite Campus to monitor courses selected and the number of students participating in CTE, dual-enrollment, and A-G courses.|All students are exposed to standards based curriculum and every student meets with an administrator to review short and long-term goals annually.  On average, of our graduating senior class 30% indicate their intent to enroll in a 4 year college, 60% will attend a 2 year college or technical schools, 8% enter the military, and 2% enter the job force.  Of our 11th grade class, 70% of the students are on track to meet the A-G requirements to attend a 4 year college.|The District has not identified any barriers.  Should one be identified, the District would meet with stakeholders and develop a plan to overcome those barriers.|The local Junior College is now holding instruction courses on our campus and students are actively encouraged to enroll and take advantage of that opportunity.|Met|The District understands that feelings about school climate can fluctuate drastically and requires constant monitoring.  The District is committed to recognizing and addressing identified issues immediately and providing support to students.|2018
05615640000000|Calaveras Unified|7|Calaveras Unified School District (CUSD) reviews course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of study.  Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups and students with exceptional needs.|All CUSD students in grades TK-6 are enrolled in a broad course of study.  Each elementary school offers access in the seven areas identified as a broad course of study for grades 1-6.  Students can access some courses, such as visual and performing arts during the school day and in the CUSD afterschool programs offered at 5 of 6 schools.    All CUSD secondary students have access to a broad course of study within their school offerings.  In addition to core academic subjects, Toyon Middle School offers an array of elective courses.  Calaveras High School has a robust Career Technical Education (CTE) program with multiple pathways.|Although we are committed to improving in this area, a combination of factors, including declining enrollment, fiscal challenges and the ability to find staff has made it difficult to sustain programs affecting students’ access to a broad course of study.|We will continue to focus on increasing the number of students enrolled in AP/Honors courses, enrollment in CTE classes, mainstreaming opportunities for students with special needs, and supports for English Learners.|Met||2018
05615720000000|Mark Twain Union Elementary|7|The District monitors the extent to which all students have access to and are enrolled in a broad course of study based upon the master schedule, report cards, IEPs and administration observation.|All students have access to and are enrolled in a broad course of study;|Although the District is providing a broad course of study to all students, the District must create a staggered plan for adoption and implementation of new curriculum due to fiscal constraints. The District is completing a full adoption and implementation of Mathematics curriculum during the 2018-19 school year.|Although the District has ensured that all students have access to a broad course of study, the District is continuing planned adoption and implementation of new curriculum for English Language Arts as outlined in the LCAP.|Met||2018
05615800000000|Vallecito Union|7|The LCAP (Goal 1, specifically) is the overarching document that drives and facilitates accountability for the district top provide access to and enrollment of students in a broad course of study.  Input and monitoring is also provided via School Site Councils at each site, the ELAC at Michelson Elementary, and the VUSD Curriculum and Instruction committee comprised of district staff and leadership members.|In General Education, classrooms are self-contained and students have full access to adopted curriculum in ELA, Math, Science, Social Studies.  Students also participate in Physical Education, Art, and curriculum related field trips, presentations, and activities.  In 4th and 5th grade, students have opportunity to participate in elective Band.  For Special Education, 80% of students spend at least 80% of their school day in the General Education setting.  English Language Learners are integrated into the General Education setting with curriculum-embedded supports and with ELL supports via a dedicated Bilingual Teacher.  RTI and other support is provided through classroom instruction and the Language Lab at Michelson Elementary and via guest support in the Resource Specialist Program classroom. at Hazel Fischer Elementary.  At Avery Middle School students access all core subjects, Physical Education, and the elective wheel (e.g., Robotics, Music, Spanish, Yearbook, etc.).|Barriers to student access of a broad course of study are related to situations of chronic student attendance.|Given that the limitation has been attendance-based, the LEA is considering forming its own student attendance review team to address chronic absenteeism with its own resources.|Met||2018
06100660000000|Colusa County Office of Education|7|The S. William Abel Community School will examine a number of factors to determine student access to a rigorous and broad course of study. First, administration will analyze course offerings and enrollments with regard to graduation requirements and electives. Second, the number of students enrolled in advanced education and dual-enrollment courses in conjunction with local community colleges will be tracked. An Individualized Learning Plan is tailored for each student’s individual needs and includes a broad course of study to ensure all students are on track to graduate. Finally, access to high-quality career and technical pathways and the number of completers will be tracked.|Students currently have access to all graduation requirements and a number of electives with the exception of world languages. This term, four students are enrolled in advanced education courses in science and world languages. Currently, coursework is not in place for students to progress through high-quality career and technical pathways, but is available at comprehensive school sites in the area.|Limited human resources is the single greatest barrier to providing a greater access to a broad course of study. The S. William Abel Community School currently employs one full-time teacher/ principal and a single part time teacher with very limited hours and credentials. As a County Community School, the student population is transient, which makes it difficult for students to complete multi-year career and technical pathways. Some curricular options are also not available to students. Currently the S. William Abel Community School does not offer all a-g approved courses necessary for admission to a four-year state university and offers no Advanced Placement coursework. Significant time and professional development would be required to meet the requirements to implement these changes.|The S. William Abel Community School has implemented three initiatives to address the barriers identified in preventing student access to a broad course of study. First, the school has implemented Edmentum, an online course provider, with a nearly complete battery of course preapproved for a-g credit by the University of California system. Second, the teacher/ principal is applying for articulated credit from Woodland Community College to offer a Focus on College and Careers course utilizing the Get Focused, Stay Focused curriculum. All high school aged students will be enrolled in this course and more fully explore post-secondary options. Finally, the school is working to implement more career technical courses through a focus on career exploration utilizing CTEIG funding. Additionally, pathways in horticulture and business management are in development. Through the WASC and LCAP processes, the S. William Abel Community School will continue to develop a rigorous course of study that is available to all students.|Met||2018
06615980000000|Colusa Unified|7|CUSD uses course data; district, site and course enrollment information; student, staff and parent survey data; and disaggregated data from all those measures to assess the extent to which all students have access to and are enrolled in a broad course of study.|Student groups, including sub groups, are enrolled in sites, and courses in proportion to their overall representation in CUSD.  Deeper evaluation of sub group enrollment show that any significant variation to course enrollment is tied to the needs of the student as opposed to any identifiable barrier.  For instance, any large percentage change in subscription to certain courses at the high school level by Special Education students is more reflective of the year-to-year fluctuations in numbers rather than an existing obstacle.  In the elementary and middle school level all students are assigned to classes intentionally formulated to be heterogenous and reflect proportionally the overall make-up of the class.  At the high school level, enrollment in core courses is a mandate for all, and data indicates the subscription to upper level, career courses, and other electives also replicates overall demographic patterns.|None Noted.|None deemed necessary.|Met||2018
06616060000000|Maxwell Unified|7|Using the Aeries School information system, we track individual student enrollment in courses grades 9-12 including students who have completed CTE pathways.  Students have access to numerous courses, including various a-g courses in math, science, English, social studies, Ag and shop related CTE courses, business courses, performing arts courses, foreign language courses, and physical education. Students have access to dual enrollment business courses in our partnership with Woodland Community College.  Our ROP Metals and Welding class has articulation agreements with Woodland Community College and Butte Community College.  Students have access to a CTE plant science pathway and Ag mechanics pathway.  Students can also take online courses through our partnership with Edgenuity.  Our unduplicated students and exceptional needs students participate in all offerings of our Broad Course of Study.|Students have access to and are enrolled in courses that interest them and meet the courses required for high school graduation and college or career readiness. Classes are taught either through the direct instruction of a classroom teacher or through an on- line program called Edgenuity.  All students, including our unduplicated and exceptional needs students, have access to A-G courses, elective courses, CTE courses, dual enrollment courses, and articulated course options.|Based on the results of our locally selected measure, the greatest barrier for our students is the smallness of our school.  Class offerings can conflict with other courses offered/needed for graduation and college/career readiness.|The district will continue to monitor and track student access and enrollment in a broad course of study.|Met||2018
06616140000000|Pierce Joint Unified|7|Prompt 1: The district utilizes the master schedules from each school site as well as class schedules of individual students as the tool to track and monitor access to a broad course of student for students.|For grades TK-6, students are in self-contained classrooms in which they receive instruction in all subject areas. In grades 7 and 8, all students have English, math, social science, science, P.E. and either Spanish, band or an academic advancement class. English Learners are provided English Language Development at all grade levels. Students in grades 9-12 have all required courses to meet graduation requirements, including four years of English. In addition to the core content areas, students have access to numerous Career Technical Education Courses in the areas of agriculture and business.|There are no barriers to providing a broad course of study to all students; however, the variety within that broad course of study may be more limited due to the size of our schools and district and not being able to offer a lot of different classes.|For the 2018/19 school year, all freshmen are enrolled in Math 1 or higher where in the past students were put into lower level math classes. Students needing extra help are enrolled in a support class. Math progress is monitored frequently utilizing the math placement protocol. Online AP courses are available to students who would like to enroll when such classes are not offered at the school site. Dual enrollment through Woodland Community College is available to all freshmen taking the 'Get Focused, Stay Focused' course. A science, ag and business course are offered at the high school for dual enrollment also. Online credit recovery courses are available for students needing to make up credits. Students can do this on their own time so that they can continue to take the regular courses they need to stay on track to graduate.|Met||2018
06616220000000|Williams Unified|7|The locally selected measures for tracking the extent to which all students have access to and are enrolled in a broad course of study are as follows: Graduation rate: In 2016-2017 100% Graduation Rate; In 2017-2018 we had a 97.6 % Graduation Rate including our Continuation High School Graduates, unduplicated student groups (ELs = 95.1%) and individuals with exceptional needs (100%). A-G Graduation Rate: In 2016-2017 it was 38%; In 2017-2018 it was 44%|Our student population is 95% Hispanic and 55% English Learners. All of our students have access to and are enrolled in a broad corase of study as evidenced by our 100% graduation rate (including SPED students) three years in a row from 2014 to 2017. Last year, we had a 97.6 graduation rate. This includes our continuation high school. Another evidence of our students having access to a broad course of study is the fact that we have the highest rate of students completing A-G courses in our county (44% meeting A-G). We have steadily increased in this percentage and graduation rates as we have incresed AP course seats, from 20 AP Course seats five years ago to 187 AP Course seats in 2016-2017 school year. In addition, we have also increased in Dual enrollment course offerings from 0 five years ago, to 198 course seat offerings in the 2017-2018 school year.|"The barriers we are encountering in providing access to a broad coarse of study have been taken down by increasing AP course seats for our students, as well as dual enrollment course offerings. In addition, we have reduced the number of ""F's and Ds"" by hiring with our LCAP monies an Intervention Specialist who catches students that are starting to fail and intervenes by meeting with parents and students and immediately providing intervention support through after school tutoring, Saturday school, on-line courses and participation in a Summer School Academy. In addition, we have purchased with LCAP monies block schedule periods for core classes so that our EL students and SPED students have additional time to recieve support and complete their course work. We have also hired a Learning Support Specialist to work with students to address and support social and emotional barriers that were on the rise at our particular Jr./Sr. high school. The barrier we are currently working on is to insure our teachers work towards obtaining their Masters degrees so they can teach Dual Enrollment college level courses. Our school board has approved a resolution to become one of the first ""Comprehensive Early College High Schools"" in rural northern California. Also, our school board just approved an MOU with Woodland Community College to officially become that Comprehensive Early College High School."|In response to the tool and locally selected measures, we have (as described in section 3) gradually added supports to increase our outcomes. We are currently in the BLUE for Graduation Rate in the California Dashboard and are continuing to add supports as needed. The last addition was a Learning Support Specialist to help us address mental health and socio-emotional needs, which we saw increase and on a rise. The next step is to add an Internship Coordinator who will help us build and meet soft-skills in our students as we find ways to provide internships for our students that meet our three Career Pathways and course offerings: AG Science and Farm Mechanics through Acquaponics Pathway; Digital Media & Information Pathway and Interpreter/Translator Certification in Education Pathway.|Met||2018
07100740000000|Contra Costa County Office of Education|7|Due the the transience of the student population, information about progress towards graduation is an ongoing need. All students are screened on a weekly basis to identify credits needed in all core areas. This screening is drawn from Aeries by the Student Information Specialist and provided to the Principal. The Principal reviews the data and determines any needed course adjustments. When a student is identified as having met the credits in a specific area they are offered a course from an area that is not yet satisfied.  For example, if a student has completed their Science requirements but still needs Government/Econ they might be given an Odysseyware assignment for that subject to complete during the Science block.|Four days per week, students are offered three 90 minute blocks of instruction each day. One block is Math, one block is Science/PE and the third block is English Language Arts/Social Studies. On Wednesday all students are offered a 2 block ELA course which is directed toward Social Emotional growth and development. We have 5 school-wide quarterly themes (Discovery, Resilience, Transformation, Empowerment, and Community) and instruction is delivered in a project-based model with each subject matter having connections to the overarching theme.  In Science, the teachers have developed anchor questions that center on the quarterly themes. In ELA/Social Studies, students read primary source material and trade books to explore the themes.  In addition to the above courses that students have access to during the school day, they also have access to all other graduation requirements from Odysseyware. This program is used to meet the varied needs of the students and can provide targeted courses at the student’s instructional level. In Math, students are given an online course at their instructional level as well as at their grade level. Students also routinely take advanced level Math and Government/Economics and Art courses through Odysseyware.|There are 2 areas in which the school has identified areas for improvement:  A-G Science: Due to the restrictions of the environment, the school is unable to offer the wet lab component necessary for A-G science courses. All classes meet the graduation requirements and allow students to progress toward earning a diploma but they are unable to provide a course that would meet UC requirements at this time.  Foreign Language: The school does not have any teachers on staff who are qualified to teach Foreign Language. Students may fulfill the graduation requirement for Visual Performing Arts/Foreign Language by taking one of many Arts courses available but are unable to meet the UC admission preparation recommendations of 2 years of the same Foreign Language.|The school’s systematic weekly screening of all students grew out of the ongoing need to provide targeted coursework to students. This procedure has resulted in a decrease in the rate of behavior referrals and an increase in the graduation rate.|Met|This information was presented to the Contra Costa County Board on 10/17/18.|2018
07100740114470|Making Waves Academy|7|To track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served, MWA uses the following metrics and tools: a.       Enrollment in A-G approved courses b.       Access to appropriate instructional materials c.       Enrollment in specialized services: SPED, ELD, Intervention d.       Assessment data  e.       GPA data f.        Reclassification data g.       College and career readiness data h.       SBAC data|Our identified progress over time based on the above states metrics and tools, MWA has: a.       Ensured all students have quality intervention by creating time and space during the core day for students to receive direct intervention support services b.       Adopted new standards-aligned tool (ANET) to track student progress over time|The identified barriers preventing MWA students access to a broad course of study were:  a.        N/A. We have overcome barriers by being strategic in scheduling, ensuring the access and use of adequate instructional materials, and training/professional development to faculty|In response to the results based on our previously stated tools/measures, the following revisions, decisions, and new actions were made to ensure access to a broad course of study for all students, MWA has: a.       Adopted a new CCSS aligned Math curriculum for grades 6-8 to ensure a closer alignment to standards and content mastery as  b.       Expansion of core day intervention from 60 minutes to 90 minutes to ensure optimal time with faculty based on achievement and performance data|Met||2018
07100740129528|Caliber: Beta Academy|7|We measure the availability of a broad course of study based on what courses we offer at each grade level.  All students are enrolled in core courses (i.e., English, Math, Science, and Social Studies) as well as many non-core courses that broaden their educational experience (e.g., PE, Computer Science, and music).  The availability of a broad course of study is evaluated using our master schedule, which allocates specific blocks of time to specific subjects in each grade level. Results on this metric are reported in the school’s LCAP (Goal #3 and Goal #7) which was publicly reviewed and approved by the Board in June 2018.|All students are enrolled in English, Math, Science, Social Studies, PE, and Computer Science from Kinder - 8th grade. In the upper school (grades 6-8th) students also participate in music. Students requiring additional services and not enrolled in SPED, receive those services during set intervention blocks so they are not pulled from electives for additional support as is a common practice in many schools. Students classified as ELL receive services during the intervention block so they are not pulled from their core English class. Students with IEPs are only pulled from a core class for services if it is written into their IEP. Otherwise, we favor push in so students do not miss core instruction.|We strive to offer our students with a robust educational experience. We believe our core program is above and beyond the experience of most students in a public school. With that said, we wish we could provide more classes in music, art, dance, and theater. However, our physical space, a campus of portables on an asphalt parking lot, and limited financial resources render this difficult at this time.|Our partnership with the East Bay Center for the Performing Arts is new this year and we are looking to expand the partnership to serve more students in the coming years and to diversify the program offered through this partnership. Currently student are enrolled in chorus or recorder classes and moving forward we would like to expand to theater, art, and dance as well.|Met||2018
07100740129684|Summit Public School K2|7|All students are enrolled in a broad course of study that will prepare them to be college eligible and college ready according to standards defined by the California State University system, the Advanced Placement program, and applicable academic research. Our full-inclusion model ensures each student is enrolled in the same course sequence of English, Math, Social Science, Science, and Foreign Language. Students have access to additional courses, including Visual and Performing Arts, through our Expeditions elective program. Master schedule audits and transcript analyses are used to track student access.|According to our master schedule audits and transcript analyses, all students have full access and are enrolled in a broad course of college preparatory study.|Ensuring full access to each student is an important standard that we have met. Our work to continually improve the learning experience for all students includes addressing any additional barriers related to income, language, or special needs of our diverse learners.|To ensure access for all students, we continue to implement academic interventions for students needing additional instruction in literacy and numeracy in order to benefit from their grade-level courses, we monitor and support English Learners, and we use one-on-one mentoring to ensure each student's personal needs are met. Our curriculum integrates academic instruction with Habits of Success and Restorative Circle Practices to support the non-academic and social-emotional development of students.|Met||2018
07100740134114|Contra Costa School of Performing Arts|7|"The Contra Costa School of Performing Arts is an independent LEA governed by ChartHouse Public Schools, 501c3.  Our charter dictates a ""reduce and prescribe"" model for our educational program.  In other words, as we are a school specializing in the rigorous study of performing arts alongside a college and career trajectory, all students have the same scope and sequence of courses.  This scope and sequence is dictated by a student's art major as well as the school design for academic success.  All students complete the UC/CSU ""a-g"" requirements in order to graduate.  We measure the priority based on the guidelines in our charter and the master schedule in our student information system."|Again, all students have the same course of study as per our charter design.  The only differences are based on student declaration of arts major (an arts major dictates a student's art programming - dance, theatre, music, or production and design).  In addition, as a school that implements an inclusion model for students with special learning needs, the only deviations from our standard scope and sequence is based on the agreed upon accommodations or modifications in an individual students IEP.|Our students have access to the course of study recommended by the CDE, but it is defined based on the focus of our school and the design intent of our charter.  We do not identify any barriers beyond this at this time.|We will continue to monitor the efficacy of our charter's programmatic design and mission.|Met||2018
07100740730614|Golden Gate Community Charter|7|Golden Gate offers a broad range of courses to all students through the use of Odysseyware in both the classroom and Independent Studies. All students are assigned work after reviewing their transcripts so as to place students in the appropriate course dictated by their individual needs or desires. Their progress is tracked via the Odysseyware program and the teacher. Through the Individualized Learning Plan (ILP), students are reviewed by their teacher upon entering our program and at the end of every semester. When necessary, each students’ ILP is modified to meet their needs and/or progress.|Golden Gate offers a broad range of courses to all our students via Odysseyware ranging from Career Technical Education to Art History to Calculus. 100% if our students have Odysseyware account  and take classes online.  These are accessible to all students via the internet at home and/or the classroom. Teachers supplement the curriculum with novels, educational apps and textbooks.  Art is offered twice a year - once’ per semester for six weeks.  If students wish to take an elective outside of the school or Odysseyware, the school offers concurrent enrollment opportunities with the local community colleges for many classes and certificate programs.|The only only barrier to providing access to a broad course of study is the lack of internet access at a students’ homes for our Independent Study students. Classroom students are issued a laptop which they can use while at school.  When a student reports there is no internet at their home, they are provided with two options: (1) For classroom students, there is a tutoring/credit recovery session after school on a daily basis. For Independent Study students, students can use computers on a daily basis during the day by making an appointment with their assigned teacher. (2) The school offers textbook versions of the courses.|The school has computers and internet access available to students after school and textbook versions of our curriculum.  The school also allows students to take home Chromebooks to complete their work if they have internet access but no device to work on. Currently, three students take advantage of this option.|Met|This information was presented to the Contra Costa County Board of Education on 10/17/18.|2018
07100740731380|Clayton Valley Charter High|7|All incoming 9th graders participate in a Summer Bridge Program that is differentiated based on their individual performance in math and English Language Arts in middle school. Further, all students are on track to graduate from CVCHS. This is illustrated by our 99% graduation rate. Additionally, all Special Education students are on track to graduate from CVCHS or on track to earn a certificate of completion as outlined in their IEP's.|CVCHS has a robust guidance program where counselors complete graduation checks for all students in their caseloads. If students are struggling in passing specific courses, counselors work with students and families to re-mediate the credit through Saturday Credit Recovery or online credit recovery. Counselors meet with all students during the course selection process in the Spring to ensure that students are signing up for the necessary courses to meet graduation and/or A-G Requirements. During the year, any student who is receiving two or more D's or F's participates in our Targeted Case Management Program where students meet with a counselor or administrator bi-weekly to review their progress and support their academic achievement.|No barriers have been identified that prevent CVCHS from providing a broad course of study for all students.|CVCHS is looking at how to better align the school's graduation requirements with the A-G requirements. If this is done then the school will look at aligning the grading policy with the expectation of the A-G eligibility requirements, where nothing below a C (70%) is accepted as a credit bearing grade. This will be part of future conversations around the academic program at CVCHS.|Met||2018
07616300000000|Acalanes Union High|7|AUHSD staff conducts annual review of the broad course of study. Data is pulled from the student information system and course enrollment is reviewed to examine enrollment trends and course access for students based on grade level, race, ethnicity, gender, and disability status. Staff examines enrollment and access to college preparatory courses, courses that satisfy graduation and UC/CSU a-g requirements, Advanced Placement (AP)/Honors courses, Career Technical Pathways and STEM courses. An annual report of enrollment trends and access to the broad course of study is presented to the Governing Board.|Annual review of data to determine student access to the broad course of study has demonstrated that AUHSD students access the curriculum and a wide scope of courses at high levels. This has resulted in high number of students meeting graduation requirements (98%) and being UC/CSU ready (76.4%). High numbers of students are accessing the Advanced Placement curriculum with 50% of students in grades 10 through 12 taking at least one AP exam. AUHSD staff has noted an increase in number of students accessing AP courses and being UC/CSU ready. Staff has noted a gap in the achievement among certain groups of students and that has been the focus in various LCAP goals and districtwide initiatives. Higher percentages of Asian and white students take AP courses and are UC/CSU ready while Black or African American students, English Learners and students with IEPs are accessing the courses at significantly lower numbers. Efforts have been made in types of courses offered and recruitment practices to encourage higher participation of students who have traditionally not accessed the broad course of study and improvements are seen.|AUHSD staff has been reviewing enrollment and access to a broad course of study on annual bases. Several LCAP action items have been written to address any identified enrollment trends that demonstrate gaps in access among groups of students. We will continue examining practices that might prevent students  accessing high levels of all courses, such as enrollment in non-college preparatory courses (ex. Algebra A).  AUHSD is a high school district that partners with five k-8 districts, therefore articulation of courses between high and middle schools can be a challenge.  AUHSD staff has discovered that certain courses that are highly relevant and accessible to students such as AP Computer Science Principles, require credentials that few teachers possess, therefore teacher shortage and credentials is a barrier to offering some courses. AUHSD staff is looking and implementing a variety of Professional Development strategies to determine best ways to provide intervention and provide students with skills to enroll in a broad course of study.|AUHSD LCAP includes numerous actions steps focusing on increasing access to a broad course of study many of which focus on professional development in the area of equity and equitable access to the curriculum. In addition, there is an increased focus on examining data to determine areas of access and achievement/enrollment gaps to respond with appropriate interventions, recruitment strategies and course offerings.  AUHSD staff annually reviews course offerings to determine if they are relevant and accessible. New courses proposals and course replacements, accessibility and student needs are scrutinized and reviewed to ensure that the district offers and promotes access to a broad course of study. Staff will continue to review the course offerings and examine better ways to provide access to a broad course of study.  Incentive programs have been offered to the teachers to obtain certain credentials (ex. CTE) where there is a shortage of credentials to allow for wider course offerings and more options for students.|Met||2018
07616480000000|Antioch Unified|7|Multiple measures and tools are employed to ensure that students have access to and are enrolled in a broad course of study. Some of the these tools include but are not limited to the implementation of a district wide graduation profile, career academy pathway model, annual review of 4 year graduation plan for all secondary students, critical review and follow up on recommendations from school site WASC Focus on Learning self studies and visitations.|Results of analysis employing data and tools such as review of student outcome data, review of student A-G status, four year plan progress and results of accreditation self-studies all support the finding that all students have access to a broad course of study,  The organization of schools including master schedule configuration and organisation of career pathway academies supports students who are English Learners, students with disabilities, foster & homeless and socioeconomically disadvantaged students in having access to a broad course of study.|The district has created full opportunity for students to a broad course of study. Some potential barriers to maintaining access for all students to a broad course of study emerge from  - fluctuations in financial - resources - recruiting and retaining highly qualified teachers to teach core and career technical education courses.|In response to these potential barriers the district has implemented the following interventions.  - Hosting and participating in recruitment fairs.  - Signing bonuses  for teachers in high need targeted areas.  - Actively seeking external support for development of innovative programs through grants.|Met||2018
07616480115063|Antioch Charter Academy II|7|Antioch Charter Academy II staff members, students, and parents participate in a self- study to become accredited by WASC (Western Association of Schools and Colleges). Staff members meet several times each year to review goals and progress made on WASC goals. The findings of the WASC self-study are shared with the Charter Council, the governing board of the school.  One criteria of WASC is that the curriculum is rigorous and available to all students.  The 2017 WASC self-study revealed that all ACAII students have access to and are enrolled in a broad course of study. All students in grades K-8 are taught curriculum that is aligned to the California Common Core State Standards. All students in grades 1-8 are also enrolled in a weekly enrichment program that consists of art, music, and physical education. All students in grades 4-8 also have access to a wide range of elective courses throughout the year that include but are not limited to: band, choir, sports, sewing, cooking, computer coding, etc.  All students in grades 7 and 8 have Health class once during either 7th or 8th grade.|We have evaluated our curriculum and found it relevant, challenging and available to all students. Students participate in lessons developed using the Common Core standards as well as our school Graduate Goals. Based on teacher observations, lessons are adapted based on the need of the individual student. Multi-age groupings and small class sizes enable us to individualize the curriculum based on the learning ability of the student.   In Transitional Kindergarten through 3rd grade (Primary and Elementary), students are grouped based on ability in language arts and math. All students receive instruction that meets the Common Core Standards and challenges them. Students are instructed in small groups and one-on-one with more support when needed. Elementary uses various learning modalities to allow students with diverse backgrounds and abilities to work together and achieve success.  In Intermediate (4th through 6th grade), students are grouped by skill level in language arts and math. Students are instructed in a range of whole group, small group, and one-on-one instruction. This allows students who are performing at a higher or lower skill level in each subject to learn at the pace and instructional level that is most appropriate for them. In science and social studies students are placed in mixed-age groups. This allows older students to lead younger students in their learning. Younger students are then able to take on the leadership role as they move up in grade. Students are on a three-year cycle to learn all standards for each grade level.  Students in Intermediate work on research projects each trimester. The research project expectations are individualized to meet the needs of the student. It also correlates with the six intelligences: math, word, body, music, nature, and picture. Students develop research skills through the projects that will serve as a foundation for Middle School. This allows students to practice both their presentation and public speaking skills.    Some examples of challenging and relevant learning in Middle School (7th and 8th grade) include research and presentation projects across the curriculum, self-paced online programs such as Moby Max and Khan Academy, and essay writing tied to subjects that the students are learning about throughout the curriculum. Students also participate in trimester long Social Political Action projects (SPAs) tied to issues students care about and are tied to the academic standards. As students engage in these complex assignments, they are working towards their Graduate Goals.   In Middle School the students are homogeneously grouped to meet their academic needs. This enables us to provide differentiated instruction in language arts, social studies and math. Teachers also provide small group and one on one support to breakdown complex assignments into smaller chunks so that students can achieve success.|One barrier is that not all students are able to take a foreign language in 7th and 8th grade.  4th through 8th grade students have a wide variety of electives to choose from, and each student has 2 to 3 electives per week.  Due to our small school size and the fact that some electives, including foreign language, are taught by volunteers, foreign language is not always able to be offered.  When it is offered as an elective, only a small group of students chooses to take it.|One goal that emerged from the WASC self-study was ACA II will increase control over special education services and interventions in order to better track academic progress of special education students and increase growth toward proficiency for students with a disability. In 2018, ACAII became its own LEA for special education. This will lead to a streamlined special education eligibility assessment process, an increase in services, and a wider range of interventions for students with special needs. This will enable a more seamless transition between RtI interventions and special education services. This will also increase progress monitoring of academic proficiency and student achievement of IEP goals. Ultimately this will lead to more control over consistency of service providers, services, and assessments.|Met||2018
07616486115703|Antioch Charter Academy|7|N/A|N/A|N/A|N/A|Met||2018
07616550000000|Brentwood Union Elementary|7|a. BUSD uses its student information system (Q) to run reports to track access to a broad course of study.  b. BUSD uses it data and assessment system (Illuminate) to analyze student achievement data.|a. All students have access to a broad course of study.  There are not any differences across sites.  There are some differences in subgroups due to achievement gaps within and across sites.|a. Funding to support all student needs is the biggest barrier to success.  We have exceptional staff members who are focused on addressing needs based on data.  These are complex issues that require resource support.|a. BUSD continues to analyze subgroup data to better support student academic success.  Review of data of middle school support classes is on-going as is k-5 intervention.  Recommendations for changes are in process.|Met||2018
07616630000000|Byron Union Elementary|7|Locally selected measures selected to track the extent to which all students have access to a broad course of study include: Annual performance report of Special Education Indicators. Review of courses offered Review of class rosters Site level RtI meetings review achievement and engagement of students with a focus on unduplicated student groups|Byron Union School District places a high value on providing opportunities for all students to access music, art and theater classes.  Music is taught to all students in all three schools.   A music teacher provides instruction to 4th and 5th grade students.   Middle school offers orchestra, band, jazz band and choir opportunities for all students including unduplicated students and students with exceptional needs.  An Art teacher provides instruction in every class grades K-5.  Art is offered as an elective in middle school and is available to all students including students with exceptional needs.    Theater class is offered at the middle school.  All students have access.  Students with exceptional needs are regularly included in performances.  Opportunities also exist for all students to participate in theater productions after school.  All students are taught Science at all three schools. In 2017-2018, Spanish was offered at the middle school, however, this class was eliminated in 2018-2019. In 2017-2018 a Technology teacher provided instruction to all 4th and 5th grade students as well as offered elective computer classes for middle school students.   6th grade provides as opportunity for an elective wheel.  Students have access to an elective in 7th or 8th grade.  Students have access to art, band, technology, leadership, and computer classes.  Students who are at risk academically may be enrolled in an intervention class during the elective time.    A review of the annual performance report of the Special Education indicators revealed that 13% of Special Education students attended general education classes less than 40% of their day and 62% of Special Education students attended general education classes at least 80% of their day.  These rates meet the standard set by the state and demonstrate that all students, including those with exceptional needs, have access to a broad course of study.|Spanish was eliminated in 2018-2019. The master schedule of intervention classes may prevent students who are at-risk academically from accessing the elective courses.|Byron Union School District will continue to sustain access to a broad course of study for all students.  All stakeholders are committed to sustaining access for all students to music and art at all levels and theater in the middle school to the greatest extent possible.|Met|This information was presented to the Byron Union School District Board on November 15, 2018.  Corrections were made before submitting to the dashboard.|2018
07616630130930|Vista Oaks Charter|7|Vista Oaks measures successful implementation of a broad course of study by monitoring various indicators. For students in first through sixth grade, enrichment courses are offered to enhance the learning. These courses are offered to complement the homeschool education that is being provided by their parent/guardian. For students in seventh through twelfth grade, Vista Oaks monitors enrollment and success in A-G courses, college courses, AP courses, and readiness on college preparedness assessment.|Vista Oaks has observed an increased participation and success in many areas where students are exposed to a broad course of study.   Increased Participation in A-G Approved Courses: The incredible growth in the percentage of students successfully participating/completing both a-g approved courses (increase of 64%) shows that Vista Oaks was able to effectively implement the actions and activities outlined in the 2017-2018 LCAP. The school is committed to continuing its efforts in this area.  Increased Success in College and AP Level Courses: With Vista Oaks' number of students successfully completing college coursework increasing from 17 students to 28 students, the school was effective in its efforts. In addition, students continue to report enjoying the rigor of the college level coursework.  Higher Demonstration of Readiness on College Preparedness Assessments: The school’s actions and plans for achieving higher participation on college readiness assessments were very effective, with the number of students participating rising from 20 students to 37 (pending final results). The school will continue its commitment to efforts in this area.  Well-Rounded Learners: While there was a significant increase in the number of students completing CTE courses, 63% of high school students completed one or more CTE courses during the 2017-2018 school year.|One of the barriers preventing Vista Oaks from providing access to a broad course of study is a systematic way to analyze the available data. By adding a administrative role of Director of Data Analysis, Vista Oaks staff will be able to better analyze and more frequently review the available data. This will allow staff to easily observe areas that need more support for all students. By adding this position Vista Oaks will continue to improve the courses offered.|While the school's efforts to increase participation in these rigorous courses, the addition of Director of Data Analysis will provide guidance and resources to support teachers in more effectively using assessment data. The school has added a Director of Data Analysis to help guide these efforts, which aligns with the LCAP goals.|Met||2018
07616970000000|John Swett Unified|7|The District used site-based information, Aeries (the student information system) information, and data from CDE's reporting system, as reported on DataQuest, to track the extent to which all students have access to, and enrolled in, a broad course of study.|At the elementary school, all students have access to a broad course of study.  This means that all students are taught in self-contained classrooms by teachers certified to teach all subject areas in Education Code Section 51210 (ELA, math, science, social studies, visual and performing arts, health, and physical education).  English Learners receive ELD instruction within their classroom programs.  Social-emotional and other non-academic needs are met by school staff including teachers, paraeducators, counselors, and other specialists. At the secondary level, all students have access to, and are enrolled in, courses in English, mathematics, social sciences, science, foreign language, visual and performing arts, health, physical education, applied arts, and career technical education.  Foreign language instruction begins at the high school level.  Some instruction in health, visual and performing arts, and career technical education are embedded in core classes at the middle school level, or are offered as semester electives.  Support for English Learners is embedded in core classes as integrated ELD, and is taught through specialized instruction as designated  ELD. All students, regardless of income, race, primary language, disability, and/or family situation are provided access to a broad course of study.|To improve access to learning for all students, ongoing  professional development is needed to review  teaching practices to support English Learners, and universal design for learning, to improve access for all students.|The District has a focus on providing professional development for staff to ensure that all students are receiving a broad and rigorous course of study.  Areas being focused on include literacy instruction, meeting the instructional needs of English Learners, effective lesson planning, using Universal  Design for Learning, and using AVID strategies throughout the curriculum.  Access to the curriculum and the broad course of study will improve for all learners. Additionally, the District is focusing on developing PBIS (positive behavior intervention and supports) systems at each school to ensure ongoing access to the curriculum for all students.  The District has begun to implement a Multi-Tiered System of Support and has a Coordination of Services Team (COST) at each site, to develop plans for individual students who need more support to access their educations.  A District level team (DCOST) serves to assist the site teams.|Met||2018
07617050000000|Knightsen Elementary|7|STAR Math, STAR Reading, Moby Max, Writing Prompts and Assessments, CAASP, SBAC, ELPAC, Common Assessments on Illuminate.|Both sets of assessment programs are used district wide.|None at this time.|Update/adopt new curriculum as it becomes available beginning with Science and Social Studies. Our district is in the process of reviewing and redefining the RTI and Intervention Processes.|Met||2018
07617130000000|Lafayette Elementary|7|We measured our access through an analysis of the master schedule and the types of courses offered to classes at a variety of grade levels across schools, a review of the Special Education Indicator Report that compares year to year access to general education courses, and a review of the schedules and access of unduplicated student groups to a broad course of study.|Using the measures identified, we concluded that all students have access to a broad course of study.  We found no differences across school sites or in identified student groups.|All students have access to a broad course of study.|None.  We will continue to provide access to a broad course of study for all students.|Met||2018
07617210000000|Liberty Union High|7|The locally selected measures are comprised of course enrollment in all courses, including support courses for unduplicated student groups and students with exceptional needs.  The tools used to examine course enrollment included CALPADS, Aeries, and Aeries Analytics.  Course enrollment data was collected for all students in the district, as well as for unduplicated student groups and students with exceptional needs.  The same data was disaggregated for each high school in the district.|An analysis of the data shows that all students have access to all courses, including unduplicated groups and students with exceptional needs.  The data shows that students from all student groups are enrolled in all courses specified in CA EC 51220(a)-(I) and in those specified as graduation requirements by LUHSD board policy.  There were no material differences between the comprehensive sites.  There has been an increase in the number of UC/CSU a-g completers, as well as an increase in the number of students enrolled in AP courses.  Additionally, there has been an increase in the number of support classes available to unduplicated student groups and students with exceptional needs.  The data shows that unduplicated student groups enroll in math (72%) and science (61%) courses less than the rate for all students (87% and 77%, respectively).|There are no barriers preventing LUHSD from providing access to a broad course of study for all students.|LUHSD will continue to fund a targeted assistance counselor to ensure that unduplicated students continue to enroll in classes to prepare for college and career.  Additionally, AP teachers are attending conferences to learn strategies for supporting unduplicated student groups and students with exceptional needs in their courses.|Met||2018
07617390000000|Martinez Unified|7|By examining Martinez USD board policies and ed code, and further based on the insight of counselors, teachers and administrators, MUSD is proud that we truly offer a broad course of study to all students.  This is evident at the secondary level in such metrics as when we examine our graduation rate, and further our A-G completion rate, which is at or above average compared to the county and state.  Further, we anticipate our College and Career Readiness Indicator to demonstrate a notable number of students graduating “prepared” after having  completed career pathways and/or earning college credit, in addition to graduating A-G ready.  Another indicator that demonstrates students are accessing a broad course of study is the co-teaching model we have implemented at our middle and high schools.  In order to include more students in the general education setting, MUSD has committed to co-teaching over the past three years and as a result the number of our students served in the general education setting has increased.     At the secondary level, counselors meet with all students in their 9th and 10th grade years to create a four year plan that looks at completing a broad course of study while in high school and looks ahead to post secondary transition options.  In addition, students receiving special education services actually begin creating their four year plan in the spring of their 8th grade year as they complete a transition meeting made up of staff from both Martinez Junior High and Alhambra High School, including the counselors.  The academic counselors at Alhambra also play a vital role in supporting our unduplicated students.  All unduplicated students meet annually with their counselor to review their four year plan and other college/career planning goals.  So whereas all students meet in 9th and 10th grade, unduplicated students meet annually.  As noted thus far, the academic counselors play a significant role in supporting our students in the secondary schools in accessing a broad course of study.  Through discussion with elementary principals we have come to identify that there is a need to establish better protocols for measuring how elementary students are enrolled in a broad course of study and not to assume that because each elementary school offers a broad course of study that each elementary student is accessing that same broad course of study.|Martinez USD believes that, to a high degree, all students, K-12, have access to, and are enrolled in, a broad course of study.  At the elementary level, highlights that support this conclusion include that MUSD has maintained a commitment over the years to elementary music and PE at all sites.  In spite of economic challenges, MUSD has maintained these programs for all students.  Further, site administration and teachers are intentional in making sure that no student misses out on music or PE.  When it is necessary for there to be pull out support or intervention periods, all elementary schools strive align these Tier 2 interventions with the matching content area time in the primary classroom so that the change is to the setting and not a loss of access to a broad course of study.  With only four elementary schools, MUSD is able to provide the same broad course of study at all sites with access for all students.    Similarly, with only one middle school, one comprehensive high school and one alternative school, there is no disparity among comparable schools.  Considering the broad course of study at secondary schools, MUSD offers PE and electives to all students in grades 6-8 at the middle school.  Among these middle school course offerings are world languages, technology courses (such as computer science and digital animation), and visual and performing arts.  These courses align well with transition into high school.    Among the elective offerings at Alhambra High School are seven career pathways representing six different industry sectors.  This is a proud accomplishment for MUSD and represents an intentional effort by the district to support career technical education.  Even our continuation school, Vicente, offers a variety of work based learning opportunities and is in the process of adding a career pathway in the second semester of 2018-19.|Thankfully, the preceding analysis does not show a tremendous amount of barriers that limit access.  MUSD takes deliberate steps to create access for all students.  In the recent past traditional barriers, such as restrictive prerequisites or scheduling practices that prevented access, have intentionally been reduced across the district.  Where barriers do exist, it is usually due to certain staffing or structural aspects that do not prevent a student from accessing a broad course of study but perhaps limit choices within the course of study.  For example, at Alhambra High School, all students have access to a broad course of study with a variety of Visual and Performing Arts classes.  Yet due to staffing, complexities of the master schedule, and so forth, at times a student may request a certain course (for example, Art 1) but may have to take an alternative course within the general area of study (for example, Photo 1).  So in the main, the student is still accessing the same broad course of study as another student, yet just within that course of study he or she may not have access to the particular class.  Yet even still, administration across all sites have an understanding of how such factors can pose barriers for students and work to mitigate the impacts.|As a result of the discussion and analysis of how our students access a broad course of study, MUSD administration and counselors are committed to examining scheduling and staffing practices to create the greatest access possible for all students.  At the secondary level, there is an interest in looking at online learning opportunities to further expand the potential course offerings as well as to offer solutions when there are limiting factors for student choice.  Lastly, sites will look at ways of redesigning bell schedules and the instructional day to allow for support and intervention time during the day for all students, so that individual students, or subgroups, do not lose access to experiences other students receive if they are pulled out of the primary classroom setting or so they do not lose an elective period to a support class.|Met||2018
07617540000000|Mt. Diablo Unified|7|Mt. Diablo Unified utilizes a variety of local measures to track the extent to which all students have access to a broad course of study.  The District maximizes its use of a student data management system and analyzes master schedules to ensure that students have the classes and credits they need to matriculate and graduate on-time.  Measures used to track student success include, but are not limited to, CAASPP, A-G course completion, credits earned, grade reports, pathway completions, AP course enrollment, and graduation rates. Counselors work closely with students to assist them in enrolling in district courses that meet UC/CSU course requirements.|Mt. Diablo students have access to in-class, online, project-based learning options, extended learning opportunities, and independent study.  Elementary students have access to magnet programs (STEM, VAPA and Dual Language) and secondary students have access to International Baccalaureate, Academy Pathways, CTE coursework, and a middle college program which allows students the opportunity to graduate with up to 12 college credits per semester.|Barriers that prevent students from accessing a broad course of study include staffing constraints, class enrollment limits, and the limitations of the master schedule at the secondary level.  District staff continues to strengthen the capacity of teachers and support staff in the design and delivery of instruction throughout all courses of study.|Mt. Diablo Unified continuously researches ways to minimize barriers to offering a broad course of study to all students.  This includes dissagregating data to better understand how to support underserved student groups, using this data to drive course offerings/scheduling options and the professional development options for staff to meet the needs of all students.  Counselors have recently been added back to all school sites to provide much needed academic counseling and advising.  Mt. Diablo is also expanding and strengthening community partnerships to enrich and inform our future decisions as it relates to pathways, academies, magnet schools, and courses of study.|Met||2018
07617620000000|Oakley Union Elementary|7|Measures or tools used to track students’ access to a broad course of study include: Elementary School Report Cards, the Middle School Master Scheduling System, and the English Learner Progress.|Across the District, all K-8 students receiving general and special education instruction have access to the following content areas: English Language Arts (ELA), English Language Development (Integrated ELD), Mathematics, Science, History Social Science, and Physical Education.  At the elementary school level, students in grades 3-5 participate in weekly technology-based instruction led by our Technology teachers in the Computer Lab.  Kindergarten through second grade students are provided access to technology-enhanced lessons by their classroom teacher in collaboration with the Technology teachers.  All K-6 students participate in chorus/music and students in fifth grade may also participate in band.   At the middle school level, in addition to the core content areas, students may select electives including Art, Band, and Technology/Computer Science.   At both elementary and middle school levels, Designated English Language Development (ELD) is provided to students identified as English Learners who have not yet been reclassified.|We are currently providing access to a broad course of study for all students.|At the middle school level, we are currently reviewing how the Master Scheduling process to ensure that English Learners are provided access to the full range of electives.|Met||2018
07617700000000|Orinda Union Elementary|7|Orinda Union Schools have identified a variety of measurement tools/indicators to track which students have access to and are enrolled in a broad course of study.  This list includes:  The Master Schedule of Classes at Orinda Intermediate School and the enrollment in these classes  The list of classroom staffing at K-5 and Middle School sites  The list of speacialist teachers, including PE, Art and Music Staff, The EL and Literacy Specialist schedules  The Special Education Indicator Report which details the overall percent of students in General Education setting vs. Special Education Specific  Data from our CALPADS, Powerschool,  and other reports regarding the schedules of SPecial Eduvation, EL, Foster Youth,  and Homeless students  We have additionally spoken with staff at all sites including parents club members, teachers, principals and others to collect more information on the course offerings and students access.|Indicator 7: Broad Course of Study  Orinda students are given broad access to courses throughout their K-8 experience.  Several measurement tools can be found which provide strong  evidence for students’ broad access to classes:  *Analysis of Orinda Intermediate School Master Schedule / Staffing Lists / Enrollment:  Students have access to broad course of study including advanced math classes, robust electives, and expanded levels of multiple foreign language classes.  For example, more than 55% of OIS 8th graders are enrolled in the accelerated math program.  Foreign language was recently opened to 6th graders and will be expanding to include a Spanish 2 class for 8th grade in 2020-2021.  We discovered that out of the roughly 900 total students enrolled, 98% are enrolled in at least one elective, and 93% of 7th and 8th graders (who have an option to take two electives) are enrolled in two elective courses.  *Prep teachers and specialist schedules:  Orinda has K-5  specialists for music, PE  and art which are used to give K-5 students at all sites equitable experiences and enrichment. The English Language Development teacher and Literacy Specialists push into classrooms whenever possible to ensure students remain in the general classroom setting.  All prep teachers work closely with classroom teachers to ensure students receiving support or enrichment are not missing significant class experiences.  *The 2016-2017 LEA indicator report on Special Education Students:  83% of Orinda SPED students spend more than 80% of time in general education setting  *Research on the schedules of unduplicated students shows that foster youth, homeless and ELL students have comparable class access/ experiences as their peers.  Additionally, teachers at the K-5 work collaboratively in a variety of ways to balance and align how much time is spent in each content area including English Language Arts, Math, Science and Social Studies.|Orinda still faces challenges with students who require more intensive, tier II interventions.  This includes students who struggle and require academic or behavioral support.  There are also logistical challenges such as balancing access for students, a master schedule at the middle school, and a block schedule framework.  Other logistical challenges include prep teacher schedules and other staffing constraints.|Below is a brief list of some of the significant actions and decisions that ensure a broad course of study:  1. Increase staffing of Literacy Specialists to ensure all sites can be served equitably 2. Parent option for enrollment in accelerated math classes at Middle School 3. Access for 6th grade students in foreign languge class; plans for additional level of Spanish class in 8th grade 4. Strong system of coordination and collaboration between prep teachers Special Education, and classroom teachers 5. Continued strengthening of all teacher capacity differentiation  for diverse learners in general education classroom- professional development, training, collaboration time. 6. Working to develop improved math articulation between K-5 and middle school including recommendation for accelerated classes. 7.  Focus on science instruction and consistent delivery of FOSS science across all K-5 sites|Met||2018
07617880000000|Pittsburg Unified|7|PUSD uses a variety of tools, measures and information sources for determining whether all students have access to a broad course of study, these include:  Secondary Master Schedules, course enrollments, course completions, on-track for graduation, A-G participation, AP enrollments, WASC study data and other related data. Elementary Gradebooks that reflect areas of instruction and standards-based grades across instructional areas. Regular formal monthly meetings of central office leadership and site leadership and staff. Daily and weekly as-needed meetings of central leaders and site leaders and staff Observations and walk-throughs Similar indicators as those used by the state around UC/CSU preparation, Career Pathway participation, AP participation and test performance (for example, in 2017-18 indicators these state indicators show a status of GREEN and increases or significant increases in preparedness with regard to Equity Measures of unduplicated student groups)|PUSD students generally have access to the broad course of study outlined in the Ed Code for elementary and secondary grade spans.  As a key indicator our graduation rates are high and our level of preparedness across student groups is higher than for the state as a whole.  PUSD still looks for discrepancies in participation across groups as well as in outcomes, e.g., racial/ethnic groups not being proportionally represented in students graduating with UC/CSU eligibility, and/or participation in AP courses.  The district has a demonstrated commitment to VAPA, and is still seeking to expand access to performance ensembles such as Band across all sites, and has partnered with the community to pass a Parcel Tax to support expansion in this arena.|Through our district priorities and LCAP, as well as our site plans and practices PUSD seeks to strengthen engagement of students in their broad course of study.  Ensuring a strong foundation in literacy, for example, is a gateway to meaningful participation in all other areas of study and so we have a strong Early Literacy priority that is data-driven and makes use of professional development and coaching supports.  Potential dis-proportionality in disciplinary referrals/actions across groups can create a challenge for students' participation in a broad course of study as well, as can any issues of chronic absenteeism.  These are some of the areas PUSD is working to address through priorities, the LCAP, and site plans and actions.|As has been mentioned the use of both general fund and approved Parcel Tax investments support expansion of VAPA opportunities.  The district has expanded its Career Technical Pathways and Career Technical Course offerings to 7 pathways and 22 courses. Efforts to reduce referrals/suspensions include investments in Restorative Practices of conflict mediation and positive communication.  Partnership with Soul Shoppe and related actions outlined in our LCAP are designed to strengthen students social-emotional learning strengths and improve school culture and climate.  The district is investing in professional learning supports for counselors in partnership with Hatching Results, as a way of helping to ensure students are supported and informed in pursuing a broad course of study.  The district has had two schools engaged in developing as Full-Service Community Schools (one elementary and one junior high school) and now has project funding to expand key practices of that work to all other sites, by providing sites with additional staff who can support the development at each site of a Coordination of Services Team (COST) that reviews academic and behavioral warning indicators for students and seeks to work in partnership with internal district programs and external agency partners to provide academic services (tutorial, expanded learning, etc.) and/or health or mental health or behavioral services as needed, to help ensure the fuller participation of identified students in academic and social offerings of our schools.  These are examples of actions being taken.  Additional actions can be found in our LCAP and site Single Plans for Student Achievement posted on our district and school site websites.|Met||2018
07617960000000|West Contra Costa Unified|7|The West Contra Costa Unified School District uses master schedules in PowerSchool for identifying the extent to which all students have access to broad course of study.|All students have access to a wide variety of courses (traditional and online), including A-G courses and electives.|N/A|N/A|Met||2018
07617960101477|Leadership Public Schools: Richmond|7|LPS Richmond is committed to offering students a range of courses that prepare them for college and career.  Our foundational measure of access to a broad course of study is that all students, except those with a specifying IEP, complete the UC/CSU A-G graduation course requirements.  In addition, we offer an extensive array of AP and college courses.  These courses are designed to prepare students for the more rigorous demands of college coursework and to provide career pathways.  We have high participation in AP Spanish courses, part of our efforts to help our high proportion of Native Spanish Speakers develop this academic and professional asset in a way that will serve them in college and beyond.  We also offer a range of other AP courses and some concurrent enrollment college classes to introduce students to the rigor, skills and mindsets of college, support our career pathways, and provide a greater array of electives.|A-G Graduation Rate.  LPS Richmond has an A-G graduation rate of 90% in comparison to a statewide graduation A-G rate of 50%.  Although our numbers of Special Education and EL seniors were small and their performance of 56% (EL) and 54% (SpEd) exceeded the state, there is a significant achievement gap.  Because A-G graduation is a high priority of LPS Richmond, numerous supports have been put in place.  These include a Tiered Support System with an array of mental health and academic services including an extensive tutoring program.  In addition, we maintain a special education caseload below what is typical in high schools as well as coaching related to serving special education students in general education classrooms.. It should be noted that some Special Education students do not graduate with A-G requirements completed because their IEP specifies a California State Basic Diploma.  Under LPS policy, a student may not be put on a Basic Diploma path prior to 10th grade or without an SST recommendation.  AP Pass Rates and College Course Completion.  62% of all LPS Richmond 2018 graduates left with AP and/ or College Course credit.   These include AP Spanish Language, AP Government, AP US History, AP Calculus, and AP Chemistry with a smaller group participating in concurrent enrollment college courses on an individualized basis.  There is a discrepancy in participation with English Learners and Special Education students under-represented.  However, the focus has been on ensuring that students with these learning profiles have access to the A- G curriculum and also have room in their schedule for specialized support classes such as Guided Studies and ELD.|The two biggest challenges in providing access to a broad course of student are, 1) the availability of courses given our A-G program, our small size, and the need for additional student support courses and 2) the need for greater access for our most academically struggling students to the courses we have.|LPS Richmond continues to work to strengthen both our common core instruction and our tiered support systems to ensure that all students are able to graduate having met the UC/CSU A-G graduation requirements.  In addition we are strengthening our relationship with the local community colleges to allow for dual enrollment, as opposed to concurrent enrollment, courses supported by on-site classes to provide access for the full range of students|Met||2018
07617960132100|Aspire Richmond Ca. College Preparatory Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
07617960132118|Aspire Richmond Technology Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
07617960133637|Summit Public School: Tamalpais|7|All students are enrolled in a broad course of study that will prepare them to be college eligible and college ready according to standards defined by the California State University system, the Advanced Placement program, and applicable academic research. Our full-inclusion model ensures each student is enrolled in the same course sequence of English, Math, Social Science, Science, and Foreign Language. Students have access to additional courses, including Visual and Performing Arts, through our Expeditions elective program. Master schedule audits and transcript analyses are used to track student access.|According to our master schedule audits and transcript analyses, all students have full access and are enrolled in a broad course of college preparatory study.|Ensuring full access to each student is an important standard that we have met. Our work to continually improve the learning experience for all students includes addressing any additional barriers related to income, language, or special needs of our diverse learners.|To ensure access for all students, we continue to implement academic interventions for students needing additional instruction in literacy and numeracy in order to benefit from their grade-level courses, we monitor and support English Learners, and we use one-on-one mentoring to ensure each student's personal needs are met. Our curriculum integrates academic instruction with Habits of Success and Restorative Circle Practices to support the non-academic and social-emotional development of students.|Met||2018
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|7|Voices uses a variety of academic assessment tools to measure student achievement.    In math, students take three Voices-created interim assessments each year.  The assessments undergo several rounds of revision to ensure alignment to Common Core standards. Students in all grades also take three Voices-created mid-benchmark quizzes each year.  These mid-benchmark quizzes assess the most important standards that were taught since the last assessment.  In language arts, students in second grade and above take three Voices-created interim assessments each year.  The assessments undergo several rounds of revision to ensure alignment to Common Core standards.  Students in these grades also take three Voices-created mid-benchmark quizzes each year.  These mid-benchmark quizzes assess the most important standards that were taught since the last assessment.  Students in TK - 1st grade are given a variety of assessments, both Voices-created and from published sources, to measure foundational skills. These assessments include Phonemic Awareness, Concepts About Print, Letter & Sound Identification, Sight Words, and Fountas & Pinnell’s Running Record assessments.   In English Language Development, teachers use the assessments from the Systematic ELD curriculum, which ensures that assessments are aligned to the instruction that students receive.   In other Science and Social Sciences, the assessments are teacher-created formative and summative assessments that align to the unit of study.  The assessments can take a variety of forms and always include a performance task.|All Voices students participate in the above assessments in order to follow their progress and needs.  In order to ensure that students have access to the content, Voices practices a rigorous cycle of data analysis and response to data.  On a day-to-day level, teachers collect, assess, and respond to in-class and exit ticket data.  On a week-to-week level, teachers meet in Professional Learning Communities to review class data, plan a response to the data, and intellectually prepare for upcoming lessons.  Three times per year, teachers come together for extended PLC time in order to analyze and respond to benchmark data from interim assessments.  All of these processes help to ensure that all students have access to a broad course of study.  However, network proficiency levels have still not reached sufficient levels.  While the network data does show progress since the adoption of Common Core standards, Voices will continue to work  to ensure that all students are achieving standards mastery in a broad course of study.|While the network data does show progress over time, it is clear that language learners and students with special needs are not achieving the same levels of mastery as other student groups. Therefore, we have implemented two new initiatives to address these discrepancies.|In the past, Voices chose to make math a network-wide priority, because the data indicated that this was the highest need.  Voices put in place a rigorous system of teacher study and preparation, including revamped math data meetings, monthly math intellectual preparation, and weekly math intellectual preparation.  Voices also adopted Eureka, a standards-aligned curriculum, and added language learner supports.  As a result, Voices saw all student groups improve in math performance.  Now that data indicates that math achievement is improving, Voices is choosing to make language arts a network-wide priority.  In order to replicate the successful strategies used with the math priority, Voices has put in place a rigorous system of teacher study and preparation, including revamped language arts data meetings, monthly language arts intellectual preparation, and weekly language arts intellectual preparation.  Language arts will continue to be an area of focus until the data indicates that significant and sustainable progress is being made.|Met||2018
07617966118368|Manzanita Middle|7|In addition to the core classes of ELA, History, Math and Science students take classes in technology and career education, P.E., Band, Mandarin and ASL.  All students having Project Read reading classes based on their lexile score and Intensive Math to supplement the core instruction.|Manzanita has only one campus and as indicated above we have an excellent course offering for all students.|Revenue limitations as a result of a small school's ADA|Seek additional funding via grants and community gifts.|Met||2018
07618040000000|San Ramon Valley Unified|7|To track our students’ access to a broad course of study, we have identified the following measures and tools: course catalogs; course and program participation rates, including personalized learning ideas.|Initial analysis of the options presented indicates that students and families are taking advantage of the flexibility that the PLIs provide. With over 2,400 students taking advantage of some form of summer school option (SRVUSD or outside institutions), large numbers of students utilizing the flexibility in scheduling at the middle and high school levels, 312 students enrolling in Athletic Physical Education (PE), 255 students enrolling in Marching Band PE and 236 students enrolling in Independent study PE, the District is encouraged that the Personalized Learning Initiatives are achieving their intended outcome and that utilization will continue to expand as families become more familiar with their choices.  About a third of high school students participate in at least one of 46 Career Technical Education (CTE) pathway courses offered in our district. About 110 students currently participate in the iQuest internship program at two high schools. The iQuest course provides students the opportunity to work closely with a teacher and meet regularly as a class to develop an internship or self-study that connects to their individual needs and interests. Our independent studies school currently has 238 enrolled students. Of those 176 students are dually enrolled as an independent studies student while also enrolled in one of the comprehensive high or middle schools. Currently 182 students participate in the California High Integrated Maker’s Education Space (CHIMES), which introduces students interested in STEM to their course and program options in technology, engineering, and science.   At the elementary level, all students across the district are introduced to a blended learning model using Dreambox learner-adaptive mathematics program. Also in elementary, we offer the Mandarin Elementary Program in which 102 students participate.  In addition, there are two elementary schools with alternative programs offering other enrichment opportunities.|The district continues to face financial constraints based on declining enrollment, but is exploring creative funding sources. Some families may not be aware of the myriad of opportunities that are offered within our district.|The district is working to communicate to all stakeholders personalized learning options that are available for students in order to increase access and equity.  The district continues to explore flexible options for World Geography and Health classes. A pilot is planned for Spring 2019 at Monte Vista High School that will allow students to opt-in to a hybrid model for health class utilizing some online instruction combined with in-person instruction. District staff will also continue to meet with World Language leaders to explore the future of World Language for students.   In the discussion about Next Steps, the District hopes to partner with the community to provide internships for students that would be separate from our already popular iQuest classes. Additionally, the District is convening a committee to look at bell schedules to explore, among other things, how bell schedules can be structured to provide some possible class size relief. Finally, the District’s commitment to partnering with SRVEA to evaluate the PLIs was reiterated.|Met||2018
07618120000000|Walnut Creek Elementary|7|In order to track our students’ access to a broad course of study, we have identified the following measures and tools: Student Information System, Aeries; SARC data; Elementary: Physical Education, Art, and Music Specialists’ schedules; Middle School: Master Schedule and Course Catalog.|For the 2017-18 year, 100% of Walnut Creek School district’s students had full access to a broad course of studies as defined by California Education code 512110 (a)-(i).|Walnut Creek School District is continuing to develop additional course offerings at the secondary level  which integrate the Career Technical Education Model Curriculum Standards.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and allocations of LCAP Supplemental funds to support Priority 7.|Met||2018
07770240134072|Rocketship Futuro Academy|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
08100820000000|Del Norte County Office of Education|7|The COE has aligned their goals with those in the COE LCAP to measure student access to a broad course of study that meets the needs of students.  The COE administration with the County Special Education Director review individual IEP's to ensure the needs of the students with exceptional needs are being provided appropriate services.|The COE staff meets weekly to review student progress and make sure that all students including students with IEP's and 504 plans are having their educational needs met.  Currently there are no English Learners in the COE, but when there are we meet as a staff to ensure they are receiving appropriate instruction.|Staffing specific positions is an ongoing challenge with the small student population.|The COE will be offering Spanish during the last period of the day to expand access to world languages.  The COE has increased their CTE offerings by adding health career, building/construction, agriculture mechanic, culinary, and public service pathways.|Met||2018
08100820114116|Uncharted Shores Academy|7|Uncharted Shores Academy is using two measures to track the extent to which all students have access to a broad course of study.  1) As an independent study school, students are free to pursue almost any course of study they wish beyond their regular core subjects.  They report on both progress with core subjects as well as other educational activities using home study reports.  USA tracks the studies using these forms on a regular basis.  2) To supplement the home study program, USA has implemented classes in both the core subjects and enrichment classes.  USA keeps track of the classes offered to ensure all grade levels are covered, including groups targeting those with exceptional needs.  Additionally, the range of classes offered is tracked.|In reviewing the home study reports, USA has found a very broad scope of educational activities which students engage in, including fine arts studies (such as dance, piano, and ceramics), physical education (such as swimming, basketball, and skateboarding), healthy living studies (such as gardening, nutrition, and character education), and much more.  Classes offered at the school have expanded each year, and in 2018-2019, USA offers not only daily instruction in the core subjects of language arts, math, social science, and science, but also enrichment classes such as art, sports, choral music, band, orchestra, student council, journalism, 4-H, chess, D&D games, and study hall tutoring.  Enrichment activities are more prevalent in the upper grades (5th-9th).  There are fewer class offerings in the K-4 grade levels, but more field trips, special activities, and community events, which also contribute to their basic course of study.|The biggest barrier to offering a broad course of study is financial resources.  There are costs to obtaining curriculum, community vendor services, or instructors for the various educational studies in which the students show interest, so not all of the activities in which the students may wish to engage are possible.  There is also a lack of facility space to implement additional classes at the school site.|Uncharted Shores Academy will continue to implement classes at the school site, and expand those class offerings as finances and space allow.  Additionally, USA now partners with 4-H to increase educational opportunities for the students, and plans to increase the number of partnerships with other organizations in order to add to the course offerings without impacting the facility.|Met||2018
08100820830059|Castle Rock|7|Castle Rock Charter School follows Board policy and state guidelines when implementing curriculum at grade level.  In addition, grade 9 through 12 have a set path of completing 220 credits to complete their high school requirements to get a diploma and graduate.  We also follow guidelines for foster/homeless students if applicable.|At Castle Rock, all students have access to a broad course of study.  There are no differences among grade levels; all students have access to a broad course of study.|We currently have no barriers to offering a broad course of study to our students.|No revisions or new action at this time.|Met||2018
08618200000000|Del Norte County Unified|7|A tool that we have begun to utilize is an indicator in our student data management system that provides a percent of time a student is outside of a general education classroom and the time they are in a regular classroom.  The Special Education Director, case carriers and each principal review IEP placement routinely throughout the year as well as at each IEP meeting.  This helps to ensure the student is placed in the least restricted environment closest to their general education peers.  The ELD coordinator and foster youth director review the placement of students in their programs a minimum of two times a year to ensure students are enrolled in appropriate courses.  High school counselors review the placements of all EL, economically disadvantaged, and foster students to ensure students are not being denied access to a broad course of study.  Additionally, they meet with each unduplicated student each year to make sure they are enrolled appropriately.|The district is committed to MTSS implementations and specific work on inclusive practices which has resulted in a higher level of access to general education placements for students with exceptional needs.  The district does have different levels on implementation of inclusive practices throughout the district, this inconsistency has resulted in the prioritizating of a professional development program for teachers and administrators on inclusive instructional practices.|The major barriers that prevent students from accessing a broad course of study are the capacity of educators.  Several school sites in the district have prioritized inclusiveness and ensuring all students have access to a broad course of study.|The district has already begun to implement a district wide professional development program to all educators focused on increasing their knowledge of inclusive instructional practices and the reasons (research) for this intense focus.  The district has been identified for differentiated assistance for students with exceptional needs, American Indian students, homeless, and foster students.  The district wide professional development program will also focus on the specific needs of these students.|Met||2018
08618200137729|Uncharted Shores Academy|7|Uncharted Shores Academy is using two measures to track the extent to which all students have access to a broad course of study.  1) As an independent study school, students are free to pursue almost any course of study they wish beyond their regular core subjects.  They report on both progress with core subjects as well as other educational activities using home study reports.  USA tracks the studies using these forms on a regular basis.  2) To supplement the home study program, USA has implemented classes in both the core subjects and enrichment classes.  USA keeps track of the classes offered to ensure all grade levels are covered, including groups targeting those with exceptional needs.  Additionally, the range of classes offered is tracked.|In reviewing the home study reports, USA has found a very broad scope of educational activities which students engage in, including fine arts studies (such as dance, piano, and ceramics), physical education (such as swimming, basketball, and skateboarding), healthy living studies (such as gardening, nutrition, and character education), and much more.  Classes offered at the school have expanded each year, and in 2018-2019, USA offers not only daily instruction in the core subjects of language arts, math, social science, and science, but also enrichment classes such as art, sports, choral music, band, orchestra, student council, journalism, 4-H, chess, D&D games, and study hall tutoring.  Enrichment activities are more prevalent in the upper grades (5th-9th).  There are fewer class offerings in the K-4 grade levels, but more field trips, special activities, and community events, which also contribute to their basic course of study.|The biggest barrier to offering a broad course of study is financial resources.  There are costs to obtaining curriculum, community vendor services, or instructors for the various educational studies in which the students show interest, so not all of the activities in which the students may wish to engage are possible.  There is also a lack of facility space to implement additional classes at the school site.|Uncharted Shores Academy will continue to implement classes at the school site, and expand those class offerings as finances and space allow.  Additionally, USA now partners with 4-H to increase educational opportunities for the students, and plans to increase the number of partnerships with other organizations in order to add to the course offerings without impacting the facility.|Met||2018
09100900000000|El Dorado County Office of Education|7|Students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.|Enrollment in each Odysseyware course, Character Based Literacy Course, and individual learning plan is the tool used to track usage and to ensure all students have access to a broad course of study.|All students are provided access to a broad course of study.|In response to student and stakeholder results, Character Based Literacy was recently adopted as it provides varied reading levels for students with exceptional needs and addresses the unique social emotional learning of this population.|Met||2018
09100900123521|Charter Alternative Program (CAP)|7|Locally used measures and/or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study include but are not limited to the following:  individual intake meetings with students and families, a review coursework to date, NWEA-MAP as an initial assessment tool, and teacher/administrative observations, grades, and tracking. .|All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students’ needs, including special needs students.  There is no difference across school sites and/or student groups with regard to access to, and enrollment in, a broad course of study.|The only barrier that can at times limit access to the course of study is for students who may exhibit poor attendance.|Instructional staff are teaching to the new State Standards, and all students are provided with appropriate textbooks and/or approved materials.   Staff continue to receive professional development associated with the new state standards as well as newly adopted instructional materials.  NWEA-MAP training is on-going and the assessment tools are used by instructional staff to appropriately place students, develop individual plans to address skill gaps, and use class and course-wide data to guide instruction.|Met||2018
09100900136036|John Adams Academy - El Dorado Hills|7|The Academy uses a combination of tools to measure broad course access including but not limited to iReady, Lexile, Fountas & Pinnell,  Smarter Balanced Interim Assessments and Curriculum Map as well as a close review of supports and interventions for English Language Learners and unduplicated scholars.|At this time, there are no known deviations in access to or enrollment in the broad course of study offered at the Academy for all learners, unless specified by grade span appropriateness such as Latin Enrichment offered for grades 3-12. All scholars have access to or are enrolled in a broad course of study that includes, Art, Music, Visual and Performing Arts, Latin Enrichment (Grades 3-6), Latin (Grades 7-12) Science, Math, English Language Arts, History, Physical Education, Foreign Language (Grades 7-12) VAPA (7-12). The Academy will continue to offer its wide-ranging classical education to all scholars.|To date, the Academy has been able to offer a broad course of study for all scholars but reports indicate that the Academy will need to procure additional resources such as Chrome carts, EL resources and additional supports as interest and scholar populations grow.|The Academy has recently added a full time credentialed teacher to assist with EL supports and added an additional Secondary School Counselor to assist scholars with college readiness and class selection. The Academy will continue to add additional resources as identified needs arise.|Met||2018
09100900930123|Charter Community School Home Study Academy|7|Locally used measures and/or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study include but are not limited to the following:  individual intake meetings with students and families, a review coursework to date, NWEA-MAP as an initial assessment tool, and teacher/administrative observations, grades, and tracking.|All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students’ needs, including special needs students.  There is no difference across school sites and/or student groups with regard to access to, and enrollment in, a broad course of study.|The only barrier that can at times limit access to the course of study is for students who may exhibit poor attendance.|Instructional staff are teaching to the new State Standards, and all students are provided with appropriate textbooks and/or approved materials.   Staff continue to receive professional development associated with the new state standards as well as newly adopted instructional materials.  NWEA-MAP training is on-going and the assessment tools are used by instructional staff to appropriately place students, develop individual plans to address skill gaps, and use class and course-wide data to guide instruction.|Met||2018
09100900930131|Rite of Passage|7|As students are enrolled at ROPCHS, a very individualized and thorough review of his/her transcripts and educational journey is reviewed.  With the student present, a team of educators and secure-care staff determine what courses and other activities need to be provided for the student so that a diploma is attainable and post-secondary options are maximized.|Based on a review of student records, because every student at ROPCHS experiences this process, all are enrolled in a broad course of study based on grade spans, unduplicated student groups, and whether or not he/she has exceptional needs.  Every student is provided with the courses needed either as part of direct instruction or in Odysseyware courses.  The only barrier identified in terms of students completing these courses is if he/she is unexpectedly removed from the program.  When this happens (which is beyond the control of the school), every effort is made to ensure that necessary information regarding course completion is shared with the student’s transition school so that the student can continue on the path to obtaining a diploma.|The barriers that exist are generated by the variety of students that we serve.  Some of the challenges include: The inability to estimate how long a student will be enrolled in our school and able to participate in coursework. The variety across a classroom in terms of student ability and need.  This is challenging to address as a classroom teacher.|Rite of Passage has more students than ever who are accessing Odysseyware for a portion of their school day.  This allows for a student to take a course regardless of how many other students at the site might need that course.  This allows for greater flexibility in terms of scheduling of students.|Met||2018
09618380000000|Buckeye Union Elementary|7|The District utilizes participation rate data obtained from its student information management system.|All students are enrolled in a broad course of study.|None.|All students are receiving access to a broad course of study.|Met||2018
09618380107227|Charter Montessori Valley View Campus|7|The District utilizes participation rate data obtained from its student information management system.|All students are enrolled in a broad course of study.|None.|All students are receiving access to a broad course of study.|Met||2018
09618380111724|California Montessori Project-Shingle Springs Campus|7|CMP has identified and currently utilizes several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards, CMP has created and implements a curriculum guide that outlines the specific content areas to be addressed.  Further, CMP employs several assessment tools in order to measure progress towards meeting these articulated outcomes. Some examples of assessment tools utilized by CMP are, among others, the Renaissance Place assessment suite in the content areas of English/Language Arts and Mathematics, Dynamic Indicators of Basic Early Literacy Skills (also referred to as DIBELS) assessment as well as standardized test results. These multiple measures of progress provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|All students enrolled in California Montessori Project have access to the following program components:  * Comprehensive academic and social skills development using Montessori-based curriculum aligned to the California Common Core Standards * Highly qualified, dynamic, California State Credentialed and Montessori trained/certified teachers (dual certification) * Low student-to-teacher ratios * Quality didactic Montessori learning materials * State-adopted core instructional materials (pending new state adoption) * Technology based programs for all grade levels:      * Rosetta Stone foreign language program      * Renaissance Place: Accelerated Reader reading comprehension and monitoring tool, Ten Marks-math practice and assessment tool, STAR Reading and STAR Math-computerized assessments, and Math Facts in a Flash-math fluency program.      * Learning.com technology instruction program * 1:1 student-to-computer ratio in grades 3-8 * Curriculum Level Lead teachers at each campus * Beginning Teacher Induction (TI) program for new teachers * Full implementation of Response to Intervention (RTI) model for academic and behavioral interventions * Reading intervention program (SIPPS, Read Naturally, Word Warm Up, SRA Specific Skills Series, comprehension groups) during school hours * Before and after school tutoring programs * PBIS Practices, Building Effective Schools Together, positive behavioral support  program to support appropriate school behavior * Special Education Teacher, Speech/Language Pathologist, and Occupational Therapist on site and School Psychologist, Clinical Psychologist, and Behaviorists as needed for students with Individualized Educational Plans * Two Deans of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations * Ongoing parent education focused on a variety of topics * Monthly Principal’s Café for parents and community members to meet with and talk to the Principal|With the establishment of the CA Common Core State Standards, CMP has committed the CMP Leadership Team to review current curriculum and materials ensuring that the instructional materials and strategies do fully provide access to a broad course of study for all students. A summary of efforts is provided:  • Provide On-going Montessori philosophy and education program orientations -  Grade level teachers hold a program orientation for parents in order to provide incoming parents to the next grade level span an opportunity to learn about their child’s experience in the next plane of development, including: Montessori philosophy; basic child & adolescent development (physical, academic, social and emotional); classroom environment; schedules & routines; student & parent responsibilities  • Improve Montessori/Albanesi curriculum and support materials -  All classrooms have purchased & received new Albanesi curriculum cards & support materials.  • Streamline & improve data collection with aggregated grade level analysis. Improve data collection, analysis, prescriptive assessment/solutions, input of assessment data in open student data base, & assess to target areas of strength & weakness.  • Expand upon current Math assessments and develop more effective Math interventions  • Refinement of CMP’s Strategic Plan -  CMP’s Network Administrative Team Revised the Strategic Plan to Include the Following Goals: Implementation of Common Core State Standards; Provide a Strong Academic Program; Refine the Meaning of How CMP Creates a Peaceful and Positive Community; Create a Strong Sense of School Community through Parent Involvement and Open Communication; Provide a Safe & Healthy Learning Environment for all Students, Staff, & Families; Pursuit of Technological Advancement for the Organization  • Prepare for the transition to the CA Common Core Standards CMP-SS has fully implemented the CA Common Core Standards. Network teams from all six CMP Campuses met and aligned the Common Core Standards with the Montessori curriculum. The Montessori curriculum is augmented through supplemental programs such as Ten Marks & Accelerated Reader 360. CMP-SS has also increased the amount of Non-Fiction reading materials by ordering periodical magazines such as Scholastic News & Scholastic Storyworks & assigning non-fiction reading through Accelerated Reader 360. The Middle School recently went through a math adoption & now uses Pearson Digits, Algebra & Geometry texts. The next area of focus will be taking a look at the writing curriculum.  • Prepare for the transition to CAASPP testing The CMP Network has made several upgrades with regard to technology in preparation for CAASPP testing. CMP now has its own WAN, and has made several upgrades in bandwidth, acquired Chromebooks in a 1:1 ratio for students grades 3-8 and all 2nd grade students have access to a laptop. In addition, SMART Boards or SMART TVs are now installed in all classrooms.|The following steps have been or are being taken to increase access and opportunity for all CMP-Shingle Springs students:  1. As a response to stakeholder input and in conjunction with the State of California’s adoption of NGSS and new science testing, there is a need to create a more robust science program. CMP Science curriculum needs to be examined to align and incorporate the NGSS to provide students with a more contemporary and competitive curriculum.  2.  Campus administration has observed through lesson plans and classroom observations a deficit in formal writing instruction. Teachers have indicated that the adoption of a writing curriculum would assist in the improvement of writing instruction.  CMP will research and adopt a writing curriculum.  3.  To fully utilize the new technologies received as well as to provide structured and developmentally appropriate learning opportunities to extend the Montessori Philosophy.  CMP will incorporate technology as a viable and meaningful experience for the child.|Met||2018
09618380136200|Clarksville Charter|7|We are an Independent Study School and tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition.  In addition, students are provided with enrichment funds to pursue their passion in visual and performing arts, health and physical education.  The individual student enrichment funds track courses to ensure student is participating in a broad course of study.  Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  The high school students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.|All students have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.|We do not have any barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.|Met||2018
09618460000000|Camino Union Elementary|7|The LEA uses AERIES and CALPADS as tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. We are a one school district and can easily verify all students are in the programs that will serve them best.|100% of our students have and will have access to, and are enrolled in, a broad course of study.|No barriers currently. As budgets constrict, there may be barriers in the future that are funding triggered.|No new actions as response to the results of our measurements.|Met|Camino Union School District responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.|2018
09618460123125|Camino Polytechnic|7|The LEA uses AERIES and CALPADS as tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|100% of our students have and will have access to, and are enrolled in, a broad course of study.|No barriers currently. As budgets constrict, there may be barriers in the future that are funding triggered.|No new actions as response to the results of our measurements.|Met|The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.|2018
09618530000000|El Dorado Union High|7|The El Dorado Union High District maintains a 240 credit graduation requirement that includes completion of a broad course of study.  Therefore, the primary measure used to track access for unduplicated student groups and individuals with exceptional needs is to monitor graduation rates.  Secondarily, starting in November 2018, the District will use the College and Career Indicator from the CA Dashboard. The College/Career Indicator contains both college and career measures which recognize that students pursue various options to prepare for postsecondary opportunities.  The District offers 22 Career Technical Education (CTE) pathways and 48 different CTE courses and 22 Advanced Placement courses. Students develop four-year high school plans and map out broad courses of study to pursue to meet their post-secondary transition plans.|2018 cohort graduation rates reveal that 98% successfully completed high school as demonstrated by earning a high school diploma, certificate of completion or GED.  All schools in the District offer a broad course of study.   The 2018  graduation rates for students who successfully completed high school as demonstrated by earning a high school diploma, certificate of completion or GED is as follows: El Dorado High School =  97%, Oak Ridge High School = 98%, Ponderosa High School = 98%, Union Mine High School = 99%, Independence Continuation School = 85%.|All students are expected to complete a broad course of study.  The District’s multiple tiered systems of support (MTSS) provide students who enter high school with below grade level academic skills with actions and services to access and succeed in a broad course of study.  Some students with disabilities have individual education plans that modify the curriculum or earn a certificate of completion in lieu of a diploma, but the goal is to provide the student with the least restrictive educational environment with the greatest access to grade level courses. English learners are placed in ELD courses and provided with access to reading improvement courses.  EL students who entered California public schools with strong home language academic skills from their country of origin are more successful in accessing a broad course of study.  EL students that were under-educated in their country of origin struggle to access a broad course of study because they require language acquisition and academic remediation support to develop the skills needed to master the California content standards.|The District is focusing on improving the actions and services provided to students during their transition from middle school to high school.  The goal is to ensure students have access to the necessary services and supports that will enable them to successfully complete a rigorous four-year college/career readiness plan.  Freshman success is of paramount importance to ensure all students successfully complete a broad course of study.|Met||2018
09618790000000|Gold Oak Union Elementary|7|The Gold Oak Union School district is a small district made up of two schools.  Our enrollment is approximately 325 students in grades TK-5 and 150 students in grades 6-8.  Students are provided with a broad course of study in includes the adopted courses of study as specified in the California Education Code.  Master schedules are created each year to chart out the required subject areas and required minutes for each subject. Our master schedules are tracked through our student information system which demonstrates the classes/courses offered and students assigned to them. Administrative observation and teacher lessons provide additional documentation of courses taught.|The Gold Oak Union School district is a small district made up of two schools.  Our enrollment is approximately 325 students in grades TK-5 and 150 students in grades 6-8.  Students are provided with a broad course of study in includes the adopted courses of study as specified in the California Education Code.  Students requiring special education services are provided either pull out or push in services as required through their IEP.  Students who are pulled out receive standards based curriculum at the student’s appropriate level.  Students are assigned to their pull out services at a time in the master schedule that does not take them from the arts or physical education classes, nor at a time that takes them from the benefit of participating with their general education peers in other subject areas.  Other unduplicated students such as our EL, Foster Youth or Homeless students are fully mainstreamed unless they are on an IEP, in which case the above also applies.   The middle school also offers a broad course of study as required by California Education Code. Students requiring special education services in the middle school are provided either pull out or push in services as required through their IEP. Students who are pulled out receive standards based curriculum at the student’s appropriate level. All students are provided the opportunity to participate in elective courses such as music, art, and student government.  Middle School students requiring special education services are afforded the same opportunities to participate in these elective programs.  This is also true of any other student in an unduplicated group.|All students are provided access to a broad course of study in the Gold Oak Union School District.  The only barriers may be the extent to which some subjects are offered.  For example, being such a small district, we do not have a credentialed foreign language teacher in the middle school therefore a full course of foreign language is not available.  Students may have introductory experiences only. To the extent to which we do have enrichment opportunities, all students are provided equal opportunities to participate.|The students in the Gold Oak Union School District are provided with access to a broad course of study for all our students, including those with special needs and our unduplicated populations.  The district is always looking at ways to enhance the opportunities at both the elementary and middle school to provide all students with a fuller, richer experience. As outlined in the district LCAP, priority is made to fund programs, such as our music program, to provide these experiences.|Met||2018
09618870000000|Gold Trail Union Elementary|7|Utilizing Education Code 51210 and 51220, we develop schedules to provide access for all students in our district to have access to and are enrolled in a broad course of study.|All students have access to all of our programs and class offerings, based on grade spans, unduplicated student groups, and individuals with exceptional needs. We provide a broad course of study and are always striving to increase course offerings considering available resources.|We currently do offer an appropriately broad course of study.  We continually examine and investigate new possibilities to enrich the education of our students.|We will continue to offer a broad course of study.  We are pursuing professional development to strengthen the quality of our current offerings.  When resources are available, we seek to enhance our course of study by increasing opportunities for educational experiences.|Met||2018
09618950000000|Indian Diggings Elementary|7|As a one room school with one teacher it is easy to track that all 19 students have access to, and are enrolled in, all courses at the school. We do not use a tool or measure to gather data.|All students have access to and are required to participate in all courses provided by the district.|There are no barriers to the LEA providing access to a broad course of study for all students.|All students have access to and are required to participate in all courses provided by the district so there are no changes to policy or actions needed.|Met||2018
09619030000000|Lake Tahoe Unified|7|Locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study are: All students have access to Board approved courses of study and instructional materials. Student transcripts, recorded in the school information system, to enroll and track all students in a broad course of study.  Grades TK-5 (EC 51210) English Language Arts, Math, Social Studies, Science/STEAM, Visual/Performing Arts, Health, PE   Grade 6-8 courses per core and elective wheels  Grade 6  Core  English Language Arts–Grade level, English Language Learner Math–Grade level, Accelerated Science/STEAM PE Social Studies–Social Studies, TWBI Advisory  Electives Beginning, Intermediate Band Beginning, Intermediate Strings STEEL (Structured English Enrichment Lab/2nd language learner) Directed Studies (IEP/504) Wheel 1- rotate Art, AVID, Intro to Digital Media, Maker, Robotics Wheel 2- rotate AVID, Culture Crafts, Maker, Tech Literacy, Timberwolves in Action English Language Learner Support (English learner new to the country) TWBI Spanish Language Arts Choir Enrichment/Incentive (Silent reading, ALEKS Math, Support/Enriching classes)  Grade 7 Core English Language Arts–Grade level, Honors, English Language Learner Math–Grade level, Accelerated, Daily, Intervention Science/STEAM PE Social Studies–Social Studies, TWBI Advisory      Electives Beginning, Intermediate Strings Beginning, Intermediate, Symphonic, Concert Band Orchestra STEEL (Structured English Enrichment Lab/2nd language learner) Digital Media 1A Elective wheel (12-week rotation Art, Maker, Digital Design) AVID Buddy Spanish IA TWBI Spanish IA Directed Studies Math Daily Support Yearbook English Language Learner Support PE-TWBI Choir Enrichment/Incentive (Silent reading, ALEKS Math, Support/Enriching classes) Leadership    Grade 8 Core English Language Arts–Grade level, Honors, English Language Learner Math–Grade level, Accelerated, Daily, Intervention Social Studies – Social Studies, TWBI PE Advisory Science/STEAM   Electives Beginning, Intermediate, Concert, Symphonic Band Beginning, Intermediate Strings Orchestra Directed Studies Art Digital Media Maker Buddy TWBI Spanish 1B Spanish 1B STEEL AVID Choir Yearbook Enrichment/Incentive (Silent reading, ALEKS Math, Support/Enriching) English Language Learner Support Math Daily Support Leadership PE-TWBI    Grades 9-12 (EC 51220(a)-(i)) Core  English Language Arts Social Sciences Foreign Language PE Science/STEAM Math Visual/Performing Arts Applied Arts  Career Technical Education: Transportation, Building Trades/Construction, Hospitality/Tourism/Recreation (Culinary Arts, Recreation/Resort Management), Health Science/Medical Technology (Dental Assisting, Sports Medicine, Strength/Condition), Media/Arts/Entertainment    Access to a Course Catalog providing students opportunities to meet A-G requirements: http://sths.ltusd.org/UserFiles/Servers/Server_2752615/File/Counselors/Course%20Catalog%202018-2019%204-2018.pdf|All students have access to, and are enrolled in, a broad course of study. At the high school level, course access and enrollment is facilitated by a 4x4 block schedule providing students the opportunity to take eight classes and earn 80 units per year, including electives, rather than the traditional 6 classes and 60 units per year. The schedule lends to college and career readiness as: 1. the instructional year calendar is similar to college and university systems exposing students to post-secondary educational institution timelines and 2. more opportunities to take career and technical education courses.|There are no barriers preventing Lake Tahoe Unified School District from providing access to a broad course of study for all students.|Lake Tahoe Unified School District will continue providing access to, and enrollment in, a broad course of study for all students.   Learning Labs are being expanded and offer additional instruction and support to students so they may enroll and succeed in classes in which they had previously struggled.  LTUSD is developing Afterschool Academic Academies at all school sites, known as 3A for grades 3 through 5 and A3 for grades 6 through 8.  On a teacher referral basis, the academies will provide technology-based intervention prescriptive to students’ individual needs for those identified in grades 3 through 8 as nearly meeting state standards.  LTUSD utilizes teacher collaboration and a coaching model by designated teachers to improve differentiated instruction to better meet the needs of all students.  Real time technical intervention support is provided to students during class to, in part, assist them in keeping pace with class assignments, mastering course subject matter and successfully completing the class, and enrolling in subsequent courses.|Met|A Viking Graduate Profile was developed in 2017 describing qualities and skills students will demonstrate by graduation along with links to standards of practice and career readiness.  The identified attributes are critical thinking, collaboration, curiosity, communication, character, and healthy independence.  The profile is an integral part of the ongoing Viking Vision 2020 developed by stakeholders through a shared vision of student-centered learning.  It is modified based on student age and applies to all grades from Transitional Kindergarten through graduation.|2018
09619110000000|Latrobe|7|All students in the Latrobe School District have equal access to adopted curriculum in grades TK-8.  Students with IEP's are mainstreamed in their appropriate grade levels with push in support.  Instruction in core subjects is provided in each grade level by teachers holding a multiple subject credential.  The district has nine self-contained classrooms.  Sufficiency of Textbooks is reported to the Board of Trustees every year at the September Board Meeting.  Students with IEP's are mainstreamed in their appropriate grade levels with push in support from the district's Resource Specialist and a paraeducator.|The Latrobe School District has one class per grade level TK-8.  Students in grades 7 & 8 receive instruction from two different teachers. Each class in self-contained.|All district students have equal access to a broad course of study.  We have no access barriers.|In response to parent and student comments on our spring surveys the district has added enrichment classes to support the Visual and Performing Arts Standards and Science.  Science, instrumental music, vocal music, drama and art have been added over the past three years.  Additionally, Cyber High Algebra 1 classes are available to eighth grade students.|Met||2018
09619290000000|Mother Lode Union Elementary|7|For students in grades 1-8, the District conducted an audit of content offerings, including the master schedule for grades 7 and 8 to ensure all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. We offer Accelerated Math in grade 7 and Algebra I in grade 8 and Spanish I and II. Newly added in 2018-19, all students in grades 1-4 receive weekly Visual and Performing Arts Instruction from a credentialed VAPA teacher. Mother Lode does not currently operate a Gifted and Talented program. All Mother Lode students have access to, and are enrolled in, a broad course of study, with the following exceptions: In 2018-19 for grades 1-8 we are implementing the old History/Social Science, Science and Health Education standards with old curriculum adoptions. The Health Education Framework is currently being updated by CDE and the state adopted curriculum for the Next Generation Science Standards (NGSS) has yet to be released. Our 2018-19 and 2019-20 LCAP Actions identify a plan to pilot and adopt new History/Social Science curriculum in 2018-19 for grades K-8 and pilot and adopt NGSS curriculum for grades 6-8. Our Physical Education teachers that serve students in grades 5-8, are reviewing the draft in the fall of 2018 for changes in the spring of 2019 and the 2019-20 school year.  Currently, we do not offer any Applied Arts or Career Technical Education courses for our students in grades 7 and 8.|Given these results, we’ve identified time and money as barriers preventing the District from providing access to a broad course of study for all students immediately. Rather, we have a plan and dedicated for NGSS curriculum adoptions for grades 6-8 in 2018-19 and grades 1-5 2019-20 and/or 2020-21.|We will need to add actions and plans for Health Education for grades 1-4, Applied Arts or CTE for grades 6-8 as applicable and appropriate to our 2019-20 LCAP.|Met||2018
09619450000000|Pioneer Union Elementary|7|Pioneer USD uses Aeries Software to support data integration to deliver information to educators, administrators, parents and students in order to provide the correct educational supports including class schedules, progress reports, and grades.  Staff collaborate using trimester progress reports and grades to identify students for mathematics intervention or ELA intervention at the middles school.  Staff at the elementary school use benchmark assessment and common trimester assessments to identify students for Tier I and Tier II interventions.|All students in grades K-5 participate in music instruction.  All students in grades TK-8 are enrolled in core academic classes with their peers including students on IEPs.  Students at Walt Tyler are enrolled in a multi-age program with support from highly qualified paraprofessionals.  All students at Pioneer Elementary have access to the Learning Center to receive in-time support in core subjects.  All students at Mountain Creek Middle School have access to at least one enrichment class per trimester; classes provided include Instrumental Music/Performing Arts, STEM or Visual Arts.|Due to the small population and the number of teachers to serve our population we are limited to what enrichment classes we can offer our middle school students by the credentials the teachers possess.  We offer before and after school enrichment activities including Jazz Band, Guitar Instruction and Coding/Robotics.|All of our students currently have access to a broad course of study.  We would like to expand our after school enrichment programs to include more STEM instruction.|Met||2018
09619520000000|Placerville Union Elementary|7|For students in grades TK-8, the District conducted a review of content offerings, including the master schedule for grades 6-8 to ensure all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|It has been determined that students have access to and are enrolled in a broad range of study following the California State Standards in all subject areas.  Opportunities for enrichment and intervention are available for all students.|There are barriers to continuing to grow our Broad Course of Study.  Those barriers include, time in the school day and schedule at Markham, tightening budget and staffing.|One area that we will continue to research and build upon is in the area of CTE/Technology and Computer Science/Coding.|Met||2018
09619600000000|Pollock Pines Elementary|7|For students in grades K-8, the District conducted an audit of content offerings, including the master schedule for grades 7-8 to ensure that all students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs.|Based on current staffing and credentialing all students have access to, and are enrolled in a broad course of study.  All students are enrolled in English, Math, Physical education, Social Science, and Science using the Next Generation Science Standards (NGSS).  The District also offers Music and Choir with music beginning at the elementary level with a credentialed music teacher.  The middle school also offers Algebra, life skills, enrichment courses and Yearbook.  The District currently has no offerings in Foreign Language, Applied Arts and Career Technical Education in grades 7 and 8.|Budgetary constraints and credentialing are barriers the District has identified for providing a broad course of study for all students.|The District will explore new state adopted curriculum for Social Science and NGSS.  The District will also explore appropriate Foreign Language, Applied Arts, and Career Technical Education for grades 7-8.|Met||2018
09619780000000|Rescue Union Elementary|7|The Rescue Union School District provides a broad course of study to students, as measured by AERIES enrollment data, Williams Act compliance data, CDE’s Data Quest system, and stakeholder surveys.  In addition to core academic classes prescribed by education code, our schools also offer a variety of electives designed to provide enrichment and intervention as needed.  All elementary students in grades 4-5 have the opportunity to take music classes (elementary band) and middle school students can choose from Career Technical Education aligned computer science courses, STEM electives, world language, advanced bands, and other engaging classes.  Each year, site administration and support staff ensure that all students are enrolled in a broad course of study.|In reviewing data from our AERIES Student Information System it is clear that all students are enrolled in a broad course of study as described in California Education Code 51210 and 51220.  Elementary sites offer the same course of study through self-contained classes.  Middle schools may differ slightly in the elective courses that are offered.  All students, regardless of student group or disability status have access to the courses on their respective campus.|As mentioned above, all students in the Rescue Union School District have access to a broad course of study as outlined in California Education Codes 51210 and 52220.  Differences exist in the elective courses offered at our two middle schools, due primarily to varied credentials held by the faculty at each schools.|In response to information received from local metrics, primarily stakeholder surveys, the Rescue Union School District has broadened the elective courses offered at middle schools and strengthened our elementary music program.  The district also remains committed to ensuring that all students, regardless of gender, ethnicity, disability status, or other class is provided with access to, and enrolled in, a broad course of study.|Met||2018
09619860000000|Silver Fork Elementary|7|For students in grades 1-8, the District conducted an audit of content offerings, including the master schedule for grades 7-8 to ensure that all students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs.|Based on current staffing and credentialing all students have access to, and are enrolled in a broad course of study.  All students are enrolled in English, Math, Physical education, Social Science, and Science using the Next Generation Science Standards (NGSS).  The District also offers Music.  The District does offer foreign language using Babbel.com.  The District currently has no offerings for Applied Arts and Career Technical Education in grades 7 and 8.|Budgetary constraints and credentialing are barriers the District has identified for providing a broad course of study for all students.|The District will explore new state adopted curriculum for Social Science and NGSS.  The District will also explore appropriate curriculum for Applied Arts, and Career Technical Education for grades 7-8.|Met||2018
09737830000000|Black Oak Mine Unified|7|Black Oak Mine used the following measures to track student access: We began by engaging our community in a yearlong study of   LCFF evaluation Rubrics, progress toward LCAP goals, local self-assessment tools,public meetings and electronic feedback opportunities including:  Monthly Meetings (School Site Councils, Parent Teacher Associations, Curriculum Council and  Board Meetings), LCAP Specific Meetings at each school site, LCAP Digital Survey's.  Next, we used data from our state and local achievement indicators such as: the California Dashboard, CAASPP, STAR 360 and other universal screening tools as well as individual student metrics that guided instruction and intervention to determine our progress on creating access for all students.|Although we did not accomplish strong academic gains the dashboard indicates our social/emotional programs affected district wide suspension data with a reduction of suspensions overall a need indicated in LCAP Goal 1.We met our target of providing one to one chrome book deployment (Goal 1), alignment of our English Language Arts Program district wide (Goal 2), and the development of a comprehensive Response to Intervention program (Goal 3) in relation to student access.|Summary of Root Causes Interfering with LEA’s Ability to Improve this indicator: When examining evidence in the specific subgroups (SWD) root causes were identified: poor attendance, lack of positive school climate and an increased need for duration and frequency in response to intervention. This data was collected from LCAP surveys, CHKS, Wellness Committee, BOMUSD/FAAST,Wellness Team, Aeries, RTI /STAR 360 Data Inquiry Cycles|Summary of Current Improvement Strategies:  This plan includes the following actions to reduce the performance gap for all students and specific subgroups SWD and SED.     School Climate:  Using our Charter SELPA’s assistance we conducted School Wide trainings of Positive Behavioral Interventions (PBIS), including a Tier II Trauma Informed Professional Development District Wide to facilitate a school climate that is supportive and receptive of students at risk. This includes students who fall into the category of Tier II and Tier III interventions due to behavior. Additionally, we are piloting SEL programs such as Toolbox at our sites and increasing availability of our ERMHS counselor.    Attendance: BOMUSD continually stresses the importance of attendance in various communication to parents, but also to staff so that they may signal the early flag of attendance issues. To this end we expanded our MTSS  adding additional counseling, mental health services and a community hub which connects families at risk to supports in their school and community. BOMUSD is also adopting School Dude Emergency Communication Application to keep families apprised of changes in weather patterns that affect families who are at risk of attendance problems due to geographical challenges.    Interventions: The California Dashboard indicated a stronger intervention system was needed to reduce the performance gap. Additionally, the team revealed that access in regards to duration and frequency with intervention was not aligned district wide. One to one chrome book deployment was completed this year providing students with additional access to RTI supports through technology. The district has invested in new intervention/academic supports such as STAR 360,  ALEKS, LEXIA, ST Math, and Essential Skills and redistributed access time for students by developing a block schedule at our high school with embedded intervention classes. Primary schools used the same interventions in class practice and in Title One sessions.  BOMUSD continues to provide small group intervention support and provide non-traditional settings for high-risk students with appropriate intervention support.|Met||2018
09737830121566|American River Charter|7|American River Charter School uses the following measures to track student progress. SBAC testing STAR 360 assessments BRI SDQ Assessments related to individual online coursework Teacher assessment and observation|As a small school with only one campus,  all of our students have access to all of our resources.  We continue to add resources and these are made available at the appropriate grade level.|There are no barriers to preventing a broad course of study.  While some of our students do not have internet connectivity, we can replace this access by allowing use of our computer lab, replacing materials with traditional text and workbooks and with tutoring and support services.|"We have implemented new curriculum in math and ELA.  We also have implemented support programs such as ""Read Naturally""  and ""Sipps"".  ARCS now has a 1/2 time Special Education teacher on campus as well as a speech pathologist who works 2 days a week.  ARCS has started using online programs in addition to one-on-one and small group tutoring that reach students at their individual levels in reading and math to boost success."|Met|American River Charter School is constantly researching an implementing improved curriculum to support student success. 1.  Adopted new math curriculum 2.  Adopted new ELA curriculum 3.  Added supplemental social studies curriculum 4.  Researching new NGSS curriculum 5.  Added online, a-g curriculum 6.  Replace old technology. 7.  Expand access to new technology 8.  Access to grade level online coursework|2018
10101080000000|Fresno County Office of Education|7|The LEA utilizes a master schedule at each site that describes the courses of study. All students, including unduplicated student groups and individuals with exceptional needs, have access to all courses. Each student receives orientation and credit analysis, ensuring their enrollment in all available courses as appropriate by grade level.  The LEA provides one-to-one laptops at all school sites allowing students access to on line curriculum should the need exist.|All students at all school sites have access to English, Social Science, Foreign Language, Physical Education, Science and Mathematics. The largest school site, Alice M. Worsley School at the Juvenile Justice Campus, with enrollment of 200, offers CTE courses as well. The LEA plans to assign a CTE teacher part time at the Violet Heintz Education Academy. Cyber High, an online individualized learning program, provides the LEA flexibility in offering coursework required by a small and/or transitory number of students.  The LEA is exploring on line CTE coursework with a plan to pilot a program in the spring, allowing access to CTE programs for students detained in short term programs at the Alice Worsley Court School and the Violet Heintz Education Academy Community School.|Barriers include very small enrollment numbers, with correspondingly limited funding for credentialed teachers and instructional facilities and materials in the areas of Applied Arts, Automobile Driver Education and Career Technical Education.  Barriers also include the highly mobile student population with grade levels and students eligible for courses changing dramatically during the course of a school year.  The Violet Heintz Education Academy Community School is designed as a short-term placement for students who are probation referred or expelled from their district schools.  The goal of this program is to provide students with interventions and strategies to support their return to their local district.  In addition, the largest site, Alice M. Worsley Court School, provides education for incarcerated youth, who are unable to enroll in certain courses due to their inability to leave the Justice Center.  Alice M. Worsley School has an average length of stay of only 77 calendar days, fewer than 3 months.  The length of stay in both court and community schools prohibits the LEA from providing true CTE pathways; the transiency of students enrolling and exiting throughout the semester is an equal challenge.|The LEA is in the process of hiring a third CTE teacher and will continue to review the possibilities of adding Applied Arts, Automobile Driver Education and additional Career Technical Education courses as appropriate.  The LEA is exploring online CTE curriculum to  supplement current course offerings in all programs.  A pilot program is scheduled for the spring.|Met||2018
10101080109991|Crescent View West Public Charter|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
10101080111682|Hume Lake Charter|7|Because of the size of our school, the greatest tool for HLCS to assess student needs is direct interaction with students, parents, and teachers. Teachers are in regular communication with parents and students, and the small staff environment allows for significant collaboration on a teacher to teacher basis, as well as in regular staff meeting. Intentional time at specific staff meetings each year is given to the academic matriculation of students and evaluation of benchmark results and student assessments. In addition, parent/student/staff feedback through yearly surveys, parent teacher conferences, and stakeholder’s meetings allows for the opportunity to evaluate needs, concerns, and interests. HLCS works to listen to and adjust the staffing and or program needs in response to this feedback.    Additionally, the HLCS school board evaluates the course of study and composition of the staff regularly to assess the needs of the students and the opportunities necessary for academic success.|HLCS has worked to provide access to a wide variety or course work for our student population.  Each grade level is equipped with a credential teacher in addition to an aid in each class. In addition, a credentialed special education teacher, special education support staff and a school counselor are available to all students. The general education classrooms are blended grade levels – at least 2 grade levels are represented in each class.  This allows for differentiation of instruction, opportunities for specific students to pursue higher levels of learning as well as the opportunity for struggling students to receive greater support, as needed. The recommended courses that exemplify a broad course of study in the K-8 grade levels are all offered and all students are enrolled (both general and special education). The special education teacher and the school counselor are active in every classroom on a regular basis. College and career readiness curriculum in intentionally integrated into the K-8 classrooms by the school counselor yearly. The special education teacher is actively involved in general education courses as well as special education courses with students. Matriculation meetings take place between teachers at the lower grade levels to assess student needs, as well as interventions, accommodations and assistance for students, as needed.    In the upper grades, the counselor meets with students twice yearly (at minimum) to evaluate course work and course schedules.  The information obtained through these individual student meetings sets the course for the master school schedule of classes each year. A general education and college preparatory course track are available to all students.  The broad course of study recommended for the 9-12 grades is available to all students, with the exception of AP courses, applied arts and and a comprehensive CTE program.  Matriculation meetings take place between teachers, special education teacher and counselor at the upper grade levels to assess student needs, as well as interventions, accommodations and assistance for students, as needed.  Although HLCS is not able to offer exclusive AP courses due to limited funding, current credentialed teachers offer supplemental AP materials and tutoring for students interested in taking the AP test in various subjects.  AP test proctoring is also made available to students yearly by HLCS staff. Several HLCS students have taken a variety of AP course over the past several years with great success.  In addition, there are not comprehensive applied arts programs or CTE programs available due to limited funding, limited building facilities, remote geographical location and limited trained educators in these fields.  What HLCS does make available and require for all students is an individualized Career Training Program coordinated by the school counselor with each individual student.|The greatest challenges of offering variety in a broad course of study at HLCS are budgeting and funding constraints,  limited  facilities and access to proper equipment, a remote geographical location and limited trained educators in certain fields.|Recently, HLCS has been able to employ a full-time, credentialed, Special Education teacher.  This has brought great benefits on many levels to a large population of our student body as well as support to the general education teachers. Secondly,  HLCS has pursued, with great success, a program that was in response to the limited ability offer AP courses.  To meet the needs of student desiring greater academic pursuits, partnerships have been built between community colleges to offer college coursework for junior and senior students in order to offer greater rigor and academic opportunities for these students.  Dual enrollment can be a challenge due to our remote location, but on-line courses have made this opportunity available to our students. All of the students that meet the requirements set out by the colleges are able to access these college courses.  HLCS provides academic counseling, proctoring and tutoring for the students enrolled.  70% of the current junior and senior students take advantage of this academic opportunity.  In addition, to pursue greater career readiness for all of our students, the school counselor teaches an Education and Career Planning course, required of all students for graduation. To compliment this course, each student is required to take part in a Career Exploration and Internship course during their senior year.|Met||2018
10101080119628|Big Picture Educational Academy|7|At Big Picture Educational Academy, we develop Personalized Learning Plans with all of our students. Within these plans are goals and interests that students have. At the high school, we use this tool to also track the courses that students have taken and the courses they plan to take in the future. We meet with our students one on one a minimum of once a quarter to evaluate their path of course study and make any changes that are deemed necessary by the student’s Advisor, their parent and the student themselves. The goal at Big Picture Educational Academy is to have each student experience many different courses of study, both in the classroom and in real world situations. Our students in grades 9-12 are required to be part of our internship program called Learning Through Internships (LTI). We track the different LTI’s that students are going on and couple that with their personal interests to give them a broader range of educational experiences. We can also use this information to suggest different courses at school, online and at Fresno City College.  Elementary K-8  BPE students each have a Personalized Learning plan, which guides the project based instruction portions of our content. This interest and needs based approach ensures that all students are given appropriate and supportive instruction that is exciting and relevant to them. Our RTI and Special Education teams also meet with students who need specialized supports to ensure that all students receive what they need to be successful. The appropriateness and effectiveness of our course of study is determined by the leadership team annually upon review of our NWEA MAP test scores and CAASPP test results, as well as with input from our teachers and parents.|At Big Picture Educational Academy, we are dedicated to the academic achievement in all our grade levels. In so doing, we provide access to all A-G University required courses to our 9-12 grade level classes. We provide this access through courses taught on site with credentialed teachers, through online classes and through dual enrollment with Fresno City College. We have an MOU with Fresno City College that allows our students to also take courses in Applied Arts, Visual Performing Art and CTE classes. We provide access to Driver’s Training Courses through online classes when requested. As an Independent Study High School, our students receive their physical education credits through PE logs that are signed off by the adult supervising their activity. We also provide elective classes in Art, Choir, and Sports that allows our students to earn their graduation and A-G credits on campus. We have a database and a program that also helps our students to find an Internship that fits their interests. We use these internships to guide their course work and educational pathways.  At Big Picture Educational Academy, we are dedicated to academic achievement in all  grade levels. In grades K-8, all students engage in a rich curriculum, which serves to provide foundational skills and access to opportunities which will develop a thirst for learning that is lifelong. In addition to core subject areas of English/Language Arts, Math, Science, Social Science, Health and Physical Education, all students receive weekly instruction in both Fine and Performing arts, as well as electives based upon student choice/ interest and academic need. Our school is also currently developing an organic outdoor classroom garden, which will integrate areas of Language, Math and Science outside of the classroom with the support and expertise of a community partnership with a local Organic Farm.|3. We are an Independent Study High School with small number of students, therefore we have a small staff. This limits our ability to have as broad of a course of study as we would like. We have supplemented this with the use of online classes and dual enrollments with Fresno City College. Our plan is to increase the courses that we offer on site as our enrollment increases.  3. As a school of choice in an urban environment, one barrier to achievement is a transient population. Another is our limited space on our current site. We are working to respond to these barriers by creating a strong community on campus, with our students and their families as well as with the tower district neighborhood. We are currently providing limited transportation, which helps some students continue attending with us, despite personal hardship. Relationships with our neighbors and the Ted C Wills Community Center helps to extend the space our students have to learn and utilize during each day. We have also begun a search for potential future school sites, to continue to allow for growth.|4. As a way of increasing access to a broader course study, we have committed to increasing our technology, by way of higher quality internet access, more devices for use and better curriculum to teach technology skills at the school. This will allow more students better accommodations and understanding to access the online classes and perform at a higher level. We all also committed to increasing the number of students that are attending college courses at Fresno City College, not just in required classes for graduation, but also in CTE, Applied Arts and Visual Performing Arts. We plan on extending our database of Mentors and Internship locations to allow for a broader range of internships for our students. 4. In order to continue to provide the most rigorous and successful course of study, we have committed to increasing our technology, by way of higher quality internet access, more devices for use and better curriculum to teach technology skills at the school. This will allow more students better accommodations and understanding to access the online classes and perform at a higher level. We have also adopted a new Science curriculum with plans to pilot several ELA/ELD curricula for a 2019-2o adoption.|Met||2018
10101080127514|Kepler Neighborhood|7|Students in grades Kindergarten through 5th grade are in self-contained classrooms and therefore all have common schedules. Our middle school students rotate through a set of teachers as a cohort and so also have common schedules. This information is maintained in our Student Database program, Illuminate. Our unduplicated student groups and students with exceptional needs are primarily served in the classroom, ensuring equal access to a broad course of study.|Kepler strives to educate students in the least restrictive environment possible, for that reason all students are included in the class offerings for their specific grade level. K-5 receive instruction in English Language Arts, Reading, Math, Science, Social Sciences, Physical Education, Art, and Media. Students in grades 6-8th have instruction in the core content areas, Physical Education, and VAPA. Students in grades 7-8th also have a foreign language class.  Our EL instructor works with teachers to support students whose first language is not English, and our Special Education staff work to primarily push in services, only pulling students out of class when truly necessary.|Our student records indicate that there are currently not any barriers to providing access to a broad course of study for all of our students.|For the 2018-19 school year an EL Instructor was hired to ensure students have appropriate access to coursework. In addition, during the 2018-19 school year Kepler hired Special Education Instructors who focus much of their time on pushing into classrooms allowing students to be in the least restrictive environments for learning. These two strategies support access for all students.|Met||2018
10101080136291|Career Technical Education Charter|7|All students within our Academic program have full access to a broad course of study that includes Career Technical Education courses, dual enrollment courses connected with our local Community College and core academic subjects, which can be monitored through the master schedule.|All students have access to our academic courses, including special populations. We achieve this through a cohort based model where all students are enrolled in the same courses within Career Technical Education, dual enrollment courses provided through our academic program.  Based on our current model, there are no populations of students who are withheld from any course. We utilize a push-in system for RSP and English Language Learner support to ensure all special populations have equal access to the curriculum.|Currently with our student population and school model, 100% of our enrolled students have access to the broad course of study.|Based on our current academic program, we will continue to provide and implement access and support to all students.|Met||2018
10101086085112|Edison-Bethune Charter Academy|7|All students here at Edison Behthune Charter Academy have access to a broad course of study. Each student is enrolled in Art, Music, and Physical Education with teachers who have their single subject teaching credential in that subject area. All students are also receiving all elementary core subjects with teachers who possess their multiple subject teaching credentials. Students are tracked by using our student information system, Aeries.|All students at our single school are enrolled in elementary core subjects as well as Art, Music, and Physical Education taught by credentialed teachers and are tracked by our student informations system, Aeries.|At this time, there are no barriers in providing a broad course of study to all students enrolled at Edison Bethune Charter Academy.|We will continue to provide access to a broad course of study to all students here at Edison Bethune Charter Academy. There will be no changes.|Met||2018
10619940000000|Alvina Elementary|7|The Alvina Elementary School District is a single school district with one self-contained classroom per grade level. The locally identified tool used by the district to track students having access to a broad course of study is the curricular master schedule for grades TK-8th. The schedule identifies which courses and curriculum each grade level has access to. All enrolled students within each classroom, including unduplicated student groups and students with exceptional needs, have access to the course of study identified, including adopted curriculum. The district’s School Accountability Report Card also indicates the core curricular areas including the instructional materials used for each adoption cycle.|Based on the district identified tools, the curricular master schedule and the School Accountability Report Card indicate that all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs, are provided with access to all core curricular academic areas (ELA, Mathematics, Social Studies and Science). Along with these core curricular areas, all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs also receive physical education, art, character development, digital citizenship and sexual health education (seventh grade only).|The district continues to investigate opportunities to look at implementing a music program. The district has had a successful music program in the past and looks to build off its success. The biggest obstacle in developing the program is the hiring of a qualified, credentialed music teacher. The district has advertised the position with no success in finding a part-time music teacher. The district is investigating the possibility of partnering with neighboring school districts in an attempt to create a full time music position.|Based on the evaluation tools on the access to a broad course of study, the district will begin to focus on two areas. First, the district will continue its focus on the development of a music program, but extend the program from a fourth through eighth grade program to a transitional kindergarten through eighth grade program. Also, the district will begin investigation into the hiring of a Physical Education teacher in order to develop a well-rounded physical education program with a focus on health and nutrition. The district will continue its investigation of resources available to make these programs possible.|Met||2018
10619946005730|Alvina Elementary Charter|7|The Alvina Elementary School District is a single school district with one self-contained classroom per grade level. The locally identified tool used by the district to track students having access to a broad course of study is the curricular master schedule for grades TK-8th. The schedule identifies which courses and curriculum each grade level has access to. All enrolled students within each classroom, including unduplicated student groups and students with exceptional needs, have access to the course of study identified, including adopted curriculum. The district’s School Accountability Report Card also indicates the core curricular areas including the instructional materials used for each adoption cycle.|Based on the district identified tools, the curricular master schedule and the School Accountability Report Card indicate that all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs, are provided with access to all core curricular academic areas (ELA, Mathematics, Social Studies and Science). Along with these core curricular areas, all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs also receive physical education, art, character development, digital citizenship and sexual health education (seventh grade only).|The district continues to investigate opportunities to look at implementing a music program. The district has had a successful music program in the past and looks to build off its success. The biggest obstacle in developing the program is the hiring of a qualified, credentialed music teacher. The district has advertised the position with no success in finding a part-time music teacher. The district is investigating the possibility of partnering with neighboring school districts in an attempt to create a full time music position.|Based on the evaluation tools on the access to a broad course of study, the district will begin to focus on two areas. First, the district will continue its focus on the development of a music program, but extend the program from a fourth through eighth grade program to a transitional kindergarten through eighth grade program. Also, the district will begin investigation into the hiring of a Physical Education teacher in order to develop a well-rounded physical education program with a focus on health and nutrition. The district will continue its investigation of resources available to make these programs possible.|Met||2018
10620260000000|Big Creek Elementary|7|All students in grades K-8 have access to and are enrolled in a broad course of study.  All students are enrolled in and take English/Language Arts and math by a fully credentialed teacher.  Furthermore, all students are enrolled in and take Science, both physical and biological.  Students in grades 2-8 are assigned 1:1 technology either using a Chromebook or Ipad.  Students in grades 4-8 keep the device on their person at all times, while in grade 2-3 the device remains in the classroom.  With the start of the 2018-19 school year, the site adopted a new English / Language arts program and new social science curriculum for grades K-8.  The school uses the master schedule to ensure all students have access to the curriculum.  Students with exceptional needs are assigned a 1:1 instructional tutor, as per the IEP process, to access the curriculum.  To meet the arts component of the curriculum, students in grades 2-3 play the music recorder while students in grades 4-8 play a musical instrument and perform at the Christmas concert.|Beginning in January 2019, students in grades 4-8 will have access to more relevant CTE courses:  computer coding and wood shop.|There are no barriers to providing access to a broad course of study.|The school site is implementing more STEM classes to engage students in the sciences.|Met||2018
10620420000000|Burrel Union Elementary|7|According to our course schedule, all students have access to the 1st -6th grade courses offered include the following:   • English • Math • Social Sciences • Science • Health • Physical Education According to our course schedule, all our 7th & 8th grade students have access to the 7-8th grade courses offered include the following: • English • Math • Social Sciences • Science • Health • Physical Education|We are a one school district. However utilizing our class teacher daily schedules, all our student groups are enrolled in the course of study we currently offer K-8th grades.|We are a TK-8 small rural school and therefore have several barriers preventing us from offering the following courses to our K-6th grade students:  Visual and Performing Arts.  Currently, this course is not being offered to our students due to fiscal impacts, lack of qualified staff (training and/or credentialed) and lack of proper facilities.   We are a TK-8 small rural school and therefore have several barriers preventing us from offering the following courses to our 7th and 8th grade students:  Foreign Languages, Visual and Performing Arts, Applied Arts, CTE (Career Technical Education) and Automobile Driver Education.  Currently, these courses are not being offered to our students due to fiscal impacts, lack of qualified staff (training and/or credentialed) and lack of proper facilities. In addition, Automobile Driver Education is not offered due to the age of our students.|As a means to offer Visual and Performing Arts, our K-6th grade teachers provide lessons that contain opportunities for students to demonstrate learning through Art and Drama. We are attempting to improve our course offerings through electives in our 7th-8th grades. Teachers provide lessons that contain opportunities for students to demonstrate learning through Art and Drama.|Met||2018
10621090000000|Clay Joint Elementary|7|As a one school district Clay relies on the Board adopted Sufficiency of Instructional Materials, SARC and administrative oversight as measures of the extent to which all students have access to, and are enrolled in, a broad course of study K-8, in the unduplicated student groups and individuals with exceptional needs served.|All students, K-8, in our one school district have equitable access to the broad subjects as defined by Ed Code 51210 (elementary) to include English (Amplify), Math (Eureka), Social Science (Weekly Studies/McDougall-Littel), Science (Amplify), Visual and Performing Arts (choral music K-8, band 5-8, drama, dance, fine arts) and Health/PE integration (Positive Prevention Plus).  All students receive equal access. Unduplicated students and those with exceptional needs are served in our D.E.N. model which is built around a master schedule allowing for no loss of broad subject instruction and opportunities for differentiated instruction weekly Monday-Thursday.  English Learner students, Students with an IEP or 504 Plan may also receive integrated support during broad subject instruction from a special education teacher and/or an ELD/intervention teacher.  Advanced students in grades 6-8 may experience the 'Wheel' which offers an introduction to Spanish, STEM exploration and/or Public Speaking.|Both Curriculum and Instruction include the Broad Subjects for students in K-8 at Clay. The identified barriers are instructional time and financial resources.|The LEA/CJESD has implemented a research, inquiry, practice then purchase model of CCCSS aligned curriculum adoption. Professional development has been paced for depth of understanding across the subjects with leaders in each area volunteering for inquiry phases. The staff will continue to dig deep into best instructional strategies to support/differentiate for all students and to begin to integrate subject matter instruction.|Met||2018
10621170000000|Clovis Unified|7|Clovis Unified utilizes multiple measures to ensure that all students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  All K-12 school sites utilize Q Web, the district’s student information system, to build student schedules and help ensure students have access to and are enrolled in a broad course of study.  School counselors work closely with all students to help ensure awareness and access to a broad course of study.  Transition team members work specifically with unduplicated student groups to increase access to a broad course of study.  Grant dollars provide the necessary funding for 8th and 11th grade students to take the PSAT to help identify students with Advanced Placement potential. School sites analyze master schedules to determine if unduplicated student groups and individuals with exceptional needs are enrolled in a broad course of study.  High schools utilize the Get Focused…Stay Focused model to help student’s identity their interests, goals and develop a high school course plan.  This plan is used for academic coaching and advisory efforts throughout high school.|School sites will continue to utilize Q web to ensure all students have access to, and are enrolled in, a broad course of study.  Annual master schedule audits and Board Policy 3403, Placement in Ninth Grade Mathematics Course establishes protocols and identify any differences across school sites and student groups with access to, and enrollment in, a broad course of study.  Placements concerns are addressed and corrected annually at each site.|An analysis of Q web identified the following barriers that are preventing Clovis Unified School District in providing access to a broad course of study for all students:  impacted schedules, funding, facilities, prerequisite courses and two period CTE course offerings.|New Actions/Services were added to the LCAP in response to the analysis of Q web to ensure access to a board course of study for all students.  Revisions included:  additional funding for AVID and Transition Teams, CLASSI III revisions, and review of pre req classes for AP and Honors courses.|Met||2018
10621250000000|Coalinga-Huron Unified|7|"The California School Dashboard Equity Report indicates that high school graduation rate improved by 4.3% from a rate of 85.5% for the 2015-2016 school year to a rate of 90.8% for the 2016-2017. English learner, socioeconomically disadvantaged, and students with disabilities subgroups all demonstrated significant gains. Despite maintaining a ""very low"" status, graduation rates for students with disabilities increased by 26.1%. English learner and socioeconomically disadvantaged subgroups also demonstrated significant growth with English learner subgroup graduation rates increasing by 10.3% and graduation rates for socioeconomically disadvantages groups increasing by 5.5%. The district will continue to focus on providing high yield researched based instructional strategies aligned with Common Core State Standards and providing appropriate, targeted, and timely intervention in both academics and student engagement."|Based on analysis of state and local performance indicators, an increase in high school graduation rate and a decrease in the suspension rates for our English Learners and Foster Youth population have been identified as areas of greatest progress. In addition, Bishop, Cheney, and Dawson elementary schools achieved green or blue status on suspension rates.   The district will continue to provide an engaging broad course of study by:  Refining and improving on current implementation of PBIS (Positive Behavior Intervention ?and Supports) framework at the elementary and middle school level. Refining of disciplinary practices to include appropriate alternatives to suspensions at all ?levels to include our Alternative Education programs. Implementing Cyber High at the High School level to accelerate the credit recovery process beginning in 9th grade.  Improving upon current implementation of a social-emotional learning program that cultivates strong classroom relationships between all students in grades TK-5th (Sanford & Harmony) as well as exploring age appropriate curriculum for middle and high school levels. Providing targeted professional development for school counselors (through Hatching Results) that encompasses academic, behavioral, and social-emotional counseling centered around professional standards and practices. Supporting and expanding pathway programs to include Career Technical Education / ROP and enhanced alternative programs.  Expanding the SEAL Model to include TK thru 3rd grades at Coalinga Elementary Schools and 5th grades at Huron Elementary School.  SEAL Coaches providing direct support and coaching at the site level.  Improving of professional learning communities for all staff to include, classified support staff, counselors, and teachers centered on collaboration with a focus on equity, data analysis, high level pedagogical practices and progress monitoring.|"The California School Dashboard Equity Report indicates that Coalinga Huron Unified has a “Red” or “Orange” in the following state indicators: Suspension Rate (K-12), English Learner Progress (K- 12), English Language Arts (3-8), and Mathematics (3-8) Suspension Rate (K-12) CHUSD has maintained a performance level of ""high"" for the Suspension Rate indicator despite demonstrating declines for the following subgroups: English Learners, Foster Youth, Students with Disabilities, Filipino, and White. Further disaggregation of district suspension data reveals that suspensions for Coalinga High School, Coalinga Middle, and Huron Middle amount to approximately 68% of all suspensions district wide for the 2016-2017 school year. Additionally, a year-to-year comparison of 2015-2016 and 2016-2017 suspension data indicates that the percentage of students suspended with one suspension increased by nearly 15%, while percentage of students suspended with multiple suspensions declined by nearly the same amount. To address suspension rates, especially at the middle and high school levels, the district will continue to provide training to increase site leadership’s understanding of behavior, behavior data collection, data disaggregation, and effective alternatives to suspensions in an effort to reduce exclusionary discipline practices. Teachers will participate in professional development aimed at improving teacher capacity to understand student behavior, improve classroom management strategies as well as preventative measures, such as Restorative Practices.   In addition, to ensure data accuracy, site leadership will work collaboratively to development and implement standardized practices for student discipline data entry utilizing AERIES Analytics. Teachers and counselors will receive training on AERIES Discipline Dashboard to be used in tandem with AERIES Analytics to assist with early identification of ""at-risk"" students to enable staff to provide appropriate and timely interventions."|In response to the results of the California School Dashboard Equity Report, the district will continue to ensure access to a broad course of study for all students by:     Continue expanding the implementation of the SEAL (Sobrato Early Academic Language) Model to include all TK through 3rd grade classes throughout the district and 4th and 5th grades at Huron Elementary School. For the 2018-2019 school year, the district anticipates SEAL Model being implemented in approximately 85% of all elementary classrooms throughout the district.  Additionally, for the 2018-2019 school year, CHUSD is one of eleven districts within the state participating in the SEAL Bilingual Teacher Professional Development Project. The project is geared towards teachers interested in teaching in a Bilingual/Dual Immersion classroom. The purpose of this project is to provide professional learning opportunities to teams of eligible teachers, principals, and paraprofessionals to increase the number of teachers who obtain a bilingual authorization as a result of participation in the program and to increase the number of teachers with a bilingual authorization who return to teaching in a bilingual or multilingual setting.  Targeting Early Literacy by maintaining two Library Media Teachers (LMT), one at the elementary level and one at the secondary level, and five Library Media Technicians. Library Media Teachers will provide site support to classroom teachers, coaches, and site leadership centered around early literacy programs, such as Guided Reading and SEAL Model. Additionally, the district will continue to invest resources to support a literacy-rich environment at all school sties to ensure increase exposure for our unduplicated pupil population to a diverse, rich literature.  Continue building home/school contention centered around early literacy at the elementary schools through parent workshops, parent educational programs, and other outreach activities.  Continue allocating resources to support a comprehensive counseling program to ensure that all students receive the necessary personal, socio-emotional, behavior supports, and academic guidance needed to increase their ability to complete their education in district and potentially move on to tertiary education.  CHUSD counselors will continue participating in professional learning communities and engage in professional development facilitated by Hatchings Results centered around 1) diversity 2) equity and access 3) cultural competency 3) bully prevention 4) student trauma 5) suicide prevention and awareness and 6) data analysis 7) social-emotional competency 8) ethics.  These actions are directed at meeting the unique educational goals of all students, especially our socio-economically disadvantaged, Homeless and Foster Youth, and English learner student population.|Met|Under the leadership of the new Director of Student Services and Family Support, counselors will work collaboratively to develop the district's School Counseling Program Handbook that establishes clear goals and objectives. The School Counseling Program Handbook will encompass long-term vertical planning, College and Career Readiness, and Multi-tiered Systems of Support (MTSS).|2018
10621580000000|Fowler Unified|7|Fowler Unified uses a student data systems to track student access to and enrollment in a broad course of study for all grade levels.  Students self-select courses in conjunction with parents, teachers, and administration to allow for access to a wide variety of courses and pathways.  The student data systems contains demographic information including English Fluency, Race/Ethnicity, and Special Education status which assist in identifying students’ course placement and school program offerings.  In addition, master schedule tools are utilized at the middle school and high school level which allows administration to design a school schedule that best meets the needs of all students in an effort to allow access to a broad course of study.|The student data systems allow administration to check student enrollment in each offered course by not only count, but by demographics to ensure all students have access to a broad course of study.   Elementary sites have access to the same required courses and adoption and intervention programs.  The middle school provides all students access to all required courses and adopted programs and interventions.  Similarly, the  high school provides all students access to all required courses, Advanced Placement courses, Career Technical Education (CTE) courses, Visual and Performing Arts, and college courses.|All students in the middle school and high school have access to broad course of study, but students who are performing below grade level,  have special needs or are English Learners (newcomers) are provided with a course (s) that scaffolds instruction and/or gives targeted  instruction which limits the number of courses taken per semester/year.  Although these courses are designed to helps students access the core coursework instruction, they may limit students’ access to some extra-curricular courses such as visual and performing arts, Advanced Placement,  Career Technical Education (CTE) courses, Visual and Performing Arts, and college courses.|To ensure access to a broad course of study for all students, research in the area of Multi-Tiered Systems of Support (MTSS) for secondary schools is being done, as part of a district-wide emphasis on in-class interventions and supports.|Met||2018
10621660000000|Fresno Unified|7|Elementary: access monitored through grades reported on progress reports and report cards quarterly. Secondary: Master schedule tool used to track enrollment and access to courses. Course curriculum used to demonstrate course of study provided.|School sites: while course sequence may vary from program to program all students have access to course of study. Student groups:  Alternative education students have access to course of study but may not always be enrolled throughout the year if they are recovering credits.  Students enroll in 1-3 courses at one time until they complete and move on to the next set of course. Master schedule tool will not always reflect the access. Special Education students enrolled in functional skills courses have access to the course of study although course title will not always reflect enrollment.|The master schedule tool, course sequencing, and graduation requirements are set up so that all students have access to course of study. Alternative education students: the only barrier would be that students may not always show they are enrolled in course of study if they are only enrolled in 1-3 courses at one time. Over the span of the year, course enrollment would demonstrate access to course of study. Special Education students: May not have access to course of study if Individualized Education Plan (IEP) indicates enrollment in courses needed to meet child’s individuals need and course does not meet course of study criteria. This is done on an individual case by case basis.|Self-contained courses in Special Education have been revised and submitted for course approval to include access to course of study. All alternative education students have access to course of study but sequence may be more individualized to meet their credit recovery plan.|Met||2018
10621660106740|Aspen Valley Prep Academy|7|For Kinder through 8th grade we use NWEA MAP (a nationally normed assessment tool) to measure student progress across the broad course of study for all students. Additionally, we use local measures, including ESGI, Fountas & Pinnell reading assessment, Eureka Math assessments, Summit Learning Platform, and others.|All students in the LEA are enrolled in a broad course of study. All student groups are equitably taught and measured based on the instruction provided in every classroom. Even students with special needs are supported to access grade level studies in every class.|There are no barriers to providing access to all students. The only challenge we face is poor attendance for a small percentage of students with which the school applies intervention measures to encourage regular attendance.|The LEA will continue to provide training for teachers and staff to support Tier 2 interventions for academics and behavior with fidelity to ensure that the quality instruction is accessible to all to promote student success.|Met||2018
10621660114355|Sierra Charter|7|A team of selected staff use student schedules and google sheets to ensure that all students are enrolled in a broad course of study and on track to graduate.  Staff include HS Counselor, K-8/Resource Specialist and other identified teaching staff.|All students are enrolled in a broad course of study.  Students needing additional assistance are identified and assigned/recommended for support time/lab.|The only challenge has been in finding a way of offering a variety of career pathways and Career and Technical Education classes.  Transportation to locations that offer these courses have been an obstacle.|Starting the 2018-19 school year SCS has obtained more on-site course offerings for career pathways through the local community college, as well as, hiring a CTE teacher.|Met|The information on DataQuest through the California Department of Education indicates that this priority has been met.|2018
10621660114553|University High|7|All students at University High take essentially the same course pattern over the four years of high school, with slight variations during the junior and senior years.  Students register for classes annually via the computer and they must select classes from each area, or they are not able to complete their registration. Additionally, the counselors and the registrar go over all student transcripts annually to ensure credit completion.  When students graduate from UHS every one of them will have met A-G college entrance course requirements.|All students at University High take all of the same classes over the four years of high school, with the only differences being the choice of AP classes during the junior and senior years. Some students may also pace quicker through the math sequence. But essentially, all students are taking the same classes with the same teachers. Students cannot “opt out” of classes and cannot seek a different course pattern; all students take the same pattern, with only a few variations of AP classes.|There are no barriers for students. All students take the same classes, so all students are getting the same education, no matter their ethnicity, gender, socioeconomic status, or any other type of perceived barrier.|Since there are no barriers for students, there are no revisions or actions at this time. All students are given equal access to a broad course of study.|Met|Students that attend University High tend to be highly motivated students. UHS is a public charter school with a focus on music. All students take music performance classes as well as Musicianship classes. They also take Fresno State college classes as part of their high school curriculum (dual enrollment). By the time they graduate, students have earned 27 units of college credit from Fresno State. The college going rate of our graduates is 90%+ every year. Since we are a small school (<500 students), our students get personalized attention from their teachers and counselor, and most feel positive about their experience at UHS.|2018
10621660121533|Morris E. Dailey Charter Elementary|7|Comprehensive curriculum that teaches English, Math, Social Studies, Science. Specialty classes teach Music, Art, Spanish, and PE. Health standards are encompassed within PE and classroom instruction.|The school program includes all subject areas as documented in the IB Scope and Sequences and unit planners.|All students have access.|Review time requirements of PE instruction. All English, Math, Social Studies, and Science standards are captured in Scope and Sequence documents. Units of study have been developed for all Specialty classes.|Met||2018
10621660127514|Kepler Neighborhood|7|Students in grades Kindergarten through 5th grade are in self-contained classrooms and therefore all have common schedules. Our middle school students rotate through a set of teachers as a cohort and so also have common schedules. This information is maintained in our Student Database program, Illuminate. Our unduplicated student groups and students with exceptional needs are primarily served in the classroom, ensuring equal access to a broad course of study.|Kepler strives to educate students in the least restrictive environment possible, for that reason all students are included in the class offerings for their specific grade level. K-5 receive instruction in English Language Arts, Reading, Math, Science, Social Sciences, Physical Education, Art, and Media. Students in grades 6-8th have instruction in the core content areas, Physical Education, and VAPA. Students in grades 7-8th also have a foreign language class.  Our EL instructor works with teachers to support students whose first language is not English, and our Special Education staff work to primarily push in services, only pulling students out of class when truly necessary.|Our student records indicate that there are currently not any barriers to providing access to a broad course of study for all of our students.|For the 2018-19 school year an EL Instructor was hired to ensure students have appropriate access to coursework. In addition, during the 2018-19 school year Kepler hired Special Education Instructors who focus much of their time on pushing into classrooms allowing students to be in the least restrictive environments for learning. These two strategies support access for all students.|Met||2018
10621661030840|Carter G. Woodson Public Charter|7|Our charter use the following tools to measure student access to a broad course of study, Aries, ILP Plans, 4 year academic plans and Career Assessment Plans.|Currently our school has expanded its course of study due to the results of our parent and student surveys. We have contract services though UC Scott to offer foreign language and Edgenuity.|Currently Truancy is a barrier our schools continue to identity and are using Tier Interventions to eliminate.|We will continue to  expand our career pathways programs according to student interest.|Met|Our schools will continue to develop Tier interventions to expand out course of students and eliminate barriers to academic achievement.|2018
10622400000000|Kingsburg Elementary Charter|7|The Kingsburg Elementary Charter School District uses the following tools to ensure all students are receiving a broad course of study: Class Schedules Master Schedules Pacing Guides for Core Subjects Performance on state and local benchmarks Curriculum Resources and Materials|All students have equal access to all courses offered.|Time Limits of the School Day. The focus on the CAASPP narrows the focus of study we have to concentrate on. Also, the expertise in providing the arts.|All students in grades TK-3 receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly. Pacing guides ensure all students receive a well balanced educational program. School sites reach out via signal communications to all families reminding them of events, giving them tips and encouragement. The district will attend the NGSS publishers' fair in the spring, with the plan to fully implement NGSS at all grade levels in 2020.|Met||2018
10622400113142|Ronald W. Reagan Elementary|7|The Kingsburg Elementary Charter School District uses the following tools to ensure all students are receiving a broad course of study: Class Schedules Master Schedules Pacing Guides for Core Subjects Performance on state and local benchmarks Curriculum Resources and Materials|All students have equal access to all courses offered.|Time Limits of the School Day. The focus on the CAASPP narrows the focus of study we have to concentrate on. Also, the expertise in providing the arts.|All students in grades TK-3 receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly. Pacing guides ensure all students receive a well balanced educational program. School sites reach out via signal communications to all families reminding them of events, giving them tips and encouragement. The district will attend the NGSS publishers' fair in the spring, with the plan to fully implement NGSS at all grade levels in 2020.|Met||2018
10622400114587|Island Community Day|7|The Kingsburg Elementary Charter School District, including Island School, uses the following tools to ensure all students are receiving a broad course of study: Class Schedules Master Schedules Pacing Guides State and Local Assessments Curriculum and Materials|All students have equal access to all courses offered.|Time limits of the school day can be a barrier.|Each year administrators work together to review data from multiple measures and reflect on student growth. This year, Island school students have the opportunity to participate in new electives, depending on their interest.|Met||2018
10622406006704|Lincoln Elementary|7|The Kingsburg Elementary Charter School District uses the following tools to ensure all students are receiving a broad course of study: Class Schedules Master Schedules Pacing Guides for Core Subjects Performance on state and local benchmarks Curriculum Resources and Materials|All students have equal access to all courses offered.|Time Limits of the School Day. The focus on the CAASPP narrows the focus of study we have to concentrate on. Also, the expertise in providing the arts.|All students in grades TK-3 receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly. Pacing guides ensure all students receive a well balanced educational program. School sites reach out via signal communications to all families reminding them of events, giving them tips and encouragement. The district will attend the NGSS publishers' fair in the spring, with the plan to fully implement NGSS at all grade levels in 2020.|Met||2018
10622406006712|Roosevelt Elementary|7|The district uses the following tools to ensure all students are receiving a broad course of study: Class Schedules Pacing Guides Performance on Local Benchmarks and other assessments Curriculum Resources and Materials|All students have equal access to all courses offered.|Time limits of the school day can be a barrier.|All students in grades TK-3 receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly. Pacing guides ensure all students receive a well balanced educational program. School sites reach out via signal communications to all families reminding them of events, giving them tips and encouragement. The district will attend the NGSS publisher's fair in the spring, with the plan to fully implement NGSS at all grade levels in 2020.|Met||2018
10622406006720|Washington Elementary|7|The Kingsburg Elementary Charter School District uses the following tools to ensure all students are receiving a broad course of study: Class Schedules Master Schedules Pacing Guides for Core Subjects Performance on state and local benchmarks Curriculum Resources and Materials|All students have equal access to all courses offered.|Time Limits of the School Day. The focus on the CAASPP narrows the focus of study we have to concentrate on. Also, the expertise in providing the arts.|All students in grades TK-3 receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly. Pacing guides ensure all students receive a well balanced educational program. School sites reach out via signal communications to all families reminding them of events, giving them tips and encouragement. The district will attend the NGSS publishers' fair in the spring, with the plan to fully implement NGSS at all grade levels in 2020.|Met||2018
10622406108328|Rafer Johnson Junior High|7|The Kingsburg Elementary Charter School District uses the following tools to ensure all students are receiving a broad course of study: Class Schedules Master Schedules Pacing Guides for Core Subjects Performance on state and local benchmarks Curriculum Resources and Materials|All students have equal access to all courses offered.|Time Limits of the School Day. The focus on the CAASPP narrows the focus of study we have to concentrate on. Also, the expertise in providing the arts.|Our EL students receive 150 minutes of designated ELD weekly. Pacing guides ensure all students receive a well balanced educational program. School sites reach out via signal communications to all families reminding them of events, giving them tips and encouragement. The district will attend the NGSS publishers' fair in the spring, with the plan to fully implement NGSS at all grade levels in 2020.|Met||2018
10622406114805|Central Valley Home|7|The Kingsburg Elementary Charter School District uses the following tools to ensure all students are receiving a broad course of study: Class Schedules Master Schedules Pacing Guides for Core Subjects Performance on state and local benchmarks Curriculum Resources and Materials|All students have equal access to all courses offered.|Time Limits of the School Day. The focus on the CAASPP narrows the focus of study we have to concentrate on. Also, the expertise in providing the arts.|All students in grades TK-3 receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly. Pacing guides ensure all students receive a well balanced educational program. School sites reach out via signal communications to all families reminding them of events, giving them tips and encouragement. The district will attend the NGSS publishers' fair in the spring, with the plan to fully implement NGSS at all grade levels in 2020.|Met||2018
10622570000000|Kingsburg Joint Union High|7|A broad course of study that includes the adopted courses specified in the California Education Code for grades 9 to 12,  namely in the following areas: English; social sciences; foreign language or languages; physical education; science; mathematics; visual and performing arts; applied arts; Career Technical Education.  KJUHSD offers courses in all areas required by the California Education Code.  KJUHSD reviews those courses yearly, collects input from stakeholders through meetings and surveys on need for classes, master scheduling is student focused to ensure the fewest number of conflicts and AP classes are open to all students.  Leadership reviews class sizes and meets with students to identify what type of classes students are interested in taking for future college and/or career choices.|During the 2017-18 school year, Kingsburg High School students had access to 7 AP classes, 4 honor classes, 16 fine/performing arts classes, and 26 ROP classes. Average class size was below 30 in all subjects except: Arts, Media, Entertainment; Drama; and Health Education.  KHS offered two new courses, Intro to Teaching and Creative Composition.  All students are given access to classes, though some classes may have prerequisites.  All AP classes are open to all students and ROP classes may be limited due to grade level requirements.  During the 2017-18 school year, Oasis High School students had access to all state required courses, except ROP.  One construction class was available to students, but it was on the KHS campus.  Average class size was below 15 in all classes. During the 2017-18 school year, Kingsburg Independent Study High School students had access to all state required courses. Students in good standing are able to take courses (both electives and core classes) on the KHS campus.|KJUHSD strives to provide access to a broad course of study for all students.  The district continues to look for new classes to offer students to help prepare them both for college and career.  The largest barrier to KJUHSD is the size of the student population and the ability to offer more AP and CTE classes without taking away from other elective classes.|The district is in the process of analyzing alternate schedules to determine if a new schedule will better benefit the students.  The district continues to explore new course options for students.  For the 2018-19 school year, new classes (AP Spanish, Computer Science, and Floral Design) were offered to the students of the district.|Met||2018
10622650000000|Kings Canyon Joint Unified|7|The primary tool that is utilized for tracking the extend to which all students have access to , and are enrolled in, a broad course of study is KCUSD's student information system (PowerSchool) and master schedules from each site.|Based on requirements defined by Ed Code 51210, PowerSchool enrollments and master schedule analysis show that all students in grades K-6 have access to a broad course of study in accordance with state regulations.  Based on requirements defined by Ed Code 51220, PowerSchool enrollments and master schedule analysis show that all students in grades 7-12 have access to a broad course of study in accordance with state regulations with few exceptions.  KCUSD currently offers LOTE in grades 9-12 and is looking for opportunities to expand into the 7th and 8th grade setting.  Based on each school site's master schedule, students have a wide range of electives, from visual and performing arts, applied arts, CTE courses and automobile driver education.  The specific courses vary slightly from each site and students have choice in the courses they select.  In addition to providing the required broad course of study, KCUSD offers students with opportunities to take advanced placement courses, duel enrolled courses(with Reedley and/or Fresno City Colleges), advanced visual and performing arts in addition to intervention courses and programs to support core instruction.  Students with Individualized Education Plans are enrolled in coursework aligned to the individualized plan.|Barriers do exist in ensuring that all students have access to a broad course of study as defined by Ed. Code 51220.  Once such barrier is that not courses (such as foreign language) are offered across the middle school grades.  In addition, students with Individualized Education Plans who are enrolled in coursework aligned to their individualized plan are often not able to fit the most broad course of study into their schedule to receive the required minutes of individualized instruction.|"KCUSD is committed to reviewing the current availability of course offerings in K-12 and expanding offerings to provide greater access to the most broad course of study to more students.  KCUSD will review current course offerings as they provide the greatest pathways towards career readiness and providing the greatest access to the most broad course of study for all students.  KCUSD will align resources from state and federal sources to increase the access for all students in support of creating opportunities for students to access career technical education, elective offerings in addition to core instruction and required course offerings.  KCUSD is currently reviewing ways to increase access to interventions for students who need additional support, access to advanced placement courses and increase the percentage of students who are ""college and career"" ready upon graduation."|Met||2018
10622650116640|Dunlap Leadership Academy|7|The primary tool that is utilized for tracking the extent to which all students have access to, and are enrolled in, a broad course of study is DLA’s student information system (PowerSchool) and master schedule/course listing.|Based on requirements defined by Ed Code 51210, PowerSchool enrollments and our course listing analysis show that all students in grades 9-12 have access to a broad course of study in accordance with state regulations.  Based on requirements defined by Ed Code 51220, PowerSchool enrollments and our course listing analysis show that all students in grades 9-12 have access to a broad course of study in accordance with state regulations with few exceptions. Based on our course listing, students have the option to choose from a wide range of electives, from visual and performing arts, applied arts, CTE courses and driver education.   Students with Individualized Education Plans are enrolled in coursework aligned to their individualized plan.|Barriers do exist in ensuring that all students have access to a broad course of study as defined by Ed. Code 51220.  Once example of a barrier is a student behind in meeting graduation requirements.  This student would be scheduled into core and elective courses to meet graduation requirements rather than additional applied arts, CTE, etc., if not required by local graduation requirements.  All students begin their 9th grade year having access to a broad course of study.  However, as students progress through high school, their needs often change based on progress, impacting course options for the student.|"DLA is committed to reviewing the current availability of course offerings and always looking to expand options for students.  For example, DLA is currently exploring new online curriculum providers that offer more CTE options and AG approved VAPA courses.  DLA is also reviewing ways to increase access to interventions for students who need additional support so that we have higher “pass rates"" and students have more access to electives, CTE courses, and applied arts, as they progress through their four years of high school."|Met||2018
10622650126292|Reedley Middle College High|7|The primary tool that is utilized for tracking the extent to which all students have access to, and are enrolled in, a broad course of study is RMCHS's student information system (PowerSchool) and master schedules from each site.|Based on requirements defined by Ed Code 51210, PowerSchool enrollments and master schedule analysis show that all students in grades 9-12 have access to a broad course of study in accordance with state regulations.  Based on requirements defined by Ed Code 51220, PowerSchool enrollments and master schedule analysis show that all students in grades 9-12 have access to a broad course of study in accordance with state regulations with few exceptions.  RMCHS currently offers LOTE in grades 9-12.  Based on our master schedule, students have a wide range of electives, from visual and performing arts, applied arts, CTE courses and automobile driver education.  All students have access to all courses offered at RMCHS and have choice in the courses they select.  In addition, all students have access to enroll in advanced visual and performing arts as well as intervention courses and programs to support core instruction.  Students with Individualized Education Plans are enrolled in coursework aligned to the individualized plan.  Furthermore, in addition to providing the required broad course of study, all RMCHS students have equitable access to enroll in dual enrollment courses at Reedley Community College.  All students are able to select a major pathway and take courses that assist them with their Associates degree completion or complete general education requirements and become transfer ready to attend a 4-Year University.|Barriers do exist in ensuring that all students have access to a broad course of study as defined by Ed. Code 51220.  Once such barrier is that if students become deficient in completing graduation requirements, they may not have access to all of the elective/enrichment course options available since they will have to re-enroll in required coursework in order to earn a high school diploma.   In addition, students with Individualized Education Plans who are enrolled in coursework aligned to their individualized plan are sometimes unable to fit the broadest course of study into their schedule and still receive the required minutes of their individualized instructional plan.|"RMCHS is committed to reviewing the current availability of course offerings at the site and expanding offerings to provide greater access to the broadest course of study to all students.  RMCHS will review current course offerings as they provide the greatest pathways towards career readiness and providing the greatest access to the broadest course of study for all students.  RMCHS will align resources from state and federal sources to increase the access for all students in support of creating opportunities for students to access career technical education, elective offerings in addition to core instruction and required course offerings.  RMCHS is currently reviewing ways to increase access to interventions for students who need additional support, increase the CTE/VAPA course offerings, and increase the percentage of students who are ""college and career"" ready upon graduation."|Met||2018
10622810000000|Laton Joint Unified|7|To track the extent to which all students have access to and are enrolled in a broad course of study, Laton Unified uses our student information system, PowerSchool to document, view, review and plan for appropriate courses of study for all student groups. The A-G on track and completion rates are reviewed at Laton High School on a continuous basis by our counseling department to review and plan accordingly with students. Our AVID program, which we have now expanded to our middle school, has proven to be an incredible asset in tracking the educational progression of our students.|With the addition of our K-8 counselor this year, Laton Unified can better assist students within our K-12 schools to maintain the most current review of academic progress, any deficiencies present and to forward plan appropriate educational plans and/or interventions as needed. Working closely with our expanded district mental health department, special education teachers, general education teachers, psychologists, counselors, speech therapists, district and school administration, parents and students can collectively work on providing every opportunity available to the students of Laton Unified in an effort to ensure student success.|The barriers preventing Laton Unified from providing access to a broad course of study for all students are unfortunately due to our size and limited funding. This in turn affects the ability to offer additional classes due to our limited number of teachers and low student count. Although there are many benefits to having a small district, it has also presented challenges in being able to offer and maintain additional courses, new pathways and athletic or enrichment opportunities.|Laton Unified will continue to explore opportunities that can and will enable us to offer the most enriching educational experience to our students. Partnerships with our neighboring community colleges to explore additional ROP pathways and exploring online learning platforms are just a couple of many possibilities that Laton Unified will continue to pursue.|Met||2018
10623230000000|Monroe Elementary|7|The measure that our LEA uses to track our broad course of study is through Schoolwise Data system. We focused heavily on providing a broad course of study that overlapped and supported our target populations as well as those students interested/in need of a challenge, career-readiness training, and appropriate technology education. We provided students with a leadership/peer tutoring course, yearbook class, Poetry class with embedded technology standards, sewing class, and an art class taught. In our leadership course, student input was valued and activities were planned according to their ideas and suggestions.  In our yearbook class, the instructor created an online database utilizing Google Drive where students were able to organize, edit, and create the yearbook digitally. Each student was responsible for the different areas represented in the yearbook to complete, such as grade levels and clubs/teams. The students were held to a high expectation creating this digital document online. Students were taught various computer-based programs to download photos, edit them, and create each page of the yearbook. This yearbook class, as well as our poetry class had a many technology standards utilized throughout each lesson.  The instructor for poetry engaged students with assignments in which the explored various poets and musical artists and analyzed the poem or song.  Students used chromebooks, Google Drive, and Google Docs to develop their poetry projects before creating a Google SlideShow to present to the class.Our art class was taught by a full credentialed art teacher.  Students are not only creating their own art, but they are learning techniques, vocabulary, and the origins of many different types of artwork.  The final two courses are sewing and geography. The goal of our sewing instructor is to establish creativity for her students, while simultaneously teach them a skill that can benefit them in many ways from repairing clothes to creating something completely new. In our geography course, the students were taught to understand the world around them, location, and landmarks around the country. To improve our PFT, we utilized our intern teacher has coached at the high school level to teach our staff members and students more about physical fitness and physical education growth. He was assigned to teach PE courses from 1st-8th grade on a rotating schedule.|Monroe is a single school school district in that all truly means all students.  Monroe has a shared belief that: together, we will transform our educational system; so that it benefits each and every student, their families, and ultimately the communities in which they reside.  We believe that every child is a valued member of their school and given the supports they need to achieve  academic and social success through access to a broad course of study.  No matter if students  are struggling, gifted, living in poverty, high achievers; all will have an opportunity to participate in the broad range of courses offered. Rosters are checked anf double checked through the use of Schoolwise; which ensures enrollment of all students.|The only barrier is there are only three trimesters in one school year and students are interested in all the many courses we offer.  We do make sure over time that the students are able to experience all the courses that interest them.|Ensuring access to all is our main priority.  We revise our courses offered annually by needs and interests of the student body though conversations and surveys.  Our board course of study courses are discussed at all parent meetings and at designated board meetings.  Parents have the ability to provide input into the courses during meetings as well as reciprocal conversations through Class Dojo.|Met||2018
10623310000000|Orange Center|7|The District provides English, mathematics, science,social studies, visual and performing arts, and physical education.  The District also provided real-life learning experiences in broad courses to students in many fields of study, in the form of field trips, elective course offerings in 6th-8th grade, specialized presentations, and out of district competitions, such as: 3D Printing Class, hip hop class, Multicultural studies class, yearbook class, drama, art, leadership, coding, drone club, folkloric dancing class, choir and guitar music class, clarinet class, Peach Blossom, FCSS Spelling Bee, Career Day, Portfolio Day, Young Author's Faire, DIY Club, Basketball Club, Mariachi Club, Fashion Design and Coding, Community Service Club, in addition to the After School Program clubs.  Field trips to: Billy Bob's Pumpkin Patch, Fresno Zoological Gardens, Amtrak Ride to Hanford, Fresno Arts Academy, Grizzly Baseball Game, The Big Fresno Fair, The Mission San Juan Bautista, Monterey Bay Aquarium, Fresno Art Museum, Arte America, Scout Island, Camp Keep, and the Downing Planetarium at Fresno State.The LEA purchased materials and supplies to support lessons and create STEAM learning labs (k-8), makerspaces (k-8), and allowed students to extend their learning past the school day through Chromebook checkout system (6-8th grade) in the ASP that increased appropriate exposure to communication, collaboration and technology instruction for all students and staff. Teachers are encouraged to integrate curriculum through the use of 1:1 technology.  The entire school has use of Ipads, Chromebooks, google classroom, and learning app such as Lexia, Accelerated Reader and IXL.  The District provided a research based Dual Language program that gives students the opportunity to learn a second target language (Spanish /  English), in the form of Dual Immersion Program.|The District provides all teachers with technology support in integration of technology into their lessons and provides technical support for technology equipment.  OC  maintained an Instructional Technology Coordinator and a Contracted FCOE Technology Technician. The District provided real-life learning experiences in broad courses to students in many fields of study, in the form of field trips, elective course offerings in 6th-8th grade, specialized presentations, and out of district competitions, such as: 3D Printing Class, hip hop class, Multicultural studies class, yearbook class, drama, art, leadership, coding, drone club, folkloric dancing class, choir and guitar music class, clarinet class, Peach Blossom, FCSS Spelling Bee, Career Day, Portfolio Day, Young Author's Faire, DIY Club, Basketball Club, Mariachi Club, Fashion Design and Coding, Community Service Club, in addition to the After School Program clubs.  Field trips to: Billy Bob's Pumpkin Patch, Fresno Zoological Gardens, Amtrak Ride to Hanford, Fresno Arts Academy, Grizzly Baseball Game, The Big Fresno Fair, The Mission San Juan Bautista, Monterey Bay Aquarium, Fresno Art Museum, Arte America, Scout Island, Camp Keep, and the Downing Planetarium at Fresno State.The LEA purchased materials and supplies to support lessons and create STEAM learning labs (k-8), makerspaces (k-8), and allowed students to extend their learning past the school day through Chromebook checkout system (6-8th grade) in the ASP that increased appropriate exposure to communication, collaboration and technology instruction for all students and staff. Teachers are encouraged to integrate curriculum through the use of 1:1 technology.  The entire school has use of Ipads, Chromebooks, google classroom, and learning app such as Lexia, Accelerated Reader and IXL.  The District provided a research based Dual Language program that gives students the opportunity to learn a second target language (Spanish /  English), in the form of Dual Immersion Program.|Because of the size of our school, it is difficult to offer courses that are taught by a single subject credentialed teacher specializing in certain subject matter.  Every class is self-contained from K-8th, so our multiple subject credentialed teachers are providing opportunities for students so that they have a broad course of study.  When reviewing data for all students at Orange Center School, data indicates that although positive gains are being made there is still a low number of students are meeting grade level standards in ELA and Mathematics and that Orange Center serves a large number of EL students.  Because of this need, District will provide a research based Dual Language program that gives students the opportunity to learn a second target language (Spanish /  English), in the form of Dual Immersion Program.|The District needs to consider hiring a full time music teacher to give our students a broad course of study in the area of music. As a result of our review, we expect to have an increased academic achievement for all unduplicated students as measured by CAASPP Math and ELA as well as increased percentages of ELs making annual growth in the ELPAC by implementing new programs, and continuing the programs that will give our students a broad course of study.|Met||2018
10623310130880|Compass Charter Schools of Fresno|7|Compass Charter Schools utilizes the SIS track to the extent to which all scholars have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Administrators draft a master calendar and work with the Counseling and Special Education departments to ensure schedules are set to meet the individual scholar needs.|All students have access to, and are enrolled in a broad course of study using locally selected measures. Our curriculum is aligned with the Common Core State Standards across the LEA and is equally offered to all student groups in accordance to grade level and academic capabilities.|Compass Administration utilizes the student information system to manage the distribution of an individualized program offering that reflect a broad course study.|Compass will continue to observe the use of the student information system to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.|Met||2018
10623310137661|California Virtual Academy at Fresno|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives that range from foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on an semi-annual basis at a minimum. Additionally, administrative teams review course reports regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of students are enrolled in a minimum of language arts, math, science, and history at the TK-8 level, with the majority of students participating in at least six courses. High school students are enrolling regularly in college preparatory, honors, and Advanced Placement, and credit recovery courses. TK-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to develop a CTE program and offerings.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met||2018
10623560000000|Pacific Union Elementary|7|Pacific Union has created a master schedule in order to measure and track the extent to which all students have access to, and are enrolled in, a broad course of study.|Pacific Union is a single school school district serving students in grades Tk-8.  Students in Tk-8 have access to English, Math Social Science, Visual and Performing Arts, Music, Health/SEL, and Physical Education.  Grades 7 and 8 use a rotating elective schedule to provide students with additional instruction in subjects in such as art, math, science, and technology.  Pacific Union has a full-time, credentialed Music teacher who provides instruction in Band (grades 5-8) and Music (grades Tk/k-4).|As a single school school district there is not enough space on campus to hire additional credentialed teachers for courses such as Foreign Language and Applied Arts.  Students at Pacific Union have access to Foreign Language, CTE, and Driver Education when they promote to high school.|After reviewing the master schedule, and the information within, Pacific Union will continue to implement programs and instructional practices as listed.|Met||2018
10623640000000|Parlier Unified|7|PUSD utilizes master schedules K-12 to assure students are enrolled and receiving a broad course of study.  The district also uses Illuminate to assure students are on track to meet/exceed graduation requirements, including A-G requirements for post secondary education.  The district also utilizes student plans monitored by school counselors to determine if students at the secondary level are on target to meet district graduation requirements, as well as, completing the A-G course requirements needed for attending a UC or university.  Counselors at the the middle and high school meet regularly with students to monitor grades and course selections.  Parents and students are also provided with presentations on meeting graduation and A-G requirements.  At the primary level, students are monitored by teachers, support staff and administration using the student data system, Illuminate.  Interventions are also provided for students who are at-risk of failing core subjects by using the Student Study Team (SST) approach to help narrow any academic gap the student(s) are demonstrating.  Students with disabilities are closely monitored via their IEPs and provided with additional Tiered interventions to help students have full access to all courses of study.|All 1-6th grade and 7-12th students in PUSD must be enrolled in core subject courses as per *(EC) 51219 and **(EC) 51220(a)-(i).  In addition to core subject access, students have access to CTE Pathways beginning at the 7th grade level and through 12th grade.  Parlier Unified assures that all students not only have full access to all core subject areas, but that students at the middle and high school level also have access to a broad selection of CTE Pathway courses.  We are very fortunate to offer multiple CTE Pathways starting at the middle school level.  The focus of the CTE Pathways to ensure that students are exposed to various career pathways that prepare them for college and career upon graduating from high school.  Students in Parlier Unified are providing with course descriptions that allow them to take advanced placement courses at the high school level while also take career technical educational courses.  Students are the elementary level are provided with the foundational courses that provide them with the fully access courses at the middle and high school level.  The district is careful to monitor student progress through our data system, Illuminate, benchmark and other assessment information.  Parent engagement and training is pivotal to the success of the district's initiatives.  We have seen an increase in the number of CTE pathways offered at the secondary level and plans to provide pre-CTE Pathways at the elementary and middle schools.|PUSD has a high number of students with a high mobility rate that impacts the continuity of instruction and support needed in the completion of coursework.  We have a large number of Migrant students whose families are farmworkers who travel to different areas of the state and other states to follow the crop seasons.  The mobility of this sub-group of students is a barrier for our small rural community with low economically disadvantaged families.  Resources are limited for the majority of our unduplicated student enrollment.  The district maximizes the resources it receives to be able to reach all students with full access to a broad course of study, including before and after school interventions and supports.  The barrier is to narrow the academic gap created by loss of time in school due to high mobility.  There are measures in place to address those barriers by providing those students with counselors trained to address their particular needs and services provided by the county office.  The district also extends it's support for students by providing them with after school tutoring, in class support personnel, including Saturday academic academies.|Parlier Unified has seen an increase in their graduation rate based on the 2017-2018 graduation data.  This information has allowed us to review current programs utilized at the secondary level to assure students are receiving high school diplomas.  We want to be able to continue to closely monitor each individual student by taking a proactive approach to their academic progress by continuously meeting with students, providing parents with the tools needed to ask and understand the expectations needed for graduation and college readiness.  The success at the secondary level can only be maintained through the ground work that is put in place at the middle and elementary level.  One of the key components that the district is currently and will continue to do, is the focus on building strong foundational skills at the elementary school with a focus on early literacy.  The district is investing more resources and personnel to support students' reading and writing skills so that they are able to fully access all core subject areas.  In other words, we want to have our students to be able to access content and think critically without having the lack of reading and writing skills keeping them from fully accessing core content.  Investing in early literacy provides our students with the tools needed to unlock and maneuver the challenges of rigorous content.|Met||2018
10623720000000|Pine Ridge Elementary|7|Pine Ridge cross references its total enrollment list with the Academic Classes in our student information system, SchoolWise.|"At Pine Ridge, 100% of students have access to and are enrolled in a broad course of study. This LEA only has one K-8 school. All students, including unduplicated student groups and individuals with exceptional needs, are enrolled in a board course of study and are fully mainstreamed with their peers. Students who need additional academic support get that in the mainstreamed classroom through ""push-in"" Resource services or Tiered Interventions."|The only potential barrier preventing this LEA from providing access to a broad course of study for all students is in the course of Health. Due to the very small student enrollment in our middle school classes, we offer Health and Sex Ed every other year to all 7th and 8th grade students combined. Therefore, because the class was offered last year and all 7th and 8th graders were enrolled in it, this year it will not be offered.|The LEA included in this year's LCAP Goal #2 an Action to explore purchasing an Art curriculum to expand our offerings of Visual and Performing Arts. Currently, all students have access to music instruction and Gr 5-8 students are enrolled in Drama.|Met||2018
10623800000000|Raisin City Elementary|7|Raisin City Elementary School District measures and keeps track of K-8 students' access to a broad course of study through self-contained enrollment schedules for K-5th, and master schedule for 6th-8th grades. The district also keeps track of students' progress through its student Power Schools  Information System.|Raisin City Elementary School District is a single school district. All 1st-8th grade students are enrolled in all core subject courses required, per Education Codes 51219 and 51220(a)-(i), verified by Power Schools Student Information System.|The mobility of approximately 20 migrant students, requires the district to track those students, to provide them independent study contracts, when appropriate and the move is announced with ample time, to be able to provide the curriculum while away from the school setting.|Raisin City Elementary School District, being a single school district ensures all students have access to a broad course of study for all students, and is further augmented, by providing professional development to all teachers, to effectively deliver instruction in all its courses.|Met||2018
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
10623800136754|California Academy of Sports Science Fresno|7|California Academy of Sports Science Fresno provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|California Academy of Sports Science Fresno makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
10624140000000|Sanger Unified|7|At Sanger Unified School District, the tools used for the analysis of 1st- 6th grade broad course of study include the course matrix schedules for students that identify the courses by grade level and curriculum content including physical education and VAPA.  The tools for middle school grades (7-8) include the course matrix and the spreadsheets developed that identify the courses and students enrolled.  The tools for the 9-12 include the course matrix and the spreadsheets developed that identify the courses and students enrolled and transcript analysis.|All students for all schools within Sanger Unified School District in the 1st – 6th grade span have been enrolled in a broad course of study that include English, Math, Social Sciences, Science, VAPA, Health, and Physical Education.  All students for schools in the 7th – 12th grade span, including unduplicated student groups and students with disabilities, have been enrolled in the core courses of English, Math, Social Sciences, Science, Health, and Physical Education.  Most students for schools in the 7th – 12th have been enrolled in all three additional Foreign Language, CTE, and VAPA courses. Some English Learners and Students with Disabilities have access but limited enrollment in Foreign Language, VAPA, and CTE courses but all are enrolled in at least one of the courses in the six-year span.|Some English Learners and Students with Disabilities in the 7th- 12th grade span have access but limited enrollment in Foreign Language, VAPA, and CTE courses but all are enrolled in at least one of the courses in the six-year span.  The primary barrier for the English Learner students and the Students with Disabilities is the limitations of the schedule for both multiple support classes and additional elective classes through Foreign Language, VAPA and CTE.|Some English Learners and Students with Disabilities in the 7th- 12th grade span have access but limited enrollment in Foreign Language, VAPA, and CTE courses but all are enrolled in at least one of the courses in the six-year span.  Therefore, we have developed more flexible support classes that allow all students to experience periodic participation in elective classes, we have provided additional after school and before school support classes and or tutorial, and provided additional online personalized support for students.|Met||2018
10624141030766|Hallmark Charter|7|At Hallmark Charter School, the tools used for 1-6 are the course matrix schedules for students that identify the courses by grade level and curriculum content including physical education and VAPA.  The tools for middle school grades (7-8) include the course matrix and the spreadsheets developed that identify the courses and students enrolled.  The tools for the 9-12 include the course matrix and the spreadsheets developed that identify the courses and students enrolled as well as the CDE College and Career index results.|All students at Hallmark Charter School including unduplicated student groups and students with disabilities in the 1st – 6th grade span receive a broad course of study that includes English, Math, Social Sciences, Science, VAPA, Health, and Physical Education.  In addition, at Hallmark Charter School including unduplicated student groups and students with disabilities in the 7th – 12th grade span receive a broad course of study that includes English, Math, Social Sciences, Science, VAPA, Health, and Physical Education, and Foreign Language. Career Technical Education courses for 9-12th grade Hallmark students are available and provided at Sanger High School.|Since all students, including unduplicated student groups and students with disabilities at Hallmark Charter School have access to a broad course of study they do not face any systemic barriers from the broad course of study perspective.|Since all students, including unduplicated student groups and students with disabilities at Hallmark Charter School have access to a broad course of study they do not face any systemic barriers from the broad course of study perspective.|Met||2018
10624146117865|Quail Lake Environmental Charter|7|At Quail Lake Environmental Charter School, the tools used for 1-6 are the course matrix schedules for students that identify the courses by grade level and curriculum content including physical education and VAPA.  The tools for middle school grades (7-8) include the course matrix and the spreadsheets developed that identify the courses and students enrolled.|All students at Quail Lake Environmental Charter School including unduplicated student groups and students with disabilities in the 1st – 6th grade span receive a broad course of study that includes English, Math, Social Sciences, Science, VAPA, Health, and Physical Education.  In addition, at Quail Lake Environmental Charter School including unduplicated student groups and students with disabilities in the 7th – 8th grade span receive a broad course of study that includes English, Math, Social Sciences, Science, VAPA, Health, and Physical Education.|Since all students, including unduplicated student groups and students with disabilities at Quail Lake Environmental Charter School have access to a broad course of study they do not face any systemic barriers from the broad course of study perspective.|Since all students, including unduplicated student groups and students with disabilities at Quail Lake Environmental Charter School have access to a broad course of study they do not face any systemic barriers from the broad course of study perspective.|Met||2018
10624146117873|Sanger Academy Charter|7|At Sanger Academy Charter School, the tools used for 1-6 are the course matrix schedules for students that identify the courses by grade level and curriculum content including physical education and VAPA.  The tools for middle school grades (7-8) include the course matrix and the spreadsheets developed that identify the courses and students enrolled.|All students at Sanger Academy Charter School including unduplicated student groups and students with disabilities in the 1st – 6th grade span receive a broad course of study that includes English, Math, Social Sciences, Science, VAPA, Health, and Physical Education.  In addition, at Sanger Academy Charter School including unduplicated student groups and students with disabilities in the 7th – 8th grade span receive a broad course of study that includes English, Math, Social Sciences, Science, VAPA, Health, and Physical Education.|Since all students, including unduplicated student groups and students with disabilities at Sanger Academy Charter School have access to a broad course of study they do not face any systemic barriers from the broad course of study perspective.|Since all students, including unduplicated student groups and students with disabilities at Sanger Academy Charter School have access to a broad course of study they do not face any systemic barriers from the broad course of study perspective.|Met||2018
10624300000000|Selma Unified|7|Selma Unified used class and course rosters from AERIES, lesson plans, and curriculum guides to track the extent that all students have access to, and are enrolled in, a broad course of study.|or grades 1st to 6th the district looked at the courses that included English, Math, Science, Social Studies, Visual and Performing Arts, Health and Physical Education.  Lesson plans and curriculum unit guides assisted the district in verifying what courses are provided and whether all students have access to the adopted courses.  The district will review the availability of courses at 1-6 in Health and explore the expansion of access to the visual and performing arts to all students 1-6.  All students in grades 1-6 are enrolled in grade level appropriate classes with appropriately credentialed teachers who provide instruction in the following adopted course areas: English, Math, Social Science, Science,  and Physical Education.     For grade spans 7th to 11th the district looked at the availability of the adopted courses offered via the master schedule. The courses considered were English, Math, Science, Social Studies, Visual and Performing Arts, Applied Arts, Foreign Language, Career Tech, Physical Education and Driver’s Education.  In Grade Spans 9-12 all students are enrolled in the adopted course areas of English, Math, Social Science, Science & Physical Education. Students have the opportunity to self-select participation in the performing arts by enrolling in Band, Choir, Ballet Folklorico and Art courses. They may also self-select courses in Career Tech Education such as Manufacturing, Computer Aided Design (CAD), Computer Science, Journalism, or Introduction to Culinary Arts.|Using the information gathered in this process the district has identified scheduling as a possible barrier to providing access to a broad course of study for all students.|The district has and will continue to work to expand the options for Career Pathways and to increase the number of foreign languages offered. Considerations will be looked at in terms of making foreign languages available to all students at the middle school and we will conduct an exploration of the Drivers Ed course requirements.  Master schedules will also be reviewed.|Met||2018
10625130000000|Washington Colony Elementary|7|One of the selected measures that Washington Colony utilizes to identify the access to a broad course study is the school’s Master Schedule for grades K-8.  All Washington Colony enrolled students have access to the available course of study including unduplicated student groups, and individuals with exceptional needs.  According to the School Accountability and Report Card (SARC) 2016-17 and Published on 2017-18 indicates the Kindergarten through 8th grade Core Curriculum Area of the Instructional Materials and Adoption Year. K-5 and 6-8 Curriculum Adoption Year (2015- 16 and 2016-17) English/Reading/Language Arts; McGraw-Hill “Wonders” K-5; HMH Collections 6-8  Mathematics; Houghton Mifflin Harcourt “Math Expressions” K-5; CPM 6-8 Science; Harcourt K-8 (Coming Up with New Adoption 2018-19) History-Social Science; Pearson Scott Foresman; K-8 Physical Education; Full Time PE Teacher for K-8 Visual and Performing Arts; Full Time Music Teacher; K-8|The School Master Schedule and SARC report indicate that all students groups are provided with the ELA/MATH/SCIENCE & SOCIAL SCIENCE Core Curriculum Areas.  With the addition of a Full Time Physical Education and Music Teachers, all students received a quality PE and Visual and Performing Arts program.|There may be opportunities to add few Electives for 6th – 8th grade students in the areas of Foreign Language, Applied Arts, CTE, and Automobile Driver Education; However, Small School districts face barriers that include staff capacity and credential restrictions and limited supplemental authorization for these types of elective courses.|Based on the evaluation of the access to a broad course of study offerings, and as indicated in the CA PE framework; Physical Education contributes significantly to every student’s health and well-being; Therefore, the district will explore the addition of Health Education by adding supplemental materials to the PE classes in order develop the awareness of a healthy life style.  The LCAP Goal 1 for 2019-20 actions will also explore the integration of applied arts and CTE.  Since, we are in a K-8 Elementary School setting, further research of resources to offer a Foreign Language and Automobile Driver Education including staffing and resources will be explored in the upcoming years.|Met||2018
10625390000000|West Park Elementary|7|At both sites we use State Assessments (CAASPP, ELPAC and Physical Fitness Test) and local Assessments (Renaissance Place Assessments, Accelerated Reader, Benchmarks). For West Park Charter, they also follow WASC recommendations from Visiting Committee’s report and Action Plan. The Charter site also uses reports obtained through the program’s Student Information System (School Pathways) that indicates the number of students taking a-g, CTE, and elective courses.|All students enrolled at West Park Charter Academy have access to a broad course of study.  The program’s LCAP drives how the Supplemental & Concentration money is spent, with portions of it providing: highly qualified certificated and classified staff standards-aligned core curriculum software and hardware to support the implementation of the CCSS, ELD standards, Physical Fitness, and college/career readiness Data from tools are evaluated for student growth and student is responded via enrichment opportunities to extend learning, or intervention instruction to fill any gaps in learning.|At West Park Elementary School the reflection and refinement of craft is valued amongst the personnel employed by the LEA,  such, increasing student learning is a constant focus.  West Park Charter Academy has received a 6-Year Accreditation through 2024 and is fully funded for 3 more years, there are virtually no barriers preventing students from accessing a broad course of study.  One area that needs to be developed and implemented are CTE Pathways. The plan is to create two CTE Pathways, and implement them during the 2019-2020 school year.|To ensure academic growth for all, West Park Charter Academy will continue to provide students with high quality teachers, counselors, and materials/curriculum.  With regards to courses offered to high school students, West Park Charter Academy is fully a-g, so students have access to rigorous courses that prepare them for post secondary opportunities.  At West Park Elementary, providing teachers with collaboration time during the day is a new action plan for the 2018-2019 School year. Providing students with not only intervention, but with enrichment opportunities as well as allowed teachers to respond to all levels of students needs whether to extend or reteach. At both sites teachers will receive ongoing professional development in the areas of ELA, Math, and ELD (focused on addressing the CCSS).|Met||2018
10625470000000|Westside Elementary|7|The district uses teacher's schedules and lesson plans to track that all of the subjects mandated by the state/state standards are included every day. Additionally, these lesson plans and schedules indicate physical education, health education, visual and performing arts. In the spring, a survey is given to all teachers asking for the number of students who have participated in educational field trips, music lessons, and the sports program.|All students, grades K - 8, have access to and are enrolled in,  a broad course of study. This includes the unduplicated students (low socio-economic  status, English Learners). All students, grades K - 3 are provided with choral music instruction weekly. In grades 4 - 8, music is offered as an elective - both choral and instrumental. Folklorico dance is offered as part of the After School Program. Physical Education is every day, with an extracurricular sports program offered in grades 4-8. In addition, each grade level goes on at least 2 educational field trips a year, which tie in with our instructional programs. This year we have opened a STEM lab, furnished with state of the art computers, laser printers, and robotics.|We have sometimes struggled to find music instructors. For many years, we had a marching band. However, we have not been able to find a competent band teacher for the past two years. We have therefore been employing professionals on a consultant basis, which has been very successful.|Westside Elementary School District is committed to providing continuing arts education to our students. As we have added vocal and guitar lessons to music instruction this year, we are exploring other avenues and artists who will broaden our students exposure and expertise.|Met||2018
10625470135103|Inspire Charter School - Central|7|We are an Independent Study School and tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition.  In addition, students are provided with enrichment funds to pursue their passion in visual and performing arts, health and physical education.  The individual student enrichment funds track courses to ensure student is participating in a broad course of study.  Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  The high school students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.|All students have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.|We do not have any barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.|Met||2018
10625470136523|Crescent View South II|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
10738090000000|Firebaugh-Las Deltas Unified|7|FLDUSD enrolls and provides all elementary aged students in grades 1-5 including those from the unduplicated student groups and individuals with exceptional needs with access to a broad course of study in self-contained classrooms (CDE Dataquest # of Classes by Subject 2017-18).  Secondary level students in grades 6-12 are enrolled in or have access to a board course of study in subject specific classroom settings:  ELA = 57; math = 49; science = 31; History/Social Science = 35; Foreign Language = 12; Fine Arts = 9; PE = 27; Other = 47 (Dataquest).  The LCAP needs assessment and stakeholder input process identified board course of study gaps.|Students from our small rural community historically have the least access to VAPA/CTE and elective courses.  Because of this barrier to VAPA equity and access for the unduplicated student population and the correlation between VAPA, co-curricular and extra-curricular activities and academic achievement the district made development of a VAPA pipeline districtwide a priority.    It was also identified that District facilities were inadequate and unable to meet the growing need and demand.  From (2012-13) to (2016-17) the growth of our VAPA/CTE/electives courses in culinary arts, child development and music has been significant.  Year one of VAPA implementation started with 419 students in 2012-13 growing as follows:  619 in 2013-14; 818 in 2014-15; 1,077 in 2015-16 and 1,378 in 2016-17.  Growth at the high school was:  14 students in 2012-13; 30 in 2013-14; 53 in 2014-15; 70 in 2015-16 and 105 in 2016-17 and 132 for SY 2017-18.|Therefore, there existed a significant and urgent need to repair and improve facilities for the expansion of courses and to provide a safe and appropriate learning environment while providing more instruments.  The strong community support for the sustainability of the music program was evidenced when a local bond (Measure H) was approved which made is possible to add a new music facility at the Intermediate school. These funds were combined with other grants to fund a new performing arts building at the high school and facility improvements to support the district's CTE programs.|In response to the results of the local tools used, FLDUSD will continue to maintain equity and balance across all disciplines; academic, enrichment and physical activity.  The primary focus continues to be the development of a VAPA pathway and making technology adjustments that will allow for a variety of VAPA courses, electives and school programs to be properly supported and sustained.  FLDUSD expects to see continual improvements in test scores; attendance, student engagement and parent involvement while sustaining the high graduation rate.  Findings relate to LCAP Goal 4, which states that All Students will graduate college and career ready and that keeps “Access to a Broad course of study” as a district priority.|Met||2018
10739650000000|Central Unified|7|In Central Unified School District (USD), students enrolled in Kindergarten through sixth (K-6) grades are given access to English, Math, Social Sciences, Science, Visual and Performing Arts (VAPA), Health, and Physical Education (PE). Central USD monitors and tracks access to a broad course of study for all students by closely monitoring daily instructional minutes, classroom schedules, discussion of classroom observations in all subject areas with site leadership, and yearly review of bell schedules. An examination of classroom placement and student rosters for both unduplicated students and individuals with exceptional needs is conducted by site leadership with the support of supervisory staff. Students with special needs (SPED) are ensured access based on their Individualized Educational Plans (IEPs) and the monitoring of those plans by site special education staff. Access to a broad course of study is determined by the IEP team as to what the appropriate academic level is for the student. Students in functional like skills typically work toward their IEP goals and teachers use the appropriate curriculum to support those goals. Unduplicated student access to a broad course of study is monitored by site administration based on classroom rosters, subject area schedules, and classroom observation/verification. Close attention is given to daily schedules to ensure full participation in all subject areas. Central USD currently has teachers for both VAPA and PE at all K-6 sites. Music teachers push into classes and provide music on a rotating basis. Electives are available for grades 4-6 in Band, Choir and Dance. SPED students are able to mainstream into any of the aforementioned classes. This added service provides further evidence of access for all students to these subject areas via the teacher schedules, observations made, and lesson planning documents used for these subject areas. Students in grades seven through twelve (7-12) in Central USD currently have access to BCOS as well. The district monitors this access by closely examining master schedules, utilizing state reports matching student numbers with course offerings, and collaborating with academic counselors, site leadership and supervisory staff to ensure equity for all. Further monitoring occurs for unduplicated students via examination of classroom rosters, class schedules, and classroom observation/verification. Students with special needs are ensured access based on their Individualized Educational Plans (IEPs) and the monitoring of those plans by site special education staff. Access to a broad course of study is determined by the IEP team as to what the appropriate academic level is for the student. Students in functional like skills typically work toward their IEP goals and teachers use the appropriate curriculum to support those goals. In addition, students in grades 7-12 are able to mainstream into art, theatre, music, dance classes as well as applied arts classes.|After a review of the measures and tools in item 1, Central USD has determined that most of our students have access to and are enrolled in a broad course of study. Some differences noted are scheduling constraints at middle schools may not offer some unduplicated students access to electives. In addition, students in home-hospital, independent study and alternative education may not have access to all VAPA, applied arts, PE, and foreign language options, however, this setting is usually time- bound and most often temporary. 9-12 students do not have access to Drivers Education classes. Review of K-6 measures and monitoring show that schools at this level have adequate access to literacy and math. There is, however, a variance in access to science and social science at this grade span. Students in 9-12th grades have access to a broad course of study, but sometimes fall behind or experience a lack of success in the classes. In an effort to prepare all students for College and Career readiness, Central USD currently requires 280 credits to graduate (BP 6146.1) and has an overall graduation rate of 90.8% (CA Dashboard 2017).   A close review of student groups indicates that unduplicated and special needs student groups lag behind this graduation rate (English Learners-86.2%, Homeless 72.7%, Students with Disabilities 55.8%).|Based on student academic performance results, Central USD has intensified focus on ELA and Math. At the same time, science and social science adoptions cycles have lagged. At the K-6 level, teachers focus on science and social science varies because the curriculum is not current and the need for ELA and Math proficiency has taken precedence. Barriers exist at 7-12 school sites as well. Middle school master schedule does not always allow unduplicated students access to electives. Unduplicated students at secondary don’t always have access to all content areas or electives or if they are enrolled in those classes they are not successful and are not staying on track to graduate. At the high school, Drivers Education is not currently offered because of 1) difficulty getting appropriately credential teachers to teach the course, 2) Central USD high school is spread over 3 physical campuses. Despite the 3 campuses, space is limited and teachers currently have to rove or share class space. Adding new classes at this time would be problematic, 3) Risk management team review indicate questions that need to be resolved in liability areas before adding the course back. High school students are assisted with staying on track to graduate and achieving a broad course of study with the offering of summer school intercession. The school sites communicate with parents and students if they are not meeting graduation requirements or are missing course offerings in their transcript. They assist parents with online applications and carefully monitor attendance and academic performance.|K-6 sites are currently adopting new science curriculum and will convene to adopt social science curriculum next year. Updated curriculum and professional learning will allow teachers to correct course and ensure equitable access to a broad course of study at this level. Central USD will investigate ways to open up access to electives for middle school unduplicated students. Alternative education sites will survey student interest to add VAPA classes for all students. A revision of scheduling for unduplicated students will allow them access to electives and all content areas. Secondary students are assisted with staying on track to graduate and achieving a broad course of study with the offering of summer school intercession. The school sites communicate with parents and students if they are not meeting graduation requirements or are missing course offerings in their transcript. They assist students and parents with online applications and carefully monitor attendance and academic performance. Additionally students not meeting graduation requirements are enrolled in academic prep time to earn credits in an online program. They can accomplish this from both home and school. The district will investigate options for drivers’ education and develop a plan for future offerings to students. To boost parent engagement and support of their child’s success in completing a broad course of study, Central USD is partnering with the California College Guidance Initiative. This program will allow parents and students to view their course completions and transcripts at any time as they progress through the courses on the path to graduation. Central USD is committed to continuous improvement by implementing the aforementioned actions to make sure all students have access to a broad course of study in every classroom, every day.|Met||2018
10739990000000|Kerman Unified|7|The LEA is using Teacher Master Schedules, Course description Handbooks, Student Report Cards, and CTE Community Advisory Committees to track the extent students have access to a broad course of study.|100% of students in grades K-6 and 100% of students in grades 7-12 have access to a broad course of study.  The LEA has four Elementary Schools and there are no differences between the four Elementary Schools as it relates to a broad course of study.  The LEA has one Middle School and one High School; therefore, there are no differences between schools at those grade levels.|Intervention Courses may limit the number of a broad course of study offerings for students, such as CTE and other electives; however, students are still able to select these types of courses.|KUSD implemented the following changes to ensure access to a broad course of study:  Changed from a 3 period intervention schedule block of courses to a 2 period intervention block of courses.|Met||2018
10751270000000|Mendota Unified|7|At the secondary level, grades 7 – 12, Mendota Unified School District will utilize the school site’s master schedule to measure and track the extent to which all students in the mention grades have access to and are enrolled in a broad course of study. The master schedule, at both Mendota Junior High (7-8) and Mendota High School (9-12), provides information regarding the courses offered and the availability of the courses offered to ensure that all students have access to all courses.  At the primary level, grades K – 6, Mendota Unified School District will utilize the school site’s curriculum schedule to measure and track the extent to which all students in the mention grades have access to and are enrolled in a broad course of study. The curriculum schedule at all of the district’s elementary schools (Washington Elementary, McCabe Elementary, & Mendota Elementary), provides information regarding the course of study offered at each of the respective school sites.  For grades K – 6, all students will follow the curriculum schedule as outlined. For grades 7 – 12, the District’s student information system will be used to monitor enrollment in all courses to ensure that unduplicated student groups and individuals with exceptional are represented across all of the school’s offerings.  In Mendota Unified the master schedules and curriculum schedules reveal the values and the priorities of the school district. These schedules are annually developed around our students’ needs and district goals with much consideration given to the resource available. In addition, the master schedules and the curriculum schedules are aligned with the priorities found within the district’s Local Accountability Plan (LCAP).|Based on the above-mentioned measures and adopted board policies regarding student enrollment, participation, and discrimination, all students in the Mendota Unified School District have access to and are enrolled in a broad course of study. The master schedules of both Mendota High School and Mendota Junior high school include a broad course of study in the required subject areas for all students. At the elementary schools, all students are offered a broad course of study upon enrollment. The curriculum schedules at the elementary schools demonstrate that the schools offer instruction in all but one of the required subject areas – Health. In addition, the master schedules and curriculum schedules have embedded programs and services that are built-in to provide the unduplicated student groups, and individuals with exceptional needs with additional support to ensure that they attain access to the core offerings of the schools.  Currently, there are no differences in access and enrollment in a broad course of study that can be identified across school sites and student groups due to the fact that (1) the demographics between the schools are similar if not the same and (2) the number of similar schools, in terms of grade span, in our school district is minimal (one high school – Mendota High School, one junior high school – Mendota Junior High School, one K – 1 school – Washington Elementary, one 2 – 6 school McCabe Elementary, and one K – 6 school – Mendota Elementary). The other two schools in the district, Mendota Continuation School and Mendota Community Day School are both alternative setting schools. As can be noted, only McCabe Elementary School and Mendota Elementary school share common grade span offerings. Both of these school offer the exact same courses and curriculum. In addition, it must be stated that the Mendota Unified School District serves very homogeneous student population; therefore, an analysis of student disparities within courses would result in no significant findings.  A priority of the district is to provide wide access to many different classes to ensure that students receive a full learning experience so that they are more likely to graduate and be better prepared for higher education, employment, and life.|Both Mendota High School and Mendota Junior High School provide access to a broad course of study as noted by the schools’ respective master schedule and the schools’ student information system. Therefore, currently, there is no existing barriers for these school sites.  The three elementary school sites (Washington Elementary, McCabe Elementary, and Mendota Elementary) are currently not offering Health Education as part of their respective ongoing curriculum. Reasons as to why these schools currently don’t consistently teach this subject matter has to do with student needs based on assessments and time.|For the district’s secondary schools, the district will continue with the current practices and continue to monitor access and enrollments of all students utilizing the master schedule and the student information system.  For the district’s elementary schools, the district will to continue provide the current offerings and as improvements and performance gains are made in core curricular areas (math and ELA), stakeholder conversations will take place around the expansion of the current curricular offerings to include Health Education.|Met||2018
10752340000000|Golden Plains Unified|7|The unduplicated students are some of the lowest performing in the LEA on state and local assessments. To meet this need the LEA has continued to establish and monitor a rigorous English Learner program that supports the implementation of the ELA/ELD framework, ELD Standards, and leveraging technology for all English Learners through Designated and Integrated ELD. The LEA continues to implement Sobrato Early Academic Language (SEAL) for grades TK-3 to help prevent Long-Term English Learners,  Project GLAD (Guided Language Acquisition Design) for grades 4-12, and English 3D for 9-12. The above programs supported a broad course of study.   The district has updated and implemented Reclassification Criteria for Special Education English Learner students based on current guidance from the California Department of Education. Through these actions the unduplicated students have seen an increase on state and local assessments.  At the secondary level, the LEA has researched and expanded CTE Curriculum to include courses in which there is a high demand of employment after graduation.  The LEA provides a Certification of completion track for Special Education students leading to develop life skills needed for job opportunities.|"The unduplicated students are some of the lowest performing in the LEA on state and local assessments. To meet this need the LEA will continue to provide professional development (GLAD, ERWC, SEAL, CALLI, NPDL, Number Talks, Formative and Summative Assessment), maintain two academic coaches for the SEAL Program TK-3 and three other academic coaches to support the instructional programs in grades 4-12, materials, and supplies to support the full implementation of the CA State Standards (ELA and Mathematics), ELD Standards, and the Next Generation Science Standards (NGSS). Streamline/embed GLAD Practices for grades TK-12 to fully support ERWC, SEAL, CALLI, NPDL, Number Talks, Formative and Summative Assessment.  Special Education teachers will participate in the SEAL professional development with teachers in grades 2-3. Provide substitutes and extra time for unit planning. Establish Professional Learning Communities district wide, i.e. school site, grade level, department, etc. focusing on ""Best First Instruction"" and ""Best Practices,"" to better serve our highly at risk and mobile population of English Learners, Socioeconomically disadvantaged students, and Foster Youth.  The above programs support a broad course of study. The LEA also maintains and refines accelerated and enrichment learning opportunities for students meeting and exceeding grade level standards or on track towards graduation, e.g. CTE and STEAM pathways, Seal of Biliteracy, Honors AP Courses, and Dual Enrollment. At the secondary level, the LEA has researched and expanded CTE Curriculum to include courses in which there is a high demand of employment after graduation.  Certification of completion track for Special Education students leading to develop life skills needed for job opportunities."|Given that the district is located in a rural area, the ability to recruit and retain qualified teachers has become an issue at times.|The LEA will make no changes to the locally selected measures, but will look to refine and improve on the extent to which all students will have access to, and are enrolled in, a broad course of study.|Met||2018
10752750000000|Sierra Unified|7|Aeries Student Information Systems is used district-wide to track student enrollment and attendance.  Site principals pull course enrollment data three times a year from this system to review and measure participation of students in a broad course of study. This is the same system that is used for state reporting data.|All students at all schools are provided with access to a broad course of study that meet or exceed state requirements. Elementary students are provided with courses in art, music and physical education taught by teachers credentialed in those single subjects. All junior high students are provided with instruction in required topics as well as instruction in enrichment electives such as agriculture, technology and art. High school students are provided with opportunities in career technical education (CTE) pathways, advanced placement courses in addition to the instruction required in California Education Code 51220 and 51225.3. Students in Alternative Education have access to all state required courses as well as college prep coursework and CTE electives. Students with disabilities are provided with the tenants of least restrictive environment and are mainstreamed to the full extent possible. This includes students with moderate to severe disabilities who are provided with mainstream elective courses. Students identified with severe cognitive disabilities are provided with academic coursework in accordance Individualized Educational Plan (IEP), which includes music and art.|With a graduation rate of over 98% and a average dropout rate of 1%, SUSD staff is effectively addressing barriers to providing a broad course of study for all students. The greatest barrier to providing access to all students has more to do with emotional rather than cognitive or institutional barriers.|An identifiable gap exists in our student populations when it comes to accessing higher-level academic courses, such as honors and Advanced Placement.  To address this gap, we are taking measures of early intervention through a comprehensive RtI program at the elementary school and support classes and office hours at the junior high and high school levels.  In addition, we continue to improve our curricular practices by providing teaching staff with professional development and collaborative planning time.|Met||2018
10754080000000|Riverdale Joint Unified|7|Site leaders set the schedules and review each one to ensure enrollment in a broad course of study.  On the primary grade levels, lists of students are reviewed by teachers and the administrator so that student placement is conducted in a manner to meet each student’s needs along with ensuring balance in the classroom.  Course schedules on the secondary level are created to provide students numerous opportunities.  Students select courses, but their choices are reviewed by site administrators to correctly place students with consideration of academic needs and not solely on the students’ desire.  Course programs are reviewed to ensure broad representation of the student body.   Reports are run within the student information system to review enrollment.  This examination of schedules includes all students including those in the grade span, unduplicated pupils and those with exceptional needs.|The district is comprised of three schools that collectively cover the TK-12 grade span (TK-3, 4-8, 9-12). Serving as a Title I District, students are equally distributed amongst programs and/or teachers.  Students with exceptional needs are placed as determined in their IEP with consideration to their individual needs.  Through the process of placing students in a broad course of study, some differences in access to programs was discovered.  Identified differences were discovered in two areas.  While students with exceptional needs in grades K-3 were in core curriculum programs, it was identified that their time could increase in their core setting.   In addition, elective opportunities both in the K-4 level and 7th-8th grade level were also recognized as being in need.|Barriers discovered, included limited space for expansion of electives on the junior high level, opportunities for Visual and Performing Arts on the K-4 level and program design of the Special Education program on the K-3 level. On the junior high level, the space to offer additional electives was limited.  The inability of offering additional electives hindered some students from a broad course of study. While CTE pathways can be found on the high school level, the lack of electives at the 7th - 8th grade level restricted some students from exploring these programs because they were limited at their site.  In examination of our programs for students with exceptional needs, we found a barrier for our K-3 RSP students.  While RSP students were receiving instruction in their grade level classroom, the design of the Special Education program at the K-3 level reduced students’ access time to the core curriculum.  Having one Special Education teacher on the K-3 campus overseeing both RSP and SDC programs served as a barrier for those students to access a broad course of study in their grade level classroom for a greater extended period of time.  In addition, K-4 grade students were limited in their access to the Visual and Performing Arts curriculum.|In addressing recognized barriers, RJUSD placed in the 2018-2019 LCAP the expansion of classrooms for the 4th-8th grade site.  The addition of classrooms will serve the upper grades of 7th and 8th to provide for the needed space to expand elective programs.  With the addition of space now becoming available,  the expansion of staff for a CTE pathway (Agriculture) was added.  The expansion of staff continued with a Visual and Performing Arts teacher who will offer a music curriculum to K-4 students.  The Special Education program redesign included the addition of Special Education teacher (K-3) along with a push-in model to maximize core curriculum exposure to students with exceptional needs.  RJUSD believes the actions taken in the 2018-2019 LCAP will address the recognized barriers identified in offering a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.|Met||2018
10755980000000|Caruthers Unified|7|Caruthers Unified School District has used the master schedule and class enrollment to measure and track that all students have access to, and are enrolled in, a broad course of study. CTE data and Doctor's Academy and the Junior Doctors Academy data will also be tracked for student enrolled in, a broad course of study.|Caruthers Unified School District has allowed all students to enroll and have access to a broad course of study.  The data shows that all sub-groups of students are enrolled in the courses across the district campuses.|At the high school level, the eight period block schedule has eliminated all barriers to a broad course of study for our students.  Students are able to enroll and take courses in all areas.|At this time we do not need to make any revisions or change any practices...it has always been our school district's practice to offer a board course of study to all of our students.|Met||2018
10767780000000|Washington Unified|7|WUSD has selected to use the following tools to track the extent to which all students have access to, and are enrolled in, a broad course of study: Master Schedules and Course Offerings at District sites.|100% of students in grades 1-6, including all subgroups, have access to a broad course of study that includes all subject areas defined in Ed Code 51210 as measured by master schedules and course offerings at District sites.  100% of students in grades 7-8, including all subgroups, have access to a broad course of study as defined in 51220, with the exception of foreign language, as measured by master schedules and course offerings at District sites.  100% of students in grades 9-12,  including all subgroups, have access to a broad course of study as defined in Ed Code 51220 as measured by master schedules and course offerings at District sites.|While foreign language is not currently offered at the middle school level due to a lack of qualified staff, the district is exploring options for providing this course offering to students in the future.|WUSD is committed to raising the achievement of all students, specifically those students in our lowest performing subgroups in order to close the achievement gap and increase academic success for all. All students have access to a broad course of study and in 2017-18, stakeholders reported being particularly proud of the fact that there are no gatekeepers for Honors or AP courses at the secondary level. Supports for all students include academic counseling at all grade levels, supplemental curriculum supplies, online educational programs, Summer School, After School Program and more.|Met||2018
10767781030774|W.E.B. DuBois Public Charter|7|The measuring tools used to monitor each student course of study is Aries, Individual Learning Plans, Academic 4 year plans along with required career portfolio and assessment. Our school has contracted the services of Cyber High and UC Scoot in the 2017-18 school year to expand our course of study and offer foreign language opportunities this was as a result of parent and student feedback from our LCAP and Title 1 survey. Currently we have contracted services with Edgenuity.|Each student is ensured access to a broad course of study to meet UC requirements upon enrollment.|Currently the only barrier our school continues to find ways to eliminate is truancy.|We will continue to seek more opportunities for our students based on stakeholder input.|Met|We will continue to seek more opportunities for our students based on stakeholder input.|2018
11101160000000|Glenn County Office of Education|7|1. All students served in our programs have identified disabilities and qualify for special education. In order to track the course of study for students, the IEP document and transcripts are used to track and monitor the broad course of study. The course of study available to students is connected with the campus where they attend school. Students in our regionalized programs attend either Mill St. Elementary School, Willows Intermediate School, Willows High School, Orland High School, or Plaza Elementary School. The school of attendance is determined by the needs and the grade level of the student.|2. All students have access to the same broad course of study as the school they attend. The IEP team meets at least annually to determine the extent to which a student can attend and benefit classes. At Plaza Elementary, Mill St. Elementary, and Willows Intermediate School, students are included in the general education course of study to the maximum extent possible based on the needs of the students for those grade spans. At Willows High School, students in both regional programs have access to a broad course of study and their participation in this course of study is based on their individual needs.|3. Based on our analysis, all students have the option to participate in a broad course of study to the maximum extent possible. The only barrier to attending these courses stem from the needs of the student based on their disability and their IEP plan|4. All student’s IEP documents will continue to be reviewed at least annually to determine the needs of the student, the extent to which they can participate in general education courses, and if the student needs to continue to attend a regionalized program.|Met||2018
11101160124909|Walden Academy|7|The tools we use to measure the evidence of a broad course of study offered to Walden Academy students are the following: master school schedule, course offerings, CAASPP results, LPAC results, and I-Ready assessments.  We would like to note that providing a broad course of study is included in goal #1 or the LCAP.   It is written as follows:  Through the implementation of state academic content, performance, and ELD standards, Walden Academy will provide engaging and challenging learning opportunities in a broad course of study emphasizing science, and instructed by highly qualified professionals with sufficient instructional material on a well maintained campus.|At various times during the beginning years of Walden Academy, and when creating the LCAP goals, we surveyed our stakeholders.  The response from stakeholders is that they wanted all subjects taught to their students, not just basics.  In response to those wishes, we have always offered a broad course of study in all grades and to all students.  Every student has access to all subjects taught in the classroom.  To further expand upon those subjects, we now offer electives to students in grades 4-8.  They have been offered coding, gardening, film making, drama, academic games, games from around the world, Spanish, cooking, art, art history, and many more.|The barriers are due to our small size and the limited availability of music/band teachers in our area.  Although we do not offer traditional band, we do offer musical comprehension including musical theory, history and vocal technique, plus choir, and classroom singing.  Students make their own instruments as well.   A dedicated foreign language time is another area we have not been able to find a part time teacher for.  We do offer it occasionally in our elective block.|We are always looking for alternative ways to offer our students additional learning opportunities, especially in the arts.  We are excited that our county office has applied for a visual and performing arts grant.  This will bring additional opportunities to the students in our rural community.|Met||2018
11101160130724|Success One!|7|1) Success One! provides a broad course of study available to all students including programs and services developed and provided to English learners, students with special needs, adult foster youth, homeless students and individuals with exceptional needs.  Courses align to the State Standards and promote the conditions that improve learning.  Specifically, Success One! uses twice yearly student surveys along with comparative curriculum modeling of other local area high school's course offerings to track and measure the extent to which all students have access to and are enrolled in a broad course of study.|2) 96% of Success One! students have access to all courses offered by the school. Success One! offers a wide variety of both traditional and online courses. All courses are offered through both our Willows and Orland facility. At this time due to rules and conditions at the Glenn County Jail we cannot offer incarcerated students our full array of online courses thus keeping us from the 100% mark. We are working with the Jail to be able to offer additional online course in the coming school year. As  a 9-12 WIOA charter school that serves adults 18 years old and over Success One! students choose to enroll in the courses that will allow them to complete their diploma and /or acquire career technical skills.|3) As noted in number 2 the rules and conditions imposed by the Glenn County Jail inhibit us from using laptops, Chromebooks or other devices in our jail program thus making it impossible for us to offer a full array of online courses to our jail students. We are continuing to explore a variety of strategies that we may be able to use to add access to the full spectrum of courses Success One! is able to provide for students.|Since Success One! opened in 2014 we have continued to add new courses for our students. In 2015- 16 we added Odysseyware online software including all available CTE and AP courses. In 2016 -17 we added Integrated Math 1-4, Physics , Get Focused Stay Focused and additional English Literature and two online ELD courses. In 17-18 we expanded our Health pathway with a Medical Terminology course articulated with the local community college  and added Audio I and Audio II to our Arts media pathway as well as expanded levels of ELD. In fall of 2018 both Audio I and Audio II and Medical Terminology became available in online versions. Our goal is to continue to add new courses (both traditional and online) each year according to our students needs and state requirements. We continue to look at methods that will allow our students to better take advantage of the range of courses we have available for them, ex: Checkout Chromebooks for students who do no have access to a computer or mobile platforms for students to access online courses on their cell phones.|Met||2018
11101161130103|William Finch|7|All students (grades 3-12) have access to our extensive list of online courses via Odysseyware for: academic core, electives, UC a-g approved courses, CTE pathways, VAPA approved, and our own school's approved a-g courses.  Wm Finch Charter School meets the WASC Accreditation guidelines.|The Wm. Finch Charter School blended model of instructional delivery offers a broad course of study by means of classroom/small group instruction, independent study, and/or a mix of online courses with classroom collaborative instructional component.  All students grade 3 though 12, whether EL, FY or those with exceptional needs, have access to online curriculum both on and off campus.|The only access barrier for students is the lack of internet in remote areas of the county, or use compliant devices at home.  On campus, all students have full access to the computer lab, Chromebooks and laptops and the wireless internet.  The school still offers board approved book curriculum for at home independent study as well.|The school and technology department is still in talks regarding loaning Chromebooks to go home with students.  Wm Finch Charter School also has a WASC mid-cycle visit this year to have an outside group assess if any revisions to our plan should be implemented.|Met||2018
11625540000000|Capay Joint Union Elementary|7|In grades K-8 at Capay Elementary School, we measure our success in offering a Broad Course of Study with the following: Students' Access to Board Approved Instructional Materials in English, Mathematics, Social Sciences, and Science, Visual and Performing Arts Instruction, Physical Education Instruction and Health Instruction The SARC is the data source that 100% of our students in grades K-8 have access to curriculum-aligned instructional materials in English, mathematics, social sciences, and science. The music and art schedules provide the data sources that 100% of our students in grades K-8 have access to music (band and choir) and art.  Teacher planners provide the data source for 100% of our students in grades K-8 access to physical education instruction. Also the weekly bulletin provides the data to show students access to music, art and P.E.|As a single school district with approximately 200 students, we continue our commitment of offering music (band and choir) and art to all students.  Prior to 2018-19, we employed a PE teacher who provided PE for grades K-8.|As an elementary school, we are committed to continue to offer both music and art to all students believing that the fine arts are an essential part of a comprehensive education.  The single biggest barrier for us is maintaining a funding stream to constantly offer fine arts to all students.|We will continue to develop the budget in a way to continue to provide students access to a broad course of study at  Capay Elementary.|Met||2018
11625960000000|Lake Elementary|7|In grades 1-8, we utilize the following measures to define a Broad Course of Study:  Student Access to Board Approved Instructional Materials in English, Mathematics, Social Sciences, and Science Student Access to Visual and Performing Arts Instruction Student Access to Physical Education Instruction Student Access to Health Instruction  The SARC is the data source that 100% of our students in grades 1-8 have access to curriculum-aligned instructional materials in English, mathematics, social sciences, and science.  The music and art schedules provide the data sources that 100% of our students in grades 1-8 have access to music (band and choir) and art. Additionally, individual teacher planners in grades 1-8 are the data source that illustrates student access to the performing arts in December.   Teacher planners provide the data source for 100% of our students in grades 1-8 access to physical education instruction.   The health instruction schedule provides the data source that 100% of our students in grade 3 have access to hygiene lessons, 100% of our 5th grade students have access to the puberty curriculum, and 100% of our 7th grades have access to the required health curriculum.|As a one-school school district, we are fortunate to offer music (band and choir) and art. Prior to 2018-19, we were able to hire a PE teacher who provided PE for grades K-6. Unable to financially sustain the PE position into the current year, the district purchased a K-8 PE curriculum that has been implemented school-wide.|As a small school, we feel fortunate to be able to provide both music and art to all students. Like many small schools, these additions come at a cost and are analyzed year-to-year for sustainability.|We will continue to monitor the budget in order to be able to provide students access to a broad course of study at Lake Elementary.|Met|Presented at the October 16, 2018, School Board meeting.|2018
11626380000000|Plaza Elementary|7|No tools or measures are used to formally track since all students receive a broad course of study.  We are a small, rural K-8 school with 208 students district wide.|We are a small, rural one school K-8 district with one class per grade level. There are only 208 students in the entire district.  However, we offered classroom art and classroom music to all grade levels, band and chorus for 4-8th graders, and a rigorous sports program.|With only one class per grade in a K-8th grade setting, there are limited resources available in regards to space and personnel.|None at this time.|Met||2018
11626460000000|Princeton Joint Unified|7|We are monitoring the college and career readiness of our graduates as well as college/university acceptance rates and graduation rates.  At this time, we offer three CTE pathways and a relatively wide variety of electives. Our K-8 program includes learning in all content areas with an emphasis on improving science.|Our elementary science program was lacking a solid, standard-aligned curriculum which is now being developed and implemented this year.  We are also funding a coach for the elementary teachers and have enlisted the assistance of a county science coordinator as  a consultant and coach.  At the jr/sr high, we have a broad course of study and continue to do so.  Over the past year, we have added one art class (Digital Media Arts).  This is a VAPA course.  While one course may not seem relevant, it is important to remember the size of our student body and the fact that we are in a declining enrollment era.|Teacher attrition continues to be an issue.  We currently have a solid staff and hope to retain all of our teachers for next year.  We are using a multi-pronged approach to building ownership and encouraging longevity within our district.  Collaborative leadership, encouraging growth and development in areas that are motivating to team members, providing support and instructional materials to teachers and working on the team work culture are some of the ways we hope to prevent the attrition rates of the past few years.  We are also working through the negotiation process to make our district salaries more appealing to teachers.|The strategies mentioned in #3 are recently employed and will continue to be our focus for the foreseeable future.  We are also pursuing all available grants and recommending a variety of professional development for our teachers.|Met||2018
11626530000000|Stony Creek Joint Unified|7|Since we have a small school population at the Jr. Sr. High School we offer A-G courses and was WASC certificated through 2024. Other courses include on line classes, career pathways, art, music welding and wood shop and agriculture classes. At the elementary levels, students have a  general and broad course of study.|All students have access to all courses the district offers.|Small student population and limited resources.|"The LEA is looking at the possibility of ""Intersession Program"" that will allow more student electives and more relevant courses to the students for next year."|Met|N/A|2018
11626610000000|Willows Unified|7|The WUSD schools offer students access to a limited broad course of study. Some of the tools and indicators used at each site to track the extent to which students have access to a broad course of study include the following: the high school master schedule; course catalog; counselor/student meetings; student surveys; grades; staffing levels; curriculum analysis related to the Common Core State Standards; and individual instruction and programs geared toward students’ needs and graduation requirements.|Students have the opportunity to pick and enroll in courses that meet their needs, interest, and prepares them for graduation.|Some of the barriers preventing sites and students from having full access to a variety of courses and a more broad course of study are related to limited staffing and credentials; conflicts within an individual student’s course schedule; funding to hire additional teachers on a full or part-time basis; lack of access to equipment, facilities, and materials to broaden course offerings; and limited student enrollment which does not allow for full group activities within classroom instruction.|WUSD will continue to work to help ensure that all students have increased access to a broad course of study through ongoing curriculum analysis and evaluation of students’ needs; investigating additional electives for possible inclusion in the master schedule; and by analyzing and implementing Western Association of Schools and Colleges (WASC) findings and student surveys to help assess the needs for the next school year.|Met||2018
11754810000000|Orland Joint Unified|7|In grades 1-5, we utilize the following measures to define a Broad Course of Study: • Student Access to Board Approved Instructional Materials • Student Access to PE Instruction • Student Access to Music Instruction • Teacher Professional Development in the STEAM subjects|In grades 6-12, we define a Broad Course of Study as • A Course Catalog that provides students with several opportunities to meet the A to G requirements • Coursework that includes CTE pathways and visual and performing arts.   • Courses that meet the UC/CSU entrance requirements|The barriers in secondary include student enrollment in supported studies and other non-AG certified classrooms.  At the elementary campuses, barriers to music and STEAM instruction impact those students enrolled in ELA/Math Interventions.|OUSD is exploring classroom based interventions rather than pullout interventions.  At the secondary levels, OUSD is exploring enrollment in supported studies and particularly the least restrictive environment for student with disabilities.|Met||2018
11765620000000|Hamilton Unified|7|HUSD will use the following tools to measure student access to a board course of study: Local Student Information System (Aeries) School Accountability Report Cards (SARC) College/Career Indicator Reports & Data for HUSD Master Schedules UCOP A-G Course Lists|TK/K-5 Students have access to:      Board approved instructional materials (SARC)      Music instruction (Master Schedule)      PE (Master Schedule)      Social Emotional Learning (Master Schedule)      Dual Immersion pathway  Students have access to the California state standards and approved curriculum.  Additionally students have access to music, and social emotional learning through weekly Class Meetings. This year a Spanish Dual Immersion program began in K-1.    6-12 Students have access to:      4 CTE Pathways (Master Schedule)      A-G Courses: 4HSS; 7ENG; 6MATH; 7SCI; 5SPAN; 9VPA; 10ELECT (UCOP A-G LIst)      3 Dual Enrollment Courses (Master Schedule)      6 Middle School Electives & Spanish (Master Schedule)  Students have more access than ever to additional elective courses.  There is a gender imbalance in enrollment for the advanced academic study courses. This could be due to small sample variability. There are sufficient students in the CTE pathway pipelines, but students are not completing these pathways in sufficient numbers to qualify for C&C Readiness prepared status.|HUSD offers a broad course of study to all TK/K-12 students within the district.  However there exist barriers to expanding that access.  Although some barriers are structural, because of our small rural district, we can leverage good teaching practices to increase opportunities for students.       Outdated infrastructure and limited specialized facilities      Small rural district, lacking economies of scale      Scheduling challenges      Limited access to CTE teachers      1st generation college-bound students      Low socioeconomic status|HUSD will continue to expand access to all students by improving instructional practices.        Universal Design for Learning (UDL) for all teachers, beginning Fall 2018.  Through Accommodations Trainings and partnership with GCOE.      Utilize Performance Based/Standards Based assessment measures.      Use an Multi Tiered Support System (MTSS)       Continue PLC model.       Expand our coaching capable staff through New Teacher Center (NTE) and TCOE.      More explicit CTE/academic counseling services.      Continue elective offerings including CTE pathways and dual enrollment.|Met||2018
12101240000000|Humboldt County Office of Education|7|HCOE CCS serves 7th-12th grade students, in both court and community schools, at five sites throughout the county. The students are typically behind in credits and are at risk of not graduating. The court school programs are self-contained classrooms with a teacher and an instructional aide. The community school sites in Eureka and Fortuna have both classroom and independent study programs, with a teacher and an instructional aide in each.  The Garberville site offers only independent study, with a teacher and an instructional aide as well. CCS have selected multiple tools to ensure students have a broad course of study. CCS provides both traditional coursework and online courses. Apex is the online program that CCS uses. This offers students a more challenging curriculum, remedial courses, and A-G courses. Teachers gather data quarterly regarding students and course completion. Students who did not earn the minimum requirement of 15 credits are identified and a SST appointment with the families are made. At the SST teachers review required coursework and courses needed to advance to the next grade level. A plan is put into place depending on what the student needs to be supported and progress academically. Students with IEP’s that are identified quarterly as needing more support have a scheduled IEP to address goals, services and supports. ELL students have ELD support in their coursework.  CCS typically serves approximately 5-7 ELL students a year. Teachers utilize ELD methods during instruction to support ELL students and all other students as well. CCS believes that ELD methods are best practices with all students that we serve who are academically behind and have vocabulary deficits.|All school sites have equal access to a broad course of study. All sites have access to the same curriculum and courses.|CCS students face barriers to their education. Many students are typically behind one or more semesters in regards to their credit completion. Teachers assign coursework to students in regards to what they are lacking to advance to the next grade level. Each student has an Individualized Learning Plan (ILP) to ensure they are only completing necessary coursework and making progress. If they are not progressing the SST process is planned. In the court schools a barrier has been students that have been incarcerated for a long period of time, and have completed all required coursework to graduate. Some of these students still have to serve time in the locked facilities. We have worked with FYS and Probation to provide these students with post-secondary opportunities while in the locked facilities. Four students in the 17-18 school year took online college courses with support from the classroom teachers, instructional aides and interns. All students who enrolled in the local community college online courses successfully completed and passed the courses.|In the court schools a barrier has been students that have been incarcerated for a long period of time, and have completed all required coursework to graduate. Some of these students still have to serve time in the locked facilities. We have worked with FYS and Probation to provide these students with post-secondary opportunities while in the locked facilities. Four students in the 17-18 school year took online college courses with support from the classroom teachers, instructional aides and interns. All students who enrolled in the local community college online courses successfully completed and passed the courses.|Met||2018
12101240134163|Northcoast Preparatory and Performing Arts Academy|7|All students at our school are enrolled in the IB Middle Years Programme in grades 6-10 and in the IB Diploma Programme in grades 11-12. These courses of study include multiple pathways and options, including multiple options within the humanities, social sciences, sciences, and arts. Every student receives individual counselling to ensure that he or she is supported in choosing a successful plan of study within the broad course of study available to all students. These measures ensure that all students have full access to the broad course of study offered by the school. Students with exceptional needs receive individual support from faculty and our resource specialist to ensure that they can take full advantage of the course of study that is offered.|100% of students at the school have access to and are enrolled in a broad course of study. There are no differences across school sites or student groups at the school regarding access to the broad course of study that is offered.|There are no barriers preventing access to the broad course of study that is offered. All students have full access to this broad course of study.|None. A broad course of study is already available to all students.|Met||2018
12101240137364|Northern United - Humboldt Charter|7|In using our student information system (SIS), School Pathways LLC, Northern United - Humboldt Charter School accesses current and historical data concerning students enrollment in courses.  We track and monitor class schedules, progress reports and all transcript data.  This data is disaggregated to analyze course access and enrollment for all students, including students in unduplicated groups and statistically significant subgroups.  The SIS is available to all teachers which informs all decision making on how to create a master schedule which allows a broad course of study to all of our student population.  This personalized learning software is rich with database maps and reports that can be pulled to ensure a broad course of study is offered to and accessed by all students.  Our information concerning students and their courses of study, whether it be by grade level, unduplicated student groups or individuals with exceptional needs is well informed by the tool we've chose to track all of our students.|Because we are a nonclassroom based, independent study charter school, all students have equal access to a broad course of study.  All students have a personalized course of study.  The school offers a wide range of course options, including live classes, online platforms and dual enrollment.  Students are able to select any of these options in consultation with their teacher and family.  Because the school is independent study, most of the courses can be accessed at the convenience of the student as there is no master schedule within the school.  In providing all that has been mentioned, all of our students have access to and are enrolled in a broad course of study.|The barriers that we face are usually in the two areas of internet access and transportation.  Given that we as an LEA are geographically challenged with our rural students, it is pertinent that we stay abreast of any internet access issues and transportation issues in attending college courses or live classes at our learning centers.  We are ever aware of these challenges and have worked diligently to overcome any barriers that our students and their families may face.|Knowing that we face geographical challenges with rural students, we provide internet to all students who are in need.  Often times, it's an internet hotspot so students may access all of our online course platforms.  Providing for internet service providers through phone lines or satellite is also an option.  For students with transportation issues that may create barriers to access their education, we provide bus tickets as well as gas for students and families who may to choose to enroll in local college courses or have difficulty attending learning center courses or meeting with teachers.  In making these decisions, we have allowed all of our students equal access to a broad course of study.|Met||2018
12626790000000|Arcata Elementary|7|The LEA uses the Master Schedules of each school site to ensure that all students have access to and are enrolled in a broad course of study. As at TK – 8th grade district, our elementary school serves students in self-contained classrooms. Students with exceptional needs receive services based on IEP or 504 plans.  These plans include identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable.  At the middle school, the master schedule provides students the opportunity to rotate through seven different classes per day with appropriately credentialed teachers. Students are enrolled English language arts, math, science, social science, and then have the opportunity to rotate through three other four courses, one of which is physical education.  Again, students with exceptional needs receive services based on IEP or 504 plans.  These plans include identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable. The District identified 14 outcome targets related to providing students access to a broad course of study. These outcomes included targets related to technology access, STEAM trainings, library access, elective opportunities at SBMS, music, dance, theatre, enrichment field trips, and other academic enrichment opportunities.|All students are provided the adopted curriculum and a broad course of study including math, English language arts, social studies, science and physical education.  In addition, students in TK through 5th grade are in self-contained classrooms that are heterogeneous and receive art and music.  Students who are Special Day Classes are integrated into the general classroom as indicated in their IEP.  All Middle School students are also provided the adopted curriculum and a broad course of study. SBMS students rotate through the day to receive their instruction from appropriately credentialed teachers. Students in the Special Day Class, depending on their individual needs, also have the opportunity to rotate throughout their day to receive a broad course of study. In addition to the four core subjects and physical education, middle school students also choose two elective such as art, dance, music, and a wide variety of other academic and nonacademic electives. The District met 12 of the 14 identified outcome targets related to providing students access to a broad course of study.|The LEA does not have any barriers in providing access to a broad course of study for all students.|No identified changes are needed at this time.|Met||2018
12626790109975|Fuente Nueva Charter|7|As a small elementary school, a tool to measure access is as simple as reviewing the master schedule along with our intervention schedule. In addition, we have practices and procedures that would ensure that all enrolled students have access to and are enrolled in a broad course of study.|All students in grades TK – 5 are enrolled in a broad course of studies. All elementary students have access to the seven areas identified as broad course of students for grades 1-6. These areas include: math, English, social studies, science, visual and performing arts, health and physical education. Elementary students can access some courses, such as health and wellness, both within and outside of the regular school day.|There are no barriers.|We will continue our best practice of ensuring that all students have access to a broad course of study.|Met||2018
12626790111708|Union Street Charter|7|Our LCAP goal #4 reads in part: To maintain a broad course of study including all subject areas and a rich curriculum that balances arts and academics for all students including unduplicated and those with disabilities. The tool used to measure the goal is the special programs schedule that shows art, music and Spanish classes for each class in grades K-5.|100% of classes have drama, art, music and Spanish per the program schedule.|From time to time, a student may miss a special program to get speech or special education services.|Teachers make a great effort to ensure that special education students are not pulled during special programs.|Met||2018
12626790127266|Redwood Coast Montessori|7|CAASPP interim and summative assessments DRA assessments|Based on the results of the CAASPP summative assessments and the on-going DRA assessments, all student groups are making satisfactory progress in all academic areas assessed. These results combined with the Montessori approach of meeting the child where they are and providing in-depth, holistic course of study for each child indicate that students have access to, and are enrolled in, a broad course of study.|Based on the assessment results, there appears to be a barrier for some students particularly in the area of reading and literacy. This is particularly apparent with some of the lower elementary students.|In response to the results of some of the assessment data, RCM has hired a literacy specialist to work with students, particularly in the lower elementary grades.|Met||2018
12626790137653|Redwood Coast Montessori|7|CAASPP interim and summative assessments DRA assessments|Based on the results of the CAASPP summative assessments and the on-going DRA assessments, all student groups are making satisfactory progress in all academic areas assessed. These results combined with the Montessori approach of meeting the child where they are and providing in-depth, holistic course of study for each child indicate that students have access to, and are enrolled in, a broad course of study.|Based on the assessment results, there appears to be a barrier for some students particularly in the area of reading and literacy. This is particularly apparent with some of the lower elementary students.|In response to the results of some of the assessment data, RCM has hired a literacy specialist to work with students, particularly in the lower elementary grades.|Met||2018
12626796120562|Coastal Grove Charter|7|Measures and tools to track the extent to which students have access to, and are enrolled in a broad course of study K-8, include the student-made Main Lesson Books, parent feedback, survey input, social and cross class interactions, report card data, and teacher assessment results.|All students have access to a broad course of study by providing the grade span of K-8 with ELA, Math, Spanish, Handwork/Art, 4-H, Theater Arts, Music, PE, and Developmental Movement classes.|There are no barriers to offering all students a broad course of study.|Modifications are made as needed to ensure all students have access to a broad course of study.|Met||2018
12626870000000|Northern Humboldt Union High|7|A tool to measure students’ access to a broad course of study does not exist.  Students sign up for classes that match their interests.  Then the administration determines the numbers of sections required to best match student sign-ups.  Then the Student Information System assists in matching the students’ schedules so they can enroll in as many of their desired classes as possible.    Six Rivers utilizes a block schedule that allows students to take an additional class. This provides students to explore an additional opportunity.  Nearly every Six Rivers students take classes at AHS, our partner school. This partnership provides access to a wide variety of electives.  The counselor works with the feeder schools and IEP teams to ensure students are placed at the appropriate levels.  In addition, placement tests are used for language and math courses.  Course support and study skills classes allow students to get more support as they engage in mainstream classes.  There are some class offerings before and after school such as Arcata Arts Institute and Orchestra. Access to these classes opens more opportunities for students to take courses during their school day.  Students also have the option of taking courses at any school in the district so long as transportation is worked out.|Such a tool does not exist.  The Administration will work to develop a tool to measure students’ access to a broad course of study.|NA|NA|Not Met|Administration will be working to develop or adopt a tool to measure the broad course of study that we provide our students.|2018
12626870107110|Six Rivers Charter High|7|A tool to measure students’ access to a broad course of study does not exist.  Students sign up for classes that match their interests.  Then the administration determines the numbers of sections required to best match student sign-ups.  Then the Student Information System assists in matching the students’ schedules so they can enroll in as many of their desired classes as possible.    Six Rivers utilizes a block schedule that allows students to take an additional class. This provides students to explore an additional opportunity.  Nearly every Six Rivers students take classes at AHS, our partner school. This partnership provides access to a wide variety of electives.  The counselor works with the feeder schools and IEP teams to ensure students are placed at the appropriate levels.  In addition, placement tests are used for language and math courses.  Course support and study skills classes allow students to get more support as they engage in mainstream classes.  There are some class offerings before and after school such as Arcata Arts Institute and Orchestra. Access to these classes opens more opportunities for students to take courses during their school day.  Students also have the option of taking courses at any school in the district so long as transportation is worked out.|Such a tool does not exist.  The Administration will work to develop a tool to measure students’ access to a broad course of study.|NA|NA|Met|The administration will be working to develop or adopt a tool to measure the broad course of study that we provide our students.|2018
12626870124263|Laurel Tree Charter|7|We use our Summer Staff Retreat and our LCAP process to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Our LCAP Goal 4: Providing a Rich and Rigorous Curriculum: Teachers will integrate Common Core Standards in Language Arts and Mathematics, and National Sustainability Standards into their teaching and into the measurement of student progress.(Priority 2) Teachers will increase the engagement and reduce suspension and expulsion rates of low achieving students by training in mindfulness and restorative justice; and by providing increased opportunities for engagement through hands-on activities and travel (Broad course of study – Priority 7). While we provide these for all our students, we are specifically targeting our unduplicated students (low income – 56% of our population) who most often need rich, hands-on experiences and strong relationships in order to succeed academically. All students will have sufficient state standards-aligned instructional materials. (Priority 1)|In our small school of 145 students. we provide rich experiences and rigorous curriculum for all our students.  All Transitional Kindergarten and Kindergarten students participate in our Forest Kindergarten class. This class provides academics through outdoor learning and play, as well as storytelling, weekly baking projects, art, and hands-on science.  All students in 1st-8th grade take part in our Edible Education, the Community swim and art classes, the theater productions, and the Tidal Zone Explorers.  All students in 5th -12th grades participate in traveling to the Oregon Shakespeare Festival and camping for the first week of school.  All high school students take lab science classes that are in the process of being A-G approved, and A-G approved math and language arts.   Our programs for a broad course of study are school-wide and provide on-going opportunities for everyone.|There are no current barriers.  The teachers plan a rich and rigorous course of study for our school and all students take part in it.  For example, a student with an IEP is part of the same production of Macbeth as a student who may be gifted in reading.  They will need different levels of support but will both be successful participants in the play.  They will also both travel to Ashland to see great theater at the Oregon Shakespeare Festival, and will write a review of the plays they saw.   Our students may access experiences at different levels, need different levels of support, and learn at different rates, but they all get access to the same rich experiences and opportunities.|We will continue to plan and improve on the programs that we have started to make sure that all students have access to art, theater, outdoor education, A-G approved classes, and travel.   Teachers meet annually at the Summer Staff Retreat to review, revise, and improve our programs.  Our LCAP guides this process and provides us with measurable outcomes.|Met||2018
12626950000000|Big Lagoon Union Elementary|7|The LEA uses the Master Schedule to ensure that all students have access to and are enrolled in a broad course of study.  As the only school in the district, we serve TK – 8th grade students in two self-contained classrooms. One classroom is TK- 3rd grade; one classroom is 4th to 8th grades.  Students with exceptional needs receive services based on Individual Education Programs, which include identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable. Unduplicated student groups are given the same access as students in the non-unduplicated group.|All students are provided the adopted curriculum and a broad course of study including math, English language arts, world language and culture, social studies, science and physical education.|The LEA does not have any barriers in providing access to a broad course of study for all students.|No identified changes are needed at this time.|Met||2018
12627030000000|Blue Lake Union Elementary|7|Blue Lake Union Elementary School District tracks progress in meeting Priority 7 standards by reviewing the quality and quantity of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with special needs.|All BLUESD students in grades TK-8 are enrolled in a broad course of studies. Our students have access to many programs such as,  • Rigorous core subjects of math, English, science, history, and physical education. • Music, visual arts, and performing arts, both within and outside the regular school day. • Additional Enviormental Education Programs o Blue Lake Enviromental Education Fair o Redwood Enviromental Education Fair at College of the Redwoods o Wolf Creek Overnight Environmental Field Trip o Gem & Mineral Education/Field Trip o Fish Hatchery Field Trips • ELA Poetry week led by a local artist for middle school students • Student Body Council Program to encourage and support civic responsibility • Additional Support Programs o Gifted & Talented Education (GATE) Program o Response to Intervention (RTI) Program o Resource & Special Day Class Programs o After School Educaiton & Safety Program (ASES) • Spanish Classes in ASES • After school teacher-tutoring for unduplicated students  Over time, the district has increased the number of options student have in selecting specific courses that meet the broad course of studies parameters. For example, our Calypso Steel Pan Band has been funded by our Blue Lake Education Foundation and enrolls interested students in grades K-8.  Programs such as this also allow students who are English learners, RTI, or Special Education students to access visual and performing arts if their regular school day schedule does not have space for the activity.|Barriers preventing Blue Lake School District from maximizing broad course of study offerings to all students include a lack of time during the regular school day and lack of funding.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
12627290000000|Bridgeville Elementary|7|All students at Bridgeville school have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. IEPs for students with exceptional needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, health and physical education, and visual and performing arts.|100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code.  Unduplicated students including students with exceptional needs also have access to a broad course of study.  Due a significant number of SED students and the small size of the school student population, school-wide programs are provided which ensures all students are included in all courses required for their grade level. Since the inception of LCFF, the district has ensured all students have access to a broad course of study.|Bridgeville school has not identified any barriers to student access to the course of study as specified by Ed Code for each grade.  Additionally, resources? have been allocated to provide support for visual and performing arts instruction and music.|The district will continue to monitor classroom instruction, student report cards, and IEPs to maintain 100% access to a broad course of study.|Met||2018
12627370000000|Cuddeback Union Elementary|7|The district utilizes student records, class rosters, and teacher schedules to verify that all students, based on grade spans, unduplicated students, and those with exceptional needs, are enrolled in a broad course of study to all such classes at Cuddeback UESD.|According to the tools used, all students at Cuddeback have access to the offered broad course of study. Cuddeback UESD is a single site, K-8 district. All students at every grade level are provided access to all courses of study as appropriate for grade level and in accordance with state standards.|A significant barrier to more intensive student access has been the lack of a qualified, credentialed music teacher to provide instruction in the area of performing arts.|The District intends to increase the quality of performing arts opportunities in the future. Cuddeback UESD is collaborating with other local small districts to acquire a music teacher.|Met||2018
12627450000000|Cutten Elementary|7|In grades TK - sixth, we utilize the following measures to define a Broad Course of Study: * Student Access to Board Approved Instructional Materials * Student Access to Visual and Performing Arts Instruction * Student Access to Music Instruction * Student Access to Health and PE Instruction * Teacher Professional Development in courses of study including and beyond core subject areas * Student access to core academic subjects across all student groups  The Cutten District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of class schedules, library and music schedules, special education and speech schedules, social skills program schedules, RtI schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|For the 2017-2018 year, 100% of Cutten District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).  All Cutten District students in grades TK – 6 are enrolled in a broad course of studies, including the seven areas of study defined by CDE 51210:  English, mathematics, social science, science, visual and performing arts, health, and physical education.|Barriers that impact the Cutten District's ability to provide access to a broad course of study include time during the regular school day, as well as scheduling so that students are able to attend specialized programs and not have it impact other required courses.|Both schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Every student receives weekly instruction in music, and beginning in third grade, music electives including band, choir, and orchestra are offered to all interested students. Some of these are offered before and after the school day. Visual and performing arts, physical fitness, and academic clubs are also offered both within and outside of the regular school day. Funding for these before and after school sections comes from the LCAP, donations from the PTA and our Cutten-Ridgewood School Foundation, or are provided by volunteers. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
12627940000000|Fieldbrook Elementary|7|Fieldbrook Elementary School District is using Teachers' Lesson Plans, Instructional Materials and Standards Based Report Cards to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|100% of students had access to the appropriate level of study as defined by ed code.  Services were provided so as to not interfere with core academic times and accessibility to a broad course of study.|No barriers exist, in addition to  a broad course of study we provide enrichment activities that align with all core curriculum areas.|All actions currently in place will be continued in Goal 1 of our  LCAP by providing classroom aides, CCSS aligned materials, and training to support instruction in all areas.|Met||2018
12628100000000|Fortuna Union High|7|A Broad Course of Study for the FUHSD includes: 1. College and career readiness course options for all students.  2. A Course Catalog that provides students with several opportunities to meet the UC/CSU a-g requirements (84 courses meet the UC/CSU entrance requirements) 3. Coursework that includes advanced placement courses  4. Coursework that includes various CTE pathways.|All Fortuna Union High School District students have access to a broad course of studies within their school offerings. Fortuna High is the district's comprehensive high school.  FHS offer courses for all students including advanced placement courses such as Calculus AB, Environmental Science, English 4A, English 3A, Spanish ¾, US History, Studio Art, Biology, Government, and Art History.  In addition to our extensive academic program, our CTE pathway courses offer a hands on learning model that give a student practical training in each of the skill areas. Many CTE courses meet UC/CSU entrance requirements and several are dual enrolled courses. FUHS offers several CTE pathways for students including: Agriculture, Automotive, Culinary , Industrial Technology (Wood and Metal), and Information and Communication Technology (Computer Games and Simulation). East High is the district's a continuation high school offering students an alternative diploma program. EHS students have access to a wide variety of career and college preparation activities, including Job Corps, CCC, ASVAB testing, concurrent enrollment in community college, CTE classes at FUHS, vocational training at EHS, HSU Talent Search, and service learning activities, such as: Meals on Wheels, Animal Shelter, Blood Drive, and community building projects. Students report that these activities are engaging and lead to a deeper understanding of the academic concepts and students report are grateful for these opportunities.  Academy of the Redwoods is an  Early College High School in the FUHSD.  Partnering with College of the Redwoods, Academy of the Redwoods students are provided with a high school-college blended academic educational program allowing students to earn transferable college credit to a four-year institution while completing their high school graduation requirements.  Students are also able to enroll in College of the Redwoods CTE pathways.|Barriers preventing the FUHSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day. The FUHSD has offered several courses to students before and after school. Funding for these before and after school sections comes from the LCAP. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|The district continues to monitor the academic needs of students based on course enrollment, student interest, and yearly enrollment statistics.  The district reviews course offerings yealy and revises them based on published state guidelines.  The district will continue to offer courses meeting the requirements for admission to for UC and CSU (a-g subject  requirements) as a part of our board course of study. CTE’s importance in the district will continue, therefore course descriptions and updates will be adjusted as needed in order to align with state guidelines.|Met||2018
12628280000000|Freshwater Elementary|7|All students at Freshwater School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during non-core instructional time.  IEPs for students with special needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, and visual and performing arts.|100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code.  Unduplicated students including LI, ELs and students with special needs also have access to a broad course of study.  Since the inception of LCFF, the district has ensured all students have access to a broad course of study.  There has never been any identified group who have not been offered the full range of courses appropriate for their grade.|The District’s Special Education services and ELD program provide ELD instruction and special services during non-core instructional time thus preventing ELs an students with IEPs from being removed from their classrooms during core instructional times. The district has provided funds to provide visual and performing arts and PE instruction to all grades 1-6.|The District will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study.|Met||2018
12628286116289|Freshwater Charter Middle|7|All students at Freshwater Charter Middle School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during non-core instructional time.  IEPs for students with special needs document that they receive instruction in a broad course of study which includes, core academics, science, social science and physical education.|100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code.  Unduplicated students including LI, ELs and students with special needs also have access to a broad course of study.  Since the inception of LCFF, the district has ensured all students have access to a broad course of study.  There have never been any identified student groups which were not offered the full range of courses appropriate for middle school grades.|The District’s Special Education services and ELD program provide ELD instruction and special services during non-core instructional time. This ensures ELs and students with IEPs are in their classrooms and receive instruction in all core subjects. The district has provided funds to provide PE instruction to grades 7-8.|The district will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study.|Met||2018
12628360000000|Garfield Elementary|7|Garfield School District maintains a broad course of study including all subject areas and a rich curriculum that balances arts and academics for all students including unduplicated and those with disabilities. The tool used to measure the goal is the special programs schedule.|All Garfield students are enrolled in required areas of study which include: Language Arts, Mathematics, Social Studies and Science. Additionally, students are enrolled in Visual Art, Music, Theater Arts and Outdoor Education courses of study.|Periodically, a student may miss a special program to get speech or special education services.|Teachers make every effort to ensure that special education students are not pulled during special programs.|Met||2018
12628510000000|Green Point Elementary|7|California Education Code (EC) 51210- Requires access to a broad course of study for grades 1-6 in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. The locally selected tools used by the Green Point School District to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, report cards, English Language Learner identification, and Individualized Education Plans where applicable.  California EC 51220(a)-(i) – Requires access to a broad course of study for grades 7-12 in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. The Green Point School District is a TK-8 District, so EC 51220 (a)-(i) applies to course access at grades 7 and 8. The locally selected tools used by the Green Point School District to determine if all seventh and eighth grade students, including unduplicated, are enrolled in a broad course of study are the Master Schedule, report cards, English Language Learner identification, and Individualized Education Plans where applicable.|The locally selected measures demonstrate all Green Point TK-8 students have access to a broad course of study. In addition, Green Point has curricular focus areas which ensure additional opportunities for students across the district. In addition to a broad course of study Green Point offers, a technology/blended learning K-6 campus,Science, Technology, Engineering, Mathematics and Arts (STEAM) All elementary sites participate in the Art, Music, Physical Education program which provides additional enrichment opportunities for all TK-8 students and provides a variety of elective opportunities.  Students who are struggling academically have the support of Student Study teams, constant collaboration, individual instruction where needed, after hours tutoring, Resource Teacher, Seech Services,as well as core curriculum which includes integrated and and is aligned to the Common Core Standards. Supplemental curriculum is also provided when appropriate to support students at their instructional level.|All Green Point students have access to a broad course of study as explained in Prompts 1 and 2 and evidenced in local measures. Our small enrollment and remote rural location are the biggest barriers to providing a more robust course offering and identifying and hiring qualified classified personnel. Aside from that there are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|To support staff and students in accessing the curriculum included in a broad course of study, Green Point has provided professional development and support to classroom teachers. In 2018-19 the LEA will provide trainings in Positive Behavioral Supports,Trauma Informed Instruction and supplemental curriculum aligned to the Common Core. Green Point is also investigating other options, both virtual and in-class, to provide a wider range of course offerings. In order to provide a wide range of opportunities, we are also working on identifying relevant opportunities for field trips and community access related to our areas of study focused on the areas of science and civic engagement|Met||2018
12628850000000|Hydesville Elementary|7|All students at Hydesville School have access to a broad course of study as evidenced by: administrative review of teacher lesson plans, inventory of state standards-based materials and Board Resolutions, and use of standards-based report cards which list all subjects. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms in addition to ELD instruction, on a daily basis, during non-core instructional time.  IEPs for Students with Disabilities (SWD) document that they receive instruction in a broad course of study which includes, core academics, science, social science, health and physical education, and visual and performing arts.|100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code documented by the measures cited in #1 above.  Unduplicated students including ELs and SWD also have access to a broad course of study.  Since the inception of LCFF, the district has ensured all students have access to a broad course of study.  As a single-school district, there are no differences between schools. There have never been identified student groups which have not received instruction in the full range of courses as required for their grade.|There are no barriers to providing all student with access to a broad course of study. The district has created an ELD program that provides ELD instruction during non-core instructional time, thus preventing ELs from being removed from their classrooms during core instructional times. The district has provided funds to support visual and performing arts instruction.|The district will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study.|Met|LCAP Goal #1 includes the Board Course of Study metric which will be reviewed annually as part of the LCAP development process.|2018
12628930000000|Jacoby Creek Elementary|7|Jacoby Creek School is a one school district serving TK-8th grade students. TK-6th grade students are served in a self-contained classrooms.  Students with exceptional needs receive services based on IEP or 504 plans.  These plans include identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable.  At the middle school, the master schedule provides 7th and 8th grade students the opportunity to rotate through t classes per day with teachers who specialize in the content area and hold appropriate credentials. Students in grade 4-8 are have PE with a credential PE teacher and students in K-8 have the opportunity for instruction with a credentialed music teacher.  Again, students with exceptional needs receive services based on IEP or 504 plans.  These plans include identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable.|All students are provided the adopted curriculum and a broad course of study including math, English language arts, social studies, science, physical education, art, and drama.   All Middle School students are also provided the adopted curriculum and a broad course of study, but, rotate through the day to receive their instruction from teachers with single subject credentials.  In addition to the four core subject and physical education, middle school students also have the opportunity to participate in spanish, music, and drama.|The LEA does not have any barriers in providing access to a broad course of study for all students.|No identified changes are needed at this time.|Met||2018
12629010000000|Klamath-Trinity Joint Unified|7|LCAP Goal 4 states: All students will have access to a variety of engaging offerings, including but not limited to drama, music, science, physical education, cultural activities, etc.  Expected Outcomes: 1. All students in grades 7 through 12 will participate in at least one after school activity as demonstrated in Student Club roll sheets and athletic rosters; all parents will be invited to participate in the activities 2. All students, K-12, will participate in learning opportunities appropriate for their grade in PE, visual and performing arts, science, music and cultural activities as demonstrated in class schedules.  All parents will be invited to participate in the activities associated with the classroom. 3. Recognition for student success in a variety of areas including Science Fair, Spelling Bee, Fish Fair, Salmon Run, etc., will be notified in school assemblies, school newsletters and on the schools’ websites.  All parents, including parents of students with disabilities, will be invited to participate in these activities.|"1. All students in grades 7 through 12 will participate in at least one after school activity as demonstrated in Student Club roll sheets and athletic rosters; all parents will be invited to participate in the activities Goal Met...roll sheets and athletic rosters indicated all students participated in at least one event.  2. All students, K-12, will participate in learning opportunities appropriate for their grade in PE, visual and performing arts, science, music and cultural activities as demonstrated in class schedules.  All parents will be invited to participate in the activities associated with the classroom. Outcome Met...according to the class schedules, all students participated in all of their appropriate activities as identified by the Single Plan for Student Achievement (School Plans). 3. Recognition for student success in a variety of areas including Science Fair, Spelling Bee, Fish Fair, Salmon Run, etc., will be notified in school assemblies, school newsletters and on the schools’ websites.  All parents, including parents of students with disabilities, will be invited to participate in these activities. Outcome Met...Elementary Schools are hosting weekly student recognition assemblies and the high school recognizes students on a monthly basis.  Additionally, the high school hosts ""award nights"" for academic and athletic recognition."|Major barrier identified in offering of CTE Building Trades Courses.  On April 17, 2017, an arson fire was set on Hoopa Valley High School’s Campus, by an unknown assailant. This fire resulted in the complete destruction of our wood, metal and auto shop facilities. While our fire insurance will cover most of the rebuild, we are still 4,235 sq. ft. short in replacement costs, which is basically the cost of rebuilding the Building Trades and Construction portion of the building. We have written a proposal to cover the cost of 4,234 sq. ft. dedicated for the wood shop, hand tool storage, and electric tool storage areas. This is a very popular class and we would hate to see it disappear from our high school course offerings due to lack of proper facilities. Our students have already had to make do in a temporary portable building, which has slightly affected our enrollment, so we are anxious to see the students have a facility to call their own, so they may continue making award winning projects and continue helping our community improve their quality of living in and around their homes and businesses.|As previously stated, we continue to expand our offerings to a broad course of study by pursuing local, state and federal funding opportunities.|Met||2018
12629190000000|Kneeland Elementary|7|All students at Kneeland Elementary School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards based materials, and use of state standards based report cards.  IEPs for students with instructional needs receive required accommodations to ensure every students' access to a broad course of study including core academics, science, social science, health, physical education, and visual and performing arts.|100% of students have access to a broad course of study appropriate for their grade levels as defined by the Ed. Code.  Unduplicated students also have access to a broad course of study.  There have never been any identified groups not offered the full range of courses appropriate for their grade levels.|All students enrolled at Kneeland Elementary School have access to a broad course of study including the implementation of a full immersion drama unit and curriculum aligned field trips to reinforce instruction in visual and performing arts.  Kneeland School has implemented the state common core standards in all areas of core academics to provide all students with instructional opportunities to a broad course of study.  Curriculum aligned presentations by community professionals provide additional support to reinforce learning for all students at Kneeland Elementary School.|The district will continue to monitor classroom instruction, student report cards, state standardized assessments, and IEP progress to maintain 100% access to a broad course of study.|Met||2018
12629270000000|Loleta Union Elementary|7|All teachers are basing their academics on standards based curriculum from adoptions by the state of California and recommendations from the Humboldt County Office of Education. The assessment tools used are Accelerated Reader, Accelerated Math, IXL and Accelerated 360. Teachers are aware of students with special needs in their classes and adhere to the team generated IEP's BLPs and 504. The teachers at Loleta work as a team to support one another and cover when assistance is needed in any area. Our school has the only Behavior Learning Classroom in the area which is an exceptional opportunity to allow students to develop coping skills around a variety of learning challenges. We also support an after-school, ASES/LEAP program tailored to assist our students towards academic success by working on homework and computer skills. RTI is gradually being implemented as the final step towards individual support at all levels for every unduplicated group. Enrichment is provided at all levels as well through art, music and thematic science units. Volunteers from a variety of local groups work with our students to improve reading and provide tutoring as well as to run our libraries.|Being an elementary school, all classes are self contained and offer a general education for all main subjects, to all groups equally. We have small size classes. In the 7/8 which has our largest class, we offer a variety of pull-out options for enrichment opportunities and competitions such as Geobee and Spelling Bees; Gate Academy; music and Art. All teachers are basing their academics on standards based curriculum from adoptions by the state of California and recommendations from the Humboldt County Office of Education. The assessment tools used are Accelerated Reader, Accelerated Math, IXL and Accelerated 360. Teachers are aware of students with special needs in their classes and adhere to the team generated IEP's BLPs and 504. The teachers at Loleta work as a team to support one another and cover when assistance is needed in any area. Our school has the only Behavior Learning Classroom in the area which is an exceptional opportunity to allow students to develop coping skills around a variety of learning challenges. We also support an after-school, ASES/LEAP program tailored to assist our students towards academic success by working on homework and computer skills. RTI is gradually being implemented as the final step towards individual support at all levels for every unduplicated group. Enrichment is provided at all levels as well through art, music and thematic science units. Volunteers from a variety of local groups work with our students to improve reading and provide tutoring as well as to run our libraries.|Fiscal resources are limited. We would like to formalize our music program and create a band again but do not have the funds to do so. Secondly, we would like too hire a second resource/SPED teacher to split our 7/8 grades and give more individualized help, but again we do not have the funds to do so. Presently we have each teacher teaching two grade levels. To truly allow our teachers to get the depth in study to occur for our students, we would like to have a teacher for every grade.|We are putting a large amount of our budget into technology in order to allow all students the ability to reach beyond the classroom to the amazing resources  on the Internet. We believe that this will allow better access to differentiated instruction and project based learning. Secondly, we have put a lot of resources into classified aides to give assistance to teachers  as they teach to special populations in centers in the classes and to help with general management.|Met||2018
12629350000000|Maple Creek Elementary|7|All students have access to a broad course of study to include high quality, common core aligned materials for all subjects and supplies. All students have access to technology. All students have access to classroom library books. Metric: Assignment records, report cards, presentation, and/or portfolio, data provided during the LCAP review process, technology project reports, curriculum and equipment inventory/reports.|All students have access to a broad course of study to include high quality, common core aligned materials for all subjects and supplies. Field trips provide additional hands on experience with a variety of subjects. All students have access to technology and the district has met the 1 to 1 initiative. All students have access to classroom library books.|Until August of 2018, Internet access was a barrier for Maple Creek Elementary School. In August of 2018, high speed Internet was installed.|Online learning opportunities will be used to enhance and broaden the learning experience in all subject areas.|Met||2018
12629500000000|McKinleyville Union Elementary|7|The LEA uses the Master Schedules of each school site to ensure that all students have access to and are enrolled in a broad course of study.  As at TK – 8th grade district, our two elementary schools serve students in self-contained classrooms.  Students with exceptional needs receive services based on IEP or 504 plans.  These plans include identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable.  At the middle school, the master schedule provides 7th and 8th grade students the opportunity to rotate through six different classes per day with teachers who specialize in the content area and hold appropriate credentials.  Our 6th grade students are in Core for English language arts, and then have the opportunity to rotate for the other four courses, which includes physical education.  Again, students with exceptional needs receive services based on IEP or 504 plans.  These plans include identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable.|All students are provided the adopted curriculum and a broad course of study including math, English language arts, social studies, science and physical education.  In addition, students in Tk through 5th grade are in self-contained classrooms that are heterogeneous and receive art and music.  Students who are Special Day Classes are integrated into the general classroom as indicated in their IEP.  At Morris School, this is done in a push-in model.  All Middle School students are also provided the adopted curriculum and a broad course of study, but, rotate through the day to receive their instruction from teachers with single subject credentials.  6th grade students are in a two-block Core for English language arts and social studies.  Students in Special Day Classes also rotate throughout their day and receive a broad course of study.  In addition to the four core subject and physical education, middle school students also choose an elective such as art, gardening, leadership, Spanish, etc.|The LEA does not have any barriers in providing access to a broad course of study for all students.|No identified changes are needed at this time.|Met||2018
12629680000000|Orick Elementary|7|#1 - All students at Orick School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. IEPs for students with exceptional needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, health and physical education, and visual and performing arts.|#2 100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code.  Unduplicated students and students with exceptional needs also have access to a broad course of study.  Due a significant number of SED students at Orick School school-wide programs  were designed to ensure 100% of students were included in offerings in every subject area.  Since the inception of LCFF, the district has ensured all students have access to a broad course of study.  There are no identified groups due to the small student population at Orick School.|#3 The district has overcome any possible financial barriers by providing funds to support visual and performing arts instruction for all grades TK-8.|#4 The district will continue to monitor classroom instruction, student report cards, and IEPs to maintain 100% access to a broad course of study.|Met||2018
12629760000000|Pacific Union Elementary|7|The LEA works with staff from all grade levels and special services and programs to create schedules that ensure all students have access to and are enrolled in a broad course of study.  At our transitional kindergarten (TK) to eighth grade single school district, grades TK – 6th and the Special Day Class (SDC) serve students in self-contained classrooms.  Seventh and eighth graders rotate through a schedule that includes English language arts, math, science, social studies and physical education with additional opportunities to choose from a variety of electives.  Students may also receive services based on IEP or 504 plans and/or English Learner (EL) status, which may be pullout or push-in services.  Classroom teachers also implement identified accommodations, modifications for students with IEP or 504 plans and apply integrated and designated English Language Development strategies for EL students.|All students are provided the adopted curriculum and a broad course of study, which includes English language arts, math, science, social studies and physical education.  In addition, students in TK through 6th grade and the SDC are in self-contained classrooms that also receive music and gardening classes.  Students who are in the SDC are integrated into the general classroom as indicated in their Individualized Education Programs in order to receive a broad course of study.  Seventh and eighth graders also receive one period of study hall and can choose from a variety of electives, including music, technology, leadership, and theater.  Elective options change each trimester.|The LEA does not have any barriers in providing access to a broad course of study for all students.|No identified changes are needed at this time.|Met||2018
12629760115154|Trillium Charter|7|All Trillium students, including those with exceptional needs, are offered a broad course of study that includes common core curriculum and related instructional materials, PE and related activities that far exceed the minimum requirements for instructional minutes, weekly art and music instruction, project and experiment based scientific studies, and a wide variety of field trips designed to further explore art, culture, local history, ecosystems and habitat. Students with exceptional needs are offered support as designated by their IEP team to engage in all school activities.|We track student access to all materials and programs through budget & purchasing, attendance, and the completion of student portfolios.|We have no identified barriers in this area.|We have designated supplemental-concentration funds with this particular goal in mind for classroom aides, after school tutoring, art materials, field trips and student travel, and classroom materials and supplies for all students.|Met||2018
12629840000000|Peninsula Union|7|Due to our small school size and our high unduplicated rate, we apply our intervention strategies and additional supports for disenfranchised populations globally across our campus. We allocate additional moneys for field trips in order to provide enrichment activities that students might not otherwise have access to. Students are provided an integrated model of a broad course of study, including the arts and sciences, which includes integrative projects, guest speakers/presenters, and utilizing community resources. This is measured by lesson plans, sign in sheets for guests on campus, field trip documents, and compilations of student work samples.|Due to our small school size and our high unduplicated rate, we apply our intervention strategies and additional supports for disenfranchised populations globally across our campus. We allocate additional moneys for field trips in order to provide enrichment activities that students might not otherwise have access to. Students are provided an integrated model of a broad course of study, including the arts and sciences, which includes integrative projects, guest speakers/presenters, and utilizing community resources.|N/A|We intend to continue utilizing community resources, providing integrated arts and science opportunities for all students, and otherwise implementing a broad course of student for all students.|Met||2018
12630080000000|Rio Dell Elementary|7|The LEA uses the Master Schedules of each school site to ensure that all students have access to and are enrolled in a broad course of study.  Our TK – 5th grade students are served in self-contained classrooms.  Students with special needs receive services based on IEP or 504 plans.  These plans include identified accommodations, modifications and integration into the general education classrooms through a push-in model whenever applicable.   In the 6-8th grade, our master schedule provides all students the opportunity to rotate through six different classes with appropriately credentialed teachers.  All students are enrolled in English Language Arts, Math, Science, History/Social Science, and PE.  Again, Students with special needs receive services based on IEP or 504 plans.  These plans include identified accommodations, modifications and integration into the general education classrooms through a push-in model whenever applicable.  Students in all grade levels that need EL services receive additional support through an EL Teacher.|All students are provided the state adopted curriculum and a broad course of study including ELA, Math, History/Social Science, Science and PE.  In addition, students in TK – 5th grade are in self-contained classrooms and receive music instruction.  All students in our Special Day Class are integrated in the general education classes as indicated by their IEP’s.  Students in the middle school are also provided the adopted curriculum and a broad course of study.  Our students rotate through the day to receive their instruction from appropriately credentialed teachers.  In addition to the core subject areas, students receive PE instruction and the opportunity to receive Music instruction.|The LEA has not identified any barriers to providing a broad course of study to all students.|At this time there are no identified changes needed at this time.|Met||2018
12630240000000|Scotia Union Elementary|7|Using state adopted textbooks and materials, and California Common Core Standards, Scotia Union School District provides access to a broad course of study for all students.  This is measured by informal and formal daily, weekly, monthly, mid trimester, and trimester progress reports and report cards, as well as weekly teacher generated lesson plans.  These tools are used to track the extent to which all students have access to all areas of the curriculum, including math, English/language arts, science, social studies, health, physical education, visual/performing arts, and technical education.|"There are no differences across student groups in access to and enrollment in a broad course of study.  The school's EL support program provides extra support for English learners, thus enabling English learners to have full access to all areas of the curriculum.  The school's intervention program provides students in grades 1-3 with the resources and reteaching necessary to provide full access to all areas of the curriculum.  The Speech/Language program provides support for those students who need assistance with language processing in order to fully access the curriculum.  Finally, the Resource Specialist program is a ""push in"" program where students with exceptional needs are provided support within the classroom, allowing these students to remain with their peers while having full access to all areas of the curriculum, thus ensuring a broad course of study."|There are no barriers preventing all Scotia Union School District students full access to a broad course of study.  The intervention program, EL support program, and Resource Specialist program, and Speech/Language program all provide the support necessary for unduplicated students as well as exceptional students to access a broad course of study in math, English/language arts, science, social studies, visual/performing arts, health, physical education, and technical education.|For the 2018-2019 school year, the Scotia Union School District is providing support for English learners with an EL support program.  As referenced in the LCAP, this program is directed by the school's ELPAC coordinator, and provides language acquisition support and assistance to English learners to ensure access to all areas of the curriculum.  After the successful implementation of an intervention program in 2017-2018, Scotia School has continued this intervention program through to the 2018-2019 school year.  This program provides support and teaches skills to students in order to ensure access to all areas of the curriculum, thus ensuring access to a broad course of study.|Met||2018
12630320000000|South Bay Union Elementary|7|All students in the South Bay Union Elementary School District have access to a broad course of study as evidenced by the following: (1) review of master schedule, (2) review of lesson plans, (3) inventory of state standard-aligned curricular materials, and (4) the use of standards-based report cards at the primary elementary level.|The design of the District’s ELD program ensures that English Learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during appropriate intervention time.  IEPs for students with exceptional needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, visual and performing arts, and in the middle school access to career and technical education opportunities.|South Bay Union ESD has not identified any barriers to providing a broad course of study.|The District will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain access to a broad course of study.|Met||2018
12630320111203|Alder Grove Charter School 2|7|All students in Alder Grove Charter School have access to a broad course of study as evidenced by the following: (1) review of master agreements and learning records, (2) review of lesson plans and class descriptions, (3) inventory of state standard-aligned curricular materials, and (4) the use of standards-based report cards at the primary elementary level and grade-based report cards for middle and high school.|The design of the school’s program ensures that English Learners are given full access to a broad course of study within their independent study master agreement and access to classes and full course schedule, as well as being provided additional ELD instruction during tutoring time and meetings with their teacher. IEPs for students with exceptional needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, visual and performing arts, and in the middle and high school access to career and technical education opportunities.|Alder Grove Charter School has not identified any barriers to providing a broad course of study.|Alder Grove Charter School will continue to monitor classroom and non-classroom instruction, student report cards, EL progress, and IEPs to maintain access to a broad course of study.|Met||2018
12630320124289|South Bay Charter|7|All students in the South Bay Union Elementary School District have access to a broad course of study as evidenced by the following: (1) review of master schedule, (2) review of lesson plans, (3) inventory of state standard-aligned curricular materials, and (4) the use of standards-based report cards at the primary elementary level.|The design of the District’s ELD program ensures that English Learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during appropriate intervention time.  IEPs for students with exceptional needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, visual and performing arts, and in the middle school access to career and technical education opportunities.|South Bay Union ESD has not identified any barriers to providing a broad course of study.|The District will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain access to a broad course of study.|Met||2018
12630400000000|Southern Humboldt Joint Unified|7|We use the Master Schedules, SchoolWise, CALPADS as our tools for identifying the extent to which all students have access to and are enrolled in a broad course of study.|All students within South Fork High have access to a variety of courses through in-class and on-line platforms including A-G courses, AP English, AP History, A-G World languages and electives. All high school students are provided with college awareness seminars and have access to dual enrollment,  South Fork also has a college of the Redwoods psychology class on site with approximately 20 students enrolled.|One of the principal barriers to providing a more robust course offering is recruiting and retaining qualified staff.|Our LEA is investigating other options, both virtual and in-class, to provide a wider range of course offerings.  South Fork is also working with Local colleges to provide a wider range of opportunities for all students.|Met||2018
12630570000000|Trinidad Union Elementary|7|The LEA uses the Master Schedules for each class including core Math, ELA, art, music, gardening, electives, title 1 services, special education and 504 service minutes, and core classes to ensure that all students have access to and are enrolled in a broad course of study.|All students are provided the adopted curriculum and a broad course of study including math, English language arts, social studies, science, physical education, music, and gardening.  As a one school TK – 8th grade district, students grades TK-5th are served in self-contained classrooms.  Students in grades 6th through 8th are allowed the experience of switching classes for core and enrichment courses. Students with exceptional needs receive services determined through comprehensive evaluations and in alignment with IEP or 504 team decisions.  These plans include identified accommodations, modifications and instruction within the least restrictive environment (in the general education classrooms) through a push-in and pull out service.  Students in all grades are provided instruction in technology, art, music, and gardening.  Those students with exceptional needs are provided accommodations and modifications through IEP and 504 plans with the goal of them participating in the general education curriculum to the maximum extent possible.|The LEA does not have any barriers in providing access to a broad course of study for all students.|No identified changes are needed at this time.|Met||2018
12753740000000|Ferndale Unified|7|The academic counselor meets at least one time annually with all 7-12 grade students to assess their schedule and progress toward graduation. A progress toward graduation form is used in grades 9-12 to assess scheduling needs in order to meet graduation requirements, A-G requirements and career tech. pathways requirements. The principal meets with the the high school counselor when designing the master schedule each year to ensure access for all students to the courses they need.  For grades 1-6 curriculum matches state standards and the report cards reflect state standards for each grade. Teacher collaboration and evaluation tools allow for assessment of whether a broad course of study is being provided in each class.  IEP, 504 and EL meetings happen annually in order to ensure students receive support in ways that minimally impact their time out of the general education classroom.|Using the tools listed above, 100% of students have access to and are enrolled in a broad course of study. In grades 9-12 the progress toward graduation tool and annual meetings reported that all students have access to and are scheduled in the required courses for graduation (FHS graduation requirements ensure a broad course of study). In grades 1-6 all students have access to core curriculum aligned with state standards along with PE, music, art and student government. IEPs, 504s and EL plans all put accommodations in place in order to ensure all students can access grade level curriculum.|The barrier identified that could prevent the LEA from providing access to a broad course of study for all students is the time out of class where students receive support as English Learners or accommodation and modifications put in place through  IEP or 504 plans.|Student Study Team, IEP, 504, and EL meetings will continue to focus on the % of time in and out of general education setting. This discussion will continue to focus on individual student needs as well as the needed support for student's  to fully access grade level curriculum. Training and collaboration for Special Education and EL teachers will continue to be funded by the district. We will also continue to look for funding possibilities to continue our PE, Music and Art instruction in grades K-6.|Met||2018
12753820000000|Mattole Unified|7|In grades TK-12 at Mattole Unified School District, we utilize the following measures to define a Broad Course of Study:  Student Access to Board Approved Instructional Materials Student Access to PE Instruction Student Access to Art and Music Instruction Teacher Professional Development in STEAM Teacher Professional Development in Writer’s Workshops Project Based Learning in every classroom  In grades 9-12, we also define a Broad Course of Study as:  -A Course Catalog that provides students with various options and opportunities to meet the A to G for UC/CSU entrance requirements -A strong STEAM curriculum -AP course offerings -Career Exploration Opportunities|MUSD Grades TK-12   1. 100% of our students in all grades (TK-12) have access to CA approved curriculum-aligned instructional materials in all three schools (Honeydew Elementary, Mattole Elementary, Triple Junction High School)  2. 100% of our students in all grades (TK-12) have access to daily PE instruction 3. 100% of our students in all grades (TK-12) have access to Art and Music Instruction 4. Numerous STEAM professional development training opportunities are made available to TK-12 teachers annually. 5. Several Writer’s Workshop professional development training opportunities are made available to TK-12 teachers annually.  6. Project Based Learning occurs in every TK-12 classroom throughout the school year.   MUSD Grades 9-12  1. All students at the secondary level have access to all necessary courses that meet all of the A-G requirements.  All graduating TJHS students for the past 4 school years have met all A-G requirements.  2. Numerous general and college prep core and elective STEAM courses are currently being offered at TJHS this school year. More courses are in the developmental stage and will be offered in future years.  3. Several AP courses in various subject areas (Science, Math, English, Computer Science and History) are in the current catalog. 4. All students are able to experience career opportunities in-depth during the 4 weeks of Mentor Projects while they are in grades 9-12.|There have been no barriers preventing the Mattole Unified School District from providing access to a broad course of study for all students.|Mattole Unified will continue to provide a broad course of study for all students.  We will continue to provide high quality instruction in ELA/ELD, Social Science/History, Science, Mathematics, Physical Education and the Arts.  We will continue to expand our STEAM instructional offerings to keep pace with 21st century learning and innovations.  We will continue to focus on collaborative project based learning in all classrooms and to deliver a personalized learning experience to all students in all grade levels.|Met||2018
12755150000000|Eureka City Schools|7|Eureka City Schools tracks progress in meeting Priority 7 standards through the LCAP by undertaking a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|a. Further expansion of AVID was one of the successes of 2017-18. EHS was recognized as an AVID “site of distinction” for the second year and is in process of becoming a demonstration site.  AVID electives occurred at both middle schools.  Grant Elementary implemented AVID 3rd-5th grades During the summer of 2017, twenty-nine ECS staff members will attend the AVID Summer Institute in Sacramento.   AVID strategies are being used school wide at all four locations.   b. All 4th and 5th grade students in the District were provided music instruction.  Classroom music was offered to all 4th graders whereas either band or strings was offered to 5th grade students.   c. Instrument repair and replacement was supported at each secondary site.   d. As requested by teachers, materials and supplies for students in VAPA were provided.   e. Equipment was replaced at EHS with site funds.   f. A VAPA Task Force was not formed in 2017-2018.  Arts Integration coaches supported Visual and Performing Arts (VAPA) integration TK-8 to explore increasing opportunities for all students  g. Two instructional coaches worked with individual teachers as well as TK-8 whole-staffs with professional development support to enhance the integration of visual and performing arts with CCSS lessons and instruction.   h. As an “ad hoc” committee designated by the Curriculum Committee, a dedicated team of teachers, coaches, and District staff to refine the GATE identification process as well as services offered to GATE students.  A determination was made to move the GATE identification grade level to 4th so that CAASPP data could be considered as part of the eligibility criteria.   i. Through the collaborative work with HCOE the County History Day was a success for students at ECS with multiple students moving to the state level. In VAPA many student projects were displayed (including presentations at the Morris graves Museum) during Eureka “Arts Alive” nights and the annual PTSA student art display.  j. Career Technical Education (CTE) offerings remained robust at EHS despite a reduction in funding from the State for such programs. A culinary class was added at Zoe Barnum High School, utilizing a state-of-the-art culinary kitchen funded by Measure S monies.  k. Engineering classes are available at Zane and Agriculture Science is available at Winship.   j. As previously noted, a Yurok III/IV class was added to the World language offerings at EHS.  Thirty-two EHS students were awarded the Seal of Biliteracy for the 2017-2018 school year.|Students who graduate from ECS should be prepared to experience success in a global society through multiple pathways including access to visual and performing arts, CTE, and AVID classes.  ECS also offers music starting in 4th grade, but is struggling to hire qualified music teachers.  All students, including unduplicated students and students with exceptional needs, will have access to a broad course of study as prescribed by Education Code.  Along with ELA and math at all levels, this includes science, social studies, VAPA and PE at the elementary levels and health, world languages, CTE, and a variety of electives at the secondary level.  In addition to staffing challenges in certain areas (such as special education and math teachers), the District is also facing revenue challenges due to declining enrollment.|For 2018-2019 the following actions and services will be implemented:  1.7 a. Maintain student access to advanced study through support for AVID at Zane and Grant and advance AVID strategies schoolwide at Winship and EHS with a focus on recruiting students from the unduplicated count   b. Provide student access to elementary music programs.   c. Provide funding to all secondary school sites for instrument repair and replacement. to ensure access to students in unduplicated count   d. Maintain available visual arts supplies and materials for students to ensure access to students in unduplicated count   e. Replace damaged or worn visual arts supplies and materials f. Support the maintenance of a Visual and Performing Arts (VAPA) task force to explore increasing opportunities for all students.   g. Elementary and middle school teachers will have the opportunity to participate in professional development to enhance the integration of visual and performing arts with CCSS lessons and instruction.   h. Continue to communicate a protocol for identifying potential GATE students, especially targeting students new to the District after 4th grade.   i. Outreach to community organizations and resources to support enrichment and project based learning in History/Social Science, Science, and VAPA to support CCSS.   j. Maintain and/or Increase quantity and quality of Career Technical Education offerings and enrollment at the secondary level to include students who do not traditionally enter these fields with an emphasis on students in unduplicated count   k. Ensure that CTE pathways are available to students beginning in middle school with an emphasis on students in unduplicated count   l. Sustain pathways to achieve Bi-Literacy.|Met||2018
12755151230150|Pacific View Charter 2.0|7|Pacific View Charter 2.0’s primary measuring tool used to track access, enrollment, course study, grade spans, student groups, and exceptional needs is a school information system (or SIS) solution called SchoolWise. SchoolWise was created specifically for California schools. SchoolWise contains: Complete CALPADS file extracts and support, Web-based Parent Alert system, staff and family database, cafeteria point of sale, Web-based A-F/standards-based teacher gradebook, report cards, attendance tracking, and data tracking reports. Beyond SchoolWise, Pacific View Charter also supplements with multiple measuring tools utilizing, APEX, Google education, MMARS, Renaissance learning, Dataquest through CDE, and CAASPP.org. These supplemental programs allow a greater target specific precision that SchoolWise does not offer.|Pacific View Charter 2.0 has two sites: MARC and HSRC. Currently, both sites utilize SchoolWise, Google Education (G Suite), MMARS, Renaissance Learning, Dataquest through CDE, and CAASPP.org.  Both sites utilize SchoolWise as the school information system (SIS). SchoolWise utilizes a digital gradebook that all teachers use. This gradebook offers an online student and parent portal that allows parents to track progress of students live and communicate with their student’s teacher. At both sites, students have access to the supplemental digital tools via chrome books. Every student has access and user-accounts to Chrome Books during utilization of Renaissance Learning (STAR Math, Accelerated Math, STAR Reading, accelerated Reading) and CAASPP.org. Each staff member is able to access student data in assessments and are able to set specific targets for individual students including special populations. CAASPP allows teachers and students access Interim assessments for state preparation. CAASPP also allows further curriculum development through their digital library of lessons.  Administration and staff utilize Google Education to communicate and organize material for deployment at home to increase access with our families. Google education allows staff to collaborate and share best overall practices throughout the schools creating emails and shared web space for media distribution to students, parents, and staff. Every student at MARC has their own google account allowing them access to an office suite and google classrooms. Google docs, program has built in tools for students with disabilities including speech to text dictation and text to speech read-back. At the MARC only, Digital online CA standards-based curriculum is offered through APEX. The entire site is a Digital Jr/Sr High School. APEX creates a scope and sequence for each student at the high school allowing students to work independently or as a class with standards-based curriculum. Apex also offers methods of communication with parents by sending out emails when students miss deadlines. APEX also offers remediation and digital tutoring for students to get up to grade level. Scores from APEX are transferred over to SchoolWise gradebook.|• Shared Barriers between MARC and HSRC: Digital tools share the common problem of reaching families that do not have a computer or internet. Laptops are not allowed to be brought home.  • At the MARC, a master scheduling barrier for A-G access and CAASPP testing was created with our students for the 2017-2018 school year and earlier.  • No foreign language graduation Requirement therefore students do not fulfill A-G requirements for CSU/UC as a graduate. • Being a credit recovery alternative education type school, special needs students might find digital curriculum cumbersome. As APEX is schoolwide, method of delivery is limited and families without electronic access will have a disadvantage at home.|To increase school communication access to families, PVCS opened up the parent and student portal in SchoolWise. Even parents without electronic access are able to utilize public libraries to view student information. Assessment and student curricular need identification and remediation is conducted through Renassance Learning. This gives the school year- year longitudinal data of our continued enrolled students. All digital tools are able to be accessed with Android and iOS mobile devices as well through the web portals. At the MARC, APEX was executed for the 2017-2018 school year. This program allows greater flexibility with class offerings, credit recovery, and remediation. For special need students, the school still offers minimum access to text books and printing funcitons within the school. At the start of 2018, the MARC continued to use APEX for curriculum but changed from the APEX gradebook to the SchoolWise gradebook that allowed even greater differnciation to special populations. Teachers maintained access to supplamental curriculum by posting assignments within the Google Classroom in combination to SchoolWise gradebook. During the 2018-2019-year, admin required all incoming freshman to be enrolled in Algebra and Biology. All 11th graders are required to be enrolled in math. Admin removed the physical science course and replaced it with A-G Chemistry still fulfilling the physical science requirement. These changes allow PVCS graduates to maximize A-G completion and CAASPP preparedness. Future proposed changes at the MARC will be to increase dual enrollment oppertunities for 11th graders and 12th graders at community college and instituting a digital A-G forign language class.|Met||2018
12768020000000|Fortuna Elementary|7|All students at Fortuna Elementary have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction on a daily basis during non-core instructional time.  IEPs for students with exceptional needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, health and physical education, and visual and performing arts.|100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code.  Unduplicated students including ELs and students with exceptional needs also have access to a broad course of study.  Due a significant number of SED students throughout the district, school-wide programs are provided to 100% of students.  Since the inception of LCFF, the district has ensured all students have access to a broad course of study.  There has never been any identified group who have not been offered the full range of courses appropriate for their grade.|The district has created an ELD program that provides ELD instruction during non-core instructional time thus preventing ELs from being removed from their classrooms during core instructional times. The district has provided funds to support visual and performing arts instruction at each school site covering all grades TK-8.|The district will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study.|Met||2018
12768020124164|Redwood Preparatory Charter|7|By using our student information system, budget expenditures, classroom observations/peer coaching, and staff surveys, we track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|As a small school with one class per grade level, all students have equal access to a broad course of study. We implement Common Core State Standards, Next Gen Science Standards, and follow the California framework for Social Studies, PE, Health, Art and Music.|Barriers to providing all students with a broad course of study are minimal at Redwood Preparatory Charter School. The only obstacle we face is the experience level of instructors at new grade levels as it relates to the scope and sequence of delivering instruction on the standards.|We implemented a mentor/coaching program.|Met||2018
13101320000000|Imperial County Office of Education|7|An annual review of the Course of Study and Master Schedule is conducted to ensure student access to a broad course of study. This includes Math, Social Science, Science, Visual and Performing Arts, Health, Physical Education, Career and Technical Education, and electives. We also utilize students’ incoming transcripts, Measures of Academic Progress assessments, and state assessments to develop students’ individual academic achievement plan and monitor growth. Student growth is tracked on an ongoing basis and students are able to request enrollment in a credit recovery course if they are enrolled in secondary courses.|After finalizing our Master Schedule, all courses are offered to all students regardless of where they live, what school they attend, or their social economic background. The number of courses are developed depending on students’ academic placement. This is determined after analyzing student scores, transcripts, and interest in CTE courses.|No barriers have been identified in this area. We have adopted online courses to ensure students enrolled in Alternative Education (court and community school) are provided every opportunity to complete high school graduation requirements. We continue to provide a wide access to classes so students can receive a full learning experience and are more likely to graduate and better prepared for higher education and/or employment.|The administrative team and certificated staff will continue to develop rigorous and relevant curriculum aligned with the state academic and career education standards to promote student achievement. Teachers will continue to attend professional development opportunities that will modify instructional practices to ensure access to all core, career technical education, and intervention courses.|Met||2018
13630730000000|Brawley Elementary|7|In order to track the extent to which all students have access to, and are enrolled in, a broad course of study, BESD uses the student information system, Calpads and site master schedules.  Each site is required to complete and adhere to a master schedule that includes the following subjects:  English language arts, social science, physical education, science, mathematics, English language development and two 30 minute blocks for ELA and math intervention.  Principals are responsible for monitoring adherence to the master schedule at their respective sites.  District administrators conduct site visitations to monitor program/master schedule adherence, as well as quality of instruction.|At the elementary sites, ALL students are enrolled in English Language Arts (ELA), mathematics, social science, science and physical education.  While our district offers an elementary music program to students in 4th-6th grade (band, orchestra and chorus), it is optional and scheduled as a pull-out program.  The following is a summary of participation in the music program:  Miguel Hidalgo Elementary 84 out of 513 1st-6th grade students; J.W. Oakley Elementary 82 out of 673 1st-6th grade students; Phil D. Swing Elementary 122 out of 729 1st-6th grade students; and Myron D. Witter Elementary 107 out of 703 1st-6th grade students.  While our current solution does not provide access to all students, we changed our practice from 17-18 to 18-19.  During the 17-18 school year, we offered the music program after school.  We do not currently have options for Health Education at the elementary level.  At the junior high school, ALL students are enrolled in English Language Arts (ELA), mathematics, history, science and physical education.  We do not currently offer Foreign Language or Health Education.  Students are enrolled in seven classes throughout the day.  In addition to the required course of study, students have several electives to choose from:  Art, Advanced Art, Marching Band (0 Period), Band, Orchestra, Chorus, Technology, Advance Technology, and STEM.  Most of our electives are semester courses, with the exception of Chorus, Orchestra, Band and Advanced Art, which are year long courses.  Over the course of two years, students have the opportunity to take four of our electives.  Of the 944 students enrolled at the junior high school, 136 are currently enrolled in VAPA courses, 172 are enrolled in applied art courses, 169 are enrolled in STEM electives, 187 are enrolled in Technology electives and 114 are enrolled in intervention courses.|Elementary Barriers:  While enrollment in an intervention block is not a required element of receiving a broad course of study, the barrier that exists is that we also have special education and tier 2/3 intervention services that prevent ALL students from participating in the Tier 1 Intervention.  Another barrier for our elementary sites is allowing time for all subjects.  We have been exploring the addition standards aligned art instruction for all students; however, there isn't enough time in the day, with our current schedule.  While we have not adopted a health education curriculum, this too will have to be integrated into our physical education so that all students will benefit.  Secondary Barriers:  While all students are enrolled in core classes, not all students have the opportunity to take electives.  English Learners must have English Language Development programmed into their school day; this becomes the 7th period for this subgroup preventing them from taking an elective course.  In addition, the same holds true for students enrolled in intervention classes.  If a student has a math intervention class, this becomes the elective course.  While we have not yet offered a foreign language elective, the barriers will remain the same.  We will have to search for a creative way to schedule students so that they have equal opportunities.|BESD will continue to modify the master schedule so that time can be added at the elementary level for standards-aligned art instruction for ALL students.  We will begin to explore the integration of health standards into our physical education model.  At the junior high level, district administration will work with site staff to recreate a master schedule that allows students to have access to core plus electives.  We are considering the possibility of an elective wheel so that students are exposed to VAPA standards, foreign language, STEM and Technology.  We currently have a double block for English Language Arts.  While teachers feel that this is crucial to covering grade level standards, we may need to consider other alternatives so that students have equal opportunity to a broad course of study.|Met|Presented to the Board of Trustees on 10/9/18.|2018
13630810000000|Brawley Union High|7|The Brawley Union High School District is constantly evaluating Priority 7 – Access to a Broad Course of Study, through monitoring various components of our course offerings, school minutes, and master schedule.  The school sites have master schedule committees to evaluate the number of sections offered compared to the number of students requesting the specific courses.  These committees meet quarterly to discuss student access to ensure unduplicated pupils and special education students are receiving the courses and services they need.  Through these meetings the committees are able to discuss courses most requested by students in order to research the possibility of adding it to the master schedule course offerings.  Through LCAP meetings and Liaison team (which consists of Department Chairs, management and a counselor) meetings, the district discussed goals, course offerings, and possible courses to add for the following year.  During these meetings, they also review A-G Approved courses and discuss possible courses to potentially become A-G approved.  The superintendent, alongside his management team meets weekly to discuss various topics that include instructional minutes, inclusivity of all students as well possible future courses to be added for the following school year. Updates are given and approval is made by our governing board to add additional courses to our master schedule.|Because of the local self-reflection tools the district was able to determine and improve upon course access to all students.  English learners immigrating to the US during high school were struggling in meeting A-G requirements.  Through the self-reflection process the Liaison team was able to develop a course that allows them to acquire English while maintaining the rigor required of an A-G course.  Therefore, our Transitional English II course was submitted and approved to become an A-G course and these unduplicated pupils no longer struggle to meet the entrance requirements of a UC or CSU.  Through the evaluation process it became evident that these same English learners excelled in Civics, but due to language barriers, were unable to be successful in an honors Civics course.  Through professional development that focused on specialized instruction, the district was able to offer an honors course in Civics for those English learners who excelled in the subject.  Over the course of four years, the district has added A-G courses as well as AP courses.  Through courses requests at both the comprehensive high school as well as the alternative education high school, it became evident that AP Psychology was a popular request among students.  With the help of the Master Schedule Committee and the Management team, in 2017-18 BUHS began offering AP Psychology and in 2018-19 DVHS has it as a course offering as well.  New to the 2018-19 school year, BUHS was able to add an Advanced Publications course as well as get approval for both Publications and Advanced Publications to be recognized as A-G approved electives.  This school year the district entered into a partnership with the local junior college, Imperial Valley College (IVC) to provide dual enrollment courses to students enrolled at the comprehensive high school as well as the alternative education high school.  These courses are free of charge to the high school students and all materials are provided.  Upon successful completion, students will receive both high school and college credit for these courses.|Through the Brawley Union High School District’s self evaluation, there is a need to diversify course offerings in the areas of foreign language, electives and CTE/ROP pathways.  Barriers preventing successful increases in these areas include finding qualified teachers credentialed in languages other than Spanish, funds required to hire additional certificated staff to increase elective and ROP courses as well as funds to purchase needed materials for new ROP courses.|Currently the district continuously monitors current courses, enrollment status and completion rates for all students to ensure their academic needs are being met.  The various committees  review course requests to decide what new courses could be offered relevant to student needs.  The Director of Special Ed and the EL Coordinator monitor their respective students to ensure their schedules are comparable to that of their regular education peers.  BUHSD is constantly monitoring class rosters to ensure inclusivity of all student groups at BUHSD.  Being the first year offering junior college courses at both campuses as well as an AP course at the alternative education setting, the success rates will serve as baseline data moving forward.|Met||2018
13630990000000|Calexico Unified|7|Calexico High School (CHS) uses Synergy, our student information system, and Naviance to complete course registration and 4 year plans with every student as a way of monitoring student access to a broad course of study.  Students from all subgroups go through the same process of completing the 4-year plan with their counselor.  Case managers provide students with exceptional needs additional support by reviewing course offerings during the IEP process. All students participate in a CTE/elective fair for course offerings. In the past three years, CHS has added more CTE, AP and elective sections and/or courses. CHS has increased the number of sections of AP History and AP psychology and has opened new courses such as AP Chemistry and AP Art.  They have also increased AVID sections and created elective courses such as computer science and journalism courses. CHS has improved existing CTE courses and has added Jr Navy Cadet classes and Auto Shop class. Aurora continuation high school added a Fire Science course. In addition, we are in the process of creating a CTE Facilitator position to assist CTE teachers in administering, monitoring and implementing the requirements for a quality CTE program based on the 11 Elements of a High Quality CTE Program and will service 7th – 12th graders.  At the junior high level, sites also utilize Synergy to track student access to a broad course of study.  As part of the process, teacher credentials are reviewed for possible courses to offer. Teachers are asked to submit a course request form to teach one elective course of their interest. Administration team and counselors review course offerings and enrollment. Decision is based on the availability of sections once student’s core instruction needs are met.  Students submit application for elective course offerings.  Site administration refer to CHS CTE course offerings to build introductory courses.  Aside from core content area courses, our junior high offers all students access to AVID/AVID Excel Elective, Honors ELA Elective, STEM, STEAM, MESA, Advanced 7th Grade Math, Algebra 1, ASB, Band and Computers.  Currently Enrique Camarena Jr. High School (EC) offers Spanish and Journalism electives that are not offered at William Moreno Jr. High School (WM). For students with exceptional needs, case managers, after reviewing assessment data, develop student schedule recommendations prior to start of school. Students are offered access to a variety of course offerings including Technology, AVID/AVID EXCEL, STEM, STEAM, ASB, Band, Spanish, Journalism, including all core content areas as appropriate. At the elementary level, similar to the secondary sites, they use Synergy to track student access to a broad course of study. Sites verify their master schedules and class rosters to ensure all student have access to a broad course of study.  All students have access to and are enrolled in English Language Arts, Mathematics, Social Science/Science, Physical Education, ELD, an|During CTE/elective fair, high school students are presented with potential course offerings and counselors create a student interest list from student sign-up. Students complete a student registration form where they select the courses they are interested in, including alternative options. Student registration requests are entered into Synergy according to their course interest. The number of course sections in the master schedule are created according to student interest.  At the junior high level, teachers submit databased core course recommendations. Administration team and counselors review course offerings and enrollment. Students are placed in core and core-support classes based on course placement filters (recommendations are made based on multiple assessment data).  Students may be placed in an elective course if no additional support class needed. Students submit elective survey and application for elective course offerings. Once applications are reviewed, students interview for assignment in courses such as AVID/AVID Excel Elective, Honors ELA, STEM, MESA, Band and ASB.   In the past EC provided students with elective choices similar to WM, however in the last couple of years they have not provided that option. At the elementary level, courses offered are based on the Healthy Kids Survey, district goals (LEA and LCAP), school goals (SPSA), feedback from stakeholders (parents and students), and feedback from teacher collaboration within their planning time. One out of the seven elementary sites surveys student for future course offerings.|At the high school level, barriers include having clear communication with students. We need to ensure that every student has access to google accounts and Naviance at the classroom level. Currently, we do not have one to one devices.  The district has incorporated funds in the LCAP to address this need and has been providing devices on a yearly basis to different classrooms.  We also need to continue supporting the implementation of the Naviance program by providing technological assistance and ensuring are database is updated as early in the school year as possible. Another barrier is aligning teacher credentials with master schedule needs.  We also need to find effective methods of engaging our parents in participating with their children in the selection of courses. At the junior high level administration course offering are limited due to teacher credentials. Another barrier they encounter is limited number of elective offerings due to the number of students in need of support classes in mathematics and English Language Arts.  At the elementary level, the number of courses already being offered to students impacts the existing instructional schedule and are limited to adding additional courses.  Barriers include time, coordination of RTI schedules and instructional demands.  Some sites have expressed a need for curriculum for health, PE and VAPA, in addition to training of these standards.|At the high school level we will continue to utilize Naviance and develop four-year plans for students. We will continue to offer CTE/elective fairs as a means of presenting students with potential course offerings and will plan on developing a survey that could additionally serve as a tool for considering courses in the master schedule.  We will continue to communicate with parents via email, social media, marquee messages, school web pages, dialers, and school calendars. In addition, Calexico high school will develop newsletters to be sent hope to parents and provide ways of how to engage in the selections of courses for their children. Students are no longer required to obtain a teacher recommendation in order to enroll in AP classes and all students are invited to participate in AP assessments, including those not enrolled in a course.   At the junior high levels, sites will plan and develop a survey for students to determine possible future course offerings based on student interest and pathways.  They will also continue to articulate and to ensure both sites offer similar course offerings.  We will look at ways of converting our support mathematics courses to other electives such as STEM/STEAM while ensuring teachers hold appropriate credentials. At the elementary levels we will continue to research supplemental programs that will enhance student learning in core contents such as mathematics and English language arts. In addition, we will look at increasing access to visual and performing arts.|Met|CUSD has a large population of English Learners. We provide language acquisition support for English Learners to secure continuous progress for English proficiency. We have added English Language Intervention Teachers at the elementary sites who provide Tier 2 interventions (pull outs).  We also have two Secondary Specialist and two Elementary Specialist who confer with teachers, counselors, para-educators, administrators, students and/or parents to determine language and academic needs of English Learner students to support and monitor their academic success.|2018
13631070000000|Calipatria Unified|7|As outlined in the LCAP, Calipatria USD is evaluating the Access to a Broad Course of Study through a) CA Dashboard Performance Indicator; b) UC A-G List; c) Alternative Education course enrollment; and d) Site Master Schedules and instructional minute reporting.   In addition, consultation and planning input and the LEA and LCAP survey will be used to address this standard.|CUSD met or exceeded annual instructional minutes for each school site, as reported to CUSD School Board of Trustees. CUSD continued to implement the Integrated Math sequence at Calipatria High School. All CTE courses at Calipatria High School were aligned to the new CTE standards and established a total of 5 new pathways. CUSD increased the UC/CSU Approved Course List for Calipatria High School 47 courses identified on the list for 2017-2018. Courses were added to Mathematics (c) and College Preparatory Electives (g). CUSD increased the # of alternative education opportunities for students to become College and Career Ready. The district entered into a Dual Enrollment Program with Imperial Valley College and offered 2 college courses on the CHS campus during the 2017-2018 school year. An additional course was offered in summer session. CUSD improved 2016-2017 performance across all CA Dashboard indicators for College and Career Report, Fall, 2017.  Consultation and planning discussion found a desire to seek options to expand Foreign Language into grades 7-8.  Parent survey indicated 72.3% of parent respondents Agree or Strongly Agree that their child is receiving instruction that will prepare them to meet state standards and prepare them for college and career readiness.|Calipatria USD continues to recognize the barrier for a broad course of study in the areas of foreign language, CTE, and Visual and Performing Arts for Grade 7-12 due to shortage of qualified certificated staff.|At this time,Calipatria USD will continue to evaluate the opportunities for additional resources to expand access to a broad course of study including the provisions for foreign language at grades 7-8.  Calipatria USD will revise Parent Survey to further access parental response to specific Course of Study perspectives.|Met|Calipatria USD has met the requirement of Priority 7 as part of the ongoing evaluation of LCAP Goal 6 and other district tools including consultation and planning input and a parent survey.|2018
13631150000000|Central Union High|7|CUHSD schools utilize the Aeries student information system for the purposes of scheduling students into courses to produce Master Schedules, monitoring course enrollments, assuring proper program placement, and tracking student progress towards meeting graduation and a-g course completion requirements.|CUHSD schools employ a multi-tiered approach to ensuring all students have access to a broad course of study.  Each year during winter, students in grades 9-11 are provided the opportunity to select the courses they wish to take in the following school year using the Aeries system. Grade 8 students choose courses by completing a written form following presentations detailing high school offerings and programs. Counselors then carefully review all course selections to make certain that all students are scheduled in the appropriate core and elective classes that are necessary for graduation and that optimize fulfillment of their educational goals.  Special Education, English Learner and Migrant staff provide placement recommendations to ensure their respective special population students access the instructional offerings that best meet their individualized needs. During the scheduling process, counselors and support staff also assess academic progress and make recommendations for advanced or intervention coursework as appropriate. Students who fall behind in credits due to failed classes are provided the opportunity to repeat courses in subsequent school years, participate in online credit recovery, or in limited instances, retake classes offered during summer or through Adult Education.  An evaluation of the Master Schedules at Central Union and Southwest high schools reflect extensive lists of diverse offerings that include core academics (English language Arts, mathematics, science, and social studies), fine arts, foreign languages, physical education, and career technical education. Among these are specialized courses designed to specifically address the unique learning needs of students with disabilities, English learners, Migrant students, and advanced students. Due to the significantly smaller populations at Desert Oasis and Phoenix Rising, the sites’ direct instruction offerings are more limited and focus primarily on core academics, however, they are augmented by the option of enrollment in online Edgenuity classes.|In general, there are few major barriers that limit CUHSD schools from providing access to a broad course of study.  There are, however, some issues which present challenges that impact some students in specific situations as follows: -  The number of singleton offerings in the Master Schedules result at times in conflicts for students who are interested in taking two courses that are only offered during one period of the day. Such situations are unavoidable and require students to prioritize choices.  -  In mathematics, the high failure and repeat rate in Algebra I affects students’ ability to access higher levels of math. A related consequence is the adverse impact on CAASPP math performance resulting from 11th grade students having not accessed instruction in Algebra II content standards, which is necessary for success on the assessment. - The inability to find qualified teachers in certain subject areas has hampered the district’s efforts toward offering proposed high interest, specialized courses such as Chinese language, visual arts, and Certified Nursing Assistant.  -  As described in the previous section, the small student populations at Desert Oasis and Phoenix Rising create limitations that make it infeasible to offer a broader selection of direct instruction courses.|CUHSD will continue to regularly evaluate its course of study to ensure that its offerings are comprehensive, engaging, and rigorous.  Staff will also critically review special programs to ensure effectiveness. Periodic student and parent surveys will be used to assess what subject areas are of particular interest. Based on evaluations and input, new courses will be implemented and ineffective programs will be modified or eliminated.  For the current and ensuing year, the district  has made it a priority to dedicate the time and resources needed to tackle the underlying issues which prevent students from accessing higher levels of math.  A task force of teachers and administrators have begun evaluating the data and correlating it with the curriculum and assessments to determine areas of misalignment.  Development of a targeted action plan for modifying curriculum, instructional strategies, placement practices, and interventions is underway.|Met||2018
13631230000000|El Centro Elementary|7|El Centro Elementary School District tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and school schedules to assess the extent to which all student have access to and are enrolled in a broad course of study. In addition, course enrollment reports from the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and student with exceptional needs.|Elementary Grades 1-6: All ECESD students in grades TK-6 are enrolled in a broad course of study. All elementary schools offer access and enrollment in English, Mathematics, Science, Social Studies, Physical Education, and Visual Arts as identified as a broad course of study for grades 1-6.  Performing Arts, Orchestra and band, can be accessed starting in the fourth grade. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. Grades 7-8: All ECESD 7th and 8th grade students have access to a broad course of study within their school offerings. All students are enrolled in English, Math, Science, Social Science, and PE.  Visual and Performing Arts and Applied Arts are offered as an elective at both Kennedy Middle and Wilson Jr. High. Wilson Jr. High also offers Spanish as a foreign language as an elective. Kennedy and De Anza provide access to foreign language after school or during the school day. De Anza Magnet offers band and orchestra during the school day.|Barriers preventing ECESD from maximizing the broad course of study offerings to all students include lack of time during the regular school day. Each campus offers an after school program with various course options to supplement the school day.  Another challenge is the school schedule at the 7th and 8th grade level. Students have one period for electives and students needing additional academic and linguistic support, such as English Learners and Students with Exceptional Needs do not have space in their schedule to participate in other electives. After school programs allow more options for these students.  The district does not currently offer any Career Technical Education (CTE) courses in grades 7-8 however our feeder high school district has an extensive CTE programs and course offering available to students beginning in high school.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support priority 7. The district will continue to increase the number of options students have in selecting specific courses that meet the broad course of study parameters both during the school day and after school.|Met|The El Centro Elementary School District supports student access to a broad course of study in the LCAP funding band and orchestra at all school sites, an applied arts teacher for grades 7-8, and access to robust after school programs at all school sites.|2018
13631230118455|Ballington Academy for the Arts and Sciences|7|Ballington Academy for the Arts & Sciences – El Centro (BAAS – El Centro) serves 272 students in grades TK-6.  Our school provides all students with a standards-aligned Project-based STEAM learning experience. Our student demographics include: 43% English Language Learners (ELL); 9% Students with Disabilities, 4% Homeless; and 70% qualify for Free/reduced Lunch.  Ballington Academy for the Arts and Sciences – El Centro seeks to address the need for a rigorous and innovative educational program that prepares young children for the demands of the future, by providing the skills necessary to usher students into the 21st century, ensure each student is educated to the fullest potential and is College and Career ready.    BAAS – El Centro provides all students with a Science, Technology, Engineering, Arts and Mathematics (STEAM) educational program through a Project-based Learning (PBL) instructional approach.  Ballington Academy for the Arts & Sciences – El Centro provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of BAAS – El Centro’s educational program.   Ballington Academy for the Arts & Sciences – El Centro uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Ballington Academy for the Arts & Sciences – El Centro, all students in grades K-6 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades K-6 have access to and are enrolled in Visual Arts, Engineering, and Technology course.  There are no differences to accessibility to courses, across student groups at BAAS – El Centro.|Currently 100% of the students have access to a broad course of study and BAAS – El Centro will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of BAAS – El Centro in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
13631230122663|Imperial Valley Home School Academy|7|Imperial Valley Home School Academy tracks progress in meeting Priority 7 standards by reviewing course, workshop, and elective offerings to assess the extent to which all student have access to and are enrolled in a broad course of study.|Imperial Valley Home School Academy (IVHSA) is a public charter school, authorized by the California State Board of Education, and is a personalized learning Independent Study program serving students from transitional kindergarten through 8th grade.  Imperial Valley Home School Academy’s focus is developing and implementing independent study programs that expand educational opportunities for all students. Parents are responsible for the day-to-day instruction of their children under the guidance and support of a credentialed teacher. A wide variety of educational supports including workshops, tutoring, electives, as well as field trips, social events and guest speakers are provided to aid students in reaching their educational goals.  All IVHSA students in grades TK-8 are enrolled in a broad course of study. IVHSA offers access in the seven areas identified as a broad course of study for grades 1-6.|The Imperial Valley Home School Academy Charter supports parents as the teacher of their child. Parents are supported with curriculum and lessons as well as workshop offerings, electives, and field trips to provide a broad course of study.|IVHSA continually analyses and designs the Workshops, electives, and field trips offered to students and will continue to ensure access to a broad course of study.|Met|Imperial Valley Home School Academy is a dependent charter school that supports parents with schooling their children at home. Instruction takes place in the home with parents as the teachers. The school supports instruction by providing the curriculum and lessons and voluntary enrichment and support workshops provided at the academy location.|2018
13631310000000|Heber Elementary|7|1. The District has begun to analyze the needs of the schools in order to provide support and establish a local measure at each school site. The District monitors the daily schedule of instruction and lesson plans for each grade level. In addition to the schedules, the District tracks student course on the student information system and CALPADS. Student with special needs are included in all activities and decision are made at IEP team meetings on how to include students in the general education setting.|. The District is comprised of two schools. Dogwood Elementary (TK – 3rd grade) and Heber Elementary (4th – 8th grade). In grades TK – 6th, classrooms are self-contained students rotate for intervention and ELD periods throughout the day. In grades 7th – 8th, students have a rotating schedule where students go to different subject area classes. Daily schedules are developed by the District so students are receiving the instructional minutes required by Education Code for each curricular area. The District monitors that schedules are followed and grades are given to all students through the student information system. As the District continues to develop a plan to incorporate the broad course of study there will be a need to discuss how the course will be integrated into the daily schedule of instruction, the curriculum that will be implemented, professional development, and how the new courses will be graded.|At a monthly meeting, the District surveyed the leadership team, consisting of teachers and administrators and the following were considered as some barriers:  • Needed training for staff • Instructional time in the daily schedule of instruction  • The need for material and curriculum • Scheduling|The District has begun to gather stakeholder input on new actions that need to be implemented to ensure access to a broad course of study for all students. Stakeholder input will be solicited at the school leadership, parent and staff meetings. Recommendations and input will be considered and the best course of action will be developed and presented to all stakeholder for their final input.|Met||2018
13631490000000|Holtville Unified|7|Holtville uses locally selected measures  and  tools to track the extent to which all student have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individual with exception needs served. These tools are; • Master Schedule:  Used to see what classes and programs are being offered at the school site. • Student Schedules:  Used to see what classes and programs a student has been enrolled in. • Class Schedule:  Used to show what core topics and subjects are going to be taught. • Lesson Plans:  Used to show exactly what a teacher is going to teach over a specific period of time. • Synergy:  A program used to track students, also known as a student information system. • A-G Reports:  Used to track students enrollment and completion of A-G college requirements. • AP Reports:  Used to track Advance Placement classes a student takes. • Illuminate:  Used to track a student’s assessments and class tracking. • Beyond SST:  Student Study Teams who meet to evaluate a student s progress, needs and makes recommendations for          present and future students course of study. • IEP:  Used to evaluate and determine resources and classes that a Special Education Student needs. • 504 Plans: A tool used to determine special programs that a student may need based on none Special Education needs.  • CALPADS: A program used to track all students’ information, person, family, educational, medical, special education and         more|Holtville Unified School District uses their locally selected measure and tools to extend to all student access to broad course of study. Each one of our schools have different Master schedules bur all students have access to a broad course of study. The primary difference between students in TK-5th grade is the focus is on learning and developing core skills in math, language Arts, science, with some technology, the arts, theater, and music, all tk-5th have access to the Dual Immersion Programs if they choose to go that route. Grades 6th-8th have also the focus on the core but have access to band and music, organized sports, and some electives; they too have access to the Dual Immersion program.  9th-12th grade level students have the expanded opportunity to take more electives or a broader course of study including classes like CTE classes, advance program classes, multiple languages, more focused art programs, graphics and animation programs, marching band, flags, computer skills, business and other career base programs  and much  more. Holtville Unified School District adds classes, and courses at the beginning of every year. Holtville Unified has completed the implementation of Dual Immersion in k-8th grades and expanded programs for advance language skills in 9-12 grade programs. Our schools have been training their teachers AVID skills and our teachers have taken that to the classrooms, four of our six schools are AVID schools. ELs receive integrated and designated ELD, and language development programs such as Imagine Learning, English in a Flash, Reading Plus and Renaissance. TK -12th grade students have access to a broad course of study and instruction is rigorous in all subject areas. The percentage of student that met A-G requirements in 2017-18 was 41% and continues to grow.  More students are taking AP courses and performing better. The district adopted new English Language Arts curriculum, Benchmark, Advance (TK-5) and Pearson for 8-12, My Perspectives (6-12).The Master Schedule tracks our students’ academic progress and teachers use assessment tools such as Synergy and Illuminate assessment, using Accelerator Reader and Math to measure students growth not only in the core subject areas, such as language arts, and math, but in all courses. Each school site along with the administrative team continues to explore more ways of expanding programs to improve on our bride course of study offering.|Holtville Unified School District Administrates, using locally selected measures has determined that there exists one barrier that is compounded by two special conditions to our students getting a hundred percent of a broad course of study.  Holtville Unified School District has the same barrier at all schools and that is demand outpaces supply, there are more students and student needs than resources.  This barrier is hampered by lack of classroom space, and the lack of growth in both the student population and the housing starts in Holtville. Every school site from TK-12th grade has a limited amount of physical space for classrooms.  Each site has maximized the use of every square inch of real estate in an effort to provide the space for new and current programs that continue to grow. Hampering our ability to quickly build to increase space is the fact that our district has experience little to no growth in in the last four years.  This is hampered by the lack of new housing starts.  Reducing or eliminating our barrier will require planning both at the District level as well as the community level.  The Dashboard is a strong tool to keeping our stakeholders informed and engaged in our effort to succeed in providing our students a broad course of study.|In response to the results of the locally selected measures, Holtville Unified School District has made the following revisions, decisions, additions and new actions to ensure access to a broad course of study for all students.  • Increased AVID Classes • Increased AP classes • Dual Immersion K-8, 9-12, increased foreign language classes through AP offerings, and increased lower level Spanish          classes. • Dual Language Certificate of Bi-literacy • Hired a second Spanish teacher • A+ Program at Sam Webb • Added classes through Freedom Academy such as; Forestry & Natural Resources, Concepts of Engineering and          Technology, Cosmetology, Probability, Statistics, and more AP classes. • Added a second Pre-Calculus Class, expanded available courses to include; Computer Coding, Life Skills, Sports Medicine,         Career Readiness,  Aerobics, and more. • Expanded CTE pathways with classes like Ag- Chemistry. • Changed some classes from year to semester.  • Increased technology • Added programs like SIPS, Freckle, Google 360, Synergy assessment tool, Benchmark, Pearson curriculum tools.       • Increased online programs • Added another P.E. Teacher/Health|Met||2018
13631640000000|Imperial Unified|7|In the middle and high school setting, IUSD used established queries to generate class enrollment reports. Data on student enrollment on every section (class) was extracted and disaggregated by subgroups, including ethnicity, gender, language acquisition status, Migrant, Socially Economically Disadvantaged (SED), and special education.   In the elementary setting, IUSD use similar queries to extract class demographics. However, due to the self-contained method of scheduling in elementary schools, data on student enrollment in particular subjects is unavailable via quires. Information on student participation was compiled by reviewing established class schedules, lesson plans and by utilizing staff surveys.|There are no significant discrepancies between the elementary schools. All students have access to English, Math, Social Science, and Physical Education. With the exception with music, the degree to which students have access to Visual and Performing Arts is contingent on the individual teacher. Some teachers include performing arts activities as part of a supplemental activity to other areas. This varies more by teacher than by site.  Music appreciation is offered to all 4th grade students and band participation starts in 5th grade. Health is not covered fully at either site. The District has been evaluating Health curriculum from various sources and will be finalizing the process by February 1, 2019.  It is anticipated that portions of the Health curriculum will be implemented in the spring.  Full implementation will take place during the 2019-20 school year.   In the middle school, all students have access to all courses. The sixth grade has a rotating schedule in which students alternate between PE and technology, art and music. Except for CTE courses, 7th and 8th grade students have access to all the course areas listed in Education Code 51220.   All students at Imperial High School have access to all courses if the students meet the minimum requirements. Certain courses must be taken is a given sequence (Math, Science, Foreign Language, and CTE courses).|At the elementary level, the main barrier is time. Proving a broad course of student that includes all subject areas included in Ed Code 51210 within the available educational minutes has been challenging.  The District will explore the possibility of utilizing a wheel, similar to the one used by Frank Wright, to provide additional opportunities for students.  Additionally, the lack of availability of updated materials aligned with the new standards have limited access for students.  This issue should resolve itself as the State proceeds though the adoption cycle.    Both the middle school and the high school have creatively and strategically expanded course offerings. Access to all students has been foremost on the administrator’s goals.|The District will explore the possibility of utilizing a wheel, similar to the one used by Frank Wright, to provide additional opportunities for students at the elementary level.    The District has been expanding CTE courses and Imperial High School and is now targeting Frank Wright for integration of new CTE classes. Additionally, the District is seeking to expand the foreign language offering at both sites by adding a new language sequence. The District has a good working relationship with Imperial Valley College and is seeking to expand the college courses available to Imperial High School students.|Met||2018
13631720000000|Magnolia Union Elementary|7|The district reviewed the following: total instructional by grade level as well as the master schedule of classes for each grade level, class schedules for each teacher in each grade, as well as teacher lesson plans.  Additionally the district reviewed the district's RSP teacher's schedule, all current IEPs, as well as the grade level of students listed as free and reduce eligilble.   These were compared to the distsrict's master schedule of classes per grade level.  All students are enrolled and receiving the broad course of study outlined by the CDE.  These reviews indicated that 100% of our students receive access to the course of study outlined in the CA Ed Code sections 51210.|The district master schedule of classes, total instructional minutes offered per grade level, teacher lesson plans, the district's RSP teacher's schedule, current IEPs and the listing of all students listed as EL or qualifying for free and reduced lunch were all reviewed to insure all students are receiving the core curriculum.  Over 98% of students recieve 100% of the daily curriculum and are in class with his or her teachers.  Less than 1% of students did not receive 100% of the regular class schedule, and the least amount of time a student received instruction in a regular class setting was 86%.  However, 100% of the students receive full access to the course of study outlined by Ed Code section 51210 either within the regular classroom setting or when 'pulled out' for instruction.  Elementary students have access to visual art instruction in a defined classroom setting, and performing arts both within their regular education classes and outside of classes for school plays and performances.|Students on IEPs that require 'pull out' puts the most pressure on the district not providing students access to the complete, broad course of study.  The district is attempting to serve those students on IEPs within the regular classroom setting as much as possible.  The district is limited by its small size as to the variations available in the curriculum.|Nearly 100% of students receive 100% of the curriculum 100% of the time.  Less than 1% of the students receive less than 100% of the daily curriculum (within the regular class).  The district will attempt to serve students with IEPs within the regular classroom setting as often as possible.  The district has also funded after school visual art classes for students.|Met|The district strives to insure that 100% of its students have access to the broad course of study as outlined by the state education code.  100% of the district's students are enrolled in self contained classes that provide the prescribed course of study.  Less than 2% of our students are 'pulled out' of the regular classroom to work with special education teachers for special education instruction.|2018
13631800000000|McCabe Union Elementary|7|As a single K-8 school district, the McCabe Union Elementary School District ensures pupil enrollment in a broad course of study that includes all of the subject areas described in Education Codes 51210 and 51220 (a)-(i) as it relates to curriculum, equity, and professional learning. All students have access to State and Board approved instructional materials and to instruction in the Visual and Performing Arts, and Health and Physical Education. In addition, all students in grades 7 and 8 are enrolled in Career Technical Education courses of Computer Science and STEM.  Enrollment reports generated through the district’s student information system identify course access based on grade spans, unduplicated student groups, and students with exceptional needs. Student class schedules, course lesson plans, and assessment results are monitored to track the extent to which all students have access to a broad course of study.  District resources available to support all student groups, including English learners, students with special needs, foster youth and individuals with exceptional needs include ExCEL, Integrated and Designated ELD, Response to Instruction and Intervention (RTI2), PeaceBuilder character development program, Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered System of Supports (MTSS), and Inclusion through Learning Center model.  The district provides and keeps record of the staff professional learning opportunities that support the management and teaching strategies to better support student success. Traditional workshops and trainings are further enhanced through grade or subject specific groups that work with district administration and an instructional coordinator through an intensive process of collaborative and job-embedded learning.|The local measures and tools used by McCabe support the inclusion of all students in a broad course of study. The identified difference in access is in the Foreign Language course of study for grades 7 and 8. In the past several years McCabe’s Local Control Accountability Plans (LCAP) captures the introduction and expansion of course offerings for 7th and 8th grades in STEM, Project Based Learning activities, and Computer Science. The LCAPs historically show goals, actions and expenditures dedicated to increase and improve services that meet the academic, behavioral and social emotional needs of unduplicated student groups. The district’s capacity to implement Foreign Language courses is emerging and will continue to be a priority in master schedule planning.|Barriers preventing McCabe from maximizing broad course of study offerings to all students include a lack of time during the regular school day. The district offers supplemental course offerings through before-school and after-school programs. Visual and Performing Arts band and orchestra programs are in place for students in grades 4-8. Course offerings in a variety of fields that are in Career Technical Education are offered for GATE students. Athletics programs to enhance Physical Education are in place for 7th and 8th grade students. The supplemental course offerings are well attended, however, not all students are able, interested, or willing to participate outside of the regular school day.|Regular analysis of enrollment and progress monitoring in broad course of study courses will continue to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
13631980000000|Meadows Union Elementary|7|The LEA is currently analyzing the master schedule and enrollment in different courses in addition ton core.  Even though not in all grade levels, there are courses in the arts being offered,  additionally, in our ASES program there is music and sports being offered to students enrolled in the program.|Meadows leadership team is analyzing enrollment data along with master schedule to see about providing more opportunities for access to a broad course of study.  In addition, being a TK-8 school, we want to look into the high schools our students feed into in order to provide more aligned courses they can continue their broad course of study.|Time can always be a barrier in terms of offering these courses.  However, once we gather more data through our MTSS process we will develop systems to ensure we maintain consistency in course offering and allow students the opportunity to be enrolled in these courses.|As part of the MTSS grant, our leadership team will develop a needs assessment that will give is a better picture of the school as a whole and we can address the needs of all students TK-8 grades.|Met||2018
13632060000000|Mulberry Elementary|7|Mulberry Elementary is an extremely small school with only 4 certificated teachers teaching combination classes to students in grades TK-8.  Due to our district size it makes assessing and tracking our progress in meeting Priority 7 standards fairly easy.  We use locally selected measures to ensure that all students have access.  Administration and teachers work together to plan scheduling the course of studies within the classrooms. All students in each grade are enrolled and have access to a broad course of study, which includes; English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, Career Technical Education, and Applied Arts. Mulberry Elementary uses Synergy as our student information system which provides reports based on grade spans, unduplicated student groups, and students with exceptional needs.  These reports are reviewed and administration and teachers work together to ensure that all students at Mulberry Elementary have access to courses.|Mulberry is a one-site district which serves students in grades TK-8 in four combination classes.  For the 2017-2018 school year, 100% of Mulberry Elementary students had access to a broad course of studies as defined in California Education Cone 51210 and 51220 (a) – (i).|All students in grades TK-8 are enrolled in a broad course of study as defined in California Education Code during the school day at Mulberry Elementary.  Although we are small and have limited resources in reviewing our progress towards meeting Priority 7 we found that we are able to provide our students with many opportunities to explore and learn in a broad course of study.  We also identified some barriers that make providing access difficult.  The main barrier we found that is making this difficult for Mulberry Elementary is finding the time within the school day to include all of the areas of a broad course of study to our students.  Areas that we would like to be able to focus more time on are foreign language and career and technical education for our 7th and 8th grade students.  We would also like all of our students to have more time within the area of visual and performing arts.  Mulberry also identified funding as barrier.|In response to the results of our locally selected assessment measures, Mulberry Elementary is looking into ways to find funding for an after-school visual and performing arts program in which all students in grades TK-8 would have the opportunity to attend.  We are also looking into a before school Spanish program which would also be available to all students. We will be looking into ways to include before and after school courses to our LCAP goals.  Regular analysis of our broad course of study courses for our students helps to inform the district as it makes decisions on curriculum, scheduling, and use of Supplemental and Concentration funds to support Priority 7.|Met||2018
13632140000000|San Pasqual Valley Unified|7|As a District we review the number of students who meet graduation requirements and conduct an analysis of all master schedules to ensure students are afforded the opportunity to meet A-G requirements.  We create a master schedule that allows students to receive both intervention/ELD and an elective course.  We analyze Master Schedules to ensure inclusion of Visual and Performing Arts, World Languages, Computer Courses, and CTE Courses.|All students in the San Pasqual Valley Unified School District have access to fully credentialed art, music, and computer instruction.  All elementary students receive instruction in all three area: however, middle and high school students are given the opportunity to select an elective in either of the three areas.  High School students are afforded the opportunity to take Spanish 1 and 2; however, world languages is not offered in the middle or high school, with the exception of Quechan Language for students in ASES.  As of 2017-2018 all English Learners in grades TK-8 are afforded the opportunity to have both English Language Development and an Elective Course in their master schedule.  In grades TK-5 it is on a weekly basis; however, in grades 6-8 it is daily.|At the high school level the staff is limited.  We are limited to 1 teacher per elective area.  The low number of students prevents us from offering a large variety of elective courses.  Also, our rural location makes it difficult to recruit and retain certificated teachers in single subject areas.|Master Schedules that include ELD/Intervention and Elective Retain a music, art, and computer teacher Retain a World Languages teacher Maintain an active partnership with the Quechan Tribe Retain 4 fully credentialed PE teachers for grades TK-12 Implement health curriculum in alignment with the requirements of the California Department of Education.|Met||2018
13632300000000|Westmorland Union Elementary|7|Teachers in grades 1-8 have developed pacing guides that identify the knowledge and skills that students are to master as delineated in for math, language arts, science, social students, and English language development. Teachers administer pres and post assessments to develop lessons, interventions, and to develop/provide scaffolds needed for students to master the grade level expectations.  Additional formative assessments have been the California Interim Assessments for reading language arts and mathematics as well as the practice California Science test.  Based on the data gathered from multiple measures, professional development, collaboration/coaching practices, and other refinement services are provided to educators.|All students in grades 1-8 receive daily instruction in the areas of reading language arts, mathematics, science, social students,   physical education, and English language development for students who are English learners.|There have not been any barriers identified.|In response to these goals, the Westmorland Union Elementary School District has implemented quarterly collaboration meetings where the main focus was/is to develop lessons and interventions for both language arts and mathematics.  Once the pacing of common core standards has been identified, grade levels have created/will continue to create a calendar that shows when the CAASPP Interim Assessments would be use. The CAASPP Interim Assessments for mathematics have been used/and will continue to be used as pre and post formative assessment.  Furthermore, the CAASPP Interim Assessments for Reading Language Arts have been utilized as a teaching tool (e.g., performance tasks, brief writes, etc).   During collaboration time, we review/will continue reviewing data from the mathematics and reading language arts interim assessments to then develop interventions and design instruction that engages students in the rigor as prescribed under California Common Core Standards.   An additional component has been/will continue being the exploration of the language arts and mathematics curricula adopted by the district.  To enhance and to provide multiple opportunities for practice and mastery, teachers have identified content from supplemental materials, including materials form the CAASPP Digital Library.  Our goal has been/will continue being to identify and to incorporate the tools that would allow students develop understanding and mastery of their grade level standards as described in the California English Language Arts and Mathematics Common Core Standards.  A second focus in the area of curriculum and instruction has been/will continue being the exploration of the California English Language Development Standards and the ELD curriculum component provided under the new language arts adoption. This ELD process, in terms of designated and integrated ELD, remains at the mechanical level of implementation.|Met||2018
14101400000000|Inyo County Office of Education|7|The LEA has chosen to track the extent to which students have access to, and are enrolled in a broad course of study through evaluation of transcripts and students’ individual course plan. Upon entering the LEA’s one school, based on credit recovery and coursework needs students, school staff and parents develop a plan to meet the student’s need and goals for matriculation back into the district of residence.  This plan is monitored by students and school staff.|Based on transcript analysis, all students at the LEA’s one school have access to a broad course of study.|Due to the school’s small size (typically under 15 students in grades 6-12), course variety can be a challenge.  The LEA has purchased Odysseyware, an online learning platform that allows students to take a variety of courses.|The LEA will continue to analyze transcripts to ensure students have access to a broad course of study as well as monitor students’ individual course plans and continue to purchase a subscription to Odysseyware.|Met||2018
14101400117994|YouthBuild Charter School of California|7|1) LCAP Surveying of Students      -YCSC relies on this as viable and significant data towards developing upcoming school year goals and actions.  In the 2018 LCAP student surveys, there were specific prompts for young people to specify future PSE plans, course of study and career paths and how they are being supported by YCSC course offerings. 2) Learning Centers at all Sites      -In the Learning Centers that exist at all sites, young people with exceptional needs get scaffolding and multiple layers of support as they seek to accomplish and complete their course of study. 3) Construction Academy Outcomes      -As a partner to YouthBuild programs that feature construction training in the trades, we look at data around industry recognized certificate completion as well as other trainings that young people are obtaining every year. 4) Pushout to College and Career Outcomes (via College Advising)     -In addition to the trades job training,  we also look at data around college access that is currently tracked by our 3 roving college advisors. 4) Senior Portfolios      -Lastly, our annual review and collection of Senior Portfolios is a great summary snapshot of how young people narrate their course of study throughout their time with YCSC.|All students at all sites are always offered the same and equitable access to our graduation requirements.  Given our use of LCFF funds to deliver that course of study it is our duty to offer equity around access and YCSC does succeed at providing that just access.  However, given that we have YouthBuild program partners that are their own 501c3 agencies, there may often be one vendor or program offering funded exclusively by those agencies with their own funding sources that makes the programmatic offerings different from site to site.  The latter is an ongoing reality that YCSC tries to adapt to and to accommodate for.|As stated above, given that YCSC has YouthBuild program partners that are their own 501c3 agencies, there may often be one vendor or program offering funded exclusively by those agencies with their own funding sources that makes the programmatic offerings different from site to site.  The latter is an ongoing reality that YCSC tries to adapt to and to accommodate for.|New actions in 2018/19 based on YCSC's data: 1) Funding of site specific programmatic initiatives to offer depth and breadth that is contextual and responsive to each site's needs.  While these vary from site to site, they are universally funded for all sites to have access.|Met||2018
14632480000000|Big Pine Unified|7|We use our student information system, master schedule, individual student 4-year plans, and transcripts to track access and enrollment into courses. Every student, regardless of status or subgroup identification, receives individual attention and placement. Small class sizes, dedicated staff and a full time counselor allow for individualized instruction and educational planning in college and career readiness.|We have one high school with 29 students in the 18-19 school year and one K-8 elementary school with 105 students. Each student is enrolled in the courses they need to meet A-G requirements, and to complete a CTE Career pathway. Our goal is 100% of our students completing both A-G and CTE requirements upon graduation and we met that goal last year.|We are limited by the number of teachers and class periods that our budget will support, and are unable to offer as many electives as larger districts. We have only one CTE pathway available.|We are ensuring 100% access to the courses and periods we are able to provide. There are no actions needed. 100% of our students have graduated college and career ready and able to matriculate into a four year college or career technical program of their choice.|Met||2018
14632710000000|Death Valley Unified|7|The LEA tracks progress in meeting Priority 7 standards by reviewing course offerings and class schedules every semester to assess the extent to which all students have access to and are enrolled in a broad course of studies. Given that there are approximately 26 students in the LEA currently and in each of the past 3 years, a simple review is sufficient. For the 2017-2018 year, 100% of Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|All students K-12 are enrolled in a broad course of study. As the LEA currently runs only 2 tiny elementary schools and a single academy for grades 7-12 with a total combined enrollment of 26, there are no differences across school sites or student groups.|While the LEA successfully provides access to a broad course of study for all students, the hurdles that must be overcome most often are: 1) Scheduling a wide array of courses with a small number of teachers. 2) Lacking internet connectivity for students off the school campus. 3) Meeting the needs of exceptional students, given the remote, rural location of schools, leading to difficulty in receiving specialized services.|The LEA successfully ensures access to a broad course of study for all students. Thus, the LEA will utilize the same methods as reported above, while continuing to research ways to expand the manner in which courses of study may be offered, especially via advances in technology.|Met||2018
14632890000000|Lone Pine Unified|7|LPUSD uses Aeries as our student information system which tracks which classes students are enrolled in, which also specifies individual student needs for graduation, etc. Our master and individual class schedules give insight to course offerings/student access.  Surveys are given annually to students and parents to gauge community interest and informal assessment of the current offerings.|Our master and individual class schedules give insight to course offerings/student access.  Surveys are given annually to students and parents to gauge community interest and informal assessment of the current offerings.|Due to the size of our district, and budgetary constraints, elective and courses are not as varied as in much larger districts. That being said, Lone Pine High School student still have two pathways after high school graduation.|The LEA has purchased new curriculum in both ELA and Social Studies over the past two years.  During the 2018/19 school year, the district will purchase NGSS curriculum to further enrich the classes already in place.|Met||2018
14632970000000|Owens Valley Unified|7|Owens Valley High School teachers regularly monitor student progress toward graduation requirements and keep track of student grades on a regular basis. Progress reports are issued in 6-week intervals and teachers regularly input student grades into the Schoolwise gradebook, which is also accessible by parents. Students are given the necessary intervention to succeed in the coursework in which they are enrolled, to ensure that every child is able to enroll in, and be successful in, a broad course of study.  Elementary school teachers conduct parent-teacher conferences once per year. At these conferences, parents are given the opportunity to participate and give input into their children's needs and access to instruction. In this way, we ensure that our students are on track to succeed in a broad course of study with a solid foundation in the elementary years.  Finally, IEP teams monitor the progress of our students with exceptional needs to ensure that these students have the opportunity to succeed in their coursework.|All student groups are given equal access to a broad course of study which includes a combination of in-seat classes taught by Owens Valley teachers, Cerro Coso Community College online classes, BYU Online classes, as well as in-seat classes at Cerro Coso Community College.  Every child is provided with the necessary tools, including intervention, remediation, and acceleration-- all of which will allow him or her to succeed in a broad course of study.|Our small size is a barrier to offering a wide variety of in-seat coursework as part of a broad course of study for all students. As such, we offer online/distance learning to compensate for the limited in-seat options that we are able to offer.|In order to ensure access to a broad course of study for all students, OVUSD will enter into an agreement with the local community college, Cerro Coso, for the purpose of increasing the number of dual enrollment courses that are offered to our students.|Met||2018
14633050000000|Round Valley Joint Elementary|7|We make use of School Board presented Williams Act data to insure that all students have access to state adopted instructional materials. We are 100% compliant year after year.|Round Valley School has implemented all CA adopted curriculum in ELA, math, social studies and in 2017-18 piloted new science curriculum to meet NGSS. We work with the Inyo County Office of Education to coordinate the preview, selection criteria, and adoption of publishers offerings to insure that, as a small, rural school, we are exposed to all available options. The ICOE also coordinates training for the county wide staff as adoptions are made, including two professional development days which are in our school calendar. As we are small, our unduplicated students and special needs students receive access to the same materials and instruction as all students.|There are no barriers indicated as 100% of the students have access to all instructional materials offering a broad course of study as appropriate for the instructional grade span of each student.|The LEA continues to refine instruction based on progress monitoring, new technological resources, current research trends and professional development.|Met||2018
14766870000000|Bishop Unified|7|Bishop Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  Additionally, course enrollment reports developed in the district’s student information system (AERIES) identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.  Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|For the 2017-2018 year, 100% of Bishop Unified School District's students had full access to a broad course of studies as defined by California Education 51210-41229 (a)-(i). Please see the BUSD LCAP at www.bishopschools.org for the Local Indicator Description.|Barriers to preventing BUSD from maximizing broad course of study offerings to all students include a lack of time in the regular school day, funding and the ability to provide transportation to expand before and after school progams.|Funding for all BUSD course sections, including before and after school programs, comes from the LCAP. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7. No significant changes have been made to course sections or offerings.|Met||2018
15101570000000|Kern County Office of Education|7|The Alternative Education program utilizes Aeries as its student data base system.  Aeries allows for the program to track which courses students are enrolled in, what classes they have received academic credit for, and what specific services students qualify for, such as EL or special education.  Students are assigned courses and curriculum based on grade level and credit needs in addition to any specific services for which they may qualify.|Any student who is enrolled in the Alternative Education program participates in a broad course of study.  In addition, students at any school site can earn credits in a variety of courses utilizing the online curriculum Odysseyware, which offers CTE and a-g approved courses, among others.  The program has been expanding its CTE options and now has five CTE pathways,  The CTE pathways include:   - Construction Pathway (available at Bridges Academy and Redwood High School)  - Medical Pathway (available at CLC Tech and via remote to North Kern Community School and Pathways in Juvenile Hall)  - Ag Mechanics/Automotive Pathway (available at Erwin Owen High School)  - Visual Arts Pathway (available at Blanton Academy, Bridges Academy, and CLC Tech)  - Early Education Pathway (available at Bridges Academy for all students beginning the spring of 2019)  The Construction Pathway and the Medical Pathway are articulated with local community colleges, which enables students to earn college credits while still enrolled in high school.  The other three pathways are in the process of becoming articulated.  An additional five pathway programs have been proposed for implementation in the coming years.   Students who are English learners receive integrated and designated ELD instruction during the course of the school day.  Redesignated students are monitored biannually to ensure correct classification, placement, and additional support, if needed.  Students who receive special education services attend a Learning Center daily for the length of time that is designated in their IEPs.|The transient nature of the Alternative Education population can be challenging to ensure that all students are provided access to courses outside the traditional curriculum, such as CTE courses through Odysseyware or CTE pathways.  In addition, the Alternative Education program is an educational option for 47 different school districts in Kern County.  Given that each school district selects their own curriculum in various subject areas, the curriculum utilized by the Alternative Education program may not align to what students were using in their previous district.  The program makes efforts to ensure that while enrolled in Alternative Education, students are utilizing curriculum that aligns to their grade level and credit needs.|The Alternative Education program continually updates the Scopes and Sequences in the core subject areas to reflect any necessary changes to the curriculum that is utilized.  The Assistant Superintendent and Division Administrator keep in contact with referring districts to determine if updates are needed in the program's policies and procedures and to align curriculum and practices to the greatest extent possible.  During the 2017-18 school year, two teams from the Alternative Education program participated in the Kern County Superintendent of Schools' Continual Improvement Process.  As mentioned previously, the CTE pathway options will continue to grow in the coming years.|Met||2018
15101570119669|Wonderful College Prep Academy|7|Every student at Wonderful College Prep Academy has access to a course of study that includes the following: English Language Arts, Math, Science, Physical Education, Art, Music, and Social Studies. In addition to these core areas, WCPA provides students with an intervention block which is used for Designated English Language Development. This block has different names depending upon the grade band – in grades K-5, it’s an intervention class; in grades 6-8, students have a reading intervention class; and in grades 9-12 the course titled is ELA Support. We seek to have as inclusive of an academic program as possible. As a result, our special education students are served during the core content areas through a push-in support model and are pulled out for additional services during intervention blocks. WCPA tracks this through the use of our Student Information System - AERIES - as well as through local scheduling tools (Special Education Services minute trackers).|100% of students are enrolled in the course of study outlined above. Currently 7% of the population qualify for Special Education services and 34% of students qualify as English Learners. The leadership team of WCPA works to monitor the progress of these sub groups to ensure that we can provide inclusive services that do not detract from their access to a broad course of study.|WCPA currently is not experiencing any barriers, the team continues to identify targets for continuous improvement. For instance, the team is currently working towards incorporating the best methodology for providing access to the California ELD Content Standards within the different curriculum bands. Additionally, the team wants to incorporate more opportunities for STEM and project-based learning for all students as well as to increase the efficacy of our students’ skills in mathematics.|Wonderful College Prep Academy will review the LCAP, including access to course of study, with all stake holders, including parents, teachers, administrators and students in order to determine appropriate next steps. The Academy continues to provide opportunities for students to have access to curriculum and materials that will help them be on the pathway to college and career opportunities for their future. For the 18-19 school year, the Academy has provided additional personnel at the elementary school to support with small group instruction, as we know that ensuring that our youngest learners are starting their schooling career without learning gaps will help the ensure their success over time. The Academy has also overhauled its K-8 mathematics curriculum – with the students in grades K-5 utilizing Ready math curricula as well as interventions through ST Math and iReady; while students in grades 6-8 have access to Carnegie materials in their core mathematics courses and receiving skill-building support through Teach to One.|Met||2018
15101570124040|Grimmway Academy|7|We use Illuminate and NWEA to measure the access of courses for all students.|All students have access to the course of study, including PE, Art, music and all standard core classes.  In addition, all students participate in the edible school yard program which covers a broad range of topics.|There are barriers for GA to offer additional world languages.  These barriers are caused by the lack of necessary credentials and experience of teaching staff.|Continued research on implementing a world language program for all students.|Met||2018
15101570135467|Wonderful College Prep Academy - Lost Hills|7|Every student at Wonderful College Prep Academy - Lost Hills has access to a course of study that includes the following: English Language Arts, Math, Science, Physical Education, Art, Music, and Social Studies. In addition to these core areas, WCPA - Lost Hills provides students with an intervention block which is used for Designated English Language Development. We seek to have as inclusive of an academic program as possible. As a result, our special education students are served during the core content areas through a push-in support model and are pulled out for additional services during intervention blocks. WCPA tracks this through the use of our Student Information System - AERIES - as well as through local scheduling tools (Special Education Services minute trackers).|100% of students are enrolled in the course of study outlined above. As of Spring 2017, 6.5% of the population qualify for Special Education services and 96% of students qualify as English Learners. The leadership team of WCPA Lost Hills works to monitor the progress of these sub groups to ensure that we can provide inclusive services that do not detract from their access to a broad course of study.|WCPA Lost Hills currently is not experiencing any barriers, the team continues to identify targets for continuous improvement. For instance, the team is currently working towards incorporating the best methodology for providing access to the California ELD Content Standards within the different curriculum bands. Additionally, the team wants to incorporate more opportunities for STEM and project based learning for all students.|Wonderful College Prep Academy will review the LCAP, including access to course of study, with all stakeholders, including parents, teachers, administrators and students in order to determine appropriate next steps. The Academy continues to provide opportunities for students to have access to curriculum and materials that will help them be on the pathway to college and career opportunities for their future.|Met||2018
15101571530492|Valley Oaks Charter|7|Valley Oaks Charter School (VOCS) offers core classes at multiple academic levels, CTE courses, and electives to all enrolled students.  We use an Independent Study Master Agreement, monthly table meetings with students, parents, and staff, course of study plans, enrollment in core classes, CTE, and elective enrichment classes, and periodic course assessments to track the extent to which all students have access to and are enrolled in a broad course of study at VOCS.  We also monitor all students to verify they are successful in the broad course of study options.  As defined by EC 51210/512220, VOCS continued to provide 100% access to a broad course of study to all students, including unduplicated student groups and individuals with exceptional needs.|Valley Oaks Charter School (VOCS) is a parent-choice and parent-participation charter school where parents, students, teachers, and the community work together to successfully educate one child at a time. Students who attend the charter school are educated through individually designed standards aligned curricula, which may include home-based learning programs, cooperative school programs and enrichment classes, apprenticeships, community-based educational programs, group seminars, distance learning, and supplemental learning projects. Additionally, parents work in partnership with credentialed teachers to assist students to achieve basic competencies, to broaden their experiences, to challenge them to achieve the highest level of academic excellence, and to be prepared to succeed in the complex world of the 21st Century. While all students have access to core, CTE, and elective courses, parent educators make the final choice as to the courses they will teach their children and the programs that students will participate in at VOCS.|With Valley Oaks Charter School (VOCS) being a parent-choice and parent-participation charter school, students exposed to a broad course of study weighs heavily on the parent educator.  VOCS identifies this as being a barrier and may prevent all students from accessing a broad course of study.|To ensure all students are exposed to a broad course of study, Valley Oaks Charter School (VOCS) continues to offer and provide all of the academic resources students need to be successful.  Additionally, VOCS continues to offer parent workshops to all parents, which can improve and enhance the educational setting at home.|Met||2018
15633130000000|Arvin Union|7|The district has reviewed the academic dashboard indicators for Math, ELA, and English Learner Progress. Grade level placements, class rosters, and a master schedule are reviewed by site administrators and used to recommend student placement.  In addition, elective surveys are used at the middle school to facilitate student enrollment in expanded course offerings.   A survey measuring implementation of Multi-Tiered Systems of Support, particularly rubric number 2.3, indicates an installing level.|The following results are based on Fall 2017 dashboard rubrics:  A decline in overall district performance for English Learners on the 5x5 placement and varied status and change placements for various schools on the English Learner Progress rubric seems to validate responses on the MTSS survey indicating a need for differentiated instruction and consistent scaffolding for English Learners at all sites.   In addition, special education students fell behind all other student groups in Language Arts and Math for the 2nd year.  A review of programs indicates a need for exposure to grade level standards.  As all other unduplicated student groups fall into the increased growth and low status areas of the rubric, a problem of practices identified is insufficient exposure to grade level material, inconsistent interventions, and varied models of gradual release of scaffolds.  As the district implements Learning Windows from the Thoughtful Classroom and School Improvement Plans with Innovate Ed, growth on an overall scale is increasing.  Targeted assistance to every student to ensure access to a broad course of study (understood at a deeper level) is a work in progress.  It is our goal that all students have the background and support to achieve in all areas of study - data shows this has not yet occurred due to variances in performance for student groups.|A plan with a clearly articulated focus for improving student learning, equity, and performance is being implemented step by step to begin to address gaps in delivery of content, understanding of the actual rigor of standards, and the needs of individual students and unduplicated student group patterns and trends.  Growth is evident but inconsistent in Language Arts and Math.|"The district and site leadership teams have begun an in-depth study of analyzing student work.  Learning windows are consistently being revised.  Interim Assessment Blocks are used to guide instruction based on evidence of student success skill implementation.  A new focus will be placed on deconstructing claims and targets for Language Arts and Math as well as digging into content frameworks to focus on both the ""why"" and the ""what"" necessary to guide instruction."|Met||2018
15633210000000|Bakersfield City|7|"Our District utilizes systems like Aeries as our Student Information System, Illuminate Education as our Assessment Platform & Schoolzilla as our Data Warehouse to collect and report our Student Data Profile Report across our Key Performance Indicators. Our district, being an elementary school district serving students in Pre-K - Eighth Grade defines a ""Broad Course of Study"" as access to Visual & Performing Arts, Science, Technology, Engineering, Arts & Math (STEAM) Academies, Project Launch and Project Lead the Way, and Dual Language Programs. We utilize our Student Information System to track and monitor student placement across our various grade spans (TK-2, 3-5, 6-8)."|Bakersfield City School District offers students robust opportunities to a broad course of study. The following is a complete list of programmatic opportunities and the number of students who are currently accessing what is available.  Visual and Performing Arts - 3rd Grade - Music (Flutophones), 4th Grade - Performing Arts (Community Theatre), 5th Grade - Art (Bakersfield Museum of Art Instruction), 6th - 8th (Instrumental Music: Band & Orchestra, Choral Music) Academy Model - McKinley School (Edible School Yard - Agricultural Academy) Fremont School (Physical Science) Mt. Vernon (Performing Arts) Thorner (Performing Arts) Chavez (Science) Project Lead the Way - Casa Loma (All 5th Grade), Fremont (All 6th Grade), Garza (All 5th Grade), Hills (All 5th Grade), Hort (All 5th Grade), Longfellow (All 6th Grade), McKinley (All 5th/6th Grade), Munsey (All 5th Grade), Pauly (All 5th Grade), Roosevelt (All 5th Grade), Downtown (All 5th Grade)  Dual Language Programs - Voorhies (TK -6), Harris (K) (First Year of Implementation) Project Lead the Way - Courses offered at all 10 Middle School/Junior High Schools|The current significant barriers to providing access to a Broad Course of Study for all students include budget and teacher credentialing. Our district does a great job to prioritize initiatives and budget appropriately. Having said this, offering STEAM programs and Project Lead the Way require a sizeable commitment of dollars to support the necessary professional development and purchasing of instructional materials. In terms of Dual Language Programs, our biggest issue is identifying teachers with the Bilingual Authorization. Currently, we do not have a local university who is authorized to certify teachers with their Bilingual Authorization.|Our District prides itself in leading through equity and we are committed to ensuring access to programs occurs through an equity-based system. We are proud that our LCAP offers all students in grades 3-8 access to the Visual and Performing Arts. We continue to evaluate our actions to build upon current successes like the continued development of our STEAM emphasis across all school sites. Additionally, our district is committed to expanding our Dual Language Programs across areas of our school district to offer regional access to Dual Language Programs.|Met||2018
15633390000000|Beardsley Elementary|7|Students are allowed to fill out “Elective Request” forms and prioritize which elective classes they would like to take.  Once the master schedule is created in Power School, the students core classes (ELA, math, science, history and PE) are scheduled.  Elective choices are then granted based on class availability and lack of conflict with core classes.|Core subjects, with the exception of PE, are leveled based on student ability/achievement level.  ELA and math have three levels (advanced, grade level and intervention) while science and history have two levels (advanced and grade level)|Some students are not granted the electives of their choice due to conflicts in the master schedule.  Many advanced and intervention classes are only available one period a day as are some specialty electives (science fair, PLTW) due to available course sections.|Recent attempts to increase student access to more electives include offering a “9th Period” after school PE class.  Students taking this option may select an additional elective course to take during the regular school day.|Met||2018
15633470000000|Belridge Elementary|7|According to California Ed. Codes 51210 (a-i) School districts need to offer the following Broad Course of Study to their students:  Grades 1-6  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the governing board.  Grades 7-12  English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.  We use the following tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  These tools are also presented in English and Spanish in the following venues: 1)  Beginning of the Year Student/Parent Packets (English/Spanish) 2)  In our Sufficiency of Instruction Materials Resolution 3)  During our Back to School Night which occurs during the second week of school 4)  SARC (School Accountability Report Card - English and Spanish versions) 5)  During Student Site Council Meetings (Translator Provided) 6)  During Monthly Board Meetings (Translator Available) 7)  During Parent/Teacher Conferences (Translator Provided)|"Belridge Elementary school District provides a Broad Course of Study to all students, including low-income, EL's, and foster youth to ensure student success.  We also offer multilingual academic support.  In addition to ensure ALL students have access to an even greater Broad Course of Study, we include the following:  7th/8th Grade Students:  P.E.:  Students participate in the Small Schools Competitive Sporting Events and participate in a daily All School ""Lap Around the Track"" at the beginning of every a.m. recess.  HEALTH:  A Teen Health Abstinence Program.  SCIENCE:  Camp Keep  TECHNOLOGY:  Students are provided with the following tools:  Chrome Books, Ipads, Google Suite for Education, Mine Craft for Education, Flip Grid App for Language Arts/Science/Social Sciences/Math.  CAREER TECHNICAL EDUCATION:  Classroom Economy-Teaches Life Skills, Banking/Economics, and Financial Literacy  ACADEMICS:  Students participate in the Annual Whiz Kids Academic Decathlon. TK-5th Grade Students:  LANGUAGE ARTS:  Students participate in the annual Oral Language Small Schools Festival  TECHNOLOGY:  Ipads are provided to the students along with a variety of educational apps in Mathematics, Language Arts, Science, Social Studies VISUAL AND PERFORMING ARTS:  Field Trips to Educational Friendly Concerts and Plays, Participate in Christmas Programs and Graduation Performances, and are presented with weekly Art Activities  HEALTH:  Participate in a Week Long ""Red Ribbon Week""  P. E.  Students participate in a daily All School ""Lap Around the Track"" at the beginning of every a.m. recess and participate in a Daily Physical Education Class."|Belridge Elementary School District is committed to offering a Broad Course of Study to all students.  However, the barriers preventing our LEA from providing access to additional courses include Limited Staff and Budget Restrictions.|Belridge Elementary is dedicated to discovering new ways (measures, revisions, decisions, and actions) to ensure access to an even greater Broad Course of Study for all students by holding weekly and monthly Stakeholder meetings (Student, Staff, Board, Parent/Community.)  A few suggestions from these meetings include:  Adding additional elective classes during noon recess, before/after school, fund raisers to fund additional Visual and Performing Arts Activities (purchase classroom instruments/field trips,) and continue to adopt, purchase, and use State Adopted Curriculum.|Met||2018
15633540000000|Blake Elementary|7|Using student schedules all students are enrolled in a broad coarse of study in all grade levels.|All students have access to state adopted materials and standards aligned instruction daily.|Due to Blake being housed in a single school house setting, differentiated strategies are needed to work with multiple grade level students at the same time.|Annually look at course offerings to ensure a broad course of study is given to all students.|Met||2018
15633620000000|Panama-Buena Vista Union|7|The Panama-Buena Vista Union School District (PBVUSD) uses its Student Information System (SIS) to help track and monitor schools’ master schedules, course offerings, and course enrollment to ensure all students have access to, and enrollment in, a broad course of study.  The monitoring of the SIS allows District and school level administrators to ensure all students are enrolled in courses as required by educational codes.  The District also monitors enrollment of unduplicated students and students with exceptional needs to ensure access to and participation in specific programs and services.|All students in grades 1-6 have access to, and are enrolled in, a broad course of study as defined by California Education Code 51210.  All District elementary schools provide the same broad course of study, which includes English, mathematics, social science, science, visual and/or performing arts, health, and physical education.  All students in grades 7-8 have access to, and are enrolled in, all core academic subject areas, including English, social science, physical education, science, and mathematics, and have access to non-core academic courses.  All junior high school students have access to visual and/or performing arts courses, but the offering of other subject areas such as foreign language, applied arts, and career technical education vary by school site.|In reviewing the results of student access to and enrollment of a broad course of study, the District determined all students have access to, and are enrolled in, a broad course of study.  All students are enrolled in core academic courses in grades 1-8, and students in grades 7-8 have access to additional non-core courses.  The types of non-core courses being offered to students vary by site, which can be a barrier in providing uniform access to all courses.  This barrier is due to the type of single subject credential(s) held by the employed teaching staff, which limits the courses that they can instruct and the school site can offer.|The District continues to hire enough staff in order to provide equal access and enrollment in all required subject areas as indicated by California Education Codes.  The District also makes all possible attempts at hiring teachers that have multiple subject area authorizations in order to provide additional access to non-core courses at the junior high level, in order to provide students with a wide array of course options.  The District will continue to monitor students’ access to, and enrollment in, a broad course of study utilizing its Student Information System (SIS).|Met||2018
15633700000000|Buttonwillow Union Elementary|7|Information was collected from staff and students through surveys regarding curriculum, instruction, and professional development. Results from those surveys was collected to arrive at the ratings listed above. All students in grades 3 - 8 had the opportunity to respond to the survey.|Based on staff and student survey results, class enrollment schedules, Williams Visitation results, and classroom walk-through data we have ensured that all students at Butttonwillow school have full access to, and are enrolled in a broad course of study. This includes the implementation of the AVID system which helps prepare them for success in high school. college, and/or their future career.|There were not any areas identified that impacted a broad course of study for all students.|Due to the success that we have seen in students using AVID, the district will be expanding the implementation of AVID that will include grades K - 2nd; this will ensure that the AVID system is implemented school-wide. Students will also continue to have an opportunity to access hands-on learning through the science lab and nutrition/math lab.|Met||2018
15633880000000|Caliente Union Elementary|7|All students are provided a board course of studies at Piute Mountain School. All students are enrolled individually into our ELA and Mathematics Common Core on-line bundles/subscriptions.  District has not adopted new Science or Social Studies yet. Teachers supplement Science with STEM projects and current event articles.  Students are provided with textbooks in all subject areas. 7th and 8th graders are provided every even year the mandated Sex Education requirements. Students, 6th - 8th participate in yearly sporting tournaments within the small school consortium.  There are no English Language Learners at this time.|All students groups; disabled, socioeconomically disadvantaged, no English Language Learners, one foster youth, no homeless are provided with broad course of studies.|Our rural location does slow down the 21 Century demands. The district received a BIIG grant for providing and improving  internet access. District was able to purchase Common Core ELA, Math, and support online CAASPP testing that needed internet connectivity.|District will assess progress throughout the 2018-2019 school year.|Met||2018
15634040000000|Delano Union Elementary|7|The following locally selected measures were used to track the extent to which all students have access to a broad course of study for students in grades  K-5: site master schedules, access to board approved instructional materials, physical education schedules, and schedules for art and music.  The following locally selected measures were used to track the extent to which all students have access to a broad course of study for students in grades 6-8: site master schedules, student schedules,  student transcripts, and access to board approved instructional materials.|Students in grades K-5 have the opportunity to participate in programs such as GATE, AVID, band, choir, robotics, and physical education. AVID is currently being implemented at six of the district’s nine elementary campuses, and training for the additional sites will occur during the summer of 2019. Music courses are offered at all elementary sites with students participating in recorders beginning in 3rd grade and band in 4th grade and beyond. All students regardless of their language level or instructional level have access to participate in music at each of our elementary school sites.  Students also have access to a wide range of learning opportunities outside of the school day including chess, mariachi, jazz band, choir, and STEAM enrichment.   All students in grades 6-8 have access to a wide array of elective courses, and students are able to select their desired courses through the use of an elective interest survey. These courses include band, choir, AVID, Action lab, writing and composition, art, robotics, and career choices at each of our sites.  Advanced 8th grade students have the opportunity to enroll in Algebra or Spanish I at the local high school during zero period. In addition to daily coursework, students have access to participate in math field day, speech, GATE festival, and science fair. Professional development opportunities will be offered in the area of Next Generation Standards.|The Delano Union School District makes every effort to provide all students with access to a broad course of study; however, one potential barrier is the availability of appropriately trained personnel to support the implementation of programs across the district.|The Delano Union School District will monitor site master schedules to ensure that students have continued access to a broad course of study.  All elementary sites now have access to an elementary physical education teacher, and music and art programs have been extended at each school site.  The AVID program will be expanded to three additional elementary sites next school year.|Met||2018
15634040120139|Nueva Vista Language Academy|7|The following locally selected measures were used to track the extent to which all students have access to a broad course of study for students in grades  K-5: site master schedule, access to board approved instructional materials, physical education schedules, and schedules for art and music.|Students at Nueva Vista Language Academy have the opportunity to participate in programs such as GATE, AVID, band, choir, art, after school programs and physical education. AVID is currently being implemented in fourth and fifth grade classrooms, and will soon be available to students in grades K-5. Music courses are offered to all students in grades 3-5. All students regardless of their language level or instructional level have access to participate in music.  Students also have access to a wide range of learning opportunities outside of the school day including choir, writing club, and after school POWER program.  Students also have the opportunity to participate in Oral Language, Math Field Day, GATE, and track.  Nueva Vista Language Academy offers a dual language program for students in grades K-5 that focuses on bilingualism, biliteracy, academic achievement, and sociocultural competence.|Nueva Vista Language Academy makes every effort to provide all students access to a broad course of study.  Qualified staffing is one potential barrier Nueva Vista faces in providing access to all students.   If trained personnel are not available, there is a possibility that certain courses could not be offered.|Nueva Vista Language Academy will monitor the site master schedule to ensure that students have continued access to a broad course of study.  For the 2018-2019 school year, Nueva Vista Language Academy has  access to an elementary physical education teacher.   The AVID program will be expanded to grades K-3.  In addition, Nueva Vista will continue to expand the dual immersion program focusing on the guiding principles for a high quality dual language education.|Met||2018
15634046009351|Cecil Avenue Math and Science Academy|7|The following locally selected measures were used to track the extent to which all students have access to a broad course of study for students in grades 6-8: site master schedules, student schedules, student transcripts, and access to board approved instructional materials.|Students in grades 6-8 have the opportunity to participate in programs such as GATE, AVID, band, choir, robotics, and physical education. AVID is currently being implemented at all three grade levels. Teachers received training during the summer institute held every year in San Diego. Music courses are offered at all middle schools with students participating in a pull-out program during the day and a dedicated band period at the end of the day. All students regardless of their language level or instructional level have access to participate in music at CAMSA.  Students also have access to a wide range of learning opportunities outside of the school day including athletics, ASB, guitar club, jazz band, choir, robotics, and STEAM enrichment.   All students in grades 6-8 have access to a wide array of elective courses, and students are able to select their desired courses through the use of an elective interest survey. These courses include band, choir, AVID, Action lab, writing and composition, art, robotics, drama, strength and fitness, and career choices.  Our advanced 8th grade students have the opportunity to enroll in Algebra or Spanish I at the local high school during zero period. In addition to daily coursework, students have access to participate in math field day, speech, oral language festival, GATE festival, and the science fair. Professional development opportunities will be offered in the area of Next Generation Science Standards. Science and math teachers will continue to attend STEAM conferences throughout the state to network with other teachers and implement best practices in their classrooms. Teachers will also receive training on the new California Science Test formatting and implementation.|Cecil Avenue Math and Science Academy makes every effort to provide all students access to a broad course of study.  Potential barriers CAMSA faces is staffing. Staffing is one potential barrier this school faces in providing access to all students.  If trained personnel are not available, there is a possibility that certain courses could not be offered at CAMSA.|Cecil Avenue Math and Science Academy will monitor its site master schedule to ensure students have continued access to a broad course of study. A music class was created last year to accommodate the growing interest of students desiring to take music. The class meets during 7th period and performs in various local events around the city. The AVID program is continuing to grow at CAMSA. Students who enter 6th grade and take AVID, move through the course sequence over the span of two years. If students desire to continue in the program, they can enroll in AVID at the high school district for four more years. The STEAM lab will be adding four additional modules this school year to expand student access to more industry sectors.|Met||2018
15634046009369|Del Vista Math and Science Academy|7|The following locally selected measures were used to track the extent to which all students have access to a broad course of study for students in grades  K-5: site master schedules, access to board approved instructional materials, physical education schedules, and schedules for art and music.|Students at Del Vista Math & Science Academy have the opportunity to participate in programs such as GATE, band, robotics and physical education. Del Vista Math & Science Academy will be participating in AVID training during the summer of 2019. Music courses are offered with students participating in recorders beginning in 3rd grade and band in 4th grade and beyond. All students regardless of their language level or instructional level have access to participate in music. Students also have access to a wide range of learning opportunities outside of the school day including GATE, and STEAM enrichment (Robotics, Science Club, and Art Club which will begin in January 2019).|The Del Vista Math & Science Academy makes every effort to provide all students access to a broad course of study.  Qualified staffing is one potential barrier the school faces in providing access to all students.  The school has to ensure that teachers and consultants are appropriately credentialed or trained in order to provide those course offerings.  If trained personnel are not available, there is a possibility that certain courses would not be offered.|Del Vista Math & Science Academy will monitor the master schedule to ensure that students have continued access to a broad course of study. The school now has access to an elementary physical education teacher, music and art programs. The AVID program will be added next school year.|Met||2018
15634120000000|Delano Joint Union High|7|The DJUHSD uses the Aeries student data system and the counselor four-year student plan to track enrollment of all students, unduplicated student groups, and individuals with exceptional needs to ensure all student subgroups are offered the opportunity to participate in a broad course of study.  Access to a broad course of study is also measured via surveys administered during the first semester of the school year to parents and all 10th and 11th grade students in the district. The DJUHSD has adopted an English Learner four year educational plan to provide all English Learners access to a broad course of study which includes courses in Career Technical Education, the arts, dual enrollment, AP course enrollment, UC a-g opportunities, and enrollment in other electives.  The Individual Educational Plan (IEP) is also used to ensure access to a broad course of study for students with disabilities. To increase access to a broad course of study for students with severe cognitive disabilities, the DJUHSD hired additional paraprofessionals to provide one-on-one or small group assistance in those courses.|The DJUHSD parent surveys indicate that 99.7% of the parents and 90.7% of pupils agree that the schools provide access to a broad course of study. Ninety to ninety one percent of the students at the comprehensive high schools of Cesar E. Chavez, Robert F. Kennedy and Delano High as well as 81% of the pupils at the continuation high school agree the schools provide access to a broad course of study.    During the 2017-18 school year, students with disabilities represented 6.5%, 4.5%, and 6.3% of the total students enrolled in a broad course of study at RFK, DHS, and CCHS, respectively. The English learner subgroup represented 12.7%, 16.8%, and 17.8% of the total students enrolled in a broad course of study at RFK, DHS, and CCHS, respectively.  Districtwide, 5.7% of the students with disabilities and 15.9% of the English learner subgroups were enrolled in a broad course of study in comparison to all pupils.  The DJUHSD broad course of study includes, but is not limited to, courses in dual enrollment, Career Technical Education, Foreign Languages, Photography, Sociology, Psychology, Mock Trial, the Visual Performing Arts, Vocational classes at North Kern Vocational Center, Multimedia, Yearbook , Journalism, and AVID.|The DJUHSD goal is to promote academic achievement that prepares pupils for college and/or career readiness.  The district strives to ensure all students attain the maximum potential in the English Language arts and mathematics.  The required course of study to meet graduation requirements is a barrier for some students’ access to a broad course of study.|The DJUHSD has implemented new actions to ensure access to a broad course of study for all students that include:  • Conduct workshops for counselors in identifying international coursework meeting the “A-G” requirement to ensure that English Learner pupils who are newcomers receive credit for this coursework and are able to take other courses for access to a broad course of study. • Provide professional development opportunities for counselors and administrators to improve access to a broad course of study. • Provide algebra, biology and foreign language courses during the regular school year to 8th grade students from our feeder schools to accommodate their four-year educational plan for access to a broad course of study. • Provide summer school for English Learners attainment of English proficiency so they may access a broad course of study.  • Provide transportation between district schools or programs so that all students have the opportunity to participate in courses not offered at the pupil’s school site. • Provide resources to pay for dual enrollment registration and AP (Advance Placement) examination fees for all students. • Increased dual enrollment coursework and CTE opportunities at all school sites.   • Offer summer school Health and Computer Literacy courses for all students to accommodate their schedule during the school year to access a broad course of study. • Increased CTE opportunities by adding additional teachers in Home Economics, Health Pathway, and Industrial Technology at CCHS; Business Education, Welding, and Health pathway at RFK; Ag Mechanics at DHS; and funded North Kern Vocational courses in Auto Body, Health Occupations, Nurse Assistant, Medical Assistant and Marketing.   • Increased paraprofessional and teacher duty time and hired four additional instructional assistants to provide students with severe cognitive disabilities access to a broad course of study. • Added two additional music teachers at the comprehensive high schools and a Jazz Band section at the continuation high school to provide students increased opportunities in the visual and performing arts.|Met||2018
15634200000000|Di Giorgio Elementary|7|The LEA uses the Williams Settlement Site visit and subsequent report to track whether have access to a broad course of study.|100% of students have access to, and are enrolled in, a broad course of study. We are a single school school district.|There are no barriers preventing the LEA from providing access to a broad course of study to all students.|The LEA will continue to do verything in it's power to ensure all students continue to have access to a broad course of study.|Met||2018
15634380000000|Edison Elementary|7|The district student information system (SIS), Aeries, ensures that all students have access to, and are enrolled, in a broad course of study.  The district also offers 30 minutes of ELD Instruction daily to EL students in grades K-6 and 45 minutes daily to students in grades 7-8. Strategic and Intensive Intervention Classes in ELA and Math are also offered to students not performing at grade level. Students are leveled for ELD Instruction. K-6 ELD Instruction is 30 minutes daily, and 7-8 ELD Instruction is 45 minutes daily. Students are leveled for Reading and Mathematics Instruction with Intervention Aides and Reading Specialists. Target-maintain aides, hire additional Reading Specialist. Target met. Each site has an RSP Class and an SDC Class with highly qualified staff. Quarterly intervention reviews progress monitor students enrolled in intervention. The progress of English Learners is monitored by a site EL Coordinator on an ongoing basis.  The progress of Special Education students is monitored by case managers and Special Education Coordinator.  The progress of all students is monitored weekly by Professional Learning Communities.|In grades 1-6, the following courses are offered: English, mathematics, social sciences, science, visual and performing arts, health, and physical education. In grades 7-8, the following courses are offered: English, social sciences, foreign language (Spanish), physical education, science, mathematics, visual and performing arts, applied arts, and career technical education. The following electives are offered in 7-8: Computer Tech, Art, Theater, Band, Agriculture, and Choir.|There are no barriers at this time.  All students have access to, and are enrolled in, a broad course of study.|The district has added an Agricultural Foundations, STEM, Life Skills, and an Advanced Computer elective to the junior high master schedule to ensure access to an even broader course of study.|Met||2018
15634460000000|Elk Hills Elementary|7|All classes, Transitional Kindergarten through Eighth grade, are self-contained classroom and all students stay with their classes all day. Student transcripts, as recorded in the school information system, are the tools that are currently used to assess whether students have access to, and are enrolled in, a broad course of study|An analysis of the student transcripts indicates the breadth of the course load. First through Sixth grade students are currently enrolled in: English Language Arts, Mathematics, Social Studies, Visual and Performing Arts, Science, Health, and Physical Education. Seventh and Eight grade students are currently enrolled in: English Language Arts, Mathematics, Social Studies, Visual and Performing Arts, Science, Health, and Physical Education. All students enrolled in the above grade levels have access to, and are enrolled in, the courses listed above. The development of a foreign language course for the Seventh through Eighth grade classes is currently in the exploratory phase.|Two main barriers have been identified that prevent Elk Hills Elementary School from providing access to, and enrollment in, a broad course of study.  The first barrier is the small size of the LEA. The small student enrollment creates some budgetary constraints that do not allow for additional full time teachers to be employed in the district. The second barrier has been the difficulty in finding instructional instructors with expertise in some of the applied arts and world languages that would be willing to work in the LEA on a part time basis.|Elk Hills Elementary School District will continue to explore the utilization of technology to help broaden the course of studies offered the Seventh and Eighth grade classes, with a special emphasis on the area of foreign languages. Grants and other funding sources are being explored that would enable current staff to receive the professional development in the areas of applied arts and career technical education. In addition, grants are being explored that would help the LEA expand/modify the facilities that would, in conjunction with the aforementioned professional development, help all students gain access to courses in the areas of applied arts and career technical education.|Met||2018
15634610000000|Fairfax Elementary|7|Fairfax School District uses Illuminate Education as our student information system.  This information system is the tool used to monitor and track the extent in which all students have access and are enrolled in a broad course of study.|Upon analyzing data and reports from Illuminate, DataQuest and CALPADS certification reports, Fairfax School District is confident that all students have access to and are enrolled in the broad courses available.  All school sites within Fairfax School District have accessibility to the same grade level applicable broad courses of study.|Fairfax School District has identified the following barrier: 1. Lack of course availability in Career Technical Education and Foreign Language.|Based on the above findings and barriers, Fairfax is constantly reflecting to improve student outcomes by providing a comprehensive course of study.  Currently, students in grades 6 – 8 are offered a summer CTE program in conjunction with Kern High School District and the Career Technical Education Incentive Grant.  Throughout the 2018 – 2019 school year explore options to extend CTE and Foreign Language course availability|Met||2018
15634790000000|Fruitvale Elementary|7|The Fruitvale School District uses the Illuminate Student Information system to track enrollment of all 1st-8th grade students.  Course offerings are dictated by board policy and reflect a broad course of study, based on grade spans and individuals with exceptional needs.|The identified student information system indicates that 100% of the Fruitvale School District students had full access to a broad course of studies as identified by Education Code 51210.|The district is able to offer a broad course of study to all students.  Afterschool programs for elementary school students provide access to visual and performing arts courses,  such as art, drama, and coding.  Additionally, students in grades 5-8 have to option to enroll in vocal or instrumental music.  Physical education is provided by a PE specialist to all students in grades 3-8 and by the classroom teacher to all students in grades TK-2 by the classroom teacher for the required amount of minutes per week.  Jr. High school students have access to 17 different electives, based largely on the pathway courses that align with destination high schools.|The district continues to work on full access for special education students to the core curriculum and to providing optimum time for mainstreaming in the least restrictive environment.|Met||2018
15634870000000|General Shafter Elementary|7|General Shafter School student's have access to and are enrolled in Common Core LA, Math, History, Science, and PE across all grade spans. Unduplicated student groups and individuals with special needs also have access and are enrolled in Common Core LA, Math, History, Science, and PE across all grade spans. The LEA uses many tools to track all student's involement such as School wide scheduling, teacher's lesson plans, Unit and Benchmark testing, gradebooks, report cards, and our Student Infomation System (SIS).|General Shafter ESD  is a one school district.There are no differences reported in student groups with regard to access to curriculum. All students have access to and are enrolled in Common Core LA, Math, History, Science, and PE across all grade spans. Unduplicated student groups and individuals with special needs also have access and are enrolled in Common Core LA, Math, History, Science, and PE across all grade spans.|There have been no barriers preventing our LEA in measuring that all students have access to and are enrolled in Common Core LA, Math, History, Science, and PE across all grade spans. There have been no barriers preventing our LEA in measuring that unduplicated student groups and individuals with special needs also have access and are enrolled in Common Core LA, Math, History, Science, and PE across all grade spans.|General Shafter School will continue to implement, measure and provide a broad course of study for all students including unduplicated student groups and individuals with special needs.|Met||2018
15635030000000|Greenfield Union|7|The Greenfield Union School District is committed to ensuring all students have equal access to high-quality English language arts, mathematics, science, and social studies content, as well as other subjects.  GFUSD uses the following local measures and tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served:  Aeries - The district based student information system CALPADS - California Longitudinal Pupil Achievement Data System Dataquest - The California Department of Education’s web-based data reporting system for publicly reporting information about California students, teachers, and schools|The Greenfield Union School District provides a broad system of supports for all students, including English learners, students with special needs, foster youth, and students with exceptional needs.  All students have access to the following courses: English language arts, mathematics, social science/history, science, and physical education.  3rd-5th grade students have access to the elementary school music program.  Middle school students have equal access to the following courses and electives: fine arts, drama, life skills, music/band, computer/technology, and foreign language.  A district wide GATE program is provided for 4th-8th grade students. Students in grades 4th – 6th are clustered into groups and receive a differentiated curriculum that is challenging and appropriate for their advanced levels of thinking. Students in grades 7th-8th are placed in honors classes based on academic strength.   Also, the district offers Saturday enrichment classes/activities (GATE/STEAM) for 4th-8th grade GATE students.   The Special Education Department ensures that appropriate programs and services are available for all students with special needs.  Students receiving special education will be educated with general education students to the maximum extent appropriate to receive access to core curriculum.   To equip English learners in accessing the core content,  the district has implemented designated and integrated ELD at all sites.  To ensure success of our English learners and reclassified students in all courses,  school sites monitor the progress and provide interventions to these students as necessary.  The district uses an intervention model to help ensure all students have access to core courses and programs.  This intervention model is 3 tiered: Tier 1 – Reteach by classroom teacher, Tier 2 – Strategic intervention for students not meeting grade level standards, and Tier 3 – Intensive intervention for students performing two or more years below grade level.|The district faces one barrier in offering additional middle school electives to ensure equity in providing a broad course of study for all students.  When looking to hire teachers or create elective courses, it is difficult to find teachers who have a specialized credential or interest in pursuing additional units to fulfill state requirements.  Greenfield values educating the whole child, so it is important to the district to increase the number of elective courses being offered at the middle schools.  Therefore, GFUSD will continue the endeavor to find qualified teachers to teach the elective courses and continue to work with our current staff in pursuing additional units they may need to become qualified. It is important to the district that our students have a wide array of opportunities as they continue their education.|The Greenfield Union School District is committed to closing the achievement gaps by increasing performance of low performing students, and accelerating middle and higher performing students.  To accomplish this goal,  the district has implemented several  initiatives.  The district provides training to improve the academic performance of EL students, which includes introduction to the new ELD standards, Systematic ELD, and strategies for integrated ELD.  The implementation of Thinking Maps and Write from the Beginning and Beyond in all subject areas for all grade levels has provided low achieving students tools to access all curriculum.  Greenfield Union School District has successfully implemented PBIS (Positive Behavior Interventions and Supports) for the past 6 years. PBIS has helped our district create a school environment where students are taught the expectations by using a proactive approach.  With a positive school climate and lower suspension rates, the students spend more time in class accessing all curriculum.  LCAP actions 1. 5, 1.6 and 3.2  The Greenfield Union School District is initiating a new approach to professional learning communities in the 2018-2019 school year.  In June of 2018, the district sent 133 staff members (including administrators, academic coaches, and grade level representatives) to a three-day Solution Tree - Professional Learning Community (PLC) conference.  The district will ensure high levels of learning for all students by embedding the PLC philosophies and practices in our district culture. PLCs will increase our accountability and ensure educational equity for all students despite differences in culture and ethnic diversity, special needs, language acquisition, or socio-economics.|Met||2018
15635290000000|Kern High|7|With 18 comprehensive high schools, 5 continuation sites, two special education career centers, the Bakersfield Adult School and the Regional Occupational Center, the Kern High School District (KHSD)  utilizes a variety of tools to ensure all students have access to, and are enrolled in, a broad course of study.  When students enter the 9th grade in the KHSD, school sites receive student data from the feeder districts.  The school sites analyze information regarding each incoming student including: GPA, STAR Renaissance scores for both literacy and math, teacher recommendations for placement, and which math course was taken during 8th grade.  The feeder districts also provide information regarding Special Education, English Learners (EL), and/or 504 services that students are receiving.   The school site utilizes this information while meeting with incoming students and parents at our annual 8th-grade registration events.  Counselors discuss the data and work with parents to place students in the appropriate classes in the 9th-grade year.    KHSD counselors are constantly monitoring student performance and continue to work with students and parents to develop 4-year plans for success.  Counselors continually review student transcripts and have access to a variety of tools to help students focus on their education and career goals.  Naviance is a tool that sites are using to help students identify strengths and interests as well as explore colleges and potential career paths.  Through these discussions, students and parents are informed regarding the various Career Technical Education (CTE) pathways that are available.  Counselors meet annually with students to ensure they are taking the appropriate coursework to meet graduation and A-G requirements.  In addition to Naviance, sites utilize our student information system, Synergy to monitor student course placement and progress.    As a strategic priority for the KHSD, the staff works to ensure students graduate ready and prepared for their individual, post-secondary experience and are college and career ready.  As such, the district works with the school sites to ensure that students have access to A-G approved coursework through the UC Doorways website.  KHSD has recently developed a variety of CTE courses that have been A-G approved as we look to diversify our pathways.  The district is focused on placing students with Special Education services in the Least Restrictive Environment while meeting their needs through the IEP.   EL students are placed in courses based on their ELPAC assessment and are enrolled in an English grade level class and a designated ELD course dependent on their ELD level. Students with 504 plans are also provided additional support as they pursue their post-secondary goals.|The Kern High School District has been evaluating its instructional programs to identify barriers to student success.  One aspect of this process has been the work conducted with Dr. Edward Fergus who has guided us in the exploration of equitable access.  This process allows individual schools to reflect on their placement practices for incoming 9th-grade students and student movement between course levels.  The KHSD Research and Planning division works with the feeder districts to identify incoming students for placement in our Gifted and Talented Education (GATE) program. Typically, students who are enrolled in GATE classes will matriculate to our Honors and Advanced Placement (AP) programs.  As a result of the self-reflections, the district has discovered that our process for identifying GATE student placement may unintentionally exclude some students from participation in advanced coursework.  At a minimum, there are differences between schools in how they interpret the freshman placement data. School sites are working to achieve equitable access for all students.  Students who come to the KHSD that are identified as in need of remediation are often placed into additional support classes.  The most frequent need for our students is support in literacy.  Each school utilizes their incoming data to determine which students will be placed in the support class.  Being enrolled in a support class can impact a student’s ability to access all courses of study.  Students receiving special education services and/or students receiving English language support can also have limited access to all courses of study.  In particular, placement in support classes tends to limit the students' ability to access elective and CTE courses.   An area of growth for the KHSD has centered on the expansion of CTE pathways and courses.  Over the last four years, great focus has been placed on preparing students for both college and career readiness.  Although there are differences in the CTE pathways offered at each school, the focus on providing access to CTE programs has led to more options for students.  The district also has a Regional Occupational Center (ROC) which offers students the opportunity to learn industry-specific skills and work with community and industry partners.  Students may apply to attend ROC during their 11th- and 12th-grade year.|Student Placement:  KHSD has identified differences between school sites in the approach to providing remediation for students who are not performing at a college preparatory level.  Schools fall into 3 categories in their course offerings:  College Preparatory or above courses for all Remedial courses (referred to as General level) at the 10th - 12th grade level in addition to College Preparatory or above Remedial courses (General) at the 9th - 12th grade level in addition to College Preparatory or above   Low Reading and Math Scores: Student placement and incoming freshmen reading and math scores create barriers when ensuring students have access to a broad course of study.   The STAR Renaissance computer assessment provides the district with each student’s Independent Reading Level (IRL) and math scores.   During the 2018-2019 school year, incoming freshmen averaged an IRL of 6.5 and averaged a scaled math score of 770 (below grade level).  At some sites, students entering high school reading below grade level are placed into “General” courses rather than “College Prep” (CP).   Unfortunately, many of our students with special education needs and ELs assess at lower levels and are placed into “General” courses which prevents them access to CP or advanced courses.  Students reading below grade level are often placed into the district’s literacy program, Access. This course is in conjunction with the student’s English course.  Attendance: Low student attendance rates also create barriers preventing the district from providing access to a broad course of study to all students.  Students who are habitually truant often fail courses and fall behind in graduation requirements because of attendance issues.  Students who become deficient in credits are required to take courses during summer school or before or after school to make-up their failed courses.    GATE/AP Misperceptions:  The district and school sites are committed to providing all students with access to broad courses of study. Teachers, counselors, and administrators strive to clarify misperceptions regarding GATE and AP course requirements in an effort to encourage all students to accept the challenge and participate in these courses.|Low Reading and Math Scores: Literacy and numeracy trainings are high priorities for the district because many students read below grade level (40% of the total student population) and/or are not algebra ready upon entering high school (1/3 of incoming freshmen). The district collaborates with feeder districts to leverage practices to increase reading and math skill levels. It also strives to increase the college-readiness of all students by working with post-secondary partners to reduce college-attainment barriers.   Attendance: KHSD collaborates with the Kern County Superintendent of Schools to host the annual Central California Truancy Summit, the first large-scale school truancy conference held in Kern County.    Parent Education:  The district is committed to providing education, resources, and support for parents regarding their child’s high school academics, access to college, and CTE opportunities. By June 2019, all comprehensive sites will have Parent and Family Centers.  Student Placement and Academic Interventions: The district convened a committee of district and educational consultants to serve on the district’s first Multi-Tiered Systems of Support (MTSS) committee with a focus on both behavior and academics.  As we begin work in MTSS, we are first examining current academic practices, student placement, processes concerning students’ access to coursework and educational opportunities.  We believe this commitment to MTSS will help us develop improved and consistent academic interventions and supports for all students.  CTE and Dual Enrollment (DE): The district is committed to ensuring students have access to a broad course of study as CTE opportunities continue to expand at our school sites.  The district is preparing to open an additional ROC to increase access to 17 different CTE programs.  With this addition, we will have two separate centers allowing for more students to take advantage of these programs.   In the 2015-2016 school year, the district began DE options for students thanks to partnerships with Bakersfield College, Cerro Coso College, and Cal State Bakersfield.  DE allows students to simultaneously earn high school and college credit.  In 2015-2016, 733 students received college credit.  DE options have expanded throughout the district increasing the number of classes and opportunities for students, that number increased to 3,800 students receiving college credit in the 2017-2018 school year.   Professional Development: KHSD provides ongoing, subject-specific PD to strengthen the instructional capacity of teachers and build strong professional learning communities (PLC) within the organization. PD needs are regularly assessed by examining district and site data and by consistently checking with teachers and administrators to determine the critical needs for teacher support and student growth. Teachers meet regularly to collaborate in their PLC to share best practices and review student performance data.|Met||2018
15635291530435|Kern Workforce 2000 Academy|7|With 18 comprehensive high schools, 5 continuation sites, two special education career centers, the Bakersfield Adult School and the Regional Occupational Center, the Kern High School District (KHSD)  utilizes a variety of tools to ensure all students have access to, and are enrolled in, a broad course of study.  When students enter the 9th grade in the KHSD, school sites receive student data from the feeder districts.  The school sites analyze information regarding each incoming student including: GPA, STAR Renaissance scores for both literacy and math, teacher recommendations for placement, and which math course was taken during 8th grade.  The feeder districts also provide information regarding Special Education, English Learners (EL), and/or 504 services that students are receiving.   The school site utilizes this information while meeting with incoming students and parents at our annual 8th-grade registration events.  Counselors discuss the data and work with parents to place students in the appropriate classes in the 9th-grade year.    Workforce counselors are constantly monitoring student performance and continue to work with students to develop educational plans for success.  Counselors continually review student transcripts and have access to a variety of tools to help students focus on their education and career goals.  Naviance is a tool that sites are using to help students identify strengths and interests as well as explore colleges and potential career paths.  Through these discussions, students and parents are informed regarding the various Career Technical Education (CTE) pathways that are available.  Counselors meet quarterly with students to ensure they are taking the appropriate coursework to meet graduation requirements.  In addition to Naviance, sites utilize our student information system, Synergy to monitor student course placement and progress.  We are in the initial implementation stage of housing education plans in Naviance so students, counsellors, and parents can access the plan at any time and make modifications as needed throughout the year.   As a strategic priority for the KHSD, the staff works to ensure students graduate ready and prepared for their individual, post-secondary experience and are college and career ready.  As such, the district works with the school sites to ensure that students have access to approved coursework.  Workforce has recently developed a variety of CTE courses, as we look to diversify our technical education offerings.  Workforce Academy is focused on placing students with Special Education services in the Least Restrictive Environment while meeting their needs through the IEP.   EL students are placed in courses based on their ELPAC assessment and are enrolled in an English grade level class. Students with 504 plans are also provided additional support as they pursue their post-secondary goals.|Workforce Academy has been evaluating its instructional programs to identify barriers to student success.  One aspect of this process has been the work conducted with Dr. Edward Fergus who has guided us in the exploration of equitable access.  This process allows individual schools to reflect on their placement practices for incoming 9th-grade students and student movement between course levels.  School sites are working to achieve equitable access for all students.  Students who come to the KHSD that are identified as in need of remediation are often placed into additional support classes.  The most frequent need for our students is support in literacy.  Each school utilizes their incoming data to determine which students will be placed in the support class.  Being enrolled in a support class can impact a student’s ability to access all courses of study.  Students receiving special education services and/or students receiving English language support can also have limited access to all courses of study.  In particular, placement in support classes tends to limit the students' ability to access elective and CTE courses.   An area of growth for Workforce Academy has centered on the expansion of CTE pathways and courses.  Over the last 4 years, great focus has been placed on preparing students for both college and career readiness.  Although there are differences in the CTE pathways offered at each school, the focus on providing access to CTE programs has led to more options for students.  The district also has a Regional Occupational Center (ROC) which offers students the opportunity to learn industry-specific skills and work with community and industry partners.  Students may apply to attend ROC during their 11th- and 12th-grade year.  Currently, 10% of Workforce students are concurrently enrolled at ROC and maintain good to excellent academic standing at ROC. This is an increase of 2% over the 2017-18 school year, and an increase of 6% over the 2016-17 school year.|"Student Placement:  Workforce Academy operates as a charter school with 6 satellite campuses. As per the charter's stipulations, teachers are at-will employees gleaned from the ranks of the Kern High School District's contracted certificated faculty.  Workforce's mission is to retain and serve out-of-school youth by offering them an opportunity to work to toward credit recovery in the late afternoons and evening.  While the teaching faculty are largely committed to serving these 11th and 12th grade youth who often work in the day time to support their families, the consistency of academic programs and course offerings faulters when a teacher resigns their assignment or takes a leave during one of the 5 sessions.   Low Reading and Math Scores: Student placement and incoming freshmen reading and math scores create barriers when ensuring students have access to a broad course of study.   The STAR Renaissance computer assessment provides the district with each student’s Independent Reading Level (IRL) and math scores.   During the 2018-2019 school year, incoming Workforce students averaged an IRL of 5.4 and averaged a scaled math score of 570 (below grade level).  Students our program reading below grade level are placed into “Access"" class, the district’s literacy program, Access. This course is in conjunction with the student’s English course.  Attendance: Low student attendance rates also create barriers preventing the school from providing access to a broad course of study to all students.  Students who are habitually truant often fail courses and fall behind in graduation requirements because of attendance issues.  Students who become grossly deficient in credits enroll in Workforce Academy to help recover (mainly General level) credits toward graduation"|Low Reading and Math Scores: Literacy and numeracy training are high priorities for the district because many students read below grade level (40% of the total student population) and/or are not algebra ready upon entering high school (1/3 of incoming freshmen). The district collaborates with feeder districts to leverage practices to increase reading and math skill levels. It also strives to increase the college-readiness of all students by working with post-secondary partners to reduce college-attainment barriers.   Attendance: In 2016-17 Workforce instituted the Dean's Honor Roll incentive for students who earn Perfect Attendance during each session. Attendance as markedly improved.   Parent Education:  The district is committed to providing education, resources, and support for parents regarding their child’s high school academics, access to college, and CTE opportunities. By June 2017, all 6 Workforce sites had Parent and Family Centers with evening hours.  Student Placement and Academic Interventions: Workforce Academy LCAP initiatives and allocations focused on Multi-Tiered Systems of Support (MTSS) with a focus on both behavior and academics has increased over the last 3 years.  As we continue our work in MTSS, we are developing curriculum content, structures, and systems that focus on character development. We believe this commitment to MTSS will help us develop improved and consistent academic interventions and supports for all students, as well as additional work experience course offerings.  CTE and Concurrent Enrollment (CE): Workforce is committed to ensuring students have access to a broad course of study as CTE opportunities continue to expand at our school.  The district is preparing to open an additional ROC to increase access to 17 different CTE programs.  With this addition, we will have two separate centers allowing for more students to take advantage of these programs.   Professional Development: KHSD provides ongoing, subject-specific PD to strengthen the instructional capacity of teachers and build strong professional learning communities (PLC) within the organization. PD needs are regularly assessed by examining district and site data and by consistently checking with teachers and administrators to determine the critical needs for teacher support and student growth. Teachers meet regularly to collaborate in their PLC to share best practices and review student assessment data.|Met||2018
15635450000000|Kernville Union Elementary|7|Kernville Union Elementary School District selected the annual KUSD LCAP surveys of students, parents, and staff to evaluate the implementation of a Broad Course of Study.  All parents and staff were invited to complete the survey.  All students in grades 4th through 8th were given computer time to complete the survey.  308 students completed the survey.  Parents were given the option of a paper survey, a link to the google form to use on their own device, or a tablet in the office to complete the survey.  68 parents completed the survey   All KUSD staff were sent emails with a link to complete the survey. Staff were sent an initial email with subsequent reminders until sufficient staff completed it for a valid statistical count.  71 employees completed the survey. • Responses to the following statements/questions were asked of students:  “My school prepares me for a future successful career path”; “During this school year I took the following classes in: (check all that apply)”; and, “What programs/subjects would you like to see added to your school?” • Responses to the following statement was asked of parents:  “The District is preparing my child(ren) for future college or career paths.” • Responses to the following statements were asked of staff:  “KUSD is helping students to be career or college ready.”; and “All students have access to and have been enrolled in a course of study this year that includes (check all that apply)”|The survey results are: • In regards to the question that KUSD prepares students to be ready for college or career, 78% of students agree, 56% of parents agree, and 61% of staff agree. • In regards to the question that students are enrolled and took the following courses, an average of 91% students and 94% staff agreed that these courses were taken and offered:  Math, Reading, Writing, Science, History, and PE/Health.  Only 39% of students and 37% of staff agree that courses in Art and Music are taken and offered.  Eighteen percent of the students requested more Visual and Performing Arts courses.|Barriers include access to qualified instructors and student choice in elective courses.  Students were given choices in electives offered.|A system for enrolling in electives was developed that requires students to take Visual, Performing and Applied Arts, as well as Foreign Language and Career Technical subjects.  Recruitment of qualified instructors was discussed, and began implementation.|Met||2018
15635520000000|Lakeside Union|7|The district annually reviews access to course offerings for all students to ensure adherence to California Education Code 51210 - Course of Study for grades 1-6, and EC 51220(a)-(i) – Course of Study for grades 7-12.  The course of study provides all students with opportunities to attain the skills, knowledge, and abilities they need to be successful in school.  Additionally, a well-aligned sequence of courses fosters academic progress and provides for the best possible use of instructional time.  The student information system (SIS) is utilized to ensure that all students have access to and are scheduled in the district and state adopted standards in specified core subject areas, and other subject areas.   The SIS is also used to track students’ enrollment to a broad course of study for all students, particularly for unduplicated student groups, and students with special needs.  Along with the SIS, school administrators inspect students’ and teachers’ schedules to assure that all students are appropriately enrolled in a broad course of study.   To date, the district and state have adopted Common Core State Standards for English language arts and mathematics, and California Next Generation Science Standards, as well as content standards for English language development, health education, history-social science, physical education, and performing arts.|Utilizing the student information system, with verification by site administrators, all students in the district have access to a broad course of study.  Suburu School serves students in kindergarten through 5th grade, therefore, all students are enrolled in district and state adopted Common Core State Standards for English language arts and mathematics, and California Next Generation Science Standards, as well as content standards for English language development, health education, history-social science, physical education, and performing arts when available.  Lakeside School serves students in kindergarten through 8th grade, with all students having access to a broad course of study as described in the aforementioned paragraph.  6th through 8th grade has a departmentalized setting, therefore, students have opportunities to experience a variety of elective classes such as AVID, Media/Video, and STEM classes to name a few.  As a student progresses through the district year by year, each will have opportunities to experience a variety of elective classes that become available.|Using Fall 2017 results from the California School Dashboard, main barriers preventing the district from providing all students to a broad course of study include:  Suspension Rate Indicator (Student Groups in Red or Orange performance level) All Students Performance is in the Orange performance level at a 4.6% suspension rate. Homeless (113 students), Students with Disabilities (185 students), African American (89 students), and White (355 students) student groups are in the Red performance level.  These student groups have a High or Very High status, and Increased or Increased Significantly.  Foster Youth (21 students), Socioeconomically Disadvantaged (975 students), and Hispanic (860 students) student groups are in the Orange performance level.  These student groups have a High status, and have Increased.  The district is working to provide alternatives to suspension with programs such as Positive Behavioral Interventions and Supports, and Restorative Justice to keep students in school as much as reasonably possible, and not suspend for minor infractions. [LCAP Goal 3]  Chronic Absenteeism Although currently not an active state indicator at the time of this submission, it is a concern for the district.  All Students chronic absenteeism rate is 12.5%, which is above the county and state rates.  Particularly concerning is the African American student group rate of 21.3%, and White student group rate of 16.1%.  [LCAP Goal 3]|Based on Fall 2017 results from the California School Dashboard, the district recognizes the need to engage in root cause analysis, and commit to a Continuous Improvement Process (CIP) to increase outcomes for all students, and ensure a broad course of study for all students.  Based on state and local indicators, the district intends to take the following steps: • Continue to build upon the CIP with fidelity. [LCAP Goals 1, 2, 3] • Develop a multi-tiered system of supports for all students; specifically for high needs students.  [LCAP Goal 2] • Provide counseling services for students with emotional and behavioral needs. [LCAP Goal 3] • Continue with the implementation of Positive Behavioral Interventions and Supports. [LCAP Goal 3]|Met||2018
15635600000000|Lamont Elementary|7|The district uses the Master Schedules, grades, specialist programs and participation rates in co-curriculum and extra-curricular activities.  As a means of tracking students access to a broad course of study.|All students have access to general education programs that include all subject areas as applicable and according to the Master Schedule.  All elementary schools have a Dual Immersion Program available; currently we have about 25% of our students in this program.  Our plans are that by next year, we will be expanding our Dual Immersion program to the junior high school and ultimately having a comprehensive K – 8 Dual Immersion Program.  In addition, all students in grades 4th-8th have access to our AVID program.  The district is in the planning stages of expanded the AVID programs to our K-3 students.  Also, this past year the district has expanded our visual arts program to include grades 4th - 6th.  All students now have the opportunity to build their foundation in music in grades 4th – 8th.|Our enrollment is the biggest barrier to providing a more robust course offering.  We also have approximately 62% English Learners, which requires the district to provide adequate programs to build language acquisition.  Some of our students do receive their services while in the Dual Immersion Programs, and some are in Structured English Immersion classes.  If not reclassified, when our students move on to junior high they do not get the opportunity to go to any elective classes, (AVID, Music, Art, STEM.)|The district is investigating other options.  One solution has been to provide opportunity for our EL students to come in before school starts, zero period, and provide them with the required designated ELD time.  This would give them the opportunity to take electives during the day that would broaden their course of study.  In the elementary schools, the district is ensuring that designated ELD time is given the proper elements of relevance and rigor for learning.  This would support the outcome of students being reclassified prior to leaving the elementary school.|Met||2018
15635780000000|Richland Union Elementary|7|The district is using Master Schedules, SBAC, STAR, DIBELs, ELPAC, Step-Up-To-Writing (STUW) and 95% Group assessments as well as the LCAP Reflection Tool for Priority 2, California Healthy Kids Survey and a district developed survey, to monitor the progress students are making and determine the effectiveness of the courses and programs  being offered to meet the academic and non-academic needs of unduplicated student groups and individuals with exceptional needs.|As a result of the data collected from the selected measures, the district identified the need to add courses specific to grade spans including an intervention course and a PE course (7th-8th) to increase access to students needing reading and language support. In grades TK-6th the district implemented an individualized intervention program for students needing extra support in the area of reading (95% Group). Other students receive access to enrichment courses of study.|The district has increased the access to a broad course of study and is currently seeking to expand opportunities for all students by implementing a Dual Language Immersion program that will support access to a foreign language, Project Lead the Way, and GATE. Access to the Visual and Performing Arts is currently limited due to staffing availability and facilities at all sites, especially elementary sites.  Career and Technical Education is offered through a grant in collaboration with Kern High School and is in its last year of funding and only offered to students in grades 7th-8th.   Also, the unavailability of state adopted curriculum in Science and History Social Sciences has not hindered access to instruction or teacher preparation but has been a barrier for teachers in their efforts to provide standards aligned materials.|The district has implemented intervention curriculum, course access to an intervention class, hiring of school social workers, AmeriCorps staff, provided professional learning opportunities for all teachers in the area of ELD, Mathematics, Science, History Social Science, PE, English and Career Technical Education (teacher specific), Project Lead the Way, PBIS, Restorative Practices and is starting a Dual Language Immersion program.|Met||2018
15635780135186|Grimmway Academy Shafter|7|Grimmway Academy uses the Illuminate student information system to monitor student schedules, including the course of study that unduplicated students and students with disabilities participate in.|As a full inclusion school, all student groups are insured a rigorous course of study.  All students participate in the same course of study regardless of subgroup status.  Interventions and designated supports are provided in the classroom so no student is removed from core a class.|Additional research is being done to explore additional courses in the arts in order to provide more experiences.  Currently, teacher staffing shortages are preventing this expansion.|Grimmway Shafter has expanded its current art and music offerings to provide a deeper, more rich experience for students.|Met||2018
15635860000000|Linns Valley-Poso Flat Union|7|Student schedules are used to show that all students are enrolled in a broad course of study.  Courses such as: ELA, Math, Science, Social Studies, Physical Education, and Music.|Students have access to standard aligned instruction.|No barriers exist at this time.|We annually look at course offerings to ensure that a broad course of study is given to all students|Met||2018
15635940000000|Lost Hills Union Elementary|7|The district uses its student information system for reports on student course enrollment. Reports are analyzed to ensure all students, ELs, Socioeconomically Disadvantaged and Special Education Students are enrolled in English, mathematics, science, social science, health, Physical Education, and visual and performing arts. In addition, the district administers a locally designed student survey in which students are asked: Q3: My school prepares students for future college or career paths. Responses- 90.91% Agree. Q18: Our schools give students access to core subjects that prepare them for high school (English, math, history, science, visual and performing arts, health, PE, and technology). Responses- 100% Agree. Q19: How can our schools ensure access to core subjects?|Based on the district's review of the data all students are enrolled in English, math, history, science, PE, and technology. The data also shows that middle school EL students do not have the same access to visual and performing arts courses.|The district faces scheduling  and personnel challenges.|The new LCAP reflects an increase in the allocation for visual and performing arts. The district has also increased its art courses and extended those courses to the after school program to ensure higher student participation.|Met||2018
15636100000000|Maple Elementary|7|Maple is a very small school distrcit with less than 300 students. We are a TK-8 District. Based on our limited size and resources we are providing the broadest course of study possible. Each of our students are served in a single grade classroom that is self0contained and teaching all subjects. Our students with exceptional needs and our unduplicated student groups are provided the services and support they need to be successful in class with their peers. Our measure is the number of additional aide hours, intervention supports, push-in support, pull-out support hours, speech and Psychologist hours and all other expanded learning opportunities that we provide our students. We work individulally with families to meet the needs of our students.|We are a single school district and have only one school site. All of our students receive the best possible education with the broadest course of study we are capable of providing.|We are a single school district and have only one school site. All of our students receive the best possible education with the broadest course of study we are capable of providing. Our barriers include additional limited space and limited staffing to significantly increase current services.|We are a single school district and have only one school site. All of our students receive the best possible education with the broadest course of study we are capable of providing. We are currenlty exploring opportunities to increase our space and potential for additional services. We are also participating in some collaborative grant opportunities that may provide additional resources.|Met||2018
15636280000000|Maricopa Unified|7|Metrics/Tools: Maricopa Unified School District uses scheduling tools of Schoolwise Information system and a 4-year High School Tracking system to ensure all students have access to all courses of study. The District sets a master schedule for yearlong, weekly, and daily planning to ensure that all subjects are taught per Education Code and district policies to all students, including unduplicated student groups and individuals with exceptional needs.   For TK-8 grade levels, all students receives instruction in English-Language Arts, Math, Science/Health, Social Science, the Arts, PE and STEAM Lab per the master schedule. The District also provides instruction in our STEAM Lab.    At the high school level, all students have access to all course subjects; Four years of English, Four years of Math, Four years of Science, Four years of P.E./Health, Four years of Technology courses, Four years of Culinary Arts, Three years of Social Science, Three years of Art, Three years of Spanish,and other elective courses.   All high school students are scheduled for a Career Pathway during 7th period. Students select from seven different pathways each year. The pathways options are STEM, Communications, Culinary Arts, Broadcasting/Promotions, Performance Art-Drama, Jazz-Music and Agriculture.  Students may schedule four different pathways or stay in one pathway for all four years of high school. Each student has a 4-year plan that tracks graduation and A-G credit requirements and meets regularly with the counselor and superintendent for monitoring and scheduling.|Maricopa Unified school District has one Elementary School for TK-5th grade students, One Middle School for 6th-8th grade students, one High School for students in 9th-12th grades.  All grade level students have equal access to a broad course of study and to all programs provided at that grade level districtwide.|Maricopa High School is a small school of approx. 85 students and 9 teachers. Given the school size, the master schedule is set and doesn't provide as much flexibility as larger schools with more period offerings. However, no barriers have been noted that would prevent the District from providing a broad course of study and all programs provided to all  students at that grade level districtwide.|No revisions are needed for providing a broad course of study and all programs provided to all students at that grade level districtwide.|Met||2018
15636280134312|Inspire Charter School - Kern|7|We are an Independent Study School and tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition.  In addition, students are provided with enrichment funds to pursue their passion in visual and performing arts, health and physical education.  The individual student enrichment funds track courses to ensure student is participating in a broad course of study.  Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  The high school students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.|All students have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.|We do not have any barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.|Met||2018
15636280137687|California Virtual Academy at Maricopa|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives that range from foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on an semi-annual basis at a minimum. Additionally, administrative teams review course reports regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of students are enrolled in a minimum of language arts, math, science, and history at the TK-8 level, with the majority of students participating in at least six courses. High school students are enrolling regularly in college preparatory, honors, and Advanced Placement, and credit recovery courses. TK-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to develop a CTE program and offerings.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met||2018
15636280138131|Heartland Charter|7|We are an Independent Study School and tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition.  In addition, students are provided with enrichment funds to pursue their passion in visual and performing arts, health and physical education.  The individual student enrichment funds track courses to ensure student is participating in a broad course of study.  Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  The high school students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.|All students have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.|We do not have any barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.|Met||2018
15636510000000|McKittrick Elementary|7|Are all of the district's teachers highly qualified?    Are all of the district's teachers well trained in the use of the core curriculum?  Are all of the district's classroom aides well trained in the use of the core curriculum?  Are all of the district's students enrolled in appropriate classes?  Do all of McKittrick Elementary School's students have access to their own copy of modern and up to date textbooks and supplemental resources including digital tools.|McKittrick Elementary School district is a single site school district with a student population of 76 students.  The district is located on the far western edge of Kern County in a remote, rural area.   Every classroom K-8 is a combo class except Kindergarten.  The 1/2, 3/4, 5/6 combo classes have a classroom aide in the morning for Math and ELA instruction.   There are five classrooms and they average fifteen students per classroom.  Every student is enrolled in their appropriate grade level class.  Every student in the district has their own personal device for school use and all of the devices have a high-speed wireless internet connection.   Every teacher at McKittrick Elementary School is highly qualified|Currently, the district is providing every student access to a broad course of study.  Including music, swimming, and curriculum reinforcing field trips.  Barriers to continuing to provide every student access to a broad course of study include.    Teacher turnover, classroom aide turnover, and keeping all of the district’s technology current and in working order without an IT Director.|The district needs to continue to provide modern and up to date textbooks and supplemental materials to all students.  The District needs to remain committed to providing teachers and aides expert level training in any new curriculum.   The district needs to offer periodic training in math and ELA.  The district needs to continue to invest in modern technology.|Met||2018
15636690000000|Midway Elementary|7|We use several measures to track and evaluate students to properly offer necessary services.  We use data results from: SBAC, Accelerated Reader and IXL for intervention for 2-8 grades. We currently have a Title I program assists with students that require extra help with ELA and Math.  All students have access to a Chromebook computer that allow students to receive a broad course of study through current online textbook resources or supplemental course work. K-3 have paraprofessionals that assist with intervention and exceptional need students.|We are a single school district that offer a broad course of study for our K-8 grades.  All students have access and are enrolled in course work that has been identified by state standards for each class/grade and individual students.|All students have access to a broad course of study. Our low student population allows the school to provide all materials and resources necessary to capture all students.|We currently are preparing for a History/social Studies that will help broaden course study.|Met||2018
15636770000000|Mojave Unified|7|As outlined in the Expected Annual Measurable Outcomes section of the 2018-2019 Mojave Unified School District LCAP, we measure the extent to which students (including our unduplicated student groups and individuals with exceptional needs)  have access and are enrolled in a broad course of study based on master schedules (AERIES) at the secondary level, and through lesson plans at the elementary level.|100% of our students have access to a broad course of study. Extensive progress has been made in this area over the past several years due to the expansion of high quality blended learning opportunities through programs like APEX and through the utilization of Skype. For example, where a student used to only be able to enroll in Spanish as a foreign language, now the options for language classes with a credentialed teacher ranges from French to Latin, and beyond. Middle school students also have access to an increased option for studies through our honors program, which includes classes at the high school level. Another area of progress in this area has been through our expansion of Career Technical Education (CTE) and dual enrollment courses. In addition to expanding the number of our students that graduate our district college and career ready by double digits, this also allows us to offer a broader course of study for our students.|One barrier that we have faced has been the unprecedented teacher shortage in the state of California. Although this has affected schools across the state, we are uniquely impacted by the negative effects due to our isolated and remote location and relatively small school sizes. The use of technology has empowered us to overcome these barriers; however, this has also created an increased technological footprint (wifi bandwidth, number of devices, etc.). MUSD maintains a district level Technology Committee, with each site facilitating their own committee, in order to constantly improve in this area and support a broad course of study for all of our students.|MUSD will continue to place a heavy emphasis on the expansion of our CTE pathways, dual enrollment offerings, and other courses through blended learning opportunities. This will be supported by the Technology committees efforts at improving outcomes through the use of technology, and through ongoing recruitment of teachers to accept hard-to-fill positions in our remote area.|Met||2018
15636850000000|Muroc Joint Unified|7|The district maintains small schools.  As such, the master schedule is built by the academic counselor and site administration with district support as well.  Students in grades 7-12 meet individually with their counselor to select courses that will provide a broad course of study. Each students class schedule is reviewed by the counselor and site administration.|All students are enrolled in a broad course of study.  There are no major differences between school sites.  The main exception is that one high school, Desert Jr/Sr High , has Air Force JROTC and the other, Boron Jr/Sr High, does not have the enrollment to support this program.  The high schools are 25 miles apart and cannot support a joint program. Boron High School is a small necessary school and therefor has an equally robust educational program provided to the students.|There are no barriers that prevent a brad course of study.  Limitations due to geography limit our ability to partner more effectively with local colleges.  The nearest local college or university is over 60 miles from the district.|The district will continue to expand CTE pathway courses and find ways to increase involvement with local colleges and universities.|Met||2018
15636930000000|Norris Elementary|7|Norris School District tracks progress in meeting Priority 7 by reviewing course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  In addition, our student information system, PowerSchool, can be utilized to create reports that identify access and enrollment disaggregated by grade level, grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 school year, 100% of Norris School District's students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|N/A|All Norris School District students in grades TK-8 are enrolled in a broad course of studies.  All four elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6.  To reduce and/or eliminate challenges students may face in accessing the content taught within these courses, the elementary schools also provide Learning Center and after-school homework club.  All middle school (7th-8th grade) students also have access to a broad course of studies within their school offerings.  The wide range of electives offered throughout the two years of middle school provide the opportunity for students to engage in a variety of courses.  The middle school offers an after-school homework club as well to help support students in their courses.  To further meet the needs of all students, staff collaborates through Impact Teams on a regular basis to deepen their understanding of the California Common Core State Standards and develop action plans to support students as they work toward proficiency.  In addition, both integrated and designated ELD instruction are provided to support English Learners whose progress is monitored using the ELLevation program.|Met||2018
15637190000000|Pond Union Elementary|7|Pond school is in the process of developing a measure to assess the extent to which all students have access to a broad course of study.  This measure is based on guidelines developed by the California State PTA and will include the following key questions: Course Access  What classes are currently being offered to our students? Do we provide a broad course of study to all students to ensure student success?  How well are students across all student groups doing in general and in the core academic subjects? Do we offer multilingual academic support for our students?  How will we know if the school district is meeting the goal of all students taking a full range of courses? What kind of measurements would make sense? Are there other forms of measurement we can try?  What courses are available to better prepare students for 21st century careers and for the roles and responsibilities of civic engagement? How do we partner with local colleges and universities as well as other community partners to provide pathways for students?  What strategies do we have in place to inform and engage parents in course selection, career pathways and college planning for their student? Do parents have regular opportunities to discuss what their child is learning with teachers and how they can best support student learning at home?|A database will be devleoped to track and monitor results of the developed measure  This database will include all student groups including unduplicated students.  Results will be shared with all stakeholders|Using the results from the measure and data collected, barriers will be identified and solutions discussed.  These results will be shared by all stakeholders|Each year this process will be reviewed to make adjustments in course offerings, course content and students scheduling.|Not Met|Pond is in the process of development this course monitoring tool|2018
15637500000000|Rosedale Union Elementary|7|The Rosedale Union School District values the opportunities for students to have access to a variety of course during their elementary and middle school years. As per Education Code 51210 and 51220, the following courses are offered and accessible to ALL students in grades 1-6:  -English (ELA) -Math -Social Sciences -Science -Visual and Performing Arts -Health -Physical Education -STEM (Robotics as an after-school club)  In addition to the courses listed above, ALL students in grades 7-8 also have accessible to them:  -Art -Career Technical Education through Project Lead the Way -Life Skills -Tech Lab|The Rosedale Union School District utilizes stakeholder input surveys with both students and parents in the area of course access. Based on the results of these surveys, students and parents both feel:  97% believe ALL students (unduplicated and students with exceptional needs included) have access to all courses within the school district.   30% believe having a foreign language would benefit the students.   Based on these results, students have access to the core courses as well as elective courses within all of our schools. Core courses would include ELA, Math, Science, Social Sciences, Health, and Physical Education. Elective courses would include Visual and Performing Arts, Career Tech Education, Art, Tech Lab, Life Skills and Robotics (STEM). Students in the elementary schools also receive music in grades 1-6 throughout the year.|Based on the survey results, a barrier of course access would be the offering of a foreign language. This is an area that has been a long-time barrier due to credentialing of staff as well as scheduling at the middle schools. As we continue to move forward in determining course accessibility, foreign language has become a priority.|Within the Rosedale FOCUS Plan (LCAP), we are confident that the priorities for course access for ALL students with priority to our unduplicated and students with exceptional needs students is evident. An action step to consider is the accessibility of a foreign language course.|Met||2018
15637680000000|Semitropic Elementary|7|The district uses Aeries to enroll students. All students, including unduplicated student groups and individuals with exceptional needs have an access to a broad course of study.|All students in grades 6th through 8th have the opportunity for an elective class. Those electives include Ag, Science, Digital Curriculum, and AVID. Our master schedule ensures all students have access to each of these electives through their years here.|No barriers at this time.|We will continue to allow all of our 6th-8th grade students to have access to elective courses.|Met||2018
15637760000000|Southern Kern Unified|7|Southern Kern USD uses its Aeries student information system to track the extent to which all students are enrolled in a broad course of study. We analyze the master schedules of each school. The administrators for each school site filled out a form documenting student access to the required courses of study.|Grades 1-6 All students have access to Common Core curriculum for math and ELA, as well as supplemental materials to support the curriculum, including a reading intervention program. Students are enrolled in social studies classes that follow the CA History Social Science Framework. Students study Science, and the District is in the process of implementing the NGSS standards. Individual teachers address the visual and performing arts standards within their own classrooms. Individual teachers address the health standards within their own classrooms. Students in grades K-5 have 80 minutes of PE instruction per week with a PE teacher, as well as PE opportunities as determined by their classroom teacher. There are no differences across school sites or student groups. Students with disabilities are engaged in the same curriculum as the general education students  Grades 7-12 At Southern Kern Unified, students in grades 7-12 may attend Tropico Middle School, Rosamond High School Early College Campus, Rare Earth Continuation High School for grades 9-12, and Abraham Lincoln Independent Study for grades 7-12. Students at Rosamond High School have access to a full course of study, including eight CTE pathways. Students at Tropico Middle School have access to a full course of study, including three full time P.E. coaches, Spanish, Art, and band. Students with disabilities take the same curriculum as the general education students. Students at Rare Earth have access to a full course of study by taking classes at Rosamond High School. Abraham Lincoln students take a full range of courses in the core curriculum: ELA, Math, Science and Social Studies. Abraham Lincoln and Rare Earth students can take lab science classes at Rosamond High School. They can also take classes in visual arts and P.E. Rare Earth and Abraham Lincoln students can take electives online or at Rosamond High School.|There currently are no barriers.|For students at Abraham Lincoln Independent Study, we are actively researching other curriculum options that may be presented to the students that could be completed within the time assigned or at home. One such example is beginning coding.|Met||2018
15637840000000|South Fork Union|7|The South Fork School District utilizes the Schoolwise program to track the extent to which all students have access to and are enrolled in a broad course of study. This program indicates all classroom assignments and those enrolled who receive Special education services.|The South Fork School District utilizes the Schoolwise program to track the extent to which all students have access to and are enrolled in a broad course of study. The district is comprised of only one school.|Due to the small number of students in attendance at South Fork, it is often very difficult to offer a variety of  classes that may be offered in larger districts.|The South School District will continue to offer all students a broad course of study. Whenever possible additions will be made to add extra curricular courses.|Met||2018
15637920000000|Standard Elementary|7|State Priority 7: Course Access A. 100% of students have access to and are enrolled in a broad course of study.  B. 100% of students have access to and are enrolled in programs/services for unduplicated students based on student needs and/or local assessments.  C. 100% of  students have access to and are enrolled in programs/services for students with exceptional needs as determined in their IEPs or 504 plans.|State Priority 7: Course Access A. 100% of students have access to and are enrolled in a broad course of study.  B. 100% of students have access to and are enrolled in programs/services for unduplicated students based on student needs and/or local assessments.  C. 100% of  students have access to and are enrolled in programs/services for students with exceptional needs as determined in their IEPs or 504 plans.|No barriers exist.|Continue course of action.|Met||2018
15638000000000|Taft City|7|The locally selected measures or tools that the LEA is using to track the extent to which all students have access to, and are enrolled in, a broad course of study include school site master schedules as well as lesson planning and pacing guides. Additionally MTSS interventions are in place as a pilot  that offer a framework and resources that align to the State Standards and the systems necessary for student academic, behavior, and social success. Also, the English Learner Road Map has provided guidance in implementing CA 21st century college-and career-ready standards for all English Learners in the district.|The extent to which all students have accesss to, and are enrolled in, a broad course of study is currently fully implemented for all students in the disrict. Programs and services have been developed in the district and provided specifically for the needs of English Learners, students with special needs and foster youth as well as individuals with exceptional needs.|The barriers preventing the district from providing access to a broad course of study for all students include the wide variety of individual and student needs that exist and consequently present challenges in addressing within the district.|The new action the district will implement includes district wide implementation of MTSS as a method for providing information and resources to communicate the full spectrum of instruction, from general core, to supplemental or intensive, to meet the academic and behavioral needs of all students.|Met||2018
15638180000000|Taft Union High|7|Taft Union High school uses tools within Aeries, the student information system, to document the number and level of courses available at each school.  Enrollment in all levels of courses is tracked to ensure access for all students (including unduplicated students and students with disabilities). Students, with parent and counselor input, select appropriate courses.  This guides the creation of the master schedule.  Ongoing monitoring of course enrollment and course performance data is tracked by counselors and site administrators.  Career Technical Education (CTE) courses and CTE pathways are available to all students in TUHSD.  Our pathways include Animal Science, Ag Service, Automotive, Computer Graphics, Culinary Arts, Health, Law Enforcement, Oiltech, and Retail.  Student schedules and progress are reviewed annually with counselors.  Data regarding the  number of students completing a pathway is tracked through the student information system (Aeries) annually.    College Ready A-G completion status is monitored each semester by counselors.  Additionally,  AP course completion and passage rates are reviewed annually.  Students have access to college courses through dual enrollment in our neighboring community college which is monitored through enrollment and grades each semester.    The master schedule is used to track access for students in the following core subjects:  English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education.   Our student information system helps track student group enrollments and progress towards graduation is monitored by counselors annually and by data specialists for CALPADS.  Special education goals are tracked through IEPs and Goalbook by case managers on a regular basis including annual updates and IEP meetings.|Students are able to annually submit course requests as part of the course selection process. The master schedule is built based on how many students want to take each course or pathway/elective.  All students have access to a broad course of study that includes remediation courses, career technical education/electives, dual enrollment, and Honors/AP courses.  However, due to specific individual remediation and support needs, some students have limited access during the regular school year to  CTE and elective courses.  Often, smaller courses are kept to meet the needs of the students and ensure they have the needed support and access to a broad course of study.|Barriers preventing the LEA from providing access to a broad course of study for all students come in two main areas.  The impact of the multiple pathways and support classes needed upon the broad course of study on the master schedule can limit access for a small population of students. Students needing extra support classes may not have room in their schedule for  Elective or CTE courses during the regular school year.  These students have the opportunity to take summer school courses both to increase needed skills and have exposure to Elective or CTE courses.|The district will continue monitoring the progress of unduplicated student groups and look closely at potential relationships between academic progress and access to a rigorous broad course of study including revisions needed to the master schedule to meet the needs of all students (including unduplicated students and students with special needs).  This includes, at times, smaller class size for a course on a temporary basis to meet the needs of the students.|Met||2018
15638260000000|Tehachapi Unified|7|School sites will utilize assessments in the TOMS site to measure progress on courses of study. Teachers will have data days to review data and implement best practices with a focus on unduplicated student groups and students with exceptional needs.   In addition, all school sites conducted listening circle which included questions on course access.|All elementary sites have access to music and STEAM curriculum, In addition, secondary sites will be conducting an interest survey regarding electives.|At the secondary level, unduplicated had a barrier to AP courses due to the cost of the test.  This issue was addressed in the LCAP, with the cost of the test paid for students.|The following changes have been made to ensure that student have access to a broad course of study: *A secondary survey for electives and course of study will be conducted to determine student interest *STEAM funding has been provided for all sites *Music was added to the elementary sites|Met||2018
15638340000000|Vineland Elementary|7|"The District collects data related to the number of students enrolled in the core classes: Language Arts, mathematics, Science, History/Social Studies, and Physical Education.  The District also collects data on related to the number of English learners receiving ""Designated"" and/or ""Integrated"" ELD and the number of students receiving special education services."|"Based on the data collected 100% of all students are enrolled in the required courses of study.  100% of all English learners receive either ""Designated"" and/or ""Integrated"" ELD, based on their language proficiency level.  And, all students with disabilities receive required supports (specialized academic support, speech and language services, etc.) as outlined in the IEP to allow them to access core instruction."|n/a|n/a|Met||2018
15638420000000|Wasco Union Elementary|7|"The Wasco Union Elementary School District makes great efforts to offer a broad course of study that is available to all students with the goal of providing a free and appropriate public education to all children no matter the ""subgroup.""  The following measures are employed to determine the extent to which the district provides such services. 1.  School instructional minutes by subject - Also used by state auditors 2.  Student schedules (grades 7-8) - (grades 6-8 shall be used in 2019) 3.  Individualized Education Plans (IEPs) - Used to identify and serve the unique needs of special education students 4.  William's Act Monitoring - Curriculum (textbook) availability in ELA/ELD, Math, Science, and Social Studies/History 5.  Credentialed Staff Roster - Demonstrates teacher credentials held by local educators and the subjects currently being taught 6.  The California School Dashboard - Identifies a subgroup(s) of students not reaching state identified growth targets"|1.  School instructional minutes by subject (grades TK-6)  - Elementary school sites annually submit daily instructional minutes to the district to demonstrate that all core subjects are taught as required by Ed. Code.  These daily schedules reflect the classes available to all students in the district and are found to provide equitable offerings across all schools and student subgroups measured by the California School Dashboard.  2.  Student schedules (grades 7-8) - Student schedules (grades 7-8) are monitored by district and site administrators to ensure that students have access to all core subjects as well as opportunities to participate in other school electives, enrichment programs, and interventions during the day and after school.  The district holds itself responsible for ensuring equitable access for all student subgroups measured by the California School Dashboard.  3.  Individualized Education Plans (IEPs)  - IEP teams, led by site and district administrators, ensure that all students in special education programs are offered a Free and Appropriate Public Education as required by Section 504 of the Rehabilitation Act of 1973. The district's goal is to provide educational services in the least restrictive environment for each child to ensure students have access to as many core and supplemental instructional programs as possible.  4.  William's Act Monitoring - (Curriculum)  - An ongoing LCAP action nested under goal one is ensuring that the district works diligently to ensure all students have access to the latest State Board of Education curriculum.  The district strictly follows the adoption timeline maintained by the California Department of Education for planning and budgeting for these significant expenses.  Currently, students in the Wasco Union Elementary School District have access to the latest Common Core State Standards embedded curriculum in Math, Language Arts, History/Social Studies, and English Language Development available to students in California.  California's adoption cycle for science curriculum is currently in progress.  The district intends to train teachers on Next Generation Science Standards (NGSS), and provide students with, updated science curriculum in the fall of 2019.  5.  Credentialed Staff Roster (Qualified Teachers) - Student learning is enhanced through strong initial first instruction on the part of a quality teaching force.  The district actively seeks to hire and retain the best teachers possible to provide instructional services to the students of WUESD.  .  The district's teaching staff is 100% compliant as measured by the latest county credential audit from the Kern County Superintendent of Schools.  6.  The California School Dashboard (State Program Monitoring) - Area of need identified.  Please refer to #3 below.|"6.  The California School Dashboard (State Program Monitoring) The Wasco Union Elementary School District qualified for ""Differentiated Assistance"" based on the following: Subgroup: African American State Priorities: Student Achievement and Student Engagement State Indicators: Mathematics and Suspension (Very Low)  The African American subgroup performance (""very Low"" in two areas monitored by the California School Dashboard) requires the district to better address the specific needs of the subgroup through ""differentiated Assistance"" provided by the Kern County Superintendent of Schools.  The work of the ""Continuous Improvement Process"" (CIP) team began in the winter of 2018."|"Participation in KCSOS Continuous Improvement Process (Differentiated Assistance) The disproportionate finding for the district's African American subgroup will be addressed by conducting the following principally directed actions: - Increased monitoring of African American disciplinary actions to identify disproportional ""red flags."" - Direct recruiting of African American students into after-school math intervention opportunities. - Continuation of Safe Schools Ambassadors program and restorative practices training for staff across the district - School counselors and academic deans will provide monthly reports to site principals on the referral rates to students to the office to flag any further issues of this type and to encourage staff to use techniques learned from summer training to reduce or eliminate disproportionate behaviors. - African American parent group meetings (part of Title I Parent University) - African American student mentor program (adults and youth) - See LCAP Goal 4.r  Though 2017 California School Dashboard data demonstrated program weaknesses for the district's African American students, the work initiated during the district's entry into differentiated assistance revealed additional weakness in the district's programs that needed attention. Concerns expressed by parents on LCAP surveys and the CIP program reviews point out academic stagnation in the EL student subgroup. The CIP team also sifted through student data relating the state indicators to identify trends and patterns that could be addressed during the 2018-2019 school year. Initial teacher discussions revolved around the fact that in the years before Common Core State Standards (2012), teachers and administrators at the site level were left to their own devices to conduct the business of instructing and monitoring the academic growth of students. Additionally, the significant increase in LCFF (LCAP) funding of over 10 million dollars in the district required the rapid rollout of technology, programs, and support positions. Many teachers said it was all “too much… too fast”.  Ultimately, the need for improved communication systems across the district to keep up with all the changes was identified as the chief concern."|Met|"Wasco Union Elementary School District's participation in the ""Continuous Improvement Process"" as required for ""Differentiated Assistance"" to address the needs of its African American subgroup uncovered other meaningful ways the district could improve its internal structures.  The district is now nearly half through implementing the action plan outlined above and has also improved.  Specifically, the following actions taken by the district are expected to increase equitable access to district programs and services. 1.  District assessments are being conducted with increased fidelity and scores are used to drive instruction. 2.  The superintendent issued a four-point list of district priorities to clearly communicate expectations to staff. 3.  Intervention software use by students is being monitored regularly. 4.  Afterschool interventions are prescriptive and meet student needs as determined by data. 5.  Collaboration and Professional Learning Community (PLC) time has been restructured to increase services that benefit student achievement. 6.  Restorative practices have been expanded across the district. 7.  Instructional minutes for students shall be increased by twenty minutes each day beginning in the 2019-2020 school year."|2018
15638590000000|Wasco Union High|7|The Wasco Union High School District is using reports provided by DataQuest, the College Board, Bakersfield College, and the local student information system, AERIES. All entities provide reports that document student enrollment that can be disaggregated by grade, demographic, unduplicated count, and special need. Student enrollment reports are evaluated annually from each source to insure that all students have access to a broad course of study.|The Wasco Union High School District is comprised of one comprehensive high school and one alternative site. At the comprehensive site (Wasco High), all students have access to a broad course of study as demonstrated by various enrollment reports (previously described). However, access to the exact same courses of study at the alternative school is somewhat limited based on size, teacher credentialing and expertise, and facilities. Over time, more courses have been provided at the alternative site through the use of technology (online courses) and developing teacher expertise.|The Wasco Union High School District has exhibited very few barriers to providing a broad course of study for all students. Limited barriers exist in areas of limited space and limited student interest and/or demand for some course offerings.|The Wasco Union High School District plans to continue developing and responding to student interest through student surveys and seeking to understand college and career training demands and requirements. Additionally, through course offerings and enrollment trends will continue to be reviewed annually to ensure that all students continue to maintain access to a broad course of study.|Met||2018
15735440000000|Rio Bravo-Greeley Union Elementary|7|The district is using the LCAP and student information system Illuminate to measure and record keep the extent to which pupils have access to and are enrolled in a broad course of study (EC 51210/51220). The district is committed to 100% of all pupils having access to and are enrolled in a broad course of study. The district is also committed to 100% of students both the unduplicated pupils, as well as pupils with exceptional needs, having access to and being enrolled in programs'services specific to their needs.|All students have access to the CORE academies throughout their academic school year to include: English Language Arts, Mathematics, Social Studies, and Science. All students receive physical education as well. Students have access to enrichment content areas in the arts and music. At the middle school, Rio Bravo-Greeley School, students have access to based on grade level request participation in such electives as: AVID, 21st Century Technology, Scientific Investigations, Band(s), Coding, Robotics, Leadership, We the People, Spanish, Medical Detectives, Digital Media, and Intramurals.|NA- The district is able to provide access to a broad course of study for all students.|The district will continue to use the LCAP, student information system, as well as staff meetings focused around students' access to a broad course of study for all students. Staff review will be include at the grade levels as well as unique student population groupings.|Met||2018
15737420000000|Sierra Sands Unified|7|The following measures are used to track the extent to which all students have access to, and are enrolled in, a broad course of study (LCAP Goal 1: Provide a rigorous academic program which promises college and career readiness): Rate of 7th-12th students enrolled in CTE courses Number/rate of Advanced Placement courses offered Rate of students taking Advanced Placement tests Rate of remedial course enrollment Number/rate of course offerings for students with exceptional needs (Special Day Classes) Counselors meet with students in 8th, 9th, 10th, and 11th grades to develop course plans Counselors meet with students a minimum of two times per year for course selections Counselors provide a course selection sheet each spring for parent input/signature|The latest data available is 2016-17 as noted in LCAP Goal 1:  Rate of 7th-12th students enrolled in CTE courses: 32% Number/rate of Advanced Placement courses offered:7 Rate of students taking Advanced Placement tests: 14.14% Rate of remedial course enrollment: 13.24% Number/rate of course offerings for students with exceptional needs (Special Day Classes): TK-5: 11, Grades 6-8: 6, Grades 9-12: 5 97.58% of students were enrolled in at least one college prep course The high school maintains a tutorial program at lunch “Academic Learning Lounge” Summary: The district has one comprehensive high school and therefore does not have any difference in course offerings.  The district has two middle schools; the differences across the two school sites include art not being offered at James Monroe M. S.|Finding appropriately credentialed teachers to support programs. Creating a Master Schedule that balances access to support classes and CTE. Creating a Master Schedule that supports students completing A-G college ready coursework and access to CTE courses.|The district’s LCAP Goal 5: Develop, value, and retain a high-quality diverse educational team, identifies in new Action 1: Provide instructional coaching and support for uncredentialed teachers through Extended Day and in new Action 2: Provide two full time instructional coaches for uncredentialed special education teachers, the commitment to both increasing support for uncredentialed teachers and increasing the retention and efficacy of teachers.|Met||2018
15739080000000|McFarland Unified|7|Counselors and Learning Directors regularly run queries on Infinite Campus and pull class schedules to ensure all students have access to and are enrolled in a broad course of study at all sites. Our elementary schools have set grade level schedules where all content areas are offered to every student in every grade level.|As a result of these queries, the high school went to a seven period day so students who were enrolled in an ELD course could still take electives and meet A-G requirements. We have implemented a high school level Spanish class for our middle school students so they may take AP Spanish once enrolled in the high school. In addition, we offer multiple pathways and dual enrollment courses that all students have access to at the high school.|One of the barriers or challenges is getting parents to attend the meetings that are designed to inform parents of the options available to all students so they can become better advocates for their children's education. Another barrier is in providing early interventions for students who struggle in their courses.|We are currently exploring ideas to increase parent participation at those meetings. Additionally, we are looking at providing a system system of interventions so students stay enrolled in and are successful in all areas of study. We are also providing Project Lead the Way at one of our sites to increase the amount of students who are involved in STEM related activities. Additionally, all of our sites offer MakerSpaces (or are in the process of creating one), Fab Labs, and AVID and Cadet Core at our middle and high schools.|Met||2018
15751680000000|El Tejon Unified|7|ETUSD is a very small district.  We use copies of the master schedule and enrollment data to track the extent to which all students have access to a broad course of study.  We have three school sites, two of which we offer a schedule which allows for electives of student's choice: El Tejon Middle School and Frazier Mountain High School.|100% of unduplicated pupils are provided with programs and services based on state standards and student needs as indicated by local assessment data.  Every student on the Frazier Mountain Campus has the ability to choose which ever elective/CTE Pathway they are interested in.  We have established three solid CTE Pathways: Agriculture, Art, and Technology.  We also have Advance Placement classes along with other electives such as: law enforcement, fire science, psychology, sociology, etc.|Due to a drop in enrollment over the past 10 years, ETUSD has had to decrease their amount of teachers.|ETUSD has become creative in utilizing the talented community members in acting as volunteers to bring additional opportunities to our classes.  We will also continue using CTE funds in order to bring additional opportunities in the career fields.  We will also continue to bring these opportunities down to the junior high level.|Met||2018
15756300000000|SBE - Ridgecrest Charter|7|Student enrollment in used to track student access to a broad course of study. All Ridgecrest Charter School (RCS) students in grades TK through 8 are enrolled and participate in a broad course of study that includes English-Language Arts, mathematics, history-social studies, music, health, and physical education. Students in each grade level regardless of status and needs are enrolled and participate in the same course of study. Elementary students are also enrolled and participate in a weekly STEM class using the Project Lead the Way curriculum. The curriculum is based on grade appropriate Next Generation Science Standards and uses a project based approach to STEM instruction. All middle school students participate in a career technical education course. All middle school students are enrolled and participate in a computer science course during the 2018-2019 school year. This course follows the Project Lead the Way curriculum, a NGSS based curriculum. During the 2017-2018 school year, all middle school students were enrolled and participated in a engineering Design and Modeling course.|Because Ridgecrest Charter School is a single school site with fewer than 500 students, all students have access to the same broad course of study regardless of needs. Students in each grade level regardless of status and needs are enrolled and participate in the same course of study. RCS will continue to provide a broad course of study to all students.|Barriers to providing access to a broad course of study for all students does not exist at Ridgecrest Charter School.|RCS will continue to provide a broad course of study to all students.|Met||2018
15756301530500|Ridgecrest Charter|7|Student enrollment in used to track student access to a broad course of study. All Ridgecrest Charter School (RCS) students in grades TK through 8 are enrolled and participate in a broad course of study that includes English-Language Arts, mathematics, history-social studies, music, health, and physical education. Students in each grade level regardless of status and needs are enrolled and participate in the same course of study. Elementary students are also enrolled and participate in a weekly STEM class using the Project Lead the Way curriculum. The curriculum is based on grade appropriate Next Generation Science Standards and uses a project based approach to STEM instruction. All middle school students participate in a career technical education course. All middle school students are enrolled and participate in a computer science course during the 2018-2019 school year. This course follows the Project Lead the Way curriculum, a NGSS based curriculum. During the 2017-2018 school year, all middle school students were enrolled and participated in a engineering Design and Modeling course.|Because Ridgecrest Charter School is a single school site with fewer than 500 students, all students have access to the same broad course of study regardless of needs. Students in each grade level regardless of status and needs are enrolled and participate in the same course of study. RCS will continue to provide a broad course of study to all students.|Barriers to providing access to a broad course of study for all students does not exist at Ridgecrest Charter School.|RCS will continue to provide a broad course of study to all students.|Met||2018
16101650000000|Kings County Office of Education|7|JC Montgomery is currently using our master course schedule and student transcripts to ensure that students have access to a broad course of study. All incarcerated youth are considered unduplicated or low income students. Our English Learners are all enrolled in designated ELD for one period a day, and are working in programs targeted to their individual language needs. English learners are progress monitored using local curriculum assessments three times per year. Students with exceptional needs are supported during instruction, and receive individualized educational plans that are targeted towards their specific needs.|The Kings County Alternative Schools program is comprised of one school, JC Montgomery. 100% of students, including unduplicated students, have access to required courses. All English learners have access to integrated and designated ELD. 100% of students with exceptional needs have an IEP that includes access to services.|Upon entry into our instructional programs, student transcripts are evaluated. Students are placed into courses based on their progress towards meeting graduation requirements. We are able to provide a variety of courses via our credit recovery program. This allows virtual access to a wide range of courses within a singular classroom. We are able to provide a six period day. The number of periods is based on the number of teaching staff, which is limited to the number of students enrolled. We have experienced fluctuating enrollment for the past several years. Overall, we have been declining in enrollment. Many students are only enrolled for short periods of time, based on placement. This can limit the number of courses they are able to enroll in and complete. We are also limited in our ability to offer a variety of physical education activities and science laboratories based on our facilities and physical spaces. We continue to work with our agency partners to provide opportunities for students that increase access and enrollment to a broad course of study.|Our staff has worked for the past two years using student academic data to identify specific needs. This year, we are offering an intensive foundational reading course to students that are chronically underperforming. We are also piloting a new designated ELD program that will target students’ language needs and proficiency levels. We have also provided additional professional learning that is focused on integrated ELD to scaffold student content learning. We are also working on increasing student writing by implementing journaling activities. Student are now required to complete study guides prior to attempting course assessments in their credit recovery courses. We are currently taking a more focused look at student results, and using them to adjust instruction.|Met||2018
16638750000000|Armona Union Elementary|7|Findings: Armona Union Elementary is currently using our newly adopted Student Information System to broaden the scope in which we look at data and track student access to a broad course of study. Students in grades TK-4 are in self-contained classrooms that include integrated areas of study, including integrated ELD. Designated ELD support is provided daily for 35 minutes. Students in grade 5-8 have team teaching classrooms, where a teacher teaches a combination of subjects such as math/science and ELA/History. They also have a specific 49 minute intervention/enrichment/designated ELD course tailored to their needs, and access to electives for a period, where students choose where they would like to learn. 95.08% of all students are considered unduplicated or low socio-economic status. AUESD provides integrated ELD instruction in all core classes, based on the ELA/ELD Framework. Student learning is monitored three times per year through a district benchmark, writing, and speaking/listening sample. Students with exceptional needs are mainstreamed as much as possible with push-in supports, and provided with individualized educational plans that are targeted to meet their needs, as well as aligned to growth on their grade level standards. Site and District PLC’s are driven by the data provided by our student information system, where progress monitoring is taking place weekly for both academic and behavioral/socio-emotional needs.|While Armona Union Elementary has two sites, the district strives to align all resources across both sites for a continuous learning plan for all students. 100% of students at both sites, including unduplicated students, have access to required courses. All English Learners have access to integrated and designated ELA. 100% of students with exceptional needs have an IEP that includes access to services and are in the mainstream classrooms for the maximum allowed allotment of time, with the appropriate supports.|Armona Union Elementary School District is a K-8 small, rural school district with two sites. Enrollment can fluctuate between grades and therefore causes potential staffing deficiencies. When we organize our classes based on enrollment, there can be teacher movement or a decrease in staffing, and this is not the best situation for students or teachers.|Armona Union Elementary School District is utilizing the results of the locally selected measures to increase the number of electives if offers to all students at the 5-8 level, and a specific time block at the TK-8 to provide intervention and enrichment to students, based on need. We are also in the beginning stages of a new multi-purpose building project at our elementary school site. Currently, we have to schedule classes around a small cafeteria that will not seat all students enrolled the the school, which makes it difficult to provide services in a timely manner. In addition, the current space is not large enough for activities so students need to be walked two blocks to the middle school. There will also be an addition of a music room, so that we can increase the program to include all students, not just the 4th grade. In addition, we have improved our Summer School program to be a hands on Next Generation Science Standards/English Language Development program with hands on activities for students instead of remediation. This allows us to front load information for our English Language Learners to prepare them for the upcoming grade level standards through language rich, hands-on activities. We will continue to work with all AUESD staff, students, and parents to increase the diverse educational opportunities we offer here.|Met||2018
16638750101717|Crossroads Charter|7|Findings: Crossroads Charter is currently using our online system to ensure we offer all required courses that meet the education code requirements. We schedule students into courses based on transcript evaluations and graduation requirements. Teachers monitor student progress weekly, and update students during weekly meetings. Once students complete their units, we immediately input grades into the student information system. This allows students to complete courses at their individual pace, which is important because we are a variable credit institution. The Counselor also reviews transcripts for juniors and seniors quarterly. This is important due to the difference in our graduation requirements as compared to a comprehensive high school. Foster Youth students are also monitored frequently due to the difference in their graduation requirements. We provide all unduplicated students with transportation, bus passes, if there is a determined need. We also offer all unduplicated students electronic devices and mi-fi internet access through our county office. We have begun to use Let’s Go Learn to provide individual instruction in foundational skills. Students in our programs often have instructional gaps that are specific, and are necessary for completing higher level courses.  We provide onsite courses for English Learners. We also ensure that announcements and information sent is translated into Spanish. Our Learning Director progress monitors English Learners for progress towards reclassification. We provide free programs for our families in the form of English courses and citizenship courses via our adult education program. We have a designated resource teacher that monitors student progress of individuals with exceptional needs. If needed, these students are provided with additional onsite instruction. All students with disabilities are on Individual Education Plans (IEP) that are targeted towards student learning needs. Progress reports for these students are provided at each weekly meeting as well. The increased monitoring and communication has been found to be supportive of student progress.|The Charter program is comprised of one school, Crossroads Charter School. 100% of students, including unduplicated students, have access to required courses. 74% of our students are unduplicated. All English learners have access to integrated and designated ELD. 100% of students with exceptional needs have an IEP that includes access to services. Our Learning Coordinator reviews attendance in onsite offerings to analyze any gaps between student groups. We work with students and families to address in identified gaps.|Upon entry into our instructional programs, student transcripts are evaluated. Students are placed into courses based on their progress towards meeting graduation requirements. We are able to provide a variety of courses via our online program. This allows virtual access to a wide range of courses within a singular classroom. Courses of study are based on transcript evaluations. We usually do not exceed 7 courses on any Independent Study Master Agreement (ISMA). We have experienced fluctuating enrollment for the past several years. For the last two years, we have increased enrollment. Many students are only enrolled for short periods of time, due to student mobility. This is largely due to students needing an individualized instructional format that will allow them to catch up on credits. Once they are caught up, many return to their comprehensive high schools. We continue to open lines of communication with agency partners to communicate student updates opportunities for students that increase access and enrollment to a broad course of study.|Our staff has begun to implement a professional learning community this school year using student academic data to identify specific needs. Our full time staff are involved in a weekly PLC. They share data findings and suggestions with our part time staff during regular staff meetings. This year, we are offering a foundational reading course to students that are chronically underperforming. We are also offering  a new designated ELD program that will target students’ language needs and proficiency levels. We have also provided additional professional learning that is focused on designated ELD to scaffold student content learning. We are also working on increasing student writing by implementing on-site writing activities. Student are now required to hand in weekly notes in all classes. We are currently taking a more focused look at student results, and using them to adjust instruction.|Met||2018
16638750112698|California Virtual Academy at Kings|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives that range from foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on an semi-annual basis at a minimum. Additionally, administrative teams review course reports regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of students are enrolled in a minimum of language arts, math, science, and history at the TK-8 level, with the majority of students participating in at least six courses. High school students are enrolling regularly in college preparatory, honors, and Advanced Placement, and credit recovery courses. TK-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to develop a CTE program and offerings.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met||2018
16638830000000|Central Union Elementary|7|The LEA utilizes Master Schedule and student course enrollment data in the student information system (SIS). This tool allows the LEA to analyze data based on grade levels and various student groups.|Access to broad course of study is available to 100% of students across school sites and student groups. Students are enrolled in Visual and Performing Arts at a rate of 95% and 100% in ELA, Math, Science, HSS, Physical Education/Health and ELD for English Learners.|The LEA is currently providing access to a broad course of study for all students.|The LEA plans to continue to ensure that all students have access to a broad course of studies. The LEA continues to investigate various options for enriching student learning opportunities.|Met||2018
16638910000000|Corcoran Joint Unified|7|Findings:  In Grades 1-6, students have access to a broad course of study in self-contained classrooms.  The student information system is used to track access and to monitor master schedules.   In grades 7-12 the master course schedule and student transcripts are used to ensure that students have access to a broad course of study.  English Learners are enrolled in designated ELD for one period a day, and are working in programs targeted to their individual language needs.    Students with exceptional needs are supported during instruction and have IEPs that are targeted towards their specific needs.|Corcoran Unified School District is comprised of 3 elementary, 1 middle school, 1 comprehensive high school, 1 alternative education school, 1 independent study school, and 1 community day school.  Access to a broad course of study is available to 100% of students.  In Grades 1-6, Social Science, Science, Health, and Visual and Performing Arts are integrated into ELA and Math.  Each elementary school has two culminating performances where dance or music is the focus (Winter and Spring).  Art is also integrated and culminating projects are displayed in the classroom after themes in Core Subjects are completed.  Band is offered to students in Grades 3-5 as a pullout program.  PE is offered daily with a total of at least 200 minutes every 10 school days in grades 1-6. English Learners in these grades receive both Integrated ELD throughout all core subjects and Designated ELD for a period of 30 minutes per day.  In Grades 7-12, 100% of students, including unduplicated students have access to required courses.  Plans and class selection are developed with the help of Learning Directors.  Students are made aware of courses that meet UC/CSU requirements, which lead to a Pathway, and which are CTE. All classes are open enrollment and available for students to take.    All English Learners in Grades TK-12 have access to integrated and designated ELD.  100% of students with exceptional needs have an IEP that includes access to services.|The District is providing access to a broad course of study for all students at this time.  However, a potential barrier for the elementary sites is the inability to hire a music or choir teacher that would enable all students to receive direct services rather than integrated services.|This year, we are working on providing professional learning that is focused on integrated ELD to scaffold student content learning.  We are working on integrating strategies throughout the day to target students’ language needs and proficiency levels.  In addition, we are taking a more focused look at student results and using them to adjust instruction.|Met||2018
16639170000000|Hanford Elementary|7|All students in HESD receive a broad educational program.  The first goal in HESD’s LCAP is that: Students will receive a broad educational program that includes English language arts, mathematics, science, history, visual and performing arts, and physical education.  HESD uses the following to measures to track the extent to which all students have access to, and are enrolled in, a broad course of study: • The numbers of students receiving instruction in art and music • The number of minutes of physical education instruction students receive • The number if English learners receiving Designated ELD • The HESD Student LCAP Survey (Students are enriched by participating in art, music, and physical education)|Students in the elementary schools received a minimum of 200 minutes of physical education every ten days. Students at the junior high schools received 400 minutes of physical education every 10 days. Students at the junior high schools had opportunities to select additional athletic electives. Students at the elementary schools were provided opportunities to participate in an after-school enrichment program and after-school sports.  Students self-select elective classes at the junior high schools and may choose from a variety of classes on topics that include electives that extend the core subjects in English language arts and mathematics, science, and history (e.g. journalism) along with electives in visual and performing arts, and physical education. All junior high school students participated in these elective classes. Approximately 351 students chose art instruction and 267 students chose music instruction at the two junior high schools. All students in the elementary schools received art instruction in 2017-2018.  All EL Students received 30 minutes of designated ELD each school-day.  Students were surveyed regarding art and music education. Overwhelmingly, students strongly agreed or agreed with the statements: • I think it is important to have art/music classes at my school. 90.98%, 83.73% Strongly Agree/Agree • My art/music class enriches (improves) my experience at school. 75.76%, 67.12% Strongly Agree/Agree • Being in art/music motivates me to come to school every day. 69.21%, 53.21% Strongly Agree/Agree • Learning about art/music adds value to my life. 70.7%, 65.71% Strongly Agree/Agree • Learning about art/music will help me in the future. 72.97%, 64.64% Strongly Agree/Agree  In addition to courses of study that include art, music, and PE, the stakeholders in Hanford Elementary agree that a broad course of study also includes opportunities to travel to museums and scientific exhibits, to participate in concerts and sporting events, and to have access to modern technology.  All students in Hanford Elementary participate in at least one academic study trip that is aligned to the academic standards for their grade level.   There were no significant differences across school sites and student groups in access to, and enrollment in, a broad course of study.|• Pupils from low income families may lack the resources to experience activities that have been shown to increase content knowledge, interest in academics, and engagement in school.  • Unduplicated Pupils have needs for health and wellness as well as social and emotional supports that go well beyond what all students need.   • Pupils from low income families and students who are foster youth may lack the resources to access the types of health and wellness as well as social supports that reduce barriers to learning.  These barriers may include inconsistent school attendance and discipline incidents that result in missed days of school, time out of class, or suspension.|The Hanford Elementary School District acknowledges the fact that a good education is focused on reading and math, but is also well-rounded, providing science, history, art, music, and physical education. Moreover, a well-rounded education includes opportunities to travel to museums and scientific exhibits, to participate in concerts and sporting events, and to have access to modern technology. The district has added credentialed teachers who specialize in art, music, and physical education to the  staff.  An additional art teacher was added for the 2017-2018 school year.  Students at all grade levels receive instruction in these subjects. All students have the opportunity to attend an academic study trip that is aligned with the content standards for their grade level. Every classroom is equipped with a Smartboard, and is connected to the internet via a state-of-the-art wireless network. Students have access to a variety of apps and multimedia digital academic content. All students in grades 5-8 have a computer device available for their use.|Met||2018
16639176010391|Jefferson Charter Academy|7|All students in HESD receive a broad educational program.  The first goal in HESD’s LCAP is that: Students will receive a broad educational program that includes English language arts, mathematics, science, history, visual and performing arts, and physical education.  HESD uses the following to measures to track the extent to which all students have access to, and are enrolled in, a broad course of study: • The numbers of students receiving instruction in art and music • The number of minutes of physical education instruction students receive • The HESD Student LCAP Survey (Students are enriched by participating in art, music, and physical education)|All students received instruction in Language arts, mathematics, science, history/social studies and art.  Students received a minimum of 200 minutes of physical education every ten days. Students were provided opportunities to participate in an after-school enrichment program and after-school sports. Approximately 100 students participated in the school’s band programs.   Students were surveyed regarding art and music education. Overwhelmingly, students strongly agreed or agreed with the statements: • I think it is important to have art/music classes at my school. 90.98%, 83.73% Strongly Agree/Agree • My art/music class enriches (improves) my experience at school. 75.76%, 67.12% Strongly Agree/Agree • Being in art/music motivates me to come to school every day. 69.21%, 53.21% Strongly Agree/Agree • Learning about art/music adds value to my life. 70.7%, 65.71% Strongly Agree/Agree • Learning about art/music will help me in the future. 72.97%, 64.64% Strongly Agree/Agree  In addition to courses of study that include art, music, and PE, the stakeholders in Hanford Elementary agree that a broad course of study also includes opportunities to travel to museums and scientific exhibits, to participate in concerts and sporting events, and to have access to modern technology.  All students in Hanford Elementary participate in at least one academic study trip that is aligned to the academic standards for their grade level.   There were no significant differences across school sites and student groups in access to, and enrollment in, a broad course of study.|• Pupils from low income families may lack the resources to experience activities that have been shown to increase content knowledge, interest in academics, and engagement in school.  • Unduplicated Pupils have needs for health and wellness as well as social and emotional supports that go well beyond what all students need.   • Pupils from low income families and students who are foster youth may lack the resources to access the types of health and wellness as well as social supports that reduce barriers to learning.  These barriers may include inconsistent school attendance and discipline incidents that result in missed days of school, time out of class, or suspension.|The Hanford Elementary School District acknowledges the fact that a good education is focused on reading and math, but is also well-rounded, providing science, history, art, music, and physical education. Moreover, a well-rounded education includes opportunities to travel to museums and scientific exhibits, to participate in concerts and sporting events, and to have access to modern technology. The district has added credentialed teachers who specialize in art, music, and physical education to the  staff.  An additional art teacher was added for the 2017-2018 school year.  Students at all grade levels receive instruction in these subjects. All students have the opportunity to attend an academic study trip that is aligned with the content standards for their grade level. Every classroom is equipped with a Smartboard, and is connected to the internet via a state-of-the-art wireless network. Students have access to a variety of apps and multimedia digital academic content. All students in grades 5-8 have a computer device available for their use.|Met||2018
16639250000000|Hanford Joint Union High|7|District number of course offerings. District percent of students demonstrating proficiency in core academic courses.|District Number of Course Offerings: English - 16 (+1 Intro to Drama), SpEd English – 4, ELD English - 4 Math - 10, SpEd Math – 2 Social Science - 8, SpEd Social Science – 3 Foreign Language - 9 Physical Education – 6 Science – 8 (+1 Int. Sci 2), SpEd Science – 2 Visual and Performing Arts - 26 Career Technical Education – 48 (+1 Intro to Media) Other – 5, Link Learning – 21 Partnership - 9  District % of students demonstrating Mastery in core academic courses: English – 94% Math– 87% Social Science– 87% Science – 78%|HJUHSD continues to develop fully functioning Professional Learning Communities (PLCs). The PLC teams are identifying and providing targeted intervention for students who demonstrate a lack of foundational skills, Core Academic Essential Standards as well as Academic Behavior deficiencies.|HJUHSD ensures equity in education is a necessary component in narrowing the achievement gap. Teachers and school leaders ensure equity by recognizing, respecting, and attending to the diverse strengths and challenges of the students they serve. HJUHSD is able to differentiate instruction, services, and resource distribution to respond effectively to the diverse needs of our students, with the aim of ensuring that all students are able to learn and thrive.|Met||2018
16639330000000|Island Union Elementary|7|Island Union Elementary is currently using our student information system, Illuminate, to insure that our students have access to a broad course of study.  Students in grade TK-8 are enrolled in self-contained classrooms that include integrated areas of study.|Island Union Elementary School is a single school school district.  100% of students, including unduplicated students, have access to required courses. All English learners have access to integrated and designated ELD. 100% of students with exceptional needs have an IEP that includes access to services.|100% of our students have access to a broad course of study and there no identified barriers.|We continue to provide additional support staff, integrated art sessions for all students, and professional learning.  We continue to work with students, teachers, and families to provide opportunities for students that increase access and enrollment to a broad course of study.|Met||2018
16639336010466|Island Elementary|7|Island Union Elementary is currently using our student information system, Illuminate, to insure that our students have access to a broad course of study.  Students in grade TK-8 are enrolled in self-contained classrooms that include integrated areas of study.|Island Union Elementary School is a single school school district.  100% of students, including unduplicated students, have access to required courses. All English learners have access to integrated and designated ELD. 100% of students with exceptional needs have an IEP that includes access to services.|100% of our students have access to a broad course of study and there no identified barriers.|We continue to provide additional support staff, integrated art sessions for all students, and professional learning.  We continue to work with students, teachers, and families to provide opportunities for students that increase access and enrollment to a broad course of study.|Met||2018
16639410000000|Kings River-Hardwick Union Elementary|7|Kings River-Hardwick students receive a broad course of study that includes, English Language Arts, mathematics, science, history, visual and performing arts, and physical education.  The following is a summary of our current performance in these areas.  •      1st-6th Grade Master Course List: Integrated studies that include; English, mathematics, social science (embedded), science (embedded), visual and performing arts, keyboarding, health/physical education is provided to 100% of 1st-6th grade students. / *7th-8th Grade Master Course List: Integrated English and career technical education; mathematics, social science, science, physical education, foreign language, applied arts, visual and performing arts is provided to 100% of 7th-8th grade students. Metrics State Priority 8: Pupil Outcomes|• 1st-3rd Grade: Report card grades of “2” or higher in English (including embedded social science and science) and mathematics. 2017-18, 98% scored a “2” or higher in English and mathematics. 100% received “Credit” in visual and performing arts, keyboarding, health/physical education. / *4th-6th Grade: Report card grades of “2” or higher in English, mathematics, social science and science.  Report card grade of “Credit” in visual and performing arts, keyboarding and health/physical education.  In 2017-18, 97% scored a “2” or higher in English, mathematics, social science and science.  100% received “Credit” in visual and performing arts, keyboarding and health/physical education. / *7th-8th Grade: Report card grades of “C” or better in English (including embedded CTE), mathematics, social science and science.  Report card grades of “Credit” in foreign language, visual and performing arts, applied arts and health/physical education. In 2017-18, 96% scored a “C” or better in English (including embedded CTE), mathematics, social science and science.  • 4th-8th Grade CTE is also addressed during after school clubs. Over 300 students participated in after school clubs including: Art, Music, Leadership, Journalism, Math, Garden and Science clubs. Transportation for participation in these clubs was provided two days per week.|We currently provide a broad and robust offering of courses for the scope and size of our district.  Adding additional offerings would require additional facility space and funding.|Kings River-Hardwick students currently receive a broad course of study that includes, English Language Arts, mathematics, science, history, visual and performing arts, and physical education.  In addition, we have added an Agricultural Science elective and Technology elective to the course offerings available to our 7th-8th students. Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding and facility space permits.|Met||2018
16639416010474|Kings River-Hardwick Elementary|7|Kings River-Hardwick students receive a broad course of study that includes, English Language Arts, mathematics, science, history, visual and performing arts, and physical education.  The following is a summary of our current performance in these areas.  • 1st-6th Grade Master Course List: Integrated studies that include; English, mathematics, social science (embedded), science (embedded), visual and performing arts, keyboarding, health/physical education is provided to 100% of 1st-6th grade students. / *7th-8th Grade Master Course List: Integrated English and career technical education; mathematics, social science, science, physical education, foreign language, applied arts, visual and performing arts is provided to 100% of 7th-8th grade students. Metrics State Priority 8: Pupil Outcomes|• 1st-3rd Grade: Report card grades of “2” or higher in English (including embedded social science and science) and mathematics. 2017-18, 98% scored a “2” or higher in English and mathematics. 100% received “Credit” in visual and performing arts, keyboarding, health/physical education. / *4th-6th Grade: Report card grades of “2” or higher in English, mathematics, social science and science.  Report card grade of “Credit” in visual and performing arts, keyboarding and health/physical education.  In 2017-18, 97% scored a “2” or higher in English, mathematics, social science and science.  100% received “Credit” in visual and performing arts, keyboarding and health/physical education. / *7th-8th Grade: Report card grades of “C” or better in English (including embedded CTE), mathematics, social science and science.  Report card grades of “Credit” in foreign language, visual and performing arts, applied arts and health/physical education. In 2017-18, 96% scored a “C” or better in English (including embedded CTE), mathematics, social science and science.  • 4th-8th Grade CTE is also addressed during after school clubs. Over 300 students participated in after school clubs including: Art, Music, Leadership, Journalism, Math, Garden and Science clubs. Transportation for participation in these clubs was provided two days per week.|We currently provide a broad and robust offering of courses for the scope and size of our district.  Adding additional offerings would require additional facility space and funding.|Kings River-Hardwick students currently receive a broad course of study that includes, English Language Arts, mathematics, science, history, visual and performing arts, and physical education.  In addition, we have added an Agricultural Science elective and Technology elective to the course offerings available to our 7th-8th students. Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits.|Met||2018
16639580000000|Kit Carson Union Elementary|7|The locally selected measures to track that the LEA being used include: % of students who are enrolled in a broad course of study that includes, English, math, social science, science, art, health, foreign language, and physical education? % of 1st -3rd grade students who have an average of “exceeds or meets standards” for their grade level as measured on trimester report cards? % of students in grades 4 through 8 have a grade point average of 2.0 or higher as measured on trimester report cards? % of unduplicated students enrolled in music and agriculture? % of SPED students who are enrolled in Study Skills?|Locally selected measure results are summarized below:  100% of students are enrolled in a broad course of study that includes, English, math, social science, science, art, health, foreign language, and physical education 47% of 1st -3rd grade students have an average of “exceeds or meets standards” for their grade level, 42% of students in grades 4 through 8 have a grade point average of 2.0 or higher 23% of unduplicated in music and agriculture 100% of SPED students are enrolled in Study Skills Kit Carson Union Elementary School District is a single school district with a Home School Charter.  All students enrolled in Mid Valley Home School have the opportunity to join activities allowed for Kit Carson students.|Barriers: Students must rely on personal transportation to attend some music and agriculture activities.|The LEA continually provides professional develop to staff to help support students access a broad course of study.  Currently the district is providing coaching and support for small group instruction specifically for English Learners.  The district has found that the strategies provide support not only for EL students but also for all students.|Met||2018
16639580136556|Kings Valley Academy II|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
16639586113120|Mid Valley Alternative Charter|7|The locally selected measures to track that the LEA being used include: % of students who are enrolled in a broad course of study that includes, English, math, social science, science, art, health, foreign language, and physical education? % of 1st -3rd grade students who have an average of “exceeds or meets standards” for their grade level as measured on trimester report cards? % of students in grades 4 through 8 have a grade point average of 2.0 or higher as measured on trimester report cards? % of unduplicated students enrolled in music and agriculture? % of SPED students who are enrolled in Study Skills?|Locally selected measure results are summarized below:  100% of students are enrolled in a broad course of study that includes, English, math, social science, science, art, health, foreign language, and physical education 47% of 1st -3rd grade students have an average of “exceeds or meets standards” for their grade level, 42% of students in grades 4 through 8 have a grade point average of 2.0 or higher 23% of unduplicated in music and agriculture 100% of SPED students are enrolled in Study Skills Kit Carson Union Elementary School District is a single school district with a Home School Charter.  All students enrolled in Mid Valley Home School have the opportunity to join activities allowed for Kit Carson students.|Barriers: Students must rely on personal transportation to attend some music and agriculture activities.|The LEA continually provides professional develop to staff to help support students access a broad course of study.  Currently the district is providing coaching and support for small group instruction specifically for English Learners.  The district has found that the strategies provide support not only for EL students but also for all students.|Met||2018
16639660000000|Lakeside Union Elementary|7|Lakeside Elementary is currently using our student information system to ensure that all student have access to a broad course of study. Students in grades TK-8 are enrolled in self-contained classrooms that include integrated areas of study. In addition, we ensure students in grades 4-8 have access to five week series of enrichment sessions to provide additional exposure to areas of interest. 94.06% of all students are are considered unduplicated or low income students. Our English Learners are provided a minimum of 30 minutes per day of designated ELD. We also use integrated ELD during other course content. Teachers are working with small groups of students that are formed to target to their individual language needs. English learners are progress monitored using local curriculum assessments three times per year. Students with exceptional needs are supported during instruction, within the Learning Center, and receive individualized educational plans that are targeted towards their specific needs.|Lakeside Union Elementary School is a single school district. 100% of students, including unduplicated students, have access to required courses. All English learners have access to integrated and designated ELD. 100% of students with exceptional needs have an IEP that includes access to services.|Lakeside Union Elementary is a small, rural school. We are the smallest district in our county. Due to enrollment in grades 4-8, we are limited to 1 or 1.5 teachers per grade level. We have to organize classes based on enrollment, staff, and classroom availability. We have had to include grade level combination classes for several years. This can be a barrier, as it is not optimal.|In order to assist staff with this condition, we continue to provide additional support staff, a physical education teacher, and professional learning.  We continue to work with students, teachers, and families to provide opportunities for students that increase access and enrollment to a broad course of study.|Met||2018
16639740000000|Lemoore Union Elementary|7|Each school tracks the extent to which all students have access to, and are enrolled in, a broad course of study based on the school's master schedule, the physical education schedules coordinated between PE teachers in grades K-6 and the music department's district schedule for grades 4-8.  In addition, for students with exceptional needs, IEPs are closely monitored to meet learning goals and provide access to appropriate grade-level instruction.|All students have access to a broad course of study.  All 4th-8th grade pupils receive social science and science instruction in addition to ELA and math as measured by each school's master schedule.  All 1st-6th grade students also receive fine arts (art or music) instruction in addition to physical education.  All ELD students receive a minimum of 30 minutes of ELD instruction every day while all SDC and RSP students receive the services that are outlined in their IEPs.    All 4th grade students continue to receive music instruction while 5th and 6th grade students have the option to receive music or fine arts instruction.  The participation rate of 5th-6th grade students decreased from 53.3% to 50% in 2017/18 when compared to 2016/17.  Middle school participation rates in the music department continue to grow increasing from 23.5% to 26% compared to the previous year.|A barrier to increasing the amount of students receiving music instruction is the time available for this instruction on each school's master schedule.  Between protecting core instruction time and coordinating intervention and PE schedules, little wiggle room is available to expand the reach of the music department into the primary grade levels.|No new actions, revisions or decisions will result in response to reviewing this information because all students have access to a broad course of study.  As funding opportunities and the number of personnel grow in the district to provide increased flexibility in the school schedules, the expansion of existing programs will also grow.|Met||2018
16639740100156|Lemoore University Elementary Charter|7|All students are scheduled in daily courses with the Aeries student information system and tracked daily for attendance, discipline, health, and grade reporting.|All students have access to a broad course of study as measured by student schedules and trimester grade reporting.|There are no known barriers for students to a broad course of study.|There are no current revisions.|Met||2018
16639820000000|Lemoore Union High|7|LUHSD ensures all students, including unduplicated students and students with exceptional needs, have access to a broad course of study by developing four year plans with students for course planning, regular meetings with counselors for class selection and placement, a wide variety of college preparatory and CTE courses available, and by offering an extensive variety or interventions and supports to ensure student success in courses.|Students (including unduplicated students and students with exceptional needs) received instruction in visual or performing arts, music, and physical education, and participate in these subjects as evidenced by the numbers of students in art, music, and PE.  Approximately 310 students participated in music instruction in 2017-18  Approximately 420 students participated in visual art instruction in 2017-18  Approximately 1,100 students participated in PE in 2017-18|Our only barrier is the fact that due to required courses in core subject areas, students in 9th and 10th grade are often limited to one elective course to explore performing arts, agriculture, NJROTC, CTE, and other enriching courses.|The district continues to increase supports and interventions to ensure students can be successful in their course of study. To that end more emphasis has been placed on our Multi-tiered System of Supports (MTSS).|Met||2018
16639820110205|Lemoore Middle College High|7|LMCHS is continuing work on supports and interventions to reduce impediments to student success. AVID is now a class that all freshman is required to take, along with a hybrid College Success class through West Hills College Lemoore. One of the main reasons for students voluntarily leaving remains the rigorous demands of a college preparatory high school. Tier II of PBIS is designed to target 5-15% of the students that are struggling with academic, social and emotional needs. LMCHS staff members are currently developing some group counseling sessions and a peer mentoring course. LMCHS does not have significant numbers in the target pupil groups, which is why the Actions/Services are targeting all students. The population of the school is capped at 240 students as per the Middle College Grant and Memorandum of Understanding with West Hills College Lemoore.  This allows smaller class sizes, increased access for students to counseling services, the development of six-year plans for all students, and increased access to tutoring services provided by staff.|"Lemoore Middle College High School was recognized as a Gold Ribbon High School in May 2015, an award that lasts two cycles including the most recent cycle from CDE. LMCHS was recognized for the middle college program which is a partnership with West Hills College Lemoore. Students are concurrently enrolled in high school and community college courses. The graduation rate at LMCHS remains high, and is reported on Data Quest for 2016-17 with 52 graduates and 1 dropout, which is a 98% graduation rate. Of the 52 graduates, 49 or 94.2% met the A-G requirements for CSU/UC admissions. The graduating class of 2017 had 5 students, almost 10%, that graduated from high school while also earning their Associates Degree from West Hills College Lemoore. Also, 30 or 58% of the graduates completed over 20 West Hills College units. With the focus of the middle college program being to prepare the students, who traditionally score in the ""middle"", for post-secondary education, LMCHS is proud of the progress toward our goals. AVID has been an overall success in preparing students to be college and career ready."|Our only barrier is the fact that due to required courses in core subject areas, students in 9th and 10th grade are often limited to one elective course to explore other curricular areas, and that some community college courses may have existing pre-requisites that the student may not have completed.  But all students have access to a rigorous, college-prep curriculum throughout their four years at LMCHS.|The district continues to increase supports and interventions to ensure students can be successful in their course of study. To that end more emphasis has been placed on our Multi-tiered System of Supports (MTSS), and specifically social/emotional supports that fall into the Tier 2 level.|Met||2018
16639820136234|Lemoore Online College Preparatory High|7|All students have access to an appropriate online curriculum which was purchased that had both college preparatory coursework along with the ability to offer credit recovery courses for students The one-on-one interactions with teachers and counselor was the greatest appeal to many prospective students, along with the alternative scheduling aspect of an online, independent study program. The staff continues to develop the program by making changes to attendance policies, providing tutoring for students and starting to develop a partnership with West Hills College to provide exploration classes into specific career pathways. The WASC initial visit was held in April 2018, the Charter Council was set up and the beginning parent meeting were held during the spring semester. A small staff and school size allows for students to build a rapport with staff so that their academic needs can be met.|Lemoore Online provides a rigorous and challenging breadth of curriculum for students of all abilities to equip them with the skills and knowledge to successfully move onto the next stage of their educational/career path. Courses are offered to give all students the opportunity to enroll into the CSU or UC systems, while general and Career Pathway elective courses complement the curriculum to provide real-life opportunities for our students. Students also have access to concurrent enrollment at West Hills Community College since the Lemoore Online classroom is physically located on the community college campus.|There are three areas of greatest need for Lemoore Online: 1) Monitoring of student progress in tracking student achievement, 2) Building a school culture to support the mission of the school, 3) Support for student academic and personal growth. These are the target areas for the LCAP for 2018-2019 and 2019-2020. These are the areas of need identified by staff, students and as an outcome from the WASC initial visit.  The main barrier affecting the students that are enrolling at Lemoore Online is credit deficiency.  Students are coming in behind on credits so many are entered in a credit recovery program to make up graduation requirements before accessing the broader curriculum.|Lemoore Online is continuing to work on supports and interventions to reduce impediments to student success. During the initial start-up of Lemoore Online, the main impediment of student success centered on attendance, which requires the student to log in and complete the daily assignments. To begin the spring semester, a new attendance policy was implemented, mathematics tutoring is being held and support services as needed for each student. Discussions have begun to develop pathway exploration for students at West Hills College. Also, the development of an AVID program to assist students who are deficient in credits and to assist the students in career and college exploration. Lemoore Online is developing supports and interventions to assist students with academic achievement and personal growth. Building a strong school culture is a significant part of improving student growth. Continuing to develop and improve these key elements are integral to the overall success of the school and our students.|Met||2018
16639900000000|Pioneer Union Elementary|7|Pioneer Union Elementary School District uses the Illuminate online student information system to track student access and enrollment in a broad course of studies.  Reports are created within Illuminate based on grade spans, unduplicated students groups, and individuals with exceptional needs. Informational reports from Data Quest were also reviewed.|Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Social Studies, Foreign Language and Culture, Physical Education, Fine and Applied Arts, band, Leadership, STEM, and Yearbook. A variety of extra-curricular student clubs and lunch and after school activities are also available to all students.  Students in grades TK-5th at Frontier Elementary and Pioneer Elementary are in self-contained classrooms. The District provides teachers with curriculum and professional development in English Language Arts, Mathematics, Science, and Social Studies to provide high quality instruction to all students. Additionally, students in grades TK-5th have access to Fine Arts instruction, performing arts, physical education, and health as part of the school programs. 4th and 5th grade students have the ability to be involved in band.|At this time, after careful review of the broad course of study offered at Pioneer Union Elementary School District, the LEA has determined it has made all efforts and supports to provide a broad course of study to be available at all school sites. The long-standing District charter has been a guiding force in providing this broad course of study for many years. The District will remain vigilant in maintaining this standard of education.|In the past several years, Pioneer Union Elementary School District has used the Local Control and Accountability Plan annual review process to ensure access to a broad course of study for all students by responding to the teachers, parents, and community’s continued interest in providing a wide spectrum of educational opportunities to the students.  Additionally, in the coming Local Control and Accountability Plan revision process, the District needs to review and investigate students who are in need of extra academic supports to ensure that all of those students, individually, also have access to a broad course of study. This is not to say those students may or may not have access at this time. However, with the strengthening of the District’s Multi-Tiered System of Support, the District wants to ensure that those students receiving additional supports do not lose access to a broad course of study. Furthermore, the District will have continued conversations through the Professional Learning Communities with elementary teachers to review available resources and curriculum to ensure these courses of study are being offered in all classrooms.|Met||2018
16639900116699|Frontier Elementary|7|Frontier Elementary School uses the Illuminate online student information system to track student access and enrollment in a broad course of studies.  Reports are created within Illuminate based on grade spans, unduplicated students groups, and individuals with exceptional needs. Informational reports from Data Quest were also reviewed.|Students in grades TK-5th at Frontier Elementary are in self-contained classrooms. The District provides teachers with curriculum and professional development in English Language Arts, Mathematics, Science, and Social Studies to provide high quality instruction to all students. Additionally, students in grades TK-5th have access to Fine Arts instruction, performing arts, physical education, and health as part of the school programs. 4th and 5th grade students have the ability to be involved in band.|At this time, after careful review of the broad course of study offered at Frontier Elementary School , the school has determined it has made all efforts and supports to provide a broad course of study to be available at all school sites. The long-standing District charter has been a guiding force in providing this broad course of study for many years. The District will remain vigilant in maintaining this standard of education.|In the past several years, Pioneer Union Elementary School District has used the Local Control and Accountability Plan annual review process to ensure access to a broad course of study for all students by responding to the teachers, parents, and community’s continued interest in providing a wide spectrum of educational opportunities to the students.|Met||2018
16639906010557|Pioneer Elementary|7|Pioneer Elementary School uses the Illuminate online student information system to track student access and enrollment in a broad course of studies.  Reports are created within Illuminate based on grade spans, unduplicated students groups, and individuals with exceptional needs. Informational reports from Data Quest were also reviewed.|Students in grades TK-5th at Frontier Elementary and Pioneer Elementary are in self-contained classrooms. The District provides teachers with curriculum and professional development in English Language Arts, Mathematics, Science, and Social Studies to provide high quality instruction to all students. Additionally, students in grades TK-5th have access to Fine Arts instruction, performing arts, physical education, and health as part of the school programs. 4th and 5th grade students have the ability to be involved in band.|At this time, after careful review of the broad course of study offered at Pioneer Elementary School, the school has determined it has made all efforts and supports to provide a broad course of study to be available at all school sites. The long-standing District charter has been a guiding force in providing this broad course of study for many years. The District will remain vigilant in maintaining this standard of education.|In the past several years, Pioneer Union Elementary School District has used the Local Control and Accountability Plan annual review process to ensure access to a broad course of study for all students by responding to the teachers, parents, and community’s continued interest in providing a wide spectrum of educational opportunities to the students.|Met||2018
16639906110233|Pioneer Middle|7|Pioneer Middle School uses the Illuminate online student information system to track student access and enrollment in a broad course of studies.  Reports are created within Illuminate based on grade spans, unduplicated students groups, and individuals with exceptional needs. Informational reports from Data Quest were also reviewed.|Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Social Studies, Foreign Language and Culture, Physical Education, Fine and Applied Arts, band, Leadership, STEM, and Yearbook. A variety of extra-curricular student clubs and lunch and after school activities are also available to all students.|At this time, after careful review of the broad course of study offered at Pioneer Middle School, the school has determined it has made all efforts and supports to provide a broad course of study to be available at all students. The long-standing District charter has been a guiding force in providing this broad course of study for many years. The middle school will remain vigilant in maintaining this standard of education.|In the past several years, Pioneer Union Elementary School District has used the Local Control and Accountability Plan annual review process to ensure access to a broad course of study for all students by responding to the teachers, parents, and community’s continued interest in providing a wide spectrum of educational opportunities to the students.|Met||2018
16739320000000|Reef-Sunset Unified|7|Reef-Sunset U.S.D. uses our AERIES scheduling tool to ensure that all students are enrolled in a broad course of study tk-12, which is able to track unduplicated student groups, and to ensure individuals with exceptional needs are met.|According to our AERIES data, 100 % of RSUSD students are currently enrolled in a broad course of study.|Based on our data, their are no current barriers preventing RSUSD from providing access to a broad course of study for all students.|RSUSD continues to offer additional courses, and when additional courses are offered, the LEA ensures  their are no barriers preventing the LEA from providing access to the new courses in a broad course of study for all students.|Met||2018
17101730000000|Lake County Office of Education|7|We use the Master Schedules, listed in CALPADS as our tool for identifying the extent to which all student have access to and are enrolled in a broad course of study.|All students at Hance have access to an on-line platform that provides a wide variety of courses, including A-G courses and electives.  All high school students at Hance and Creativity are being provided with college awareness courses and have access to dual enrollment if appropriate.|Our very small enrollments is the biggest barrier to providing a more robust course offering.|Both of our schools are investigating other options, both virtual and in-class, to provide a wider range of course offerings.  They are also working our College and Career Readiness specialist in order to provide a wide range of opportunities.|Met||2018
17640140000000|Kelseyville Unified|7|"In the KVUSD 2018-19 Local Control Accountability Plan, Goal 1 states ""Increase student achievement for all students including students with disabilities, foster youth, low-­income and EL students.  Expected Annual Measurable Objectives for Goal 1 include the following:  1.s ­ Broad course of study for unduplicated students and students with exceptional needs: 100% of unduplicated students and students with exceptional needs will receive a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, and evidenced by CALPADS EOY reports.  1.t ­ Student outcomes for broad course of study:  100% of KVUSD students will make progress toward attainment of state academic standards and high school graduation as evidence by Goal 1 metrics described above and applicable Goal 2  CALPADS EOY reports include secondary (grades 6-12) course enrollments, CTE pathway enrollments, English Language Acquisition Status, English Language Development program participation, and Special Education program participation.  Other measures include the Graduation Rate, College and Career Readiness, and EL progress CA School Dashboard Indicators, the UC/CSU a-g completion rate, CTE Pathway completion, and Advanced Placement and Dual Enrollment program participation."|For the 2017-18 school year, 97% of KVUSD students have access to a broad course of study.  100% of students enrolled at comprehensive sites (Kelseyville Elementary, Riviera Elementary, Mountain Vista Middle School, and Kelseyville High School) have access to a broad course of study.  Alternative Education students at Ed Donaldson Education Center and Kelseyville Community Day School do not currently have access to the wide range of programs offered at our comprehensive secondary school sites.|Due to schedule restrictions, school locations, and local board placement requirements, KVUSD students placed at our continuation high and community day schools have limited access to programs such as Career and Technical Education Pathways.  Enrollment at these schools is typically less than 20 students and each student is given a course of study that includes online courses needed for progress toward high school graduation.  As such, these students do not have access to honors, dual enrollment, and advanced placement courses.|KVUSD is working to implement a variety of blended education models to broaden the course of study for alternative education students.  We have opened a new school, Kelseyville Learning Academy, which offers families a district supported home school program. Students enrolled at Kelseyville Learning Academy can choose to enroll in up to two courses of their choice at Kelseyville High School.  We are also implementing the option for students at our continuation high school (Ed Donaldson Education Center) to enroll in CTE courses at Kelseyville High School, and giving alternative education students the option to enroll in dual enrollment courses through Mendocino Community College.|Met||2018
17640220000000|Konocti Unified|7|Teacher assignments to multiple subject classes and master schedules at the secondary school level are used to gather data that addresses priority 7 and access to a broad course of study. KUSD offers: 130 Multiple Subject Classes 24 English Courses 30 Math Courses 21 Social Science Courses 5 Foreign Language Courses 14 Physical Education Courses 17 Science Courses 30 Visual and Performing Arts Courses 13 Applied Arts Courses 26 Career Technical Education Courses|Data for Konocti Unified School District shows the following: Grades 1-6 = 1735 students have access in a multiple subject setting Grades 7 = 269 students have access in either a multiple subject or single subject setting Grades 8-12 = 1212 students have access in a single subject setting|Availability of credentialed teachers is single subjects is a challenge Availability of Credentialed Career Technical Education Teachers is a challenge Below Grade Level student performance that makes accessibility to higher level coursework challenging|Continue to reflect and refine process to recruit qualified credentialed teachers Continue to reflect and refine the supports for newly hired teachers Continue to reflect and refine interventions for students that support one or more year's growth in one year's time|Met||2018
17640300000000|Lakeport Unified|7|We use the Master Schedules from Clear Lake High. Terrace School and our Alternative Education programs as out tool for identifying the extend to which all students have access to and are enrolled in a board course of study.|Clear Lake High:All students have access to the board course of student except when they have to chose between classes that are only offered once in the master schedule. This is due to the fact that we are a small school of approximately 400 students. Lakeport Elementary: All classes are multi-subject. We have additional tutoring for students that fall below grade level.|Clear Lake High: Our very small enrollment is the biggest barrier to providing a more robust course offering. We have some courses that are only offered once in the master schedule and at times can be a conflict. Some of our popular CTE classes, such as our new culinary classes, are maxed out for enrollment. Lakeport Elementary: Because we are a K-3 multi-subject school, all students have access to the same course of study.|Clear Lake High: This is the second year in a row where our LCAP plan added new teachers to provide additional/ new electives, included our new culinary program and facilities and section of chorus. Lakeport Elementary: We added music to all of our classrooms this year.|Met||2018
17640480000000|Lucerne Elementary|7|The tool that the LEA uses to track students’ access to a broad course of study is our school database called Schoolwise.  According to our school database, all of our students are receiving a broad course of study in their self-contained classes.|Since we are a single school, school district there are no differences across sites or student groups.|In regards to all of the subjects listed in the Broad Course of Study, we do not have the ability to give instruction in Fine Arts and Foreign Language.  The barrier that we face as an LEA is that we don’t have the monetary means for additional staffing needed to give instruction in either one of these subjects.|In order to address our lack of instruction in Foreign Languages we will actively recruit and hire teachers that are Bilingual.  For Fine Arts instruction we are limited because of budget constraints but we do have an enrichment program for the performing arts that we plan on continuing.|Met||2018
17640550000000|Middletown Unified|7|The LEA uses a combination of measures to assure all students have access to, and are enrolled in, a broad course of study: Student schedules and transcripts reviewed by administrators to ensure all students have access and are enrolled in a broad course of study, uniform curriculum and Common Core State Standards for all students, A-G completion rate, EL reclassification rates, graduation rates, College and Career Readiness indicator, CAASPP scores, in house assessments in math and reading, Title III English Proficiency targets, Career Technical Education at the high school, District budget, and CA Dashboard results.|Based on the student achievement results of all students, we only see a gap in the achievement of individuals with exceptional needs.  However, this is not due to lack of access or enrollment in a broad course of study. Student achievement and other student data from measures listed above is similar across all schools in the District and ethnic and socioeconomic groups, also indicating access to, and enrollment in, a broad course of study that is equivalent across the LEA. we believe all of our students have access to and are enrollment in a broad course of study.|The only barrier the LEA has to provide a richer program is lack of state funding for small rural districts without high numbers of unduplicated pupils.|The LEA does not feel it is necessary to implement revisions or new actions at this time.|Met||2018
17640550108340|Lake County International Charter|7|All of our students participate not only in the core academics as laid out by the common core standards including mathematics, language arts, science and social studies but also in weekly classes in art, gardening and music. In addition, we offer a variety of after-school programs free of charge that currently include drama and lego robotics.|As stated above...All of our students participate not only in the core academics as laid out by the common core standards including mathematics, language arts, science and social studies but also in weekly classes in art, gardening and music. In addition, we offer a variety of after-school programs free of charge that currently include drama and lego robotics. We are only one school site and no one is ever turned away, in fact participation in all aspects of our program is required.|We would love to expand our students educational experiences in the form of greater access to high quality science materials and additional field-trips. We continue to seek out grants and other opportunities to purchase the materials necessary to do so.|We will continue to grow the materials available to our students including musical equipment, transportation, science materials and art supplies as a priority and as we are able to given our budget each year.|Met||2018
17640550129601|California Connections Academy @ North Bay|7|N/A|N/A|N/A|N/A|Met|California Connections Academy @ North Bay does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to California Connections Academy @ North Bay.|2018
17769760000000|Upper Lake Unified|7|Master schedules and extended learning activities within and outside of the school day provide rich, standards based learning activities for all students.  Students with exceptional needs are included in the class activities and lessons to provide hands on, CTE academies, enrichment classes, after school programs and field trips to expand their broad course of study.|All students are enrolled in all learning opportunities from Kindergarten through high school to meet their academic needs and provide a well rounded, standards based instructional foundation.  The creation of the master calendar and student schedules allows access to all Ag, Metals, technology, sports, AP and Concurrent enrollment classes for all student groups.  This has historically provided a broad selection of students in a broad selection of courses.|Based on our current analysis, our small size as a district and school sites, we do not have any barriers impeding a broad course of study for all students.  The only limitation is the number of staff available based on the ADA to provide new opportunities.|The master schedule is analyzed by school counselors and leadership team to ensure sections are equitable and that all students with exceptional needs have the access needed for success.|Met||2018
18101810000000|Lassen County Office of Education|7|Using the School information system files (transcripts), a chart was developed to track individual student enrollment in courses grades 9-12. 17 total students were enrolled and completed coursework in the following areas; Careers and career exploration, Consumer Math, Econ, Art English, Fine Arts, Gardening and Landscaping, Health, History, Integrated Math, Life Skills, Life Science, General Math, Physical Education, Physical Science Social Studies, US and World History. All of our students are considered unduplicated and 1 student is an individual with exceptional needs.|Students in our program are transient. Students have access to and are enrolled in courses that interest them and meet the courses required for high school graduation. Classes are taught either through the direct instruction of a classroom teacher or through an on- line program called Edgenuity, which provides A-G courses, elective courses and Technical Education options.|Based on the results of our locally selected measure, the greatest barrier for our students in the transient nature of the Juvenile Court School program and lack of long term enrollment in our program.|The district will continue to monitor and track student access and enrollment in a broad course of study.|Met||2018
18640890000000|Big Valley Joint Unified|7|Individual student transcripts, master schedules, student four year plans, and student IEPs were identified as locally selected measures or tools to track student access to a broad course of study.|All students have access to a broad course of study.  High school students are placed in a college preparatory program through a limited master schedule due to its small school size.  In order to expand the limited course offerings, students have access to multiple online curriculum options such as  UC Scout, Fuel Education, Cyberhigh, Lassen Community College or Chico State University.  Big Valley Joint Unified School District has one elementary campus and one junior high/high school campus, so there are not differences between school sites and student groups.|There are no barriers preventing Big Valley Joint Unified School district from providing access to a broad course of study for all students.  Students have access to online curriculum options.|Big Valley Joint Unified School has added the online curriculum program, UC Scout to the master schedule for high school students.|Met||2018
18641050000000|Janesville Union Elementary|7|The District has developed and adheres to schedules which define access to a broad course of study for the following content areas:  English Language Arts, Math, Social Sciences, Science, Health, Visual and Performing Arts, Applied Arts, Physical Education and Career and Technical Education.  Schoolwise (Student Information System) is used to generate rosters of all students and specific reports identify unduplicated student groups and individuals with exceptional needs to ensure students are enrolled in a broad course of study.|All students in grades 1-6 have access to and are enrolled in English, mathematics, social sciences, science, visual and performing arts, health and physical education throughout the course of daily study.   All students in grades 7-8 have access to and are enrolled in English, social sciences, science, physical education, mathematics and visual and performing arts. Students in grades 7-8 have access to several options which are part of a broad course of study including: foreign language, forensic science, computer skills-including desktop publishing, Word and Excel, applied arts and career and technical education.|Some of the barriers in providing access to a broad course of study for more students is the lack of staffing in a small school.|There are no new revisions, decisions, or new actions that the LEA will implement.|Met||2018
18641130000000|Johnstonville Elementary|7|All classes, Transitional Kindergarten through Eighth grade, are self-contained classroom and all students stay with their classes all day. Student transcripts, as recorded in the school information system, are the tools that are currently used to assess whether students have access to, and are enrolled in, a broad course of study.|An analysis of the student transcripts indicates the breadth of the course load. First through Sixth grade students are currently enrolled in: English Language Arts, Mathematics, Social Studies, Visual and Performing Arts, Science, Health, and Physical Education. Seventh and Eight grade students are currently enrolled in: English Language Arts, Mathematics, Social Studies, Visual and Performing Arts, Science, Health, and Physical Education. All students enrolled in the above grade levels have access to, and are enrolled in, the courses listed above. The development of a foreign language course for the Seventh through Eighth grade classes is currently in the exploratory phase.|Two main barriers have been identified that prevent Elk Hills Elementary School from providing access to, and enrollment in, a broad course of study.  The first barrier is the small size of the LEA. The small student enrollment creates some budgetary constraints that do not allow for additional full time teachers to be employed in the district. The second barrier has been the difficulty in finding instructional instructors with expertise in some of the applied arts and world languages that would be willing to work in the LEA on a part time basis.|Elk Hills Elementary School District will continue to explore the utilization of technology to help broaden the course of studies offered the Seventh and Eighth grade classes, with a special emphasis on the area of foreign languages. Grants and other funding sources are being explored that would enable current staff to receive the professional development in the areas of applied arts and career technical education. In addition, grants are being explored that would help the LEA expand/modify the facilities that would, in conjunction with the aforementioned professional development, help all students gain access to courses in the areas of applied arts and career technical education.|Met||2018
18641390000000|Lassen Union High|7|Our student information system, Aeries, allows us to track the participation of all students and subgroups, including students with exceptional needs, to determine their access to a broad course of study.  The district offers a full array of courses that meet A-G requirements to enroll in a university and a selection of career pathways in areas such as agriculture, business, health occupations, and emergency services.  Each year the district will chart the participation of students within a broad course of study and staff will evaluate the overall participation.|In evaluating our current participation, students do have access to a broad course studies, but must choose their priorities. We have structured a five-year plan to help them identify career aspirations and enroll in courses which will help them to achieve their goals.  Over time we will be able to isolate weeks spots and target areas to provide greater access to our student population with college/career as a focus.|One of the largest constraints identified by parents and students is the limitations of a six period day.  Students on a college track have a very specific number of requirements in order to comply with A-G entrance specifications.|This district will continue to monitor and track student access in a broad course of study and evaluate needs to provide greater access to all students.  This past year we spent a considerable amount of time evaluating the 4 x 4 schedule and its impact upon our educational environment, but ultimately remained on the same schedule as the prior year.|Met||2018
18641620000000|Ravendale-Termo Elementary|7|Using the School Information System (Schoolwise), the District is able to run reports that check enrollment status for students across all grade levels.  Student enrollment is crosschecked against their grade levels to ensure that they are enrolled in the correct courses for their grade level.  Additionally, registration in coursework is crosschecked to monitor enrollment in appropriate coursework for unduplicated students, homeless youth and students with exceptional needs.  Regular monitoring of classroom instruction and achievement reporting by administration helps ensure that students are receiving access to all required coursework.|Upon registration in our schools, no matter their grade levels, students are enrolled in a broad course of study that affords them access to all required courses.  Per education code 51210 Elementary Course of Study, students in grades 1-6 receive instruction in English, Mathematics, Social Science, Science, Visual and Performing Arts, Health and Physical Education.  In grades 7-8, students are enrolled in the appropriate studies per education code 51220 including a foreign language and career/technical studies via our online Odysseyware vendor.|Based on the results of our locally selected measure, the greatest barrier to providing access to a broad course of study for our students is our ability to provide enough time for our 7-8 students to receive a foreign language component.  The Odysseyware platform allows students to access a variety of options to meet these needs.|The district will continue to monitor and track student access and enrollment in a broad course of study.|Met||2018
18641620135756|Long Valley Charter - Susanville|7|Staff reviewed course catalogs, transcripts, and course enrollment data within the Student Information System.  Specific analysis included a review of enrollment in CTE courses since this is a recent addition to required coursework|Course catalogs reveal all education code required coursework for grades K-12 are available to all students.  Progress by all students toward graduation by reviewing transcripts verify enrollment into required coursework.    Specifiic findings for CTE enrollments are as follows: CTE enrollments for unduplicated pupils were 75% which is consistent with the 74% level of unduplicated high school pupils in the school; CTE enrollments for exceptional pupils were 8%; this is not consistent with the 23% level of exceptional students in the school.|One of the barriers for CTE courses appears to be understanding and knowledge on the availability of CTE pathways and courses.|The school has instituted CTE courses as a graduation requirement which will ensure 100% enrollment in the future.  Support from the career/college counselor as well as the CTE coordinator is being provided to assist teachers, parents and students in understanding their options.|Met||2018
18641626010763|Long Valley Charter|7|Staff reviewed course catalogs, transcripts, and course enrollment data within the Student Information System.  Specific analysis included a review of enrollment in CTE courses since this is a recent addition to required coursework.|Course catalogs reveal all education code required coursework for grades K-12 are available to all students.  Progress by all students toward graduation by reviewing transcripts verify enrollment into required coursework.    Specific findings for CTE enrollments are as follows: CTE course enrollments were 80% which is demographically similar to the number of unduplicated pupils enrolled in the school; enrollments in CTE for exceptional needs pupils showed 15.2%; this is similar to our student population of 14.5%.|A broad course of study appears to be accessible to all students.|The school has instituted CTE courses as a graduation requirement which will ensure 100% enrollment in the future.  Support from the career/college counselor as well as the CTE coordinator is being provided to assist teachers, parents and students in increasing the understanding of options.|Met||2018
18641700000000|Richmond Elementary|7|All students kindergarten through eighth grade are offered electives.  Our electives are based on the state of California's broad course of study.  We have a teacher that is paid a stipend to be our elective coordinator.   Her responsibility is to track all students throughout the year.  Students in third through eighth grade have the opportunity to select an elective.  That form is sent home to be signed by the parent.|Kindergarten through second grade students all have four electives-rhythmic movement, STEM, music, and art.  Students in third through fifth grades have a choice between STEM, art, advanced robotics, technology, beginning or advanced band, choir, and dance.  Students in sixth through eighth grades have a choice between Spanish I or II, drama or advanced drama, art, guitar, yearbook, sign language and dance.  Throughout their three-year rotation, all students will have the opportunity to access all electives.|Having a one-school district and having limited resources including income and teachers, our resources are definitely limited. Finding qualified staff to teach the electives was a barrier at first; however, we worked diligently and were able to fulfill the student requests.  A barrier in the future will be to sustain the electives due to our limited amount of income.|We lengthened the school day by 30 minutes to ensure that all students are receiving equal access to these electives during the school day.  Our staff and the Richmond Board of Trustees decided that teaching electives during the school day ensured that all students receive these worth-while elective choices.|Met||2018
18641880000000|Shaffer Union Elementary|7|Our district measures student access, including unduplicated student groups and individuals with exceptional needs through the master schedule, lesson plans, and activity logs.|All Shaffer students in TK-8, including unduplicated students, have access and enrolled in English, Math, Social Studies, Science, visual and performing arts, physical education, and health within their self-contained classrooms as measured by the Master schedule, lesson plans, and teacher activity logs.  Students in grades 4-8 in addition to all these subjects are currently receiving foreign language through an online program which they access during computer lab during the school day, before and after school.  We also offer all students grades 5-8, including unduplicated students and students with exceptional needs, additional opportunities through electives provided throughout the year.|The prevalent barrier to accomplishing the task of providing a broad course of study is the amount of time available throughout the school day to prepare and provide instruction.|We have implemented elective offerings for students grades 5-8 that have provided students opportunities for a broad course of study.  We have also implemented before and after school interventions and enrichment using technology labs.|Met||2018
18641960000000|Susanville Elementary|7|Using the School Information System (Schoolwise), the District is able to run reports that check enrollment status for students across all grade levels.  Student enrollment is crosschecked against their grade levels to ensure that they are enrolled in the correct courses for their grade level.  Additionally, registration in coursework is crosschecked to monitor enrollment in appropriate coursework for unduplicated students, homeless youth and students with exceptional needs.  Regular monitoring of classroom instruction and achievement reporting by Site Administrators helps ensure that students are receiving access to all required coursework.|Upon registration in our schools, no matter their grade levels, students are enrolled in a broad course of study that affords them access to all required courses.  Per education code 51210 Elementary Course of Study, students in grades 1-6 receive instruction in English, Mathematics, Social Science, Science, Visual and Performing Arts, Health and Physical Education.  In grades 7-8, students are enrolled in the appropriate studies per education code 51220.  The District has initiated a course for students to take Spanish and all students can currently access the class during their seventh grade year.|Based on the results of our locally selected measure, the greatest barrier to providing access to a broad course of study for our students is our ability to provide enough time and space for our 7-8 students to receive a foreign language component.  In the coming year, the District will work with its Leadership Team and LCAP shareholder group to brainstorm ways to continue to provide this coursework to all students during their seventh or eighth grade year.|The district will continue to monitor and track student access and enrollment in a broad course of study.|Met||2018
18642040000000|Westwood Unified|7|Using the School information files (transcripts), a chart was developed to track individual student enrollment in in courses grades 9-12.  57 total students were enrolled in the following areas: English, Journalism, Drama, Biology, Chemistry, Ag. Science, Ag. Mechanic, Greenhouse, Art, History, Government, Integrated Math, Applied Math, Computers, Physical Education and Health.  All of our students are unduplicated and 23 students with exceptional needs have access to all courses and are enrolled in a broad course of study.|Students in our program are transient. Students have access to and are enrolled in courses that interest them and meet the courses required for high school graduation.  Classes are taught either through the direct instruction of a classroom teacher or through an on-line program called Fuel Ed, which provides A-G courses, elective courses and Technical Education options.|Based on the results of our locally selected measure, the greatest barrier for our students is the transient nature of families in our district and the lack of long-term enrollment in our program.|The district will continue to monitor and track student access and enrollment in a broad course of study.|Met||2018
18750360000000|Fort Sage Unified|7|Using the School information system files (transcripts), a chart was developed to track individual student enrollment in courses grades 9-12.  Of forty-nine (49) students enrolled in grades 9-12; 251 A-G specific courses were enrolled and completed; Careers and career exploration, Consumer Math, Econ, Art English, Fine Arts, Gardening and Landscaping, Health, History, Integrated Math, Life Skills, Life Science, General Math, Physical Education, Physical Science Social Studies, US and World History. A large percentage of our students qualify for Free and Reduced Lunch (Low Socio Economic Status). The school is also extremely rural resulting in innovative and creative measures to provide all students access to, and enrolled, in a board course of study.|The Herlong Community is extremely rural and students are extremely transient. Many people move in and out of the community for work at the Federal Corrections Institute and Sierra Army Depot. The school struggles to recruit and retain qualified and certified staff to provide the academic needs of the school. Students have access to and are enrolled in courses that interest them and meet the courses required for high school graduation. Classes are taught either through the direct instruction of a classroom teacher or through an on- line program called OdysseyWare, which provides A-G courses, elective courses and Technical Education options.|Based on the results of our locally selected measure, the greatest barrier for our students in the rural nature of the community and lack of available staff credentialed in the appropriate and approved areas.|The district will continue to monitor and track student access and enrollment in a broad course of study.|Met||2018
18750360121657|Mt. Lassen Charter|7|Using student transcripts, AERIES and the Mt Lassen Charter School, board approved, graduation work sheet individual student enrollment in a broad course of study is monitored for students in grades 7-12. Currently students including unduplicated students and students with exceptional needs are enrolled in the following courses. English (95), Math (38), Algebra 1 (24), Geometry (3), Algebra 2 (2), Personal Finance (9), Advanced Math (0), Science (31), Biology (27), Physical Science (22), Chemistry (1), Anatomy (1), History (26), World History (23), US History (15), Government (7), Economics (10), Health (16), Foreign Language (14), Physical Education (49), Fine Arts (18), CTE (14), Visual and Performing Arts (13), Applied Arts (3).|Mt Lassen Charter School students have access to and are enrolled in courses consistent with Ed. Code Section 51210 and Ed. Code Section 51220 (Broad Course of Study). Students may utilized Odysseyware, a web-based curriculum, which provides A-G and CTE courses.  Students in grades 9-12 have the option of taking dual-enrollment classes at Lassen Community College, Butte Junior College, Shasta Community College and CA State University, Chico.|Based on the indicators of our locally selected measures Mt Lassen Charter School has not identified any significant barriers preventing students’ access to a Broad Course of Study as stated in Ed. Codes 51210 and 51220.|Mt Lassen Charter School will continue to document and track student access and enrollment in a Broad Course of Study.|Met||2018
19101990000000|Los Angeles County Office of Education|7|Through the use of the Monitoring for Success report that was presented to the school board and SARC reports that were submitted to CDE, LACOE has been able to meet requirements for textbooks, teachers and facilities.|To insure students have appropriate course access, Individual Learning Plan (ILP) meetings are held on a regular basis and completed in accordance with the academic needs of the students, Multi-disciplinary Team (MDT) meetings.   CTE courses were added at five of the school sites: McAuliffe, Gonzales, Phoenix, Afflerbaugh, and Rockey.  One of the courses at the McAuliffe school site was not able to continue due to staffing. Additionally, one of the school sites closed which impacted the number of CTE courses that were offered. Enrollments year to date by courses:  - McAuliffe (Patient Care) 62 - Phoenix (Patient Care) 79 - Rockey (Graphic Comm.) 30 - Afflerbaugh (Graphic Comm.) 27 - Gonzales (Culinary Arts) 12  Mission College/Los Angeles City College Courses are offered across LACOE school sites to support student achievement. College courses such as Culinary and Counseling are offered to the students.  Counselors monitor daily and weekly 80-day Aeries Student Reports that illustrated access to core subjects; Progress reports are monitored monthly by site administrators.  APEX, credit recovery program, offers core subject to students who are credit deficient.  Counselors discuss best practices for core subjects and meeting the needs of students in their goal to meet the high school graduation requirements.|LACOE does have the tools that have been selected to measuring and providing access to a board course of study for all students.   LACOE is able to measure the effectiveness of Conditions for Learning by reports that have been submitted to the school board and CDE. Aftercare and LA Educational Passport have been effective tools in exchanging student information with other LA County school districts for all students, not just limited to foster and homeless youth.  Through the use of data chats and review of student achievement data there is a need to utilize intervention programs to directly support students who are under performing in English and Mathematics.|LACOE will continue to work closely the state priorities that address the conditions for learning that include areas such as textbooks, credentialed teachers and access to state standards based curriculum.  LACOE will continue to use the Monitoring for Success Report, which is reported to the school board, Facilities Inspection Tool (FIT) and SARC reports that are submitted to the state.  The Monitoring for Success Report identifies and verifies that there are adequate amount of textbooks at the schools sites, FIT reports repairs to the facilities that have been corrected and SARC reports multiple elements of Conditions for Learning to the state. For foster and homeless youth, Aftercare will continue to provide support to students and families to transition and monitor enrollment at the home school district of residency.  LA Educational Passport, in conjunction with other LA County school districts, will continue to provide student records that support foster youth in the area of Individual Learning Plans.|Met||2018
19101990106880|Jardin de la Infancia|7|Jardin de la Infancia is an independent direct-funded charter school that serves 36 students in grades TK-1. Our student demographics include: 100% Hispanic, 11% Students with Disabilities: 86% English Language Learners; and 100% who qualify for free/reduced lunch, whereby all students are considered Unduplicated pupils for purposes of the LCAP and LCFF Supplemental & Concentration Funding.   Increasing educational opportunities for disadvantaged children in the early years is far more effective than interventions in later years. Jardin offers its students with an extended academic school year of 196 instructional days, and an extended schedule of 8 a.m. to 3 p.m. daily.  The additional instructional days, provides students the opportunity to participate in projects that build upon higher order, critical thinking, problem-solving and social skills, all of which are critical to student learning and growth.  Our school models a growth mindset, where our aim is to prepare every child for college.  Success in kindergarten creates the confidence and momentum necessary for mastery of knowledge for each successive grade.  Skills beget skills. Jardin has high academic standards; exceptional classroom management, positive reinforcement and cooperation, explicit teaching of skills, frequent reading and writing practice, and highly effective cross-curricular connections.  Jardin de la Infancia provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Jardin de la Infancia’s educational program.  Jardin de la Infancia uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.  In addition, this will be verified through principal analysis of weekly classroom schedules for each teacher, coupled with classroom observations to verify that the schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Jardin de la Infancia, all students in grades TK-1 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Art and Music.  There are no differences to accessibility to courses, across student groups at Jardin de la Infancia.|Currently, 100% of the students have access to a broad course of study and Jardin de la Infancia will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Jardin de la Infancia in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19101990109660|Aspire Antonio Maria Lugo Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade-levels.  This includes students of unduplicated groups, and students with exceptional needs.  As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST or RtI process and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Antonio Maria Lugo Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19101990112128|Aspire Ollin University Preparatory Academy|7|"As outlined in our graduation requirements, high school students take a broad course of study resulting in completion of all A-G course requirements. As an ""early college"" high school, students also complete a minimum of 5 college-level courses through our college partners, for a total of 15 credits. These are the default benchmarks for all students, including unduplicated student groups and individuals with exceptional needs.  Class schedules/Master Schedule, report cards, and teacher assignments are used as measures."|access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST, or RtI process. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Ollin University Preparatory Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19101990115030|Magnolia Science Academy 3|7|MSA-3 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-3 strives to offer a well-rounded education to our students.  MSA-3 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include AP US History, AP World, AP Art History, AP Computer Science, AP English Lit. All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-3 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements. MSA-3 had a one-year cohort graduation rate of 100% last year where 75% of our graduates completed courses that satisfy the UC/CSU requirements.|MSA-3 provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-3 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-3 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-3 will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-3 provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest.|2018
19101990115212|Magnolia Science Academy 2|7|MSA-2 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-2 strives to offer a well-rounded education to our students.  MSA-2 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include AP AP United States History, AP English Language & Composition, AP Calculus AB, AP Environmental Science, AP Spanish Language and Culture, AP Studio Art: 2-D Design, AP Computer Science Principles. All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-2 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements. MSA-2 had a one-year cohort graduation rate of 100% last year where 100% of our graduates completed courses that satisfy the UC/CSU requirements.|MSA-2 provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-2 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-2 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-2 will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-2 provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest.|2018
19101990121772|Environmental Charter Middle|7|Locally selected measures or tools that ECS uses are the Best Practices rubric and the PowerSchool student information system to enroll and track all ECMS-G students in a broad course of study.|All ECMS-G students are enrolled in a broad course of study.|There are no barriers preventing ECMS-G students from access to a broad course of study.|None necessary.|Met||2018
19101990127498|Environmental Charter Middle - Inglewood|7|Locally selected measures or tools that ECS uses are the Best Practices rubric and the PowerSchool student information system to enroll and track all ECMS-I students in a broad course of study.|All ECMS-I students are enrolled in a broad course of study.|There are no barriers preventing ECMS-I students from access to a broad course of study.|None necessary.|Met||2018
19101990127522|Optimist Charter|7|Optimist Charter School educates a very challenging group of students whose average length of stay is between 4 and 5 months.  Thus, every week we have 3-4 students who are discharged and 3-4 new students newly enrolled. We track our turnover rate through our SIS in monthly enrollment and discharge reports. Since our students are placed by the Department of Probation and DCFS, they come to us with a variety of psychological and emotional issues, school failure, suspensions and/or expulsions, school refusal and truancy, and a variety of other issues. Many are significantly behind in credits and have academic deficits. A large majority of our 11th and 12th grade students are eligible to graduate via AB 216, so their focus is on completion of the coursework required to graduate via AB 216. Within a month of enrollment, our counselors complete a graduation checklist to determine total number of credits earned, coursework completed, and number of credits and courses needed to graduate. This includes assessment of eligibility for AB 216. Students can complete required coursework and can graduate throughout the year at the end of each semester (4x a year since we have a two-track system) and in mid-August at the end of the 1st six weeks of our fall semester.  With each graduation, we track the number of graduates and whether they graduate via AB 216 or with our total of 210. For the past 5 years, 75% of our graduates are AB216 graduates.  Given that this population comprises the bulk of our student body; our classroom based course of study is on general coursework required for 9th and 10th graders and the required courses needed to graduate via AB 216. We also offer a broad course of study through online coursework, including advance mathematics course, additional foreign languages, and a variety of electives. We also teach auto mechanics in our fully operational auto shop and have work experience available in food preparation and maintenance.|All of our required a-g courses in history, math, English, science, as well as Art and Spanish 1 have been UC approved, and all students have access to this coursework at their credit based grade level. In addition, students who are eligible for other electives or upper level math or science or AP coursework have access to a wide range or courses through our online vendor, Edgenuity.|Due to our high turnover rate and the pervasive credit deficit problem, we focus on required coursework rather than focusing on a wide variety of courses. We are one of the few schools in the state that still offers an auto shop course! However, all students have access to the a-g classes that we offer, and those who are eligible for more advanced courses can do so with online coursework.|Completion of graduation checklists insures that we know what courses students have completed and which ones they still need to take toward graduating. Maintaining a contract with Edgenuity for online curriculum provides additional coursework to those who need and/or want it.|Met||2018
19101990128025|Lashon Academy|7|Lashon Academy exceeds the required instructional minutes required by the state. Our yearly instructional minutes are around 63,540 minutes. Within the instructional day we have a master schedule for each grade level that includes, English Language Arts, Math, Social Studies, and Science. These academic areas occur daily. In addition to these academic subjects, we have a rotation of visual arts, health, Physical Education, and Hebrew. Our school SIS tracks and verifies that all students are enrolled in the proper grade and course of study. Our full-time Special Education Coordinator ensures all individuals with exceptional needs are served within the most appropriate placement in order to have full access to the broad course of study.|As a single school site all student groups have access to and are enrolled in the appropriate course of study.|Lashon Academy does not experience any barriers preventing the LEA from providing access to a broad course of study for all students. In order to continue full access to broad course of study for all students the school will continue to engage families through frequent communication with all stakeholders regarding academic courses.|Lashon Academy will continue with the full implementation of all California Common Core State Standards across all grade levels as evident through class scheduling and sections, number of classes, and enrollment per class. All instructional minutes will remain the same, guaranteeing all students are receiving above the required time.|Met||2018
19101990132605|Valiente College Preparatory Charter|7|Valiente utilizes multiple tracking methods to assess whether students have access, are enrolled in, and are taking a broad course of study.  The measures include a tracker per grade, per subject, with level of content and curriculum listed.  Each grade, each content, must show positive acquisition in each denoted area.  We also assess whether the curriculum offered has applicable and poignant pieces for various grade spans, unduplicated students groups, and particularly resources and applicability for students with disabilities.  Considering the school has high rates of achievement or English Language learners and students with disabilities, it appears that the school should continue to use these tracking methods as thus far it has been successful.|All students take all subjects offered and the school increased it's elective offerings this year to have a variety of course offerings that all students can take within different years of enrollment at Valiente.  There is no difference in student offerings.|There have been no barriers, although future issues may arise as the school determines next options for elective offering and may need to purchase equipment (such as music or art supplies) based on future course selections that students may want to participate in based on annual surveys.|The only addition is to ensure that students are polled annually to determine what elective offerings they would prefer.|Met||2018
19101990134361|LA's Promise Charter Middle #1|7|As a small personalized learning environment, the school is equipped to ensure that every learner has access to, and is enrolled state-standards aligned coursework. The needs of Special needs students are met through a full-time Resource teacher who meets accommodations in IEPs through a push-in model and pull out as minutes require. The school provides resource labs and intervention. English Learners are enrolled in an ELD course to accelerate language learning. Programs and additional layers of support are provided for unduplicated groups to include foster youth.  All students have access to a broad course of study as outlined in the School’s charter petition and 100% compliance with EDC 60119. As the school reaches full capacity (grades 6-8) through for the 2018-19 school year, highly qualified teachers  will be hired. Systems are in place to utilize the SIS and other digital tools to track student growth and progress.|LAPCMS provides students with a rigorous, standards-based instructional program enriched through technology and arts. Since exemplary teaching and learning is at the core of our work, the school will prioritize actions targeted at providing students with highly effective teaching that gives all students access to robust college preparatory coursework. The school will develop teacher capacity and create a cadre of content area experts. Data will drive all instructional decisions.  LAPCMS designed a comprehensive instructional program geared to foster achievement for underserved students. Students are provided with an engaging learning climate that infuses the arts and technology. Teachers participate in ongoing professional development focused on improving teaching and learning. Additionally, Services for English Learners have resulted in gains in language proficiency for students at all levels. Within the first semester, the school created Passports for English Learners that provide teachers with explicit instructional strategies to target the needs of ELLs at all proficiency levels. The ELD teacher presented explicit vocabulary strategies early in the school year, and co-teaches lessons with the intent of scaffolding instruction to meet students' linguistic needs. Progress for English learners is continuously monitored through the Language Acquisition Team (LAT) and annual ELPAC summative assessment. Newcomers are provided with primary language support to comprehend the standards, while accelerating English language growth through SDAIE strategies.|The students who attend the school primarily reside, within the SLATE-Z Promise Zone, a federally designated neighborhood that is severely affected by poverty, overcrowded housing, high rates of unemployment, and homelessness. LAPCMS is designed to serve a high needs population with a large number of special needs students, English learners, and foster youth. Our school composition includes newcomers, who we welcome with a range of support services. In the first year of operations, the demographic composition of the school is 61% Hispanic/Latino, 31% African American, and 3% other with the large majoirty of students receiving free / reduced lunch. The school provides students with a safe and nurturing environment, that meets the socio-emotional and academic needs of middle grade learners based on current research and best practice.   The school worked with limited data systems during the first two years. To provide more informative and actionable data, a comprehensive assessment program is being established to include diagnostic, interim, and summative assessments using one platform to demonstrate student growth and disaggregate subgroup data, and assess the impact of our instruction on student learning. Students at all grade levels exhibit profound academic deficits and are underperforming based on comparative grade level data. To improve performance in English/Language Arts and Math, students will be offered increased after school tutoring, and Math and English Support classes.   The School has analyzed the academic performance for all student groups, and has considered the effectiveness of its instructional program. Based on student achievement data, that reveals that a majority of students are not meeting grade level proficiency standards, the school has adopted the above school goal, related actions, and allocation of resources, to raise the academic performance of student groups that need the most support. The goal will provide interventions to raise academic achievement by establishing and maintaining support mechanisms for underperforming students.|LAPCMS designed an instructional program geared to foster achievement for middle grade learners. Blended and project-based learning provide students with an engaging educational experience that infuses the arts and technology. Teachers participate in ongoing professional development focused on developing their practice. Additional support will be provided for novice teachers entering the profession. These elements are designed to provide enhanced instruction for struggling students.   Services for English Learners have resulted in gains in language proficiency for students at all levels. Within the first semester, the school created Passports for English Learners that provide teachers with explicit instructional strategies to target the needs of ELLs at all proficiency levels. The ELD teacher attended a professional development series presented by Kate Kinsella around explicit vocabulary instruction. The material was presented and will be expanded upon to increase instructional support for long-term English Learners, and increase reclassification rates. Progress for English learners is continuously monitored through the Language Acquisition Team (LAT) and annual ELPAC summative assessment. Newcomers are provided with primary language support to comprehend the standards, while accelerating English language growth through SDAIE strategies.  The school is committed to providing access and equity for these learners, and to accelerate language proficiency through differentiated instruction, shared language experience, SDAIE strategies, and primary language support as appropriate. To optimally serve this student population, teachers must be equipped with strategies and mindset required to build academic language and subject competency. By June 2019, LTELS will achieve greater outcomes including higher grades, lexile reading levels, and reclassification rates, as evidenced by progress monitoring through ELD passports.|Met||2018
19101990135368|Alma Fuerte Public|7|At Alma Fuerte, students have access to a comprehensive education program that meets the learning levels of all students at all grades in each subject. As appropriate, students participate in supplemental services tailored to the needs of unduplicated count students (anticipated to be primarily socioeconomically disadvantaged students) and students with special needs.  We review the following evidence to determine if we are providing a broad course of study, based on grade spans, unduplicated students and students with special needs: Lesson plans noting differentiation for unduplicated students and students with special needs; SST Meeting notes, including documentation of intervention strategies; Student records; Professional development records; Parent meeting records; IEPs; RSP/specialized academic instruction activities.|All students at Alma Fuerte are enrolled in a broad course of study.  As an elementary school, all students are offered and enrolled in the same courses, which include - ELA, Math, Science, Social Studies, STEM, PE, and Art. Participation and achievement in these courses are documented in parent meeting records, student work logs, report cards, and other student records.  Students who are struggling with mastering academic content are provided a variety of interventions, as documented in SST meeting documentation.  Students with special needs are provided accommodations and modifications (as well as specialized academic instruction in many cases), in accordance with their IEPs, in order to participate in the general classroom environment and access our rigorous academic program.    Our small-group rotational model allows for differentiation of instruction, so that we are able to easily provide a comprehensive education program to meet the learning levels of students at all grades in each subject.|Because we are able to offer a broad course of study to all students, we are not currently experiencing any barriers to providing access.|Our teaching staff and Academic Director will continue to review student data in order to monitor the achievement of all of our students, including unduplicated students and students with special needs.  Should particular subgroups of students progress at a slower rate than others, our Academic Director and teaching staff will meet in order to identify areas of growth and instructional strategies for closing any gaps.|Met||2018
19101990135582|LA's Promise Charter High #1|7|As a small personalized learning environment, the school is equipped to ensure that every learner has access to, and is enrolled in A-G coursework. The school had a dedicated staff member who provided individual discussions about college goals and requirements through the AmeriCorps partnership. The needs of Special needs students are met through a full-time Resource teacher who meets accommodations in IEPs through a push-in model and pull out as minutes require. The school provides resource labs and intervention. English Learners are enrolled in an ELD course to accelerate language learning. Programs and additional layers of support are provided for unduplicated groups to include foster youth.  All students have access to a broad course of study as outlined in the School’s charter petition and 100% compliance with EDC 60119. As the school expands by adding an additional grade level each year, the school will hire highly qualified teachers to teach the required A-G course offerings. Systems are in place to utilize the SIS as well as a student-level tracker to monitor A-G completion rates, assessment, and other college readiness indicators.|LAPCHS provides students with a rigorous, standards-based instructional program enriched through technology and arts. The school uses project-based learning and a digital media theme to engage students and provide an enriched and innovative learning climate. Since exemplary teaching and learning is at the core of our work, the school will prioritize actions targeted at providing students with highly effective teaching that gives all students access to robust college preparatory coursework. The school will develop teacher capacity and create a cadre of content area experts. Data will drive all instructional decisions.  LAPCHS designed a comprehensive instructional program geared to foster achievement for underserved students. Namely, the use of project-based learning as a signature practice provides students with an engaging learning climate that infuses the arts and technology. Teachers participate in ongoing professional development focused on the five traits of rigor. Additionally, all scholars participate in a digital media program, and receive community college credit through adual enrollment partnership with a local community college partner (LA Trade Technical College). This is designed to give low-income students access to the core content and an enriched learning experience that are equitable to higher income communities. Services for English Learners have resulted in gains in language proficiency for students at all levels. Within the first semester, the school created Passports for English Learners that provide teachers with explicit instructional strategies to target the needs of ELLs at all proficiency levels. The ELD teacher presented explicit vocabulary strategies early in the school year, and co-teaches lessons with the intent of scaffolding instruction to meet students' linguistic needs. Progress for English learners is continuously monitored through the Language Acquisition Team (LAT) and annual ELPAC summative assessment. Newcomers are provided with primary language support to comprehend the standards, while accelerating English language growth through SDAIE strategies.|The school is located in the Vermont Corridor in South Los Angeles. The students who attend the school primarily reside, within the SLATE-Z Promise Zone, a federally designated neighborhood that is severely affected by poverty, overcrowded housing, high rates of unemployment, and homelessness. LAPCHS is designed to serve a high needs population with a large number of special needs students, English learners, and foster youth. Our school composition includes newcomers, who we welcome with a range of support services. In the first year of operations, the demographic composition of the school is 50% Hispanic/Latino, 49% African American, and 1% other with the large majority of our students receiving free and reduced lunch. The school strives to engage students and families at high levels, and provide relevant, culturally responsive teaching based on research practices that prepares adolescent learners for success in college, career, and life.  As a first year start-up high school, serving only 9th graders, LAPCHS does not have existing longitudinal data to measure progress towards goals. Still, the school established dashboards and goals based on data from surrounding schools at it pertains to outcomes for student success. Goals were set forth last year, and the school has effectively created systems for engaging stakeholders, collecting data, and moving students towards mastery learning. The school can showcase the implementation of project-based learning (PBL) school-wide, and an arts-based focus, realized through a digital media program taught through community college partners, and industry experts. The infusion of arts and technology provides access to learners.  As a first year school, there is not existing assessment data. A comprehensive assessment program is being established to include diagnostic, interim, and summative assessments. Multiple assessment tools will be used over time to measure student growth and progress, and the impact of our instruction on student learning. Internal assessments have indicated that students entered 9th grade with profound academic deficits that are prevalent in low-income communities. To improve performance in English/Language Arts and Math, students are offered after school tutoring, and Math and English Support classes.|After the inaugural year, the LEA engaged in reflective practice to revise elements of the program to better meet the needs of our learners. The end-of-year summative data underscores the need for improved math instruction and extended learning opportunities. In response, math intervention is built into the day for the upcoming school year. There is also a need for increased support for English Learners, namely, additional support for long-term English Learners to increase reclassification among this group. Increased college services will be added each year as we plan for college applications and financial planningfor juniors and seniors.   LAPCHS designed a comprehensive instructional program geared to foster achievement for underserved students. Namely, the use of project-based learning as a signature practice provides students with an engaging learning climate that infuses the arts and technology. Teachers participate in ongoing professional development focused on the five traits of rigor.   Additionally, all scholars participate in a digital media program, and receive community college credit through adual enrollment partnership with a local community college partner (LA Trade Technical College). This is designed to give low-income students access to the core content and an enriched learning experience that are equitable to higher income communities.   Services for English Learners have resulted in gains in language proficiency for students at all levels. Within the first semester, the school created Passports for English Learners that provide teachers with explicit instructional strategies to target the needs of ELLs at all proficiency levels. The ELD teacher presented explicit vocabulary strategies early in the school year, and co-teaches lessons with the intent of scaffolding instruction to meet students' linguistic needs. Progress for English learners is continuously monitored through the Language Acquisition Team (LAT) and annual ELPAC summative assessment. Newcomers are provided with primary language support to comprehend the standards, while accelerating English language growth through SDAIE strategies.  The school administered an end of year summative assessment, to assess the 9th grade English/Language Arts, Math, and NGSS Science standards.Students will be expected to demonstrate annual growth in percentage of students moving towards mastering grade level standards in each CAASPP score range.  Additional coaching with be provided for novice teachers to support and retain teachers and improve their practice. Professional development is embedded within the mater calendar. School leaders conduct weekly learning walks to monitor effective instruction. One formal observation is conducted per semester, and feedback is given through four informal observations per semester. Instructional deliver is an element of the observation.|Met||2018
19101990136119|Animo City of Champions Charter High|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC). The DELAC and SAC review data to inform programmatic and budgetary decisions each spring for the upcoming school year. The school currently provides the following basic instructional services to students identified as English Learners.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs.  Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19101990137679|Magnolia Science Academy 5|7|MSA-5 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-5 strives to offer a well-rounded education to our students.  MSA-5 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include AP: Spanish and Language Arts. All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-5 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|MSA-5 provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-5 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-5 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-5 will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-5 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-5 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-5 will make the best use of its resources to provide a well-rounded education experience to our students.|2018
19101996116883|Odyssey Charter|7|Odyssey students, including all student subgroups, unduplicated students, and students with exceptional needs, have access to and enroll in our academic and educational program as outlined in the Charter per our student information system as a tracking tool to ensure accessibility.|Using out student information system as a tracking tool, 100% of students, including all student subgroups, unduplicated students, and students with exceptional needs, have access to and enroll in all core and non-core subjects content areas available per our charter petition.  We are a single school site and therefore have no differences across schools.|Barriers do not exist.|There are no revisions, decisions or new actions as 100% of students have access and enroll in a broad course of study.|Met||2018
19101996119945|Magnolia Science Academy|7|MSA-1 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-1 strives to offer a well-rounded education to our students.  MSA-1 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include United States Government, AP United States History, AP World History, AP English Language & Compost, AP Calculus AB, AP Calculus BC, AP Biology, AP Physics, AP Spanish Language & Culture , AP Spanish Literature & Culture, AP Studio  Art, and AP Computer Principles. All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-1 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements. MSA-1 had a one-year cohort graduation rate of 98% last year where 85% of our graduates completed courses that satisfy the UC/CSU requirements.|MSA-1 provides access to a college-preparatory, STEAM-focused broad course of study for all our students.|MSA-1 will continue to provide access to a college-preparatory, STEAM-focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-1 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-1 will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-1 provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services are dependent on student need and interest.|2018
19642120000000|ABC Unified|7|The Aeries Student Information System consists of several tools used to track students’ access to a broad course of study. These tools include the “Individualized Academic Planner,” which allows high school students and counselors to develop a four-year plan for students to meet the graduation and ‘A-G’ requirements. This tool is utilized by school sites during one on one counseling registration sessions. The “Graduation/College Readiness Dashboard” is a tool for counselors and administrators to verify that students are “on track” for meeting requirements by subject area and grade level. The query tools within the system provide district and site administrators access to specific data related to students with exceptional needs, English learners, and the unduplicated student groups. These tools are used to ensure students are “on track” to meet the graduation requirement, ’A-G’ requirements, and to maximize student’s access to a broad course of study.|The data points used to analyze the extent to which students have access to and are enrolled in a broad course of study include ‘A-G’ completion and Career Technical Education(CTE) completion rate. The  ‘A-G’ completion rates reflect an overall 12.1% increase from Spring of 2015 to Spring of 2018. In comparison to the District’s overall performance (53.9%) there is a significant gap in ‘A-G’ completion for English learners (7.6%), and Foster Youth (25%). Factors contributing to this gap include English learners’ placement in ELD English classes and English support classes, and foster youth and English learners who did not earn a C or better in the required ‘A-G’ courses. It should be noted that these student groups did experience increases since 2015. Programs have been implemented during school, after school, and in the summer to increase students’ access to meeting the ‘A-G’ requirements.  CTE data on the number of students who completed a CTE pathway (two or more courses, including a capstone course) reflect an increase from 2016-17 to 2017-18 school year. Students at schools with a traditional six-period instructional day may have to decide between a CTE course or a UC approved college prep elective. Efforts to attain UC approval for more CTE courses may increase student enrollment in CTE courses.|School administrators and counselors are provided training on the tools identified for tracking student access to a broad course of study. The consistent use of these tools will help to identify the barriers affecting student enrollment in a broad course of study. School administrators/counselors are expected to fully implement these tools in the 2018-19 school year. Another barrier for students who are English learners, special education, and/or foster youth is access to ‘A-G’ courses for original credit. Support courses offered to increase these student groups access to a broad course of study, also poses as barriers, since these courses are also offered during the school day. Courses such as, English language acquisition, special day classes, and intervention support, are intended to address students’ academic needs. Since these courses are offered during the school day, students’ schedules are impacted. Consequently their school schedules can not accommodate additional course offerings. A decrease in students attendance in courses offered during zero (6:45 a.m.) or seventh (3:30) period resulted in schools providing support courses during the regular school day in order to ensure all students had access to courses needed to meet the graduation requirement. Summer school programs have expanded in order to provide increased opportunities for students to complete courses for original credits.|In response to these results, the District is providing counselor and administrator training sessions to ensure that the master schedule is built to accommodate a broad course of study for all students, especially students with exceptional needs and English learners. One high school has implemented an eight-period block schedule, which provides more opportunities for students to have access to courses during the school school day (e.g. support courses, CTE, and ‘A-G’ courses). Other schools may choose to explore a block schedule option. Annually, the tools available in Aeries (e.g. Individualized Academic Planner and the Graduation/College Readiness Dashboard) will be reviewed to ensure new and returning administrators use these tools to  manage and track student progress. This includes the use of the Academic Planner for high schools. Finally, the District is examining its practices and policies regarding the use of an online learning platform. Potentially, a flexible online learning environment can be used for original credit.|Met||2018
19642460000000|Antelope Valley Union High|7|"The primary measures that the Antelope Valley Union High School District uses to track access to a ""Broad Course of Study"" is our A-G rate / sequence of courses, CTE enrollment, Special Education programs and English Learner programs and Graduation rates."|In examining our A-G data, the District continues to grow in the number of students graduating meeting this CSU/UC requirement.  We've also seen growth in our CTE programs and in our Reclassification of English Learners.  We continue to need to grow with our Special Education population, not in terms of access to these programs, but in terms of successfully completing them.|The needs of Special Education students are quite vast and there are limitations with funding (specifically Supplemental and Concentration funds) that cannot be principally directed towards their unique needs and within the Dashboard (students with the most sever disabilities who are in a program to receive a certificate of completion are unable to cognitively access a regular high school diploma, however they are held accountable to that).|The Antelope Valley Union High School District has increased/improved our School Counseling programs and Multi-Tiered Systems of Support (MTSS) through the LCAP to ensure all students have continued access to a broad course of study.|Met||2018
19642460126003|Academies of the Antelope Valley|7|"The primary measures that the Antelope Valley Union High School District uses to track access to a ""Broad Course of Study"" is our A-G rate / sequence of courses, CTE enrollment, Special Education programs and English Learner programs and Graduation rates.  Students in our Middle Schools have a very prescribed course of study that integrate AVID and CTE."|In examining our A-G data, the District continues to grow in the number of students graduating meeting this CSU/UC requirement.  We've also seen growth in our CTE programs and in our Reclassification of English Learners.  We continue to need to grow with our Special Education population, not in terms of access to these programs, but in terms of successfully completing them.|The needs of Special Education students are quite vast and there are limitations with funding (specifically Supplemental and Concentration funds) that cannot be principally directed towards their unique needs and within the Dashboard (students with the most sever disabilities who are in a program to receive a certificate of completion are unable to cognitively access a regular high school diploma, however they are held accountable to that).|The Antelope Valley Union High School District has increased/improved our School Counseling programs and Multi-Tiered Systems of Support (MTSS) through the LCAP to ensure all students have continued access to a broad course of study.|Met||2018
19642461996537|Desert Sands Charter|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
19642610000000|Arcadia Unified|7|Grades TK - 6 students are receiving a broad course of study through appropriately credentialed teachers who are providing instruction that meets California Education Code requirements as reflected in student report cards. In Grades 6-12, our Student Information System (SIS) is used to set parameters to ensure all students are scheduled for courses appropriately. Reports from our SIS verify that students are scheduled appropriately in courses to match the sites master schedule criteria based on CA Ed Code requirements. Grades 9-12 students have access to all A-G courses at the high school including Honors and Advanced Placement as long as they have received a college qualifying “C” in any previous courses. They are no other prerequisites to get into high school courses. There are many opportunities for elective courses as students meet high school graduation requirements. Our student information system verifies enrollment of students in appropriate courses. Qualitative processes are in place for giving unduplicated student groups courses that meet CA Education Code to support their learning.|100% of our students had full access to a broad course of study as defined by California Education Code.  Students in grades 1- 5 are receiving markings on their report cards to show their progress in each grade level. Students have access to the Visual and Performing Arts Program which was reevaluated last year.  Students in grades 6-12, work closely with school counselors to schedule courses. Each school offers a wide variety of elective classes that offered before and after school to allow for multiple options when scheduling. All three Middle Schools and our High School offer Athletic and Visual and Performing Arts Programs. Catalogs are created to educate families on the wide variety of choices available to students. AUSD also offers an independent study program for students with special circumstances and needs. Offerings include basic high school graduation courses of study. NCAA and UC approved courses can be available through specialized agreements.|Arcadia Unified continues to reflect on and evaluate its processes for placing students in appropriately assigned courses. Educational Services continues to work closely with Technology Information Services to review processes for tagging courses appropriately to ensure there are no barriers for all students to be college and career ready.|AUSD will continue to evaluate our processes and make revisions as necessary  to always ensure Access to a broad course of study. We have recently implemented an Athletic Program at the Middle School level and restructured our Visual and Performing Arts at the Elementary level.|Met||2018
19642790000000|Azusa Unified|7|Azusa Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of study. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of study were constructed and can be found in the AUSD California School Dashboard Local Indicators Report on the district website at https://ausd-ca.schoolloop.com/lcap.|For the 2017-2018 year, 100% of Azusa Unified School District’s students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). The following data reflect the percent of elementary students at different grade spans and student groups who have access to English/ELD, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Primary Grades K-3 = 100%; Upper Grades 4-6 = 100%; English Learners = 100%; Low Income Students = 100%; Foster Youth = 100%; Students with Exceptional Needs = 100%. The following data reflect the percent of secondary students and student groups who have access to English/ELD, Mathematics, Social Sciences, Science, Foreign Language, Visual and Performing Arts, Applied Arts, Career Technical Education, and Physical Education. All Grades (7-12) = 100%; English Learners = 100%; Low Income Students = 100%; Foster Youth = 100%; Students with exceptional needs = 100%. All AUSD students in grades TK – 6 are enrolled in a broad course of study. All elementary schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. All AUSD secondary students have access to a broad course of study within their school offerings. While some schools offer different specific pathways and specific programs within a course of study, secondary students are free to attend schools within the district that offer courses within their area of interest. For example, at one comprehensive high school students can participate in an Early College Program. At another high school, students can participate in an International Baccalaureate program. Over time, AUSD has increased the number of options students have in selecting specific courses that meet the broad course of study parameters. For example, a mariachi program has been funded through the LCAP and enrolls interested students in grades 4 through 12, for high school students, this program meets A-G requirements for visual and performing arts. Programs such as this also allow secondary students who are English learners to access courses during a 7th or 0 period in the school day.|Barriers AUSD confronts when maximizing broad course of study offerings to all students include impacted student schedules. Schedules are developed by student interests, learning needs, and state requirements. In meeting all three elements impacting scheduling there are some students who require unconventional schedules or an extended school day. Additionally, the small size of some of our schools in the district also poses a barrier that the district works to overcome as access to and enrollment in a broad course of study is made available to all students and at all levels.|AUSD has addressed barriers by offering several courses to students through the expansion of the school day that includes a 0 and 7th period, by offering courses at one site where students from multiple sites may attend, and by funding teacher travel expenses between sites. Funding for the added sections and travel costs come from the LCAP as well as base funding. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met|For a detailed report on Azusa Unified School District's Local Indicators, please go to https://ausd-ca.schoolloop.com/LCAP|2018
19642870000000|Baldwin Park Unified|7|Baldwin Park Unified School District employs standardized processes and procedures to efficiently and effectively track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.   -Curriculum council meetings were regularly scheduled throughout the school year to review all course requirement needs, appropriate pathways and new course proposals.  -A district sub-committee analyzed the full course catalog to ensure access to a broad course of study.  -Reports were reviewed from the district’s student information system to determine access and enrollment based upon grade spans, unduplicated student groups and students with special needs.  -Course catalogs were made available to students and parents.  Catalogs outlined offerings at all high schools, course options, college preparatory courses, prerequisites, A-G and graduation requirements.  -Course selection sheets were also provided.  This one-page reference was developed for ease of access.  A four-page reference provides course offerings by grade level.   - Administrative review of master schedules were completed to ensure a balance of offerings and equity in all courses.  Preplanning began for all incoming 9th graders when they met with a counselor during the spring of their eighth-grade year to develop a 4-year plan.  Students and parents were provided information on course offerings, A-G and graduation requirements.  The 4-year plan is reviewed and modified annually.  Counselors and case carriers meet with students on a regular basis throughout their 4 years of high school.|Elementary schools provided access and enrollment to a broad course of study.  Dual language offered at some of the elementary sites is open to all elementary students through Open Enrollment or intra-district transfers.  Administrative review of master schedules was completed to ensure a balance and equity of offerings in our secondary schools.  While one middle/jr. high school has a fully implemented Project-Lead-the-Way STEAM course of study, all four middle/jr. highs offer initial STEAM classes.    Students who desired to continue their studies have the opportunity to transfer schools through Open Enrollment or intra-district permit.    At the high school level, LCAP funding provided transportation between the two comprehensive high schools to assure students had access to career pathways and course offerings not offered at their home school.  When one high school continued the dual language pathway, but the other high school did not have it available, provisions and LCAP funding were made available to offer dual language pathway at both high schools.  Transportation is also offered to eight-graders who have excelled and are eligible to take higher level math and technology-related courses.|Declining enrollment has created the barrier of centralization of certain programs. Availability of intra-district transfers, open enrollment and/or transportation between high schools has broken down those barriers.  Lack of time during the regular school day due to intervention course needs or required English Language Development courses could pose a barrier to some of our neediest students.  With the addition of zero or seventh periods funded through Local Control and Accountability Plan at some sites, students have access to more electives.|Opportunities for professional development on integration of visual and performing arts and STEAM into required core content areas has been offered to teachers.   Funding through LCAP continues to provide additional periods, zero or seventh at some sites, transportation between high schools and development of new courses, including acquisition of necessary instructional materials, to ensure a broad course of study for all students.|Met||2018
19642871996479|Opportunities for Learning - Baldwin Park|7|The guided personalized learning format aligns with the OFL-BP mission of serving the needs of the individual student and permits each student to tailor his or her work pace to meet individual academic and post-secondary goals. Students are assigned coursework to complete each week and attend regular appointments with the same teacher for instructional support, clarification on content, and assessment. Each student is required to complete a minimum number of units each four-week learning period to stay on pace for cohort graduation. Students who are in need of credit recovery or who are seeking to graduate early may complete more units per academic school month. Each student’s self-guided units will be completed in student activity workbooks (SAWs) and through completion of performance tasks embedded into the coursework. SAWs will contain rigorous curriculum and include Internet activities, essay writing, and other various methods of assessing student learning per subject matter. In addition, Students take a diagnostic assessment, RenStar, to determine appropriate course placement. Students assessed as below grade level in math and English are immediately placed in intervention courses, such as Accelerated Math and Accelerated Reader. Teachers and Student Advisors analyze students transcripts to ensure proper course placement. Online prerequisite CTE courses are offered through APEX for students pursuing a vocational post secondary career. Students also have access to experiential learning opportunities through field trips, post secondary cohorts, service learning opportunities, and social emotional curriculum.  Students have the opportunity to participate in soccer, volleyball, basketball, softball, and flag football.|All OFL-BP students have access to a broad course of study. Our blended learning model gives access to Direct Instruction curriculum, Independent Study Curriculum through Student Activity Workbooks, and online curriculum through APEX and google classroom. All Core subjects are A-G approved curricula. Direct Instruction courses that are offered to students differ at every center. Courses taught are based on student course completion data. Teachers and center leadership analyze this data to determine what Direct Instruction courses need to be offered. Students are welcome to travel to different learning centers to attend a course not being offered at their learning center. Additionally, EL and Special Education students requiring differentiated instruction to support their learning needs have access to RTI curriculum through RenStar Accelerated Math, RenStar Accelerated Reading, Advanced Literacy courses, and Achieve 300 courses. RTI curriculum is available to all students who need additional academic support to ensure they are meeting grade level standards. Over the years the need to support college bound students has increased. To address these particular needs, AP courses have been offered in both Direct Instruction classes and through APEX at various learning sites. Our curriculum department has developed a universally accessed website to divulge monthly curricula data to identify monthly course unit completion and passage rates, and standards mastery for all Direct Instruction classes. This website also validates that all students have access to a broad course of study. “Hands on” CTE courses are offered in learning centers that have been identified as having a high need for vocational education. Experiential Learning can differ among learning centers based on local community resources and post secondary options. Students have the opportunity to earn their PE credits through the OFL sports program.|Barriers preventing access to a broad course of study vary from school site, largely dependent on student demographics. For example, technology needed to access online APEX courses may be an issue for a center with a higher number of students identified as FRMP, but may not be for a center with a lower number of FRMP students.  Another barrier to a broad course of study is transportation to participate in Direct Instruction courses.  Often the Direct Instruction courses require additional attendance from the student. Transportation can also be a barrier for a student who wishes to attend a different learning center for a Direct Instruction course not being offered at their learning center. Transportation is also a barrier for students wishing to participate in CTE or experiential learning opportunities. Another barrier for students to access a broad course of study is social-emotional barriers, such as anxiety and depression, which limit the students desire to access all OFL resources.|Students who do not have access to the required technology for online courses are assigned additional appointments in the center to access technology. Students who experience issues with transportation to participate in a Direct Instruction course are offered a bus pass. Shuttles are provided to students who wish to participate in “Hands on” CTE courses. Students who wish to take an A-G course, not currently offered through OFL’s offered A-G course catalog, are able to concurrently enroll in a Community College. Social-emotional barriers, such as anxiety and depression, are supported through OFL school psychologists supporting both students with IEP’s and general education students. School psychologists facilitate student groups that specialize in social-emotional awareness and coping.|Met||2018
19642950000000|Bassett Unified|7|Bassett Unified School Districts monitors progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.|For the 2017-2018 school year, 100% of Bassett Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).    All Bassett Unified School District students in grades TK – 6 are enrolled in a broad course of studies.  All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1 – 6.  Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  All Bassett Unified School District students in secondary schools have access to a broad course of studies within their school offerings.  Bassett High School offers different specific pathways and specific programs within a course of study in which students may enroll based on their area of interest.  Bassett High School continues to increase the number of options students have in selecting specific courses and programs that meet the broad course of studies parameters.|Barriers preventing Bassett Unified School District from maximizing broad course of study offerings to all students include a lack of time during the regular school day.  Bassett Unified School District has offered courses before and/or after school and through additional funding from the LCAP, the District anticipates continued growth in this area.|Regular analysis of enrollment in broad course of study courses helps to inform the District as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
19643030000000|Bellflower Unified|7|BUSD tracks progress in meeting priority seven by reviewing course offerings, enrollment reports, and, at the elementary, the allocation of instructional minutes, to assess the extent to which all students have access to and are enrolled in a broad course of study. This data is analyzed by grade spans, unduplicated student groups, and students with exceptional needs.|All students have access to and are enrolled in a broad course of studies as defined by California Education Code 51210 and 51220.|All students have access to and are enrolled in a broad course of study, however, due to the limit of the number of class periods during the school day, offerings are analyzed to determine student needs and interests. Some students including English learners or struggling students who may need additional support, need access to extended day educational programs.|Annual analysis of enrollment in a broad course of study helps inform the district as it makes decisions on offerings in the future. For the most recent academic year, CalAPS and dual enrollment opportunities were increased to provide additional class periods for students.|Met||2018
19643110000000|Beverly Hills Unified|7|Teachers are using a mix of instructional materials for planning lessons. These materials consist of a commercial-based program(s) and lessons from online platforms. Teachers are using collaboration time to find lessons/activities or compare lesson/activities that have been found. Across grades and subjects and schools, curricula and academic tasks consistently emphasize rigorous habits and higher-order skills, or reflect planning to provide access for all students. Some teachers are beginning to reflect on the curriculum they teach in a way that addresses the various needs of their students. In other classes lessons are directed to the whole class. Multiple entry points for students were not observed. The AP courses follow a pathway from grade 7. The opportunities to take elective courses varies across the District.|The adoption of new, more rigorous standards has provided an opportunity for schools to reflect on the quality of their curriculum. Students are more likely to succeed when the curriculum is challenging, engaging and rigorous. The implementation of the District adopted curriculum in ELA and math varied greatly. Even when grades were following a scope and sequence the rigor varied from class to class. How the teacher engaged the students in the learning varied from worksheets to open ended performance tasks.|All schools saw great value in professional learning. However, there was significant variability from school to school in the nature and amount undertaken by teachers and leaders. Professional learning undertaken by teachers, ranged from where the emphasis was on off-site “training” focusing almost entirely on curriculum or operational procedures, to professional learning that was initiated by individual teachers. The TOSAs have introduced classroom-based instructional coaching and guidance. Survey results from the participant schools indicate that for many teachers, “teacher practice is highly Beverly Hills Unified School District: Academic Audit Report  generationready.com Page 28 influenced by their peers and less so on ‘research’ and ‘professional learning”. The positive is that this reflects high levels of collaboration among teachers. However, it also suggests opportunities for useful research based professional learning would aid the professional growth of teachers and often new strategies were not introduced.|Our primary focus is on Professional Development for our staff on the implementation and utilization of our standards based core curriculum and materials.|Met||2018
19643290000000|Bonita Unified|7|Bonita Unified School District monitors progress in meeting Priority 7 by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of study.     For the 2017-2018 year, 100% of the Bonita Unified School District’s students had full access to a broad course of study. Bonita made use of several tools to measure access to the broad course of study. Tools used were Aeries, Illuminate and an auditing tool for high school A-G course completion.|All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. The adopted course of study for grades 1 to 6 includes instruction in the following areas of study: English, mathematics, social sciences, science, visual and performing arts, health, physical education. Elementary students can access certain courses, such as visual and performing arts, both within and outside of the regular school day.   All BUSD secondary students have access to a broad course of studies within their school offerings. The adopted course of study for grades 7 to 12 offers courses in the following areas of study: English, social sciences, foreign language or languages, physical education, science, mathematics, visual and performing arts, applied arts, and Career Technical Education. Over time, BUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Currently, the A-G completion rate is an indicator of enrollment in the broad course of study. Bonita High School has a 67% completion rate, whereas, San Dimas has a 51% completion rate. A significant focus for the upcoming school year is to audit the barriers to enrollment in and completion of the A-G requirements. Although the percentages of students in our high schools have increased, significant effort and resources will be put forth to further increase these rates for the future.   Further, our high schools will focus on increasing the number of course offerings in the future. As an example, BUSD has expanded dual enrollment options for students for the ‘18-’19 school year and have plans to significantly increase these again for ‘19-’20.|Barriers preventing BUSD from maximizing broad course of study offerings to all students include transportation to programs outside a student’s regular school of attendance. In addition to programs offered within a student’s school of attendance, students can participate in dual enrollment courses and career technical education courses at satellite locations. BUSD will continue to maximize student opportunity to participate in these programs by expanding transportation options.|Results from our internal audit process for A-G completion will be a major impetus for identifying and eliminating any barriers that prevent students from enrolling in these rigorous courses. In the future, regular analysis of enrollment and achievement in all courses will help to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration Funds to support Priority 7.|Met||2018
19643370000000|Burbank Unified|7|The Burbank Unified School District uses a variety of tools to monitor that students have access to a broad course of study. The District looks at the data available in our student information system from the master schedule and disaggregate the information to get a better picture of access. In elementary the District has provided weekly music teachers for grades 2-5. There are also a variety of offerings, provided in partnership with parents, in the arts at different elementary schools including, drama and dance. These are on top of what the District provides. The District also reviews data about UC/CSU a-g completion rate available on Dataquest, graduation rates and grades. The District has also changed policy to allow students to self-select into Honors and AP courses, as long as they have earned a C in the prior class. The District has also included Music and CTE goals in the LCAP and expanded both of those offerings, including new Engineering and Medical pathways. The District already has fully developed career pathways in Digital Media and Business. The Business, Engineering and Medical academies are aligned with the NAF, a nationally recognized program of study. The requirements for these programs include internships, which is a growing element of our CTE program and has involved local business partners. Also a priority for the District has been the development of articulation agreements with local community colleges and dual enrollment courses offered on both high school campuses. Offerings are at both schools when possible, but students are allowed to attend either high school in order to access these courses. The District has also analyzed graduation rates and determined that EL students needed extra support in order to complete the graduation requirements. Initial credit courses were developed especially for EL students in the summer to allow them the opportunity to catch up and be on track for college. This was especially important for those students who recently arrived in grades 11 or 12.|The state CAASPP data showed limited growth in both ELA and Mathematics, but also revealed an achievement gap for our foster youth, homeless students, English Language Learners, and Students with Disabilities. The UC/CSU data and our grade data also revealed a problem with math, starting in the lower levels, but culminating with Algebra 2 becoming a stumbling block for students in meeting the college entrance requirements. This has led to to a District-wide k-12 focus on the area of math instruction.  A District team has been formed that participates in a state-wide collaborative to address these issues, with a focus on access for our targeted subgroups.|A key piece of the District efforts to address disparities in access to a broad course of study involves a steady stream of revenue. For example, the CTE pathways have been bolstered with one time rants, including the CTEIG and the CCPT. With the ebb and flow of state revenue, the district programs have either expanded or contracted. This creates pressure when attempting to augment programs. The District is committed to reallocating existing resources to address the specific concerns revealed in the data.|In response to the data, the District has responded in a variety of ways. Identified specific goals in the LCAP that support a broad course of study, including interventions, music and CTE Goal 1.4 Develop new strategies and enhance existing engagement supports and activities for parents of students who qualify for services as English learners, low-socioeconomic, homeless, foster youth, and Special Education students. Goal 4.1 Maintain the number of elementary music teachers to sustain the elementary music program. Goal 5.4 Increase the number of high school students who have completed a-g requirements for college eligibility. Goal 5.5 Increase student opportunities for achievement and success in Career Technical Education (CTE) classes and programs. Goal 6.4 Continue to develop and implement a comprehensive professional development plan for all staff on providing support and instruction to students with special needs in a least restrictive environment.  The District has also created a district -wide focus on math instruction, joined a state collaborative on math instruction, provided ample targeted professional development, dedicated supplemental funds to support our targeted subgroups with intervention classes, credit recovery, smaller classes and instructional assistants.|Met||2018
19643450000000|Castaic Union|7|Castaic Union School District tracks progress in meeting Priority 7 by annually reviewing courses, the master schedule at our middle school and ensure balanced classes at our elementary schools.  All students are in our Aeries student information system, where we are able to track the courses/classes and progress our students make during the course of the school year. Our district students K-8 are also assessed three times a year with a standards-aligned research-based ELA and MA diagnostic.  The scores from these two assessments also provide data in which to support our students in ensuring that our students have access to the core content areas as well as additional opportunities.|Castaic is a four-school district, with three elementary schools and one middle school.  Our middle schools offers courses in which students may continue their academic successes as well as experience new opportunities, such as art, debate, sports medicine, broadcasting and horticulture to name a few. All students have the opportunity throughout the year to participate in courses aforementioned and also participate in academic support...ie Success Advisory.  In our elementary schools, all students have access to all core content areas equally and equitably.  Our elementary sites have access to chrome books, arts integration, music and STEM activities.  Each school has it's own approach, but all students TK-6th grade have access to all activities, as our principals collaborate together when making decisions about courses and other opportunities for all students.|Castaic Union doesn't necessarily have barriers in providing access to a broad course of study for our students.  One barrier might include our size and the amount of base and concentrated funds received from the LCFF formula.  Most of our funding in providing access for all students comes mainly from our base funds.|Castaic annually reviews the LCAP and revises the actions in which to better support students' access or in providing additional opportunities in which to broaden their educational experience.  When reviewing the data this helps to inform our district as it makes decisions in regards to the opportunities offered for students.  Castaic receives input from stakeholder groups, such as PTA, Staff, Administrators, parent/guardians, community and students.  This also helps in the decision-making process in the types of courses/activities offered TK-8th grade.|Met||2018
19643520000000|Centinela Valley Union High|7|Goal # 3 of the Centinela Valley UHSD LCAP is to provide students with access to highly trained teachers, courses, programs, and 1:1 technology that support students' college and career readiness.  This goal is aligned to Priority 7 and the provision of a broad course of study for all students.  CVUHSD utilizes multiple tools to track the extent to which all students have access to, and are enrolled in, a broad course of study.  The District’s internally developed online LCAP progress monitoring tool tracks the percentage and number of students who: are enrolled in A-G courses; complete A-G course requirements upon graduation; are enrolled in Career Technical Education (CTE) courses; complete a CTE Course Pathway, and; are enrolled in an Advanced Placement (AP) course.  The District also utilizes an internally developed tool to track the number of CVUHSD students dually enrolled in El Camino College courses offered on campus within the school day.  In addition, course enrollment data based upon grade level, unduplicated student groups, students with disabilities, ethnicity, and gender are analyzed through the lens of equity and access.|For the 2017-18 school year, 100% of Centinela Valley UHSD students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).   This was largely supported by LCAP Action 3012, which endeavors to increase course access and reduce class sizes by increasing staffing to support implementation of the Linked Learning program and the co-teaching instructional model at all school sites, as well as to support implementation of the 8-period day for Hawthorne, Lawndale, and Leuzinger High Schools; provide release periods for fully credentialed and appropriately assigned teachers to coordinate college and career academies and special programs.  As an open enrollment district, CVUHSD provides students with access to nine career academies across three schools.  These academies also house the District’s dual enrollment courses offered in partnership with El Camino College.  Over the past two years, the District has worked diligently to ensure the expansion of dual enrollment course offerings across the District.  Additionally, the District’s students with disabilities have continued to be provided with an increasingly broad course of study through the co-teaching model.  Over the past three years, the percentage of students with disabilities included fully in general education courses has steadily increased as measured by both the local SELPA and CDE data.|The most significant challenge to providing access to a broad course of study for all students is working within the limitations of the instructional day, even given an 8-period day at Hawthorne, Lawndale, and Leuzinger High Schools.  Master schedules must be built to ensure that students needing intervention courses in English and Mathematics and English Learners also have access to all other courses, including Science, History/Social Science, World Language, Visual and Performing Arts, CTE, Physical Education, and Health.|The District will continue to utilize LCFF Concentration and Supplemental funds to provide an 8-period day at Hawthorne, Lawndale, and Leuzinger High Schools to ensure that all students have access to, and are enrolled in, a broad course of study.  CVUHSD will continue to partner with local post-secondary institutions to offer on-campus, within-the-school-day dual enrollment courses.  The District will also continue to implement the co-teaching model in both the SAI and the Functional Living Skills program to continue to increase access to a broad course of study for students with disabilities.  Additionally, in the 2019-20 school year, the District will open a Spanish Dual Language Immersion Program at all three traditional school sites, thereby increasing students’ access to courses taught in Spanish, allowing students from each of our three partner districts who have been enrolled in dual language programs in elementary and middle school to continue their bilingual education in high school.|Met||2018
19643520128488|Family First Charter|7|The LEA is using the data cabinet and in-house reporting to share, track and adjust measures taken to address the broad course of study. This is also aligned with our WASC and our LCAP.|All students have access to a broad course of study, delivery modes may vary, with some sites having more computer based resources than others. This past year has seen a growth in targeting high need students and in alignment with student needs.|We do not have any barriers other than closely targeting, which we are doing through student data and meetings/collaboration.|The LEA plans to develop expertise in the area of self-reflection through collaboration of teachers and administration and partnered with students and families to ensure ongoing student growth is designed to student needs.|Met||2018
19643520128496|New Opportunities Charter|7|The LEA is using the data cabinet and in-house reporting to share, track and adjust measures taken to address the broad course of study. This is also aligned with our WASC and our LCAP.|All students have access to a broad course of study, delivery modes may vary, with some sites having more computer based resources than others. This past year has seen a growth in targeting high need students and in alignment with student needs.|We do not have any barriers other than closely targeting, which we are doing through student data and meetings/collaboration.|The LEA plans to develop expertise in the area of self-reflection through collaboration of teachers and administration and partnered with students and families to ensure ongoing student growth is designed to student needs.|Met||2018
19643780000000|Charter Oak Unified|7|Charter Oak Unified School District tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and school schedules annually to assess the extent to which all students have access to and are enrolled in a broad course of studies.  Course enrollment reports developed in the District’s student information system identify access and enrollment based upon grade spans, unduplicated student groups and students with exceptional needs.|For the 2017-2018 school year, 100% of Charter Oak Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220 (a)-(i).  All COUSD students in grades TK-6 are enrolled in self-contained classrooms providing a broad course of studies.  All elementary schools offer access to instruction in the seven areas identified as a broad course of studies for grades 1-6 in California.  All COUSD secondary students in grades 7-12 have access to a broad course of studies within their school offerings as outlined in each school’s registration manuals.  Given that Charter Oak USD has five elementary schools, one middle school, one comprehensive high school, one alternative high school, and one virtual K-12 school all students have the opportunity to attend schools within the district based on their individual needs.|As a school district of 4800 students, other than LCAP funding, there are very few barriers preventing Charter Oak Unified School District from maximizing broad course of study offerings to all students. All students have the opportunity to attend schools within the district based on their individual needs.|Funding for all courses offered to students comes from the LCAP.  Regular analysis of enrollment and student course request helps to inform the District as it makes decisions each year on course offerings and using LCAP funds to support Priority 7.|Met||2018
19643940000000|Claremont Unified|7|Claremont Unified School District utilizes the following tools to track the extent to which all students have access to, and are enrolled in, a broad course of study:  Student Information System (Q); Local Accountability Plan metrics; Student Surveys; Single Plans for Student Success; CALPADS.|Claremont Unified School District currently offers Spanish at the middle school level.  The AVID program has been implemented at all secondary schools and five elementary schools.  ELs, SEDs, and Foster Youth Students are given extra points on the criteria selection form for the AVID program.  CUSD offers both Baldy View Regional Occupation Program and District operated programs to ensure students have access to Career Technical Education coursework.  CUSD offers an early college program through Citrus College.  Courses are offered at both Claremont High School and San Antonio High School at no expense to the students.  Students are provided musical instruments if they cannot rent or purchase their own, ensuring participation if desired.  Every school site has a Site Art Lead Teacher to ensure that the arts is being integrated into other content areas.  These SALTs are also trained in Teaching English Learners Through the Arts.  CUSD ensures that cost of AP, IB, and PSAT exams are not a barrier as CUSD provides all or partial funding for these students depending on the student need.  CUSD ensures that there are no differences across school sites or student groups in accessing a broad course of study.|One barrier to providing access to a broad course of study for all students is the double-blocking of EL students for English and English Language Development classes.  This makes it extremely difficult for students to enroll in an elective such as the arts.  Since we currently do not have an early period, e.g. “zero period”, this situation becomes more concerning.  Additionally, for elementary school students, strings and advanced strings and band are offered after school, and some of these classes are offered on other school sites making it difficult for students to participate.  Credit recovery is also a barrier.  When students need to make-up credits for failing classes, students lose the opportunity to take courses such as a 3rd year of Science.|To reduce the failure rate in Integrated Math I, the high school has implemented a two year course.  At the middle school, English Learners are being very carefully placed to ensure they have access to electives if appropriate.  In addition, a language enriched program is being offered this year at the middle school, AVID Excel.  Additionally, professional development is on-going at school sites for all content teachers on integrated ELD to ensure that all ELs can access core content effectively.  As part of the LCAP process, district leaders will conduct student focus groups at the high school to ensure that the student voice is heard and to ensure students feel supported.  Currently, students are participating in a Thoughtexchange to see what world languages they are interested in learning.|Met||2018
19644360000000|Covina-Valley Unified|7|All C-VUSD students in grades TK-6 are enrolled in a broad course of studies. All elementary schools off access and enrollment in the seven areas identified as a broad course of studies for grades 1-6.  C-VUSD also offers immersion programs in Computer Science and Coding, as well as open enrollment dual language programs at select schools. Elementary students can access broad courses and content, such as visual and performing arts, both within and outside the regular school day. All C-VUSD secondary students have access to a broad course of studies within their school offerings. While some schools offer specific pathways and specific programs with a course of study, secondary students are free to attend schools with the district that offer courses within their area of interest. For example at one comprehensive high school students may participate in an International Baccalaureate program.|Over time, C-VUSD has increased the number of options student have in selecting specific course that meet the broad course of studies parameters. For example, computer science/coding immersion has been funded through the LCAP and is part of the core content for all students in grades TK-8 and computer science/coding immersion is also a pathway at all C-VUSD secondary schools. Students of all subgroups have access to a broad course of study. C-VUSD has implemented a co-teaching program in it’s secondary schools that provides access to the broad course of study to students in Special Education.|Barriers to maximizing access to a broad course of study are time during the school day and specialized credentialing requirements for programs. This is especially prevalent in secondary Career Technical Education (CTE) pathways.|Regular analysis of enrollment in broad course of study course help to inform the district as in makes decisions on offerings and using LCAP Supplemental and Concentration Funds. An example is that C-VUSD offers a seven period day to all secondary students. This period is part of the regular program and allows students to participate in additional broad course offerings and pathways.|Met||2018
19644440000000|Culver City Unified|7|Culver City Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 school year, 100% of Culver City Unified School District’s (CCUSD's) students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All CCUSD students in grades TK-5 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6.  Students experience a robust arts program consisting of music and visual arts as well as exposure to theater and dance.  Each school supports students' language acquisition and design thinking needs through a Makerspace experience.  CCUSD's secondary students benefit from a robust arts and STEM programs as well. Culver City Middle School students are able to choose classes that offer exposure to many arts disciplines and well as engineering and 2 and 3-D Animation. Culver City High School Students are able to focus their passion in arts and STEM disciplines through CTE pathways such as theatre, technical theatre, architectural design, and software development.  Students in both the middle school and high school have access to AVID electives.  Additionally all students have open access to accelerated classes in the middle school and honors and advanced placement classes in the high school.|Barriers preventing Culver City Unified from maximizing broad course of study offerings to all students include a lack of time during the school day. Before and after school enrichment programs in arts and tutoring allow for additional time beyond the school day for students to attain grade level standards.  Funding for these before and after school sections come from the LCAP as well as Parent Sponsored donations.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support priority 7.|Met||2018
19644510000000|Downey Unified|7|Downey Unified elementary schools provide all students access to core instruction in all content areas.  Schools utilize iReady scores to level students during intervention blocks to ensure that all students are provided the support they require to meet all content state standards.  All students are required to take a diagnostic assessment (iReady) three times a year in order to track their progress in achieving state standards.  At a granular level, schools utilize the running records, standards-aligned formative assessments (as defined by Professional Learning Communities) to ensure alignment and integration of resources, staffing, and scheduling so that low-income students, English Learners and Foster youth received focused academic and non-academic support in meeting district goals. All schools are required to submit instructional minutes that are reviewed and approved by our Executive Instructional Team to ensure that all content areas have sufficient time allotted to meet each grade level mastery of state standards.     Downey Unified secondary schools use A-G course completion, Graduation rates, College acceptance and enrollment data, and CTE course enrollment to track student access to a broad course of study. At a granular level, schools utilize the Master Schedule, Academic Guidance Reports (AGRs), and standards-aligned formative assessments (as defined by Professional Learning Communities) to ensure alignment and integration of resources, staffing, and scheduling so that low-income students, English Learners and Foster youth received focused academic and non-academic support in meeting district goals. Each school’s Master Schedule outlines the District’s broad course of study and allows for the monitoring of equity and access by generating multiple reports based on student subgroup demographics. Reporting functions include checking for trend data, demographic enrollment data, rigorous course enrollment data, and tracking four-year graduation plans for high school students. Our Student Information System produces Academic Guidance Reports (AGRs) that both middle school and high school counselors use to create individual learning plans for each student. AGRs allow for documentation and monitoring of student progress toward graduation. AGRs also allow schools to highlight trends based on grade spans and specific subgroups of students.  At each school, Professional Learning Communities within each core subject area utilize formative assessments to help target essential skills and standards for student progress monitoring. These assessments inform targeted support for sub-group student populations.|In 2017-2018 our Board of Education approved a new plan to better prepare all students for college by making the graduation requirements consistent with the UC/CSU “a-g” requirements. Utilizing the Master Schedule, Academic Guidance Reports (AGRs), and standards-aligned formative assessments to ensure alignment and integration of resources, staffing, and scheduling, our high schools recognized the need to offer a broader course of study. Thus, they have added 20 elective courses that meet a-g criteria. In addition, the district has implemented an eight-year plan requiring that all students complete three-years of math, two years of a world language, and one year of a visual performing arts class. By 2026, the goal is for all of our students complete all “a-g” courses with a “C” or better.  All elementary schools are on-board to provide the necessary supports and resources to ensure that all students, including our low-income, English Learners, Foster and Homeless youth, meet the state requirements for mastery in all content areas and our new graduation requirements.  Through our LCAP, all elementary students are provided additional STEAM access.  A team of 15 teachers provide STEAM instruction to all students TK-5th grade twice a month for 90 minutes each time.  Additionally, our secondary schools (grade 6-12) offer a full range of courses serving the college-and-career bound student. Over 90% of the classes offered, meet UC/CSU “a-g” requirements. Twenty-one Advanced Placement (AP) courses are available to all students in the areas of English, math, science, social science, foreign language, art, and music. Targeted programs are in place to address both the academic and non-academic needs for students. Some of these include: 1) Designated ELD courses that promote reclassification of our English Learners. 2) The Advancement Via Individual Determination (AVID) program provides focused academic and non-academic support for our low income student to matriculate to college.  AVID, as a district initiative, has robust school-wide programs at both comprehensive high schools, all four middle schools, and one elementary school. 3) Career Technical Education (CTE) programs at the high school level provide fully developed career pathway opportunities for students. At the middle school, Project Lead the Way (PLTW) Gateway electives offer project based learning modules including topics such as Green Architecture, Medical Detectives, and Computer Science.  Our current course of study at the middle and high school level provides diverse, rigorous options for ALL our students.|Utilizing our iReady scores, our elementary schools continue to work on finding additional blocks of time to provide more intense intervention support in the area of Math instruction.  The instructional time blocks that are currently maximized create a barrier in finding additional time for math intervention without impacting core instructional minutes.  Currently, schools are embedding math intervention time before and after school and during centers where students can access the online instructional intervention tool provided through iReady.   Utilizing our Master schedules, AGRs, and Targeted formative assessments, our schools have recognized and are currently addressing several barriers at the secondary level that have prevented all students from accessing a broad course of study.  Barrier 1: In the rollout plan for our new “a-g for all” graduation requirements, we discovered that our “a-g” completion rate for our comprehensive high schools was 52%. By further analyzing that “a-g” data and our Master Schedules at the high schools, we discovered that we did not have enough seats for all students to access the coursework necessary for “a-g” completion.  Specifically, we did not have enough space in our Visual and Performing Arts and Foreign Language courses.  Barrier 2: In close examination of our Academic Guidance Reports, we discovered a high fail rate for Algebra II and four years of college prep English as a barrier to student success. As a result of these failing courses, students had to retake courses to earn credits which left no room in their schedule for broader course options.  Barrier 3: At the middle school level, mandatory placement into a year-long intervention class posed a Master Schedule barrier to at-risk students’ access of elective courses. AGR analysis mandated that we revise our intervention policy and revamp how we offered core academic support at the middle school level.  Overall, we determined that at the secondary level, we needed to create solutions based on individual student needs by better aligning our resources, staff, and budgetary allocations to match those priorities.|As a result of the analysis of elementary iReady math scores, our instructional coaches in the area of Math are providing teachers resources and support on how to embed more intense intervention in the are of Math.  Professional developments have been designed to support teachers on how to best meet the needs of all their students, including their low income, English learners, Foster and Homeless Youth.  The district provides all students free access to the Instructional Online Intervention tool that is designed for each individual student based on their diagnostic assessment.  This service is free to all elementary schools students and can be access on any device.  As a result of the analysis of our A-G course completion, graduation rates, college acceptance and enrollment data, and CTE pathways to track student access to a broad course of study, Downey Unified has made several changes to better meet the individual needs of all of our secondary students.  Barrier 1: In response to increasing our “a-g” completion rate, we significantly expanded our summer school offerings by adding more Apex Online courses as well as our traditional summer school courses.  Barrier 2: By adding a third term of summer school to our Master Schedule, students are able to make up credit deficiencies as well as earn original credit for courses such as Health, Art 1 and 2, and PE, therefore opening up their schedules for more diverse course options.  As well, we have added zero period and 7th period options during the regular school year enabling more students to participate in AVID, CTE, and AP courses.     Barrier 3: At the middle school level to address student access to elective courses, we created a task force to review entrance and exit criteria for the academic support classes. Through the task force, we determined that our four middle schools were highly inconsistent in how they placed students in intervention classes. Therefore, we revised our entrance and exit criteria for our core Intervention courses permitting students to move more fluidly in and out of academic support classes .Middle schools have also  added zero and 7th period PE and elective options. This allows students to access alternative core subject and elective courses. By modifying the Master Schedule, students have more choice and access to a broader course of study.|Met||2018
19644690000000|Duarte Unified|7|Duarte Unified analyzes the extent to which all students have access to, and are enrolled in, a broad course of study. Each year, administrators review the master schedule at each school site to ensure that all students have access to a broad course of study through the appropriate allocation of staff and resources. Administration reviews the enrollment of all courses to monitor the access to a broad course of study for unduplicated student groups and individuals with exceptional needs. Tools that are used for placement of students in a broad course of study includes teacher recommendation, state/local assessments, parent recommendation, GPA, Lexile level, previous course completion and review of teacher schedules.|Students at each of Duarte’s K-8 campuses have access to the core curriculum, as well as a range of electives and expanded learning opportunities. These courses include: instrumental and choral music, dance, foreign language, Project Lead the Way, advanced mathematics, and AVID. Additionally, each school has identified its own schoolwide focus, offering all students at that site with access to specialized expanded opportunities. For example, one of the schools hosts an International Baccalaureate program while another school has an Artful Learning program. Through the intra-district transfer process, all students are eligible to attend another district school, thereby increasing access to a variety of course offerings that may not be available at the school in their attendance area.   At the high school level, through the analysis of the master schedule and the allocation of resources, all students have access to a broad course of study. Our high school offers a variety of programs and pathways including Early College. Intentional scheduling of courses eliminates barriers to students so that they are better able to enroll in the course of their choice. Unduplicated pupils are enrolled in these programs based on student interest and placement criteria. Counseling staff work with students to ensure that all student enrollment in the broad range of offerings is maximized and equitable. The master schedule is designed with optimal flexibility, which increases the time students with exceptional needs are learning in the general education setting. The successful completion of a broad course of study is further supported through an ongoing credit review process. Students who may be credit deficient are provided options including online courses and directed studies.   Duarte Unified prioritizes a broad course of study for all students as memorialized in the LCAP Goal 2 and the District’s Strategic Plan (CAP) Strategy 2(c): Establish rigorous high school academic programs designed to prepare students to meet no less than University of California and California State University admission standards.|All efforts are taken to ensure access to a broad course of study for all students, yet some barriers remain. In some of the smaller schools, it is not feasible to offer as many elective options as the schools with a larger student enrollment. The District has mitigated this barrier by prioritizing small class sizes. Through the use of Supplemental and Concentration Funding, expanded learning opportunities are offered at the school sites that have low enrollment. Itinerant teachers are deployed to the sites to teach specialized courses such as art, music, dance and foreign language. At the high school level, student performance in prerequisite courses limits some students’ access to a broad course of study. Those students who struggle academically may be credit deficient and may need to repeat a class. Students who need to make up credits do not have time in their schedule to benefit from a broad course of study. As a result, interventions are needed the first time a student takes a class to ensure success completion. Additionally, some students who are classified as long-term English learners have limited access to a broad course of study if they are struggling to complete prerequisite classes. Supports are essential for students who are English learners in order to access the academic language needed to enroll in and successfully complete a broad course of study.  Additionally, completion of courses required for UC/CSU (A-G completion) is lower than desired due to a local policy which grants graduation credit for students who receive a “D” in the class. As a result, while students are enrolled in the appropriate broad range of study required for UC/CSU, the actual A-G completion rate is lower than anticipated.|The schools continue to work on creative solutions to ensure access to a broad course of study for all students. Unduplicated pupils are provided additional support for success in rigorous classes. These supports include school supplies, uniforms and clothing, attendance initiative, 1:1 digital devices, portable Wi-Fi, AP fee waivers, and tutoring. Another action to increase access to a broad course of study is to offer an alternative location for middle school students to take a course that may not be available at their own K-8 campuses. This will be accomplished by consolidating specialty courses at the high school. Grade 8 students will be transported daily to the Duarte High School where they can take Spanish, Mandarin, Drama, Choir and Advanced Math.   At the high school level, administration is working with all content departments to carefully monitor enrollment in course offerings. Student outcome data of each department’s classes inform the master schedule. Another action that will support the expansion of a broad course of study is the retention of students from transferring to schools outside the district. Low enrollment limits the course offerings. As the overall enrollment increases, the school is able to offer a broad range of courses. Additionally, the Special Education Department regularly monitors Individual Education Plans (IEP) to maximize students’ time learning in the general education setting. As a result, student enrollment in electives will increase which, in turn, will impact the master schedule. Expanded learning opportunities will become available for all students, as the numbers of students enrolled in general education classes increases.|Met||2018
19644690128736|Opportunities for Learning - Duarte|7|The guided personalized learning format aligns with the OFL-Duarte mission of serving the needs of the individual student and permits each student to tailor his or her work pace to meet individual academic and post-secondary goals. Students are assigned coursework to complete each week and attend regular appointments with their mentor teacher for instructional support, clarification on content, and assessment. Each student is required to complete a minimum number of units each four-week learning period to stay on pace for cohort graduation. Students who are in need of credit recovery or who are seeking to graduate early may complete more units per academic school month. Each student’s self-guided units will be completed in student activity workbooks (SAWs) and through completion of performance tasks embedded into the coursework. SAWs contain rigorous curriculum and include Internet activities, essay writing, and other various methods of assessing student learning per subject matter. In addition, students take a diagnostic assessment, RenStar, to determine appropriate course placement. Students assessed as below grade level in math and English are immediately placed in intervention courses, such as Accelerated Math, Accelerated Reader, or Critical Literacy. Teachers and Student Advisors analyze students transcripts to ensure proper course placement. Online prerequisite CTE courses are offered through APEX for students pursuing a vocational post secondary career.  On site CTE courses in construction are offered as well, giving students the opportunity to learn a trade through hands on experience. Students also have access to experiential learning opportunities through field trips, post secondary cohorts, service learning opportunities, and social emotional curriculum. Students have the opportunity to participate in soccer, volleyball, basketball, softball, and flag football.|All OFL-Duarte students have access to a broad course of study. Our blended learning model gives access to Direct Instruction curriculum, Independent Study Curriculum through Student Activity Workbooks, and online curriculum through APEX. All Core subjects are A-G approved curricula. Direct Instruction courses that are offered to students differ at every center. Courses taught are based on student course completion data. Teachers and center leadership analyze this data to determine what Direct Instruction courses need to be offered. Students are welcome to travel to different learning centers to attend a course not being offered at their learning center. Additionally, EL and Special Education students requiring differentiated instruction to support their learning needs have access to RTI curriculum through RenStar Accelerated Math, RenStar Accelerated Reading, Advanced Literacy courses, and Achieve 300 courses. RTI curriculum is available to all students who need additional academic support to ensure they are meeting grade level standards. Over the years the need to support college bound students has increased. To address these particular needs, AP courses have been offered in both Direct Instruction classes and through APEX at various learning sites. Our curriculum department has developed a universally accessed website to divulge monthly curricula data to identify monthly course unit completion and passage rates, and standards mastery for all Direct Instruction classes. This website also validates that all students have access to a broad course of study. “Hands on” CTE courses are offered in learning centers that have been identified as having a high need for vocational education. Experiential Learning can differ among learning centers based on local community resources and post secondary options. Students have the opportunity to earn their PE credits through the OFL sports program.|Barriers preventing access to a broad course of study vary from school site, largely dependent on student demographics. For example, technology needed to access online APEX courses may be an issue for a center with a higher number of students identified as FRMP, but may not be for a center with a lower number of FRMP students. Another barrier to a broad course of study is transportation to participate in Direct Instruction courses. Often the Direct Instruction courses require additional attendance from the student. Transportation can also be a barrier for a student who wishes to attend a different learning center for a Direct Instruction course not being offered at their learning center. Transportation is also a barrier for students wishing to participate in CTE or experiential learning opportunities. Another barrier for students to access a broad course of study is social-emotional barriers, such as anxiety and depression, which limit the students desire to access all OFL resources.|Students who do not have access to the required technology for online courses are assigned additional appointments in the center to access technology. Students who experience issues with transportation to participate in a Direct Instruction course are offered a bus pass. Shuttles are provided to students who wish to participate in “Hands on” CTE courses. Students who wish to take an A-G course, not currently offered through OFL’s offered A-G course catalog, are able to concurrently enroll in a Community College.   Social-emotional barriers, such as anxiety and depression, are supported through OFL school psychologists supporting both students with IEP’s and general education students. School psychologists facilitate student groups that specialize in social-emotional awareness and coping skills.|Met||2018
19644770000000|Eastside Union Elementary|7|EUSD ensures that all students TK – 8 have access to, and are enrolled in a broad course of study by undertaking a comprehensive review of programs ensuring that students receive full access to studies as defined by California Education Code 51210 and 51220(a) – (i). Williams Compliance provides clear evidence that all students in EUSD have core content (ELA/ELD, Math, Science, Social Studies), board adopted, curriculum and each student has their own text book or student materials in each of these subjects.  At our elementary schools we provide a model school day template to principals.  District administrators review school and classroom schedules to ensure that all content areas are incorporated and students receive instruction in English Language Development, Physical Education, and Visual and Performing Arts. At the elementary schools an art teacher and a physical education teacher rotate between schools to support the instructional program.  Special Education schedules are included as appropriate. At our middle school, district administrators and the principal review the master schedule and teacher rosters to ensure that all students (general education and special education) are receiving a comprehensive program that includes all core content (ELA, Math, Science, Social Studies) and students have access to electives.  Additionally, teacher credentials are cross referenced with classroom rosters and teacher assignments to ensure that students are taught by appropriately credentialed teachers.|At EUSD 100% of elementary students have access to, and are enrolled in, a broad course of study. At our middle school, 100% of students have access to, and are enrolled in core content (ELA/ELD, Math, Science, Social Studies, and Physical Education). The majority of students (approximately 81%) have access to one elective class during each semester. The elective courses include music, drama, Advancement Via Individual Determination (AVID), and Project Lead the Way (PLTW). Approximately 19% of students at the middle school are English learners, and are currently assigned to English Language Development (ELD) during their elective.|Currently, the structure of the six period school day at the middle school means that English learners must access their English Language Development (ELD) during their one elective class each day. The school does not offer zero period or after school seventh period options for students. Additionally, there is no formal art teacher on staff.|As a result of this finding, EUSD is developing Extended Learning Opportunities to allow English learners and other students access to additional curriculum options, especially in the area of Visual and Performing Arts. EUSD is planning to add an art teacher to the staff in the 2019-2020 school year.|Met||2018
19644850000000|East Whittier City Elementary|7|East Whittier City School District offers a broad course of study to all of its students enrolled in their K-8 schools. In order to track the extent to which all students have access to the broad course of study, EWCSD utilizes its Student Information System (SIS), Aeries, to monitor the master schedule, course offerings, and student placement. The SIS was used to determine if unduplicated student groups and/or students with IEPs had equitable access to a broad course of study.|At the elementary sites, the VAPA model provides K-5 students with enrichment instruction in the areas of visual and performing arts and physical education. This model allows all EWCSD students the opportunity to experience VAPA instruction every two weeks. Our teachers follow a progression of skills that are aligned to the 21st century and visual and performing arts state standards. This program model is consistent among all ten elementary schools. Some school sites, where teachers have received additional training, students have the opportunity to engage in coding, robotics, and in some instances, fee-based after-school opportunities.  Currently, in our middle school setting, there are three different models for providing a broad course of study for grades 6-8. Keeping in mind that the number offerings EWCSD is able to offer is contingent upon student enrollment, schools create their elective offerings. Our models include elective wheel based on their grade level,  student interest, and student academic needs. Over the course of the last three years, LCAP supplemental funding has enabled middle schools to offer videography, robotics, coding, and other STEM-related offerings both during the day and after school.|All of our elementary sites do provide a broad course of study to all students. However, at the middle school level, barriers exist that prevent schools from offering more variety of course offerings, particularly with unduplicated students. For example, a student's individualized education plan can limit access to more variety to their desired elective based on the time of day it is offered. Also, students who are acquiring the English language also have limited opportunities to have a broader course of study.  If they are not making adequate progress towards English proficiency, their elective is a designated ELD class.  The goal is to accelerate their language proficiency and reclassify while enrolled in the designated ELD class. This will allow for greater access to broader courses? of study once they have reclassified.|The District continues to make on-going efforts to provide more course offerings to students at the middle school level. After analyzing our data, the District office and the middle schools must continue to review course offerings, master schedules, enrollment, teacher credentials, and funding to find innovative ways to broaden to the courses of study for all students. In addition, the District will continue to pursue broadening the courses of study in the following ways: (1) Researching pathways to offer courses that will complement programs in the high school district; (2) creating a master schedule ensuring that students are able to accelerate, remediate, intervene, and access more variety of course offerings while at EWCSD; and (3) building the capacity of our existing teachers allow for expanding our elective offerings in STEM, VAPA, and other CTE related courses; (4)remodeling science labs at the middle schools.|Met||2018
19645010000000|El Monte City|7|For the 2017-2018 school year, all students in the El Monte City School District were enrolled in a broad course of study as defined by EC 51210.   This is monitored through our student information system, which assigns all students to the courses identified in EC 51210 (English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health and Physical Education.  Additionally, English Language Learners are scheduled into an English Language Development class.|Kindergarten through sixth grade students in the El Monte City School District have access to and are enrolled in a broad course of study as defined in the California Education Code (EC) 51210, including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.  Additionally, English Learners receive 45 minutes of English Language Development instruction daily.  Students with exceptional needs are scheduled based on the goals, objectives, and services identified in their individual education plans (IEPs).  Students in grades 7-8 also have access to and are enrolled in a broad course of study as defined in the California Education Code (EC) 51210, including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.  English Learners receive 45 minutes of English Language Development instruction daily in the place of a visual and performing arts class.  Students with exceptional needs are scheduled based on the goals, objectives, and services identified in their individual education plans (IEPs).|The most significant barrier exists for English Learners in the middle school grades (seventh and eighth grade) who have not met Language Reclassification criteria.  These students, identified as Long Term English Learners (LTEL), are placed in English Language Development classes until they are able to meet reclassification criteria.  As a result, LTEL students are not able to enroll in classes such as Visual and Performing Arts, and Music during the instructional day.  Given that our district is K-8, we have prioritized the acquisition of language fluency for all students before they transition to high school. State Assessment results show that students who meet reclassification criteria perform well. In our case, over sixty percent of RFEP students meet or exceed standards in English Language Arts, and over fifty percent meet or exceed standards in Mathematics|To address the language fluency barrier, the LCAP includes actions that offer additional support for LTEL students.  The district offers extended learning opportunities during the summer that provide academic support to LTEL students. In addition LCAP provides funding to provide a Teacher on Special Assignment (TOSA) to every school in the district.  The TOSAs provide instructional support to teachers in different areas such as Guided Reading and differentiated instruction.  Lastly, the LCAP provides funding to provide supplemental ELD materials.|Met||2018
19645190000000|El Monte Union High|7|The District uses an in-house Student Information System (SIS) that allows us to review course offerings and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of study. The system also allows us to track each students' progress towards meeting graduation requirements, but also a-g requirements. Specific reports are extracted from our SIS system that allows us to identify any discrepancies in student schedules.|All students have full access to a broad course of study. Classes are offered at different times throughout the day, but some are also offered after school at different schools. Transportation is offered that allows students to take a class after school at any school throughout the district. The District also offers an online credit recovery program that allows students to retake a class from anywhere there is internet service.|A barrier that might prevent the EMUHSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day.|The district continues to look at new ways to offer a broad course of study to students including a new online learning program that is scheduled to be instituted in the Spring. The District is also working with each school to identify CTE pathways at each site and then allow students the opportunity to take the different pathways at the different sites (either during the school day or after school hours).|Met||2018
19645270000000|El Rancho Unified|7|All students have access to and are enrolled in a broad course of study. District and school site staff review course offerings, class schedules, and verify students’ schedules in the student information system to monitor and ensure all students, including unduplicated student groups and individuals with exceptional needs, access a broad course of study. Course enrollment reports provide additional information that the district utilizes to monitor access and enrollment in a broad course of study.|All elementary students in the ERUSD in grades transitional kindergarten through grade 5 are enrolled in a broad course of study as part of a well-rounded educational experience. The eight  elementary schools offer access and enrollment in the seven areas that comprise a broad course of study for grades K-5, inclusive of English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Some visual and performing arts courses are available during and outside of the regular school day.  At the secondary level, students have access to a broad course of study within their school offerings. Each middle and high school has identified various pathways with specific programmatic components within a course of study. School of Choice options are available so that students may access courses within pathways that meet their interests. Examples of middle/high school pathways include: STEAM, Performing Arts, Law, Medicine, Engineering, Science, Hospitality, and Digital Arts. Other examples of offerings include Project Lead the Way, Career Nursing Assistant, Building and Construction Trades, Emergency Responders, Medical Core, Automotive, and the Culinary Arts. Additionally, El Rancho High School and Ellen Ochoa Prep Academy also have the distinction of being International Baccalaureate World Schools. All high school students enroll in an Ethnic Studies course to foster cultural awareness and acceptance of diversity in order to fulfill high school graduation requirements.|Barriers preventing the district from providing greater access to a broad course of study include a lack of time during the day to program greater offerings and competing electives at the secondary level.|Maintaining and expanding programs that provide students with access to a broad course of study, as well as prepare students for college and career is a priority for the district. Identifying funding for before and after school opportunities through Local Control Funding Formula (LCFF) monies and/or supplemental funding is considered on an ongoing basis. Ongoing analysis of students’ enrollment and engagement in learning options helps to inform local decision-making to address Priority 7.|Met||2018
19645350000000|El Segundo Unified|7|We use Powerschool our student information system to track enrollment by groups.  We have counselors at all grade levels to ensure all students have access with a specific focus on our unduplicated student groups and individuals with exceptional needs.|All school sites offer a broad course of study and ensure that all students have access.   Over the past five years unduplicated students are more closely monitored and supported through and with the Local Control Accountability Plan.|We feel we are able to provide access to a broad course of study for all students.|We will continue to monitor and ensure that all students have access to a broad course of study in every school and grade level.|Met||2018
19645500000000|Garvey Elementary|7|Local Measures  Garvey School District uses the following local measures to assess the extent to which all students, including English Learners, low-income students, foster students, and students with disabilities, have access to and enrolled in a broad course of study.  ? Course Offerings (for TK-6 and Grades 7-8) Course offerings are reviewed to assess the extent to which the required core subjects for each grade span are offered by all district schools. ? Class Daily Schedules (for TK-6)  Class Daily Schedules for TK-6 schools are reviewed to assess the extent to which the required core subjects are provided to all students, including the unduplicated students and students with exceptional needs in SDC and RSP settings.  ? Master Schedules & Student Class Schedule (for Grades 7-8) Master Schedules and individual Student Class Schedules for Grades 7-8 schools are reviewed to assess the extent to which the required core subjects are provided to all students, including the unduplicated students and students with exceptional needs in SDC and RSP settings.|Summary of Findings  Grades 1-6 All required courses are provided by all district elementary schools for all grades 1-6 students, including English learners, low-income students, foster students, and students with disabilities. The courses include: ? English  ? Math ? Social Science ? Science  ? Visual and Performing Arts ? Health ? Physical Education  Grades 7-8 All required courses are provided by the District intermediate schools with the exception of Foreign Language.  ? All Grades 7-8 students, including English learners, low-income students, foster students, and students with disabilities in SDC and RSP settings, have access to the currently adopted courses which include:   ? English  ? Math ? Social Science ? Science  ? Visual and Performing Arts ? Physical Education ? Career Technical Education & Applied Arts (Course Title: 21st Century Learning)|Barriers All required courses are provided by all district schools for all students, with the exception of foreign language in Grades 7-8.|New Actions  Foreign Language will be added to the Course Offerings in Grades 7-8 as an extension to the Dual Language program offered in elementary schools.|Met|For a detailed report on the Local Performance Indicators for 2017-2018, please refer to this link: https://www.garvey.k12.ca.us/apps/pages/about/lcap|2018
19645680000000|Glendale Unified|7|GUSD tracks the extent to which all students, including unduplicated and students with exceptional needs have access to, and are enrolled in, broad course of studies through ongoing monitoring review of District  and school course offerings and schedules. For the 2017-18 school year,  all GUSD students  in  grades TK-12  had equal access to a  broad course  of  study  that  helped prepare them, upon graduation from high school, to meet the requirements and prerequisites for admission  to  California  public  colleges  and  universities  and  to  attain  entry-level  employment  skills in business or industry.  All elementary schools offer access to all areas defined by California Education Code 51210 and 51220 (a)-(i)  as broad courses of study for grades 1-6 including visual and performing courses offered within and or outside of the regular school day. For grades 7-12 specifically, the course of study includes instruction in skills and knowledge  for  adult  life,  career  technical  training,  and  a  timely  opportunity  for  all  otherwise  qualified  students  to  enroll,  within  four  years  of  graduation,  in  each  course  necessary  to  fulfill  the  requirements  and  prerequisites  for  admission  to  California  public  colleges  and  universities. Career Technical Education (CTE) is a program of study that involves a multi year sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to postsecondary education and careers.  GUSD CTE programs follow the CTE model curriculum standards and 98% of GUSD CTE pathway courses have been approved by the UC’s for a-g credits. All GUSD students have equal access and opportunities to CTE pathways.|For the 2017-2018 year, 100% of Glendale Unified School District’s students had full access to a broad course of study as defined by California Education Code 51210 and 51220 (a)-(i). Students with disabilities continue to be provided access to broad courses of study based on least restrictive environment determination.  GATE and enrichment programs are offered within and outside the regular school day.  All subgroups, including English Learners, socioeconomically disadvantaged students, homeless and foster youth, and students with disabilities have access to a broad course of study in all subject areas. GUSD CTE programs follow the CTE model curriculum standards and 98% of GUSD CTE pathway courses have been approved by the UC’s for a-g credits. All students have equal access and opportunities to CTE pathways. GUSD continues to expand CTE program courses that are UC/CSU approved with 16 courses A-G approved for the 2017-18 school year and 26 courses approved for 2018-19 school year.|The major barriers preventing GUSD from providing access to a broad course of study to all students are time and scheduling.  GUSD consistently evaluates the effectiveness of scheduling and planning processes to maximize course availability to all students to ensure broad and equitable access.|Glendale Unified School District is currently developing a dynamic dashboard based on State and Local indicators to provide schools with formative, timely, and actionable data throughout the year intended to foster data-driven decision-making.  The dashboard also serves to tightly align school goals and Board and LCAP priorities to the California State Dashboard and the Local Control and Accountability Plan (LCAP).  The goal is to have the dynamic dashboard mirror the format of the CA State Dashboard for ease of use, availability of real-time data pulled from the district’s Student Information System, as well as opportunities for schools to identify areas of strength and growth throughout the year and opportunities for intervention.  Schools will be able to gather details about multiple data points to identify students needing support. District and schools will also be able to expand dashboard items in efforts to gain additional data points to help escalate student achievement. Since the dynamic dashboard is developed from LCAP State and Local Indicators, the work of various district departments will be closely tied to the dashboard data points, including Categorical Programs, Educational Services, Educational Technology and Information Services, Facility and Support Operations, Student Support Services, and Teaching and Learning.  The dashboard will be shared with District personnel to ensure seamless support. The dashboard will allow the district to monitor access to broad courses of study with individual student level and subgroup level data including access to CTE courses, AP courses, and other programs.|Met||2018
19645760000000|Glendora Unified|7|The district utilizes the District’s Aeries database, Illuminate, and the master schedule, A-G completion rates, CTE enrollment numbers and student feedback at the secondary level to disaggregate data on which students are taking what courses, based on their individualized plans, graduation requirements, and interests.  At the elementary level, all classes are self-contained and the multiple subject teachers provide the curriculum in English, Math, Science, History Social Science, Science, PE, and Art /Music with itinerant teachers in Music and PE at the fourth and fifth grade level.   The District provides additional ELD support in both English and History Social Science for English Learners as students indicated these are the two content areas of greatest need for daily support.  In addition, transportation is provided to students who are interested in offsite CTE courses offered through the partnerships the District has with the Fairplex and ROP.|All students have access to a broad course of study, inclusive of unduplicated student groups and individual with exceptional needs.  Glendora Unified added a 0 period PE class at the secondary level at all sites, so students with exceptional needs and English Learners did not have to forfeit an elective class to take either a learning center class or ELD.  This addition allows all students to access a broad course of study.  In addition, the district does a preliminary master schedule to make sure that there are enough sections of all core classes.  At the high school level, credit recovery classes and summer school classes are made available to make sure students continue to stay on track for graduation.  The same elective classes, music classes and art classes are available at both middle schools to provide equal access and equity between the campuses.  All five elementary campuses offer courses in all curricular areas and utilize the same curriculum.  The CDE Dataquest data supports that GUSD students have access to a broad course of study and that access is equitable to UDP’s and students with exceptional needs.|Currently, the two barriers identified are IEP requirements that specifically address the student’s coursework and financial restrictions due to funding.  There are no barriers identified in providing access as students are all accessing a broad course of study.  Potential future barrier could be any reduction to staff due to budget constraints, so the District will continue to monitor.|The District will continue to closely monitor student groups and course offerings to assure students are able to access a broad course of study.  Student interests will be considered in the development of future elective courses as well as Career Tech Education courses.  The District will continue to work on building outside partnership or dual enrollment opportunities to broaden the options available to students.  The District currently has 5 CTE pathways, 1 CISCO certification pathway and is developing a medical pathway.|Met||2018
19645841996305|Gorman Learning Center|7|GLC uses a Student Information System in order to track the extent to which all students have access to and are enrolled in a broad course of study. Through this system, each student has a developed Master Agreement that specifies the courses of study and instructional materials being used. This system allows the school to track student access through reports that identify course of study for each of the following groups: student grade spans 1-6 and 7-12, Unduplicated Pupil groups and students with exceptional needs.|All students have access to independent study courses and corresponding standards-aligned instructional materials, including a-g courses, CTE pathways, and AP/Honors courses. All students have access to credentialed teachers who develop a plan including how direct instruction will be provided, in what learning environment, and with what frequency. There is also a high baseline of parent engagement, in that the personalized learning model requires daily oversight of the student’s work completion and regular direct instruction and support provided by the parent.  Many students have access to additional options for courses and materials, but this access varies depending on the student’s geographical distance from and ability to acquire transportation to the school’s facilities-based resource centers, on the student’s family income as it impacts home internet access, and on the student’s English Learner status as it impacts school staff’s and third party vendors’ ability to work with the family effectively.|Students from low income families experience barriers regarding transportation to school facilities, which in particular impacts their ability to complete science lab work, and maintaining consistent internet access in the home, which impacts their ability to enroll in online courses and services. Students with disabilities, English Learners, and struggling students for whom virtual services are provided by the school, need consistent internet access.|Students without access to facilities-based science labs can acquire home labs. The school has partnered with a third party vendor who provides lab instruction in multiple additional locations.  The LEA has initiated and is ramping up implementation of a schoolwide effort to provide every student experiencing barriers to internet access with managed access via mobile hotspot devices, paid for by the school.  The LEA is providing transportation to Homeless Youth in order to ensure that they have access to safe learning environments and facilities-based optional opportunities.  All Unduplicated Pupils have increased opportunities to work with the school’s Guidance Counselors.  English Learner support has been increased by the expansion of the ELD Teacher staff and their support role. ELD Teachers are partnering with EL families to improve communication with school staff and third parties, identify specific needs (such as technological or curriculum choice changes), and managing the additional services provided to those students.|Met||2018
19645920000000|Hawthorne|7|The District monitors progress in meeting Priority 7 standards by completing a quantitative and qualitative review of course offerings, class schedules, and school master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups and students with special needs. Quantitatively, 100% of Hawthorne School District’s (HSD) students had full access to broad course of studies as defined by California Education Code.|All Hawthorne School District students are enrolled in a broad course of studies. The elementary schools provide access through board adopted programs and enroll students in the seven areas identified as components for a broad course of studies, English Language Arts, mathematics, history- social science, science, visual and performing arts, health and physical education.  Elementary students also access additional courses in Visual and Performing arts, Technology and STEM both within and outside the school day. The district has developed and implemented district wide K-5 curriculum maps aligned to the VAPA standards. Over time, HSD has increased the number of offerings students have, that will meet the parameters for a broad course of studies. For example, after school programs of the arts have increased since the district has funded a regional arts coordinator allowing to increase professional development sessions in the arts. The students in middle school have access to a broad course of studies in the nine areas identified by the California Education Code, as components for a broad course of studies, English Language Arts, mathematics, history- social science, science, visual and performing arts, applied arts, foreign language, career technical education and physical education.  While some middle schools offer different specific pathways and programs within a course of study, students are free to attend schools within the district that offer courses within their area of interest.  For example, at one middle school students can participate in a science, technology, engineering and mathematics program. At another middle school, students can participate in a Fine Arts academy and immerse themselves in a sequence of visual and performing arts courses.  At the third middle school, students can participate in business/ language focused academy that provides students with opportunities to be immersed in a sequence of business and computer related courses. All middle schools foster industry partnerships to make learning in the academies both rich and relevant.|Through the review of the locally selected tools from our student data system it was noted that a barrier that may prevent all students’ from accessing a broad course of studies that includes English Language Arts, mathematics, history- social science, science, foreign language, physical education, and most importantly visual and performing arts, applied arts, and career technical education is our focused STEM and Business academies. It has become evident that the arts are more prevalent at the fine arts academy and therefore, limited courses are offered in the two non- fine arts academy academies. Increasing the offerings of the arts at the STEM and Business academies is a focus for next year.|In regards to providing additional arts offerings at the two non- fine arts academy, we are working on providing additional professional development sessions (developed by the regional arts coordinator who specializes in the VAPA standards) on how to enhance our courses with the arts, increase arts offerings and provide more arts experiences for students.|Met|The District has strengthened the home-school connection while also increasing districtwide the arts offerings for students. The district has implemented a Parent Arts Docents initiative to bring families into the instructional setting in the classrooms. The Parent Arts Docent initiate consist of parent volunteers that get trained by the regional arts coordinator on standards based art lessons and how to implement them in the classrooms. Through the Parent Arts Docent Initiative the district is able to increase access and the number of arts experiences for students of all ages.|2018
19645920100354|Hawthorne Math and Science Academy|7|HMSA monitors progress in meeting Priority 7 standards by completing a review of course offerings, class schedules, and school master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. HMSA requires all students to be enrolled in a broad course of studies. Counselors monitor and ensure student progress towards completing the graduation requirements. The instructional program addresses the Common Core State Standards and address the A-G college requirements and meet the University of California (UC) admission requirements. HMSA graduation requirements exceed the University of California admission requirements.|Hawthorne Math and Science Academy  graduation requirements ensure that students have access and enroll in a broad course of study. The following are HMSA graduation requirements:  English:  4 years of college preparatory English History/Social Science:  3 years of history/social science Mathematics:  3 years of mathematics including work in algebra, geometry, trigonometry, precalculus, and calculus Science: 4 years of laboratory/inquiry science providing fundamental knowledge in life and physical sciences Foreign Language: at least three years of one language other than English Visual and Performing Arts: 1 year of study in one area selected visual arts Physical Education: 2 years of physical education College Preparatory Electives: 2 years of study in addition to those required above in an approved in an approved subject.  Beginning in 9th grade, all HMSA students use Naviance, a college and career readiness online tool that facilitates college and career exploration. Grade-specific curriculum developed by counselors guides all students through lessons in which they research career paths and discover which majors and college institutions are best suited to assist them in achieving their career goals.  HMSA electives expose students to non-traditional core content such as: Exploring Computer Science, AP Computer Science Principles, and Entrepreneurship provide students’ access to Career Technical Education.  In the Computer Science electives, topics such as interface design, limits of computers, and societal and ethical issues in technology are explored.  Entrepreneurship teaches presentation, leadership and problem-solving skills for students to contribute to the economy either by running their own businesses or by joining the workforce.  Students work to create and implement business plans.  Financial literacy skills are developed to teach students how to earn and manage money.   Students' progress is monitored by the counselors.|HMSA serves approximately 550 students. The graduation requirements for the students at HMSA immerses them with a broad course of study. Therefore, the LEA is not exhibiting barriers in preventing students’ access to a broad course of study.|In response to the results of the locally selected measures the LEA plans to continue ongoing monitoring and supports for students to continue to access a broad course of study.|Met|This dependent charter high school was designed to focus on mathematics, science, and technology in order to provide a high-quality choice for students seeking a college preparatory high school experience. HMSA maintains a rigorous academic program and the school has been recognized with numerous awards and accolades at the local, state, and national levels.|2018
19646000000000|Hermosa Beach City Elementary|7|Hermosa Beach Unified School District tracks progress in meeting Priority 7 by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the District's PowerSchool Student Information System are cross-referenced with CALPADS reports.  These reports are analyzed to identify access and enrollment based upon grade spans, unduplicated student groups, and students with disabilities.|For the 2017-2018 school year, quantitative data tables reflect 100% of HBCSD students with access to and/or enrolled in a broad course of studies in grades 1st-6th and 7th-8th grade as defined by California Education Code 51210 and 51220(a)-(i).  HBCSD annually conducts a regular analysis of enrollment in a broad course of study courses to inform the District in making course offerings and use of supplemental funds.|HBCSD's locally selected measures (CALPADS & PowerSchool SIS) indicate 100% of students have access to a broad course of study.  There are no barriers preventing the LEA  from providing access to a broad course of study for all students.|No new tools are necessary at this time.|Met||2018
19646260000000|Hughes-Elizabeth Lakes Union Elementary|7|As of the 2018-2019, school year, local educational agencies (LEAs) are required to annually measure their progress to the extent that students have access to, and are enrolled in, a Broad Course of Study.   HELUS utilizes the following measures to define a Broad Course of Study:  Student Access to Board Approved Instructional Materials Student Access to PE Instruction Student Access to Art Instruction Teacher Professional Development in the Arts Teacher Implementation of PBIS -Provides strategies found to promote the conditions that improve learning and behavior for all students and should be used to guide Individualized Education Program (IEP) decisions for Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).|HELUS is a one school district. All students have access to the current broad course of study offered.|The art program is being launched during the 2018-2019 school year. There is a delay in finding a qualified artist to provide professional development for teachers.|HELUS will stay the course and continue to offer and implement a broad course of study for all students.|Met||2018
19646340000000|Inglewood Unified|7|Inglewood Unified School District tracks progress in meeting Priority 7 via our student information system AERIES and CALpads by undertaking a qualitative and quatitative review of course offerings, class schedules, and school schedules to assess the extent to which students have access and are enrolled in a broad course of studies.   IUSD utilizes a number of practices to ensure students have course offerings that allow them to experience a broad course of study. Counselors set up and review a 4-year plan for each student which structures and maintains the student’s desired academic pathway. The district’s course catalog is updated annually to ensure a wide range of courses is available. Pathway data is collected and reviewed to determine the need of additional or modified courses in order to meet the pathway’s demands and inform on its usefulness. Students have the opportunity to express their interest in a course through a district survey.|All USD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the areas identified as a broad course of studies for grades K-12. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. All USD secondary students have access to a broad course of studies within their school offerings as well off site and off schedule.  Secondary students in the Inglewood Unified School District have access to a broad course of study which prepares them for college and careers. In addition to UC/CSU a-g course requirements, as well as district graduation requirements, students have access to number of electives and career pathways. Students have the option of attending a school of their choice in the district based on the course offerings that interest them. For courses not offered by the district’s internal master schedule, students may enroll in courses offered by the local community college and receive dual enrollment credit.|At this time, the barriers affecting access to course offerings are fiscal ,our declining enrollment, and other options including lack of time during the school day.|Some offerings are now being considered to be included in the development of the LCAP,our Strategic Plan, and when possible afterschool programs. Regular  analysis of the enrollment in broad course of study courses help to inform the district as it makes decisions on offerings and using LCAP supplemental and concentration funds to support Priority 7.|Met|Inglewood Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|2018
19646340101667|Wilder's Preparatory Academy Charter|7|The development of our model program directly stems from the collaborative compilation of our school goals and educational program. Our measurable outcomes are:  ?  Reading, writing, verbal and math skills that meet or exceed those expected of California  public school students through researched-based curriculum measured by standardized tests and multiple assessment measures  ? Student improvement on standardized test scores that compare favorably with schools that have similar student population|All students are exposed to the state aligned Common Core curriculum. Teachers have August in-service and ongoing professional development to learn the curriculum, utilize supplemental resources and to lesson plan as a grade level. Every year teachers, students and families provide feedback on the curriculum and school support. At the beginning of each academic year, WPACS staff review the state data and create goals for the year.  Four years ago, after reviewing student data and teacher feedback WPACMS made a critical shift in our focus for professional development. Many districts, charter-management organizations and independent charter schools created their own internal Common Core transition plans. Others relied on outside consultants for support. We made the decision to adjust our Common Core Transition Plan after researching the actions of the most successful schools and districts with similar student demographics from the Smarter Balanced Math and ELA/Literacy assessments. WPACMS teachers and administrative team members collectively decided to invest in an assessment literacy professional development. All teachers attended the CAASPP Interim Assessment Hand-Scoring workshops, Digital Library Trainings, and the administrative team attended the CAASPP Institutes. These were pivotal in our professional development and enhanced the assessment literacy of our teachers, giving them a critical eye on instruction, curriculum, data and assessment practices throughout the year. WPACMS implemented the Smarter Balanced Interim Assessment Blocks with fidelity. These assessments ensure teachers  backwards-plan specifically from what students need to be successful on these rigorous interim assessments and ensure students are consistently exposed to the rigor and content of the summative assessment. Once a month student data is reviewed and ability groups are formed to support student learning. Students scoring below grade level standards are provided intervention support. This includes small group inside the classroom and small group pull out to focus on standards not mastered. WPACMS students also have a Math Literacy class that focuses on math across the curriculum and identifies areas where students may need additional support. Students also utilize online resources like Study Island, Readworks, Flocabulary  for additional support.   WPACMS uses the Digital Library to access lessons across the curriculum, ensuring that curricular materials are vetted and used to enhance unit plans and lesson plans.|There is only one Intervention Specialist per grade level. This requires a strategic schedule and planning to support all students.|This year we included an elective Math Literacy for all middle school students. This elective allows students to work in small groups to strengthen their Math and literacy skills. Intervention teachers work closely with the Math and English lead teachers to focus on standards students have not mastered.|Met||2018
19646340119552|Today's Fresh Start Charter School Inglewood|7|All students at Today's Fresh Start Charter School (TFSCS) have access to a broad course of study. The students in our Middle Grades each have a class schedule that includes all subject areas. In addition, our TK-5 grade students also receive a broad course of study as evident by our class schedule of minutes for each grade level. Our schedule of minutes includes all core subjects, as well as a block of time for ELD instruction, Physical Education and Art. This information is also provided in our grade level lesson plans and small group instruction documents. We also have the structures in place to conduct Student Success Team (SST) meetings, IEP and 504 for students that are in need.At TFSCS it is our mission to know each child and to teach them to do their best academically, emotionally , and socially.|At Today's Fresh Start Charter School using the tools that are listed above, there are no differences across our school site. There are procedures that are outlined for our staff to follow so that all students are included in all aspects of a broad course of study. All students are afforded a broad course so that they are well rounded academically, emotionally, and socially.|Today's Fresh Start Charter School (TFSCS) offers a broad course of study. We have worked very hard in making sure that all students are included in all academics, as well as extra-curricular activities conducted at TFSCS. We do not see any barriers existing at TFSCS.|The LEA has implemented a Master Schedule to make sure that time is allotted to insure a broad course of study for all students. We recently added to our staff a Physical Education Coach, in addition to our Basketball Coach, and we are also involved in After School Competitive Sports. We plan to maintain this course of action so that all students continue to have access to a broad course of study at Today's Fresh Start Charter School.|Met||2018
19646340120303|ICEF Inglewood Elementary Charter Academy|7|ICEF Inglewood Elementary Charter Academy (IIECA) serves 417 students in grades TK-5. Our student demographics include: 78% African-American, 20% Hispanic, of which 6% English Language Learners (ELL); 11% Students with Disabilities, and 96% qualify for Free/reduced Lunch.  ICEF Inglewood Elementary Charter Academy is part of the Inner City Education Foundation (ICEF), Charter Management Organization operating in South Los Angeles, proving students from underperforming public schools with excellent academic option in their own community.   The mission of IIECA is to: • Prepare students to attend and compete academically at the best colleges and universities across the nation. • To expand the choices parents have for a first-rate educational opportunity within the public school system. • To achieve the mission by discovering and developing each student’s gift and talents.   ICEF Inglewood Elementary Charter Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF Inglewood Elementary Charter Academy’s educational program.   ICEF Inglewood Elementary Charter Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF Inglewood Elementary Charter Academy, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades TK-5 have access to and are enrolled in Art, and Computer Lab course. There are no differences to accessibility to courses, across student groups at ICEF Inglewood Elementary Charter Academy.|Currently 100% of the students have access to a broad course of study and ICEF Inglewood Elementary Charter Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of ICEF Inglewood Elementary Charter Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19646340120311|ICEF Inglewood Middle Charter Academy|7|ICEF Inglewood Middle Charter Academy (IIMCA) serves 205 students in grades 6-8.  Our school provides all students with a rigorous standards-aligned educational program. Our student demographics include: 80% African-American, 16% Hispanic, of which 7% English Language Learners (ELL); 11% Students with Disabilities, 0.05% Foster Youth, 0.05% Homeless, and 99% qualify for Free/reduced Lunch.  ICEF Inglewood Middle implements the Targeted Group Structures instructional model in all core classes.  This model is designed to allow students to received targeted instruction from their teacher in a small group setting, work in a collaborative group with their peers, and work independently through adaptive technology. ICEF Inglewood Middle Charter Academy has used this model for the past two years successfully.   ICEF Inglewood is part of the Inner City Education Foundation (ICEF), Charter Management Organization operating in South Los Angeles, proving students from underperforming public schools with excellent academic option in their own community.   The mission of IIMCA is to: • Prepare students to attend and compete academically at the best colleges and universities across the nation. • To expand the choices parents have for a first-rate educational opportunity within the public school system. • To achieve the mission by discovering and developing each student’s gift and talents.   ICEF Inglewood Middle Charter Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF Inglewood Middle Charter Academy’s educational program.   ICEF Inglewood Middle Charter Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF Inglewood Middle Charter Academy, all students in grades 6-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Media Arts (Computer Game Design and Digital Music Production) and College Preparation course.  There are no differences to accessibility to courses, across student groups at ICEF Inglewood Middle Charter Academy.|Currently 100% of the students have access to a broad course of study and ICEF Inglewood Middle Charter Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of ICEF Inglewood Middle Charter Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19646340121186|Children of Promise Preparatory Academy|7|COPPA annually tracks student access and enrollment in a broad course of study by using the school student information system (Illuminate) to conduct the following audits- 1)Student enrollment audit (master schedule design); 2)Annual Course Offerings audit; 3)Course access review of all students and student groups (English Learners, Economically Disadvantaged, Special Education, Foster, etc.).  In addition to the annual audit of course access and offerings, COPPA takes the following additional steps to ensure access to a broad course of study: a)Instructional Leadership Team (ILT) meets quarterly to review academic and social emotional trends and patterns among student groups and individual teachers; b) The Special Education Department conducts monthly audits to determine additional supports for student groups based on observations, student data and teacher feedback to ensure curricular access; c)The Executive Team and the ILT monthly reviews the LCAP goals to determine and measure the effectiveness of programs, curriculum, activities and field study trips to monitor access for all student groups.|Based on the 2017-18 review of course access, COPPA determined that all students have full access to a broad course of study, including for grades 1-6, English, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, and Physical Education.  For grades 7-8, COPPA has confirmed that all students have full access to a broad course of study, including English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, and Career Technical Education. Applied Arts are not currently offered at COPPA, as the school does not extend beyond 8th grade.  In addition to these content areas, COPPA students grades 6-8 have full access to participate in social emotional learning and leadership development through the following programs:  Leader in Me curriculum, Robotics and Engineering offering, and Spanish.|After assessing the key measures, the outcomes reveal the the mission and vision of COPPA, the established LCAP goals, individual classroom goals and individual student goals, are ensuring all students have access to and are enrolled in a broad course of study. These findings provide evidence that over time student enrollment in courses will prepare them academically and social emotionally to be successful in school and community, and to attain their academic and life goals. In collaboration with the district and school leadership, students are maintaining measurable growth based on internal assessments and measurable outcomes.|Given the results of the annual review of student access to a broad course of study, the school has determined there are no barriers to offering and enrolling students in a broad course of study, that it successfully meets this indicator and that no changes or additional actions are needed at this time. School leadership has identified the need for additional space and funding to provide greater access to more courses of study to extend student learning and increase their college and career readiness for high school.|Met||2018
19646341996586|Animo Inglewood Charter High|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19646420000000|Keppel Union Elementary|7|in meeting Priority 7 standards, Keppel Union School District tracks progress of course offerings, class schedules, and school schedules through Aeries, our student information system.  Aeries is a tool that helps the district assess the extent to which all students have access to and are enrolled in a broad course of studies.  Through Aeries, we are able to print course enrollment reports to identify access to for our unduplicated student groups, students with exceptional needs, and review enrollment based on grade spans. Furthermore, the school district offers different support programs/systems for all schools in order to best support the needs of the unduplicated student groups as well as individuals with exceptional needs.  For example, SEIS (Special Education Information System) is a program to also help track students, determine support systems (such as modifications) and to also help determine the least restrictive environment.  The goal is that all of our students participate in relevant education, in a broad course of study system, to help prepare them for college.|All Keppel Union students in grades Tk-6 are enrolled in a broad course of studies.  All elementary schools offer access and enrollment in the seven areas identifies as a broad course of studies for grads 1-6.  All Keppel Union School students in grades 7-8 are also enrolled in a broad course of study. Within Keppel Union, some schools maintain an alternate academic focus. Pearblossom and Lake Los Angeles schools include VAPA curriculum. Keppel Academy offers AVID while Daisy Gibson offers STEAM and Project Lead the Way.  Keppel Union also participates in and receives funding from, LA County’s advancement grant.  Through this grant, teachers are trained to support student-centered arts curriculum. Mini grants have also been written to support the performing arts.  Although schools have a different academic focus, Aeries continues to track school site and student group access to a broad course of study. These systems allow for all of our students in the district to participate in a broad course of study.  The Art integration at all schools in all grade levels is also a clear example of the district's focus to ensure that all of our students are truly benefiting from a great program by giving our students access to different modalities within their leaning style.  .|Barriers exist that prevent or limit Keppel Union from providing access to a broad course of study for all students.  These barriers include staffing and funding shortages, master schedule, and ratio of intervention teachers to struggling students. Staffing is an issue because we do not get too many teachers to even interview due to living in a rural area.  Furthermore, this staff is difficult to keep since many of them are difficult to retain.  Competitive salaries may help attract some local employees, but not all employees stay.   Funding shortages may also be a hindrance since we are not able to hire more intervention teachers or counselors who could further support different programs.|The district has hired an intervention teacher at each site, funds a preteach-reteach after school intervention program through RISE After School.  A dedicated Teacher of Special Assignment has been hired to coordinate the district’s Induction Program and to provide supports for other new teachers including interns and PIP/STSP holders.  The district also continues to train staff on SST protocols, and ensure that students have access to a 504 plan or and IEP if needed. Again, the goal is that as a district we continue to strive to ensure that all of our students have access to a broad course of study.|Met||2018
19646420136127|Community Collaborative Virtual - Keppel Partnership Academy|7|CCVS-Keppel Academy monitors and reviews curriculum/vendor options to ensure that a wide variety of course options are offered, as well as on multiple platforms to best meet various learning styles. We continually update our a-g list to offer a variety of a-g courses We create personalized 4-year high school plans for our students to ensure that CTE/college/graduation requirements are met, while still being able to appeal to the students’ interests. Report cards and transcripts are reviewed continuously throughout the year Student progress is monitored regularly Middle and high school students have access to co-curricular and extra-curricular opportunities including career based field trips, and college tours.  A course of study is completed and documented and monitored by Assignment Work Records (AWRS) to measure and track a students course of study.|All students have full and complete access to a broad course of study.  We do not have sites or different programs within our school, therefore, all students have the same complete access|There are currently no barriers preventing students from a full and complete access to a broad course of study.|N/A|Met||2018
19646590000000|La Canada Unified|7|LCUSD monitors progress in addressing the expectations of Priority 7 by examining quantitative and qualitative data related to course offerings, class and school schedules, and stakeholder survey responses to evaluate the degree to which La Canada students have access to and enroll in a broad course of study.  LCUSD has given the Panorama Ed survey to all stakeholder groups, parents, staff, and students, since 2011. It is an appropriate tool to measure the extent to which all students have access to a broad course of study. The Panorama Ed survey asks students to share their perceptions about their classroom experience and attitudes about their school as a whole. Given to students in grades 4-12, the survey reporting tools are broken down into grades spans of 4-6, 7-8, and 9-12. The School Accountability Report Card (SARC) also is an effective tool which demonstrates that LCUSD students have access to and enroll in a broad course of study. Finally, LCUSD schools uses information from its student information system, Aeries, and student enrollment numbers and course offerings are reported to the California Department of Education via Dataquest for the 2017-18 school year. An analysis of student pass rates across all grades in LCUSD indicates that students are being successful when enrolling in courses that comprise the definition of a broad course of study. Each of these measures indicates that students are enrolled in a broad course of study as defined by California Education Code 51210 and 51220(a)-(i).|In 2017-18, all students in LCUSD schools had access to and enroll in a broad course of study. All elementary students have access to and enroll in a broad course of study as defined in the guidelines of Priority 7. Music and art classes both experienced an increase in student satisfaction over a two-year period, with 90% of all students in grades 4-6 reporting that art class is exciting and interesting according to Panorama Ed student survey data. This is an increase of 4% from the 2016-17 school year. Music classes across grades 4-6 also report gains, with 54% of the students agreeing that music class is exciting and interesting, up by 7% from 2016-17. At the secondary level, students have access to and enroll in a broad course of study. With only one middle school and one high school in LCUSD, students have accessed and enrolled in core courses at multiple levels: resource, college preparatory, advanced and honors level, and seventeen Advanced Placement courses. Beginning in 2016-17, LCHS has offered expanded Career and Technical Education offerings in the domains of Engineering and Design, Video and Film Production, in addition to Sports Medicine, Culinary Arts, Digital Photography, Dramatic Arts and theater arts,  computer science courses, and fine art courses in both visual and performing arts. The expansion of elective offerings at the secondary level with LCUSD has increased the number of options students have in selecting courses that meet the broad course of study parameters. LCUSD 7-12 also offers World Language courses in Korean, Spanish, French, and German. New for 2017-18, secondary students have the option of enrolling in new courses in engineering, design, and manufacturing, along with a peer support class. In 2017-18, 932 students enrolled in 31 World Language classes, 591 enrolled in music classes, 145 students enrolled in 9 computer science courses, and 216 students enrolled in 12 art classes. CTE courses welcomed 499 students in total for the 2016-17 school year. At the elementary schools, English Language Learners are enrolled in general education courses and provided support to ensure access to the curriculum. Students at the secondary level are provided access to general education courses. A small number of limited English proficient students in grades 7-12, participate in an English Language Development class, but participate in other general education classes for the remainder of the day. Special Education designated students also are provided access to and enroll in a broad course of study to the degree agreed to by the team that forms their instructional plan. At the secondary level, Special Education identified students participate in general education electives. New and continuing elective offerings are funded through the LCAP and enroll students in grades 4 through 12.|Even though LCUSD offers students access to a broad course of study, LCUSD students face barriers in finding time within the instructional day to participate in all offerings due to the limitations created by the instructional schedules across the district. At the secondary level, the barrier of only having six periods during the instructional day creates inherent limitations to the number of elective courses that students are able to access. While some similar schools have sought relief to persistent scheduling constraints by offering zero period offerings, LCUSD secondary schools implemented a late-start bell schedule during the 2017-18 school year. Responding to student survey data, research in child development, and in recognition of the growing field of sleep science, LCUSD secondary students do not have the option of taking many zero period classes, as we have sought to promote student wellness and sleep, mindfulness, and school/life balance in our students and within our families. These barriers are less present at the elementary schools, as students enjoy access to and participate in a robust core and enrichment program that includes art, music, dramatic arts, and Spanish. Students have open access to core and elective courses at the secondary level, but some advanced or honors level classes, in addition to capstone elective courses, do ask students to complete prerequisites or enroll in co-requisites before being able to enroll in advanced subject matter.|Each year, administration and faculty evaluate course offerings and look for opportunities for innovation. This is what has brought about a partnership with Project Lead the Way (PLTW) and this curriculum is used for the three PLTW courses that are offered to high school students. Tapping into the talent that resides within the community of La Canada, we have also offered courses in the Video Arts and Film Making pathway, in addition to plans to offer a recording arts class in the 2019-20 school year. In grades 1-6, core and elective offerings will continue to afford students access to music, art, Spanish language, in addition to the other expected offerings that meet the broad course of study parameters. On-going analysis of enrollment informs site and district decisions about we offer to students. This analysis contributes to our embedded practices of seeking out stakeholder feedback.|Met||2018
19646670000000|Lancaster Elementary|7|Lancaster School District tracks the progress in meeting Priority 7 standards through ongoing reviews of course offerings, class schedules, and school schedules to evaluate the presence of student access to a broad course of study. We review access to course enrollments based upon the districts student information system, Powerschool, across grade spans, and targeted student populations including but not limited to foster, homeless, English learners, Special education and low socio-economic.|In the 2017-18 school year, Lancaster School District students had full access to a broad course of study as provided via California Education Code 51210 and 51220(a)-(i). LSD has instituted that AVID Excel Program for LTEL students scoring at the Expanding - Bridging (level 3-4) levels within the the English Language Performance Assessment for California. This has been offered as a supplement to our EL program at two middle schools within LSD. We are looking at possible expansion to the other two middle schools in the 2019-2020 school year. Visual and Performing Arts is offered at our elementary schools, and middle schools, and is also offered strategically throughout and across subject matter. PE is offered for a minimum of 200 minutes every 10 school days at the elementary level and 400 minutes at the middle school level in order to increase student health needs.   All LSD students in grades TK- 6 are enrolled in a broad course of study, and all elementary schools offer access and enrollment in the seven main areas provided by education code 51220 such as visual and performing arts (both during and after the school day). All middles school students within LSD have access to a broad course of study during and extended after the school day. LSD is in the process of increasing after school options to meet the needs of students.|While offering a broad course of study was done with some efficiency within Lancaster School Districts, it is important to note barriers that exist in providing access to all students. The primary barrier is lack of time during the school day. Where as visual arts is accomplished throughout the school day and integrated into core instruction, we find it difficult to provide access to other forms of art. As an example, performing arts are generally hosted after the school day as we allow for this as an outlet for students to grow.|LSD will continue to utilizing funding through LCAP, in order to maintain access to a broad course of study for all students, and will maintain a consistent evaluatory stance on enrollment as it relates to a broad course of study throughout the district. This regular analysis, informs the district as it continues to make decisions in terms of course offerings and its use of LCAP Concentration and Supplemental funds.|Met||2018
19646670125559|iLEAD Lancaster Charter|7|In grades TK-8, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: • Individualized Learning plans (ILPs), revised at least once per semester • Presentations of Learning (POLs), presented by each learner at the end of each year • Percentage of learners accessing online UCOP A-G approved courses|All learners have access, and are enrolled in, a broad course of study as defined by EC sections 51210 and 51220(a)-(i), as all courses offered intentionally follow those codes. All learners identified as unduplicated pupils, as well as individuals with exceptional needs are served via push in services in their classrooms. No learners are removed for services. The use of Individualized Learning plans (ILPs) encourages learners to continually set goals for achievement.  This includes making plans to take courses at local community colleges as well as online. Presentations of Learning (POLs) completed at the end of each year, are comprised of cross-curricular materials and projects. Learners present on knowledge gained during the year, as well as discussing plans for academic courses for the following year.|There are no barriers preventing the LEA from providing access to a broad course of study for all learners.|While there are no new actions needed to ensure access to a broad course of study for all learners, there will be continued support to ensure all learners complete courses successfully.|Met||2018
19646830000000|Las Virgenes Unified|7|LVUSD has an annual Student Data Study Session with the Board of Education where we collectively review CAASPP, RENSTAR, California Healthy Kids, PSAT, AP, A-G completion, D/F rates, CTE Pathway completion, and other achievement data. This data is disaggregated by subgroups to ensure equitable access for all to the full instructional program.|LVUSD has added 50 new A-G courses, has formed an Early College Academy which targets low-income and first-generation college aspiring children, has removed prerequisite barriers, and has seen growth in A-G completion over the past two years.|LVUSD is reviewing the impacts of Summer Assignments and rigid prerequisites on higher level course access. The analysis of this work will be presented to the Board in the 2018-2019 school year.|LVUSD will continue to evaluate subgroup achievement data, while enhancing broader access to higher-level courses and dual-enrollment opportunities.|Met||2018
19646910000000|Lawndale Elementary|7|Lawndale Elementary tracks progress in meeting Priority 7 standards through a qualitative and quantitative review of elementary classroom schedules, report cards, Individualized Education Plans (IEPs), course offerings at the middle school, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports identify access and enrollment figures for unduplicated pupils. Our course of study for grades Kinder through 8th include Language Arts, English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education|For the 2017-2018 year, 100% of Lawndale students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).  In addition to a broad course of study Lawndale offers a Dual Immersion Spanish/English K-8 program and our middle schools offer one to one Chromebooks to our students to support excellence in their course of study.|All Lawndale students have access to a broad course of study. There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|To support our teachers and students in accessing grade level standards, Lawndale provides sustained professional learning experiences around the curriculum included in our broad course of studies. As additional supports the district provides paraprofessionals for intervention supports, Language Arts Specialists, English Learner Instructional Resource Teachers, and Math Coaches to further proficiency with our course of studies.  In addition, our middle schools continue to update course offerings through electives in order to stay current and of interest to our students.|Met||2018
19646911996438|Environmental Charter High|7|ECHS uses internal grad plans, graduation progress trackers on PowerSchool, and the California Dashboard’s College and Career Indicator to track the extent to which students have access to, and are enrolled in, a broad course of study.  According to the CDE, a high school diploma should represent the completion of a broad and rigorous course of study.  The CCI was designed to encourage high schools to provide all students with a rigorous, broad course of study that will lead to likely success post high school.  Therefore, the CCI model contains both college and career measures that allow for fair comparisons across all LEAs/schools that serve high school students.  The CCI measures include: ·   Grade 11 CAASPP EAP results ·   CTE Pathway Completion ·   Advanced Placement (AP) Exams ·   International Baccalaureate (IB) Exams ·   Dual Enrollment ·   UC A-G Completion.   The SBE approved a CCI model that measures student group performance on the CCI as the percentage of graduates in the four-year graduation cohort who are “Prepared,” “Approaching Prepared,” and “Not Prepared.”   The model includes four levels of readiness, but only three levels are currently defined due to the absence of valid and reliable career criteria for the “Well Prepared” performance level. The criteria for the “Well Prepared” performance level will be developed when additional data on career readiness becomes available.|100% of ECHS students have access to, and are enrolled in, a broad course of study.    ECHS only has a status level for the College and Career Indicator on the Fall 2017 dashboard; the status is categorized as Very High at 71.6%.|There are currently no barriers preventing ECHS students from having access to, or being enrolled in, a broad course of study.|Not necessary.|Met||2018
19647090000000|Lennox|7|The Lennox School District ensures that all students have access to and are enrolled in a broad course of study through the planning, implementation and analysis of our programs designed to fulfill the needs for every student group including 96.3% unduplicated student population. 100% of our teachers are fully credentialed and teach the California Content Standards. District goals include Family Engagement, Mathematics, English Language Arts, College and Career Readiness, ELD and Safe Environment. Success is measured through a universal screener, data from Power School and School City, and surveys from students, parents, and staff.|Our local data continues to show growth toward our goals, and our state data confirms this same outcome. 100% of our students are enrolled in a broad course of study that varies in format based on the school of attendance. Each elementary school provides integrated and designated ELD in the general education classroom. The middle school provides an additional ELD period that allows our EL students to participate in all general education classes as well as a general elective. New immigrant students at the middle school are also provided a heritage program to assist them in quickly acquiring English.  Every school provides a local non-verbal assessment of every student to identify Gifted and Talented Students (GATE). Identified GATE students may participate in programs that include art, coding, and special opportunities to expand and enrich their knowledge. The middle school has a variety of electives that students may choose from each year.  Access is assured for all students including the unduplicated student population. Special education students are provided a program with the least restrictive environment. Our schools utilize a push-in model for students with special needs utilizing the Specialized Academic Instruction (SAI) model. Our students with the highest of needs are also provided access to general education programs. IEPs are annually evaluated for success, and adjustments are made as needed to ensure each child is provided a broad course of study regardless of their disability.|Funding for supplemental programs and staff to keep class sizes low and provide deeper intervention as well as professional development continues to be a challenge. However, the Lennox School District does not have any barriers that prevent students from a broad course of study. In order to continue open access for all students, the LEA will continue to provide collaboration and professional development for our staff as well as optimize our programs to provide every child access and success.|The Lennox School District has a rich history of providing services to a student population that has high numbers of English Language Learners, low income students, and students with special needs. Our staffing has continually grown from within with a mature and highly skilled teacher population.  We have continued to see success in our student population, which we attribute to our highly supportive staff and community.  The district has identified a need to increase our practices and implementation of the Multi Tiered System of Support (MTSS) to ensure we continue to provide access to a broad course of study for all students. We have also continued to strive toward increasing access to 21st century learning as we have met and started to exceed our 1 to 1 student to technology goal.|Met||2018
19647090100602|Lennox Mathematics, Science and Technology Academy|7|The locally selected measures or tools Lennox Academy has identified to track student enrollment in a broad course of study are: master schedule, Reading Inventory (RI) Lexile, Math Inventory (MI) Quintile, A-G completion progress, Credit Status Report, Individualized Education Program (IEP),and Reclassification Evaluation Progress Form.|The master schedule ensures Lennox Academy provides a quality program by minimizing course conflicts and identifying qualified staff needed to teach all courses. The Reading Inventory (RI) and Math Inventory (MI) help identify students with skill gaps in literacy and mathematical foundations. Through this identification, students are placed in appropriate support classes so they work on their skill sets and still be able to access the curriculum in their core academic courses. The A-G completion progress identifies students who may need to retake a course due to a grade lower than a “C” to ensure UC/CSU eligibility. Students have the option to retake courses over the summer through APEX, an online curricular program, to maintain A-G eligibility. The Credit Status Report identifies students who may be at risk of not graduating due to credit deficiency. Consequently, students can take courses via APEX to make up courses. An IEP ensures students are in the least restrictive environment and have access to a rigorous college and career preparatory curriculum along with the support needed to demonstrate content mastery and goal growth. The Reclassification Evaluation Progress Forms monitors recent RFEP students to determine if additional support is needed so students can continue to develop their academic English skills.|Due to its small size, one of the ongoing barriers at Lennox Academy will be the limited number of electives the school can offer due to master schedule constraints. Yet, efforts are being made to offer more CTE electives to ensure a well-rounded college and career based curriculum. If a student decides not attend college, Lennox Academy would like students to acquire vocational skills that will enable them to obtain a career right after high school.  Facility space has also been a challenge at Lennox Academy; yet looking forward to the expansion of the site with the addition of two buildings made possible through a grant and a Lennox School District bond. These additions will offer a makerspace for the engineering program and classrooms to offer courses such as welding and automotive technology.|Lennox Academy added an English Language Development course this academic school year to address the language needs of English learners with less than three years in the country. This course will not only assist in the development of students’ English foundational and literacy skills but provide support in their core academic courses.  Additionally, the Special Education program has not only grown over the last three years, but a push-in model has also been implemented.  As of two years ago, Lennox Academy only had one Resource/SpEd teacher; it now has three (one for 9th-11th grade and 12th grade split evenly amongst the three teachers). The push-in model allows the Resource/SpEd teachers to provide support in core classes, have more intentional and consistent collaboration with General Education teachers and provide additional support in the Academic Success class. The goal is for all students to have equal access to a rigorous, college and career preparatory curriculum. This past summer, a Health class was integrated as part of the Class of 2022’s summer assignment. This course, offered through Acellus, covers the CA Health Education Content Standards and it is a graduation requirement starting with the class of 2022. Additionally, physical education was reintegrated to the program and all freshmen participate in physical education once a week. Lennox Academy is currently working on creating and implementing an Individualized Learning Plan, ILP, that guides students to the right courses based on interest and provides both, college and career options, along with monitoring A-G and graduation progress.|Met|Besides providing a broad course of study, Lennox Academy ensures all courses are rigorous and relevant for all students. Therefore, teachers are supported and encouraged to attend professional development to enhance their practice. In addition, research based curricular programs are adopted along with best strategies.|2018
19647090107508|Century Community Charter|7|CCCS has a curriculum in which all students are enrolled in common core standards based subjects, ELA, Math, and History/Social Studies, and NGSS science for 6th, 7th, & 8th graders. All students take Health and PE and one elective (dance, music, musical theater, leadership, pop fiction, or art. Student schedules show the enrollment in CCCS courses.|CCCS is an independent charter middle school with no other school sites.|There are no obstacles to note.|There are no revisions necessary at this time.|Met||2018
19647091996313|Animo Leadership High|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC). The DELAC and SAC review data to inform programmatic and budgetary decisions each spring for the upcoming school year. The school currently provides the following basic instructional services to students identified as English Learners. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647170000000|Little Lake City Elementary|7|All Little Lake City School District students will have access to a broad course of study as described in Education Code Sections 51210 and 51220 (a-i).  In order to monitor Priority 7, the District reviews master schedules, course offerings, and student placement to ensure that all students have access.  The Districts’ SIS, PowerSchool, is used to track the specific course offerings, particularly at the middle school level.  Services and supports are provided so that all students, including foster, socio-economic disadvantaged, English learners, and students with disabilities at all grade levels have equal access to and are successful in the adopted courses of study.|All LLCSD elementary students are enrolled in a broad course of study.  Within their self-contained classrooms, all students, including foster, socio-economic disadvantaged, English learners, and students with disabilities at all grade levels, have access to English-Language Arts, mathematics, History-Social Science, and Science.  PE specialists, and Arts for All staff, in addition to the classroom teacher, provide physical education and health instruction for 200 minutes every ten days.  All elementary students participate in an Arts for All rotation, receiving instruction in VAPA standards within the school day.   At the middle school level, all students have access to a broad course of study including English-Language Arts, mathematics, History-Social Science, Science, and Physical Education.  Technology instruction is integrated within the core subject areas and visual and performing arts courses are offered as part of the intervention/enrichment period. Teachers at the middle school level frequently participate in vertical articulation with our feeder high school.  This collaboration is vital to ensure that our students are prepared for enrollment and success in their high school a-g requirements, especially considering that the feeder high school is part of another school district.|The largest barrier to Priority 7 exists at the middle school level where student enrollment into additional elective courses, such as VAPA, can be limited due to the time constraints within the current six period school day.  Students who need language acquisition support, or who have been identified as an intensive or targeted student, are enrolled into a support class such as ELD or English-Language Arts and/or mathematics intervention during that elective period.|The District continues to reevaluate student enrollment in a broad course of study, and continues to explore options to allow increased student participation in elective courses.|Met||2018
19647250000000|Long Beach Unified|7|LBUSD systematically conducts both qualitative and quantitative reviews of course offerings, class schedules, and school schedules to ensure that all students have access to and are enrolled in a broad course of study. LBUSD’s student information system features customized course enrollment reports that allow staff at all levels, with appropriate safeguards, to analyze data that can be disaggregated by grade spans, unduplicated pupils, and students with exceptional needs, among many others. In the most recent year, 100% of students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i), as well as Board Policy 6143. LBUSD’s course of study provides students with opportunities to attain the skills, knowledge, and abilities that they need to be successful in school, college, and careers. As part of the Long Beach College Promise, which facilitates intersegmental collaboration between K-12 and postsecondary faculty members, the course of study articulates with higher education institutions where students may matriculate. All elementary students have access to a course of study that sufficiently prepares them for secondary school. All secondary students have access to a course of study that prepares them, upon graduation from high school, to meet the admissions requirements to California public colleges and universities, as well as attain entry-level employment skills.|At the high school level, in conjunction with LBUSD’s Linked Learning Initiative, each pathway program is organized around a major industry sector. Different sites offer different pathways. For example, comprehensive high schools have certain programs, like International Baccalaureate and Project Lead the Way, that meet the specific interests of their student population. Small thematic high schools specialize in areas such as the arts; science, technology, engineering, and mathematics (STEM); or hospitality/tourism. Nonetheless, each pathway program contains four essential ingredients: (1) rigorous academics, including 4 years of English, 4 years of math, 3 years of social studies, 2 years of lab science (3 recommended), 2 years of world language (3 recommended), 1 year of visual arts, and 1 year of a college preparatory elective; (2) career-technical education courses in sequence; (3) work-based learning; and (4) personalized support. Over time, LBUSD has increased access to Advanced Placement courses by, for example, subsidizing test fees, offering a wider variety of college-level classes, and developing tools like the “College Readiness Guides,” which help map out coursework.|Among the barriers that prevent maximum access to a broad course of study is a lack of time during the regular school day and the challenges of aligning student schedules with specific pathway requirements.|LBUSD has lowered some of these barriers by collaborating with higher education partners to offer college-level courses such as Ethnic Studies on Saturdays and during the summer.|Met||2018
19647250127506|Intellectual Virtues Academy of Long Beach|7|IVA LCAP Goal 1: Basic Services: Students will receive basic services that are fundamental to academic success, including an appropriately maintained school facilities, qualified teachers, standards­ aligned academic program and instructional materials.  Background for IVA Charter Standards-aligned material requirements: The Williams case requires that teachers are properly credentialed in their subject and properly assigned to their classes. *Although E.C. 44258.9 is not applicable to charter schools, we will ensure all teachers are well­ qualified for electives. The state of California requires that students are enrolled in core content courses with adequate number of instructional minutes. Elective courses provide opportunities for career and college readiness. Standards aligned materials provide access to the curriculum and content and are required by the Williams case. Identified Need: Student learning is supported in an environment that is clean, safe, and functional. The Williams case requires that teachers are properly credentialed|IVA utilizes a schedule of courses internal audit to determine whether all students have access to a broad course of study. Based on the internal audit 100% of students are enrolled in appropriate classes. Internal audit and formal audit demonstrate compliance with instructional minutes. All students have access to each course of study with exception to elective or exploration courses that are determined based on fit within the schedule and constraints. Elective or exploration courses are outside of the broad course of study review.|IVA is a small school site that provides 6 courses to each student. The only barrier that might have prevented access to a broad course of study is the current project putting an elevator into the building. To address ADA access concerns, IVA classrooms are shared between teachers who move around the building to provide a broad course of student on both levels of the building until the elevator is finalized.|IVA will continue to seek facility improvements to ensure that not only do students have access to a broad course of study, but teachers are able to teach their subject matter without moving from one room to another.|Met|100% of students are enrolled in appropriate classes. Internal audit and formal audit demonstrate compliance with instructional minutes.|2018
19647330000000|Los Angeles Unified|7|At the elementary levels, LA Unified adopted a new progress report card in Fall 2017 that teachers, principal and central office staff can use to monitor student access to and completion of a broad course of study. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. At the secondary levels, LA Unified makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports). For high schools, an additional a-g course progress dashboard is used to track student completion of graduation and a-g course requirements, which can also be disaggregated by student groups. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores. Also for all grade levels, LA Unified utilizes an Arts Equity Index to categorize all schools based on the scope of their provided arts instruction and resources as well as the Title 1 status and representation of low income, foster students, and English learners. Based on school categorization on the index, school assessment results provide LA Unified with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction.|Using its locally selected measures, LA Unified can confirm that all students have access to and are enrolled in a broad course of study. School site administrators, Local District leaders, and central office staff all monitor student enrollment in appropriate courses. For example, the Division of Instruction monitors all schools to ensure all students have access to arts instruction, and no schools are rated at the lowest level of the Arts Equity Index. Schools have also consistently met all requirements for physical education minutes for students. Student progress toward graduation has consistently improved over the past five years, even with the change in district graduation requirements to now require a-g course passage by all students. Over the past five years, the percentages of students graduating while meeting the a-g course requirements for entrance into UC/CSU has increased. LA Unified continues to concentrate resources and supports for schools and student groups whose students perform below the district-wide average on state assessments, graduation rates and a-g course completion.|One barrier to LA Unified providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses. English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to often receive additional supports, and in some cases through Special Day Program courses, that may limit their access to a broad course of study. Another barrier within LA Unified is the resourcing to schools based on enrollment. Schools with smaller enrollments may be limited in their abilities to offer a full range of electives if access to other resources are not provided.|LA Unified continues to implement multi-tiered systems of support district-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index will continue to hone in on more accurate assessments of arts resources within schools. The district has also invested over the past three years in additional resources for schools to improve a-g course completion district-wide for all students. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, LA Unified continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, LA Unified continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas. LA Unified is also expanding the implementation of full inclusion model schools for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education classrooms.|Met||2018
19647330100289|N.E.W. Academy of Science and Arts|7|NEW Academy of Science and Arts (NASA) is a TK-5 charter school where teachers provide instruction in the core subjects, which include, English, Mathematics, Social Studies, Science, Visual & Performing Arts, Health, Physical Fitness, and technology. Locally selected tools used to monitor the extent to which all students have access to a broad course of study include, our Local Control Accountability Plan (LCAP), and our School Accountability Report Card (SARC). School administration monitors progress through reviewing daily lesson plans and internal and state-wide assessments that track student growth in all subject areas.|N.E.W. Academy of Science and Arts is a one school LEA where all students have access to a broad course of study within the self-contained classroom. We also have a Language Academy which is a dual language type program. This cohort has access to instruction in English and Spanish in the subject areas. We have a large English Learner population and all receive integrated and designated ELD. We have beginning, middle, and end of the year assessments to ensure progress and access to the broad course of study.|We work on recruiting teachers with adequate certification to teach Spanish in our Language Academy. We worked on finding curriculum in Science and History-Social Science that would be aligned with the new standards and frameworks.|We have now purchased curriculum aligned to the new Science and History-Social Science standards. We have been training our teachers in this curriculum this year.|Met||2018
19647330100669|Stella Middle Charter Academy|7|Stella Middle Charter Academy uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups of individuals with exceptional needs into a broad course of study, and measures success through grades, state tests and other assessments like ACT Aspire. Each student has access to core curriculum and electives that consist of English, Social Sciences, Physical Education, Science,  Mathematics, Visual and Performing Arts.|At Stella Middle Charter Academy all students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Mathematics, Social Sciences, and Visual and Performing Arts.|The greatest barrier to providing a broader course of study at Stella Middle Charter Academy, including such classes as Foreign Language, Health, and Career and Technical Education is the small size of the school.|In order to address the barrier of small school size Stella Middle Charter Academy offers a variety of exposure opportunities through field trips and overnight Life Experience Lessons, robust after school programming, student assemblies, and advisory classes.|Met||2018
19647330100677|High Tech LA|7|HTLA High School is a diverse community of active learners dedicated to fusing traditional academic subjects with real world, technical applications and problem solving skills.  HTLA has 2 major goals: • To successfully integrate technical and academic education in a school that prepares students for post-secondary education and careers.  • To increase the number of underrepresented students in math and engineering who succeed in high school and post-secondary education and become productive leaders.   HTLA High School serves a diverse student population comprised of 51% White, 36% Hispanic, 8% Asian, 2% African-American, and 3% 2+ Races, where approximately 50% Socio-economically Disadvantaged; 10% Students with Special Needs.  In order to ensure that the school meets its mission, HTLA takes an active role in preparing every student for success from day one.  The entire school environment exudes a culture of high expectations and college-going culture.  HTLA high school graduation requirements far exceed UC A-G entrance requirements.   HTLA High School has implemented Presentations of Learning, Career Tech education, and extensive list of college preparatory electives, and a Senior Internship, all of which are requirements for high school graduation.  In addition, HTLA High School provides a Summer “Boot Camp” for incoming 9th grade students where activities include culture building and assessing each students for areas of strength and growth, to ensure appropriate supports are provided to ensure they excel academically.    HTLA High School believes that, in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, Lab Science, VAPA, Foreign Language, Computer Literacy, and Physical Education, including unduplicated students and students with exceptional needs. This is measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by the counselor, Advisory teachers, students and parents/guardians to monitor whether the student is on track to graduate.  This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At HTLA, all students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education. In addition, our students also have access to and enroll in college preparatory electives, Lab Science, Foreign Language, Computer Literacy, Online Credit Recovery courses (if applicable), and an internship, as part of the school’s high school graduation requirements. There are no differences to accessibility to courses across student groups at HTLA.|Currently 100% of the students have access to a broad course of study and HTLA High School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of HTLA High School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330100743|Accelerated Charter Elementary|7|Accelerated Charter Elementary School (ACES) uses various tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. ACES is currently using CCSS aligned materials to track its progress in implementing the state academic standards. The adopted programs provide materials that extend to students with disabilities, English learners, and At-Risk or struggling students. Various research-based instructional strategies and supplemental programs are also used to allow all students access to the curriculum – Dual Language Program, Thinking Maps, Systematic ELD, A2i, and Scholastic Reading Inventory. Iluminate and PowerSchool are the two main resources used to track student progress and access to a broad course of study. Internal and external assessment results are reported to the governing board and are reviewed/discussed with various stakeholder groups such as parents, teachers, and other staff.|All students have access to, and are enrolled in, a broad course of study at ACES, including students with disabilities, English learners, At-Risk students and unduplicated students.|No barriers are preventing ACES from providing access to a broad course of study for all students.|ACES will continue to analyze and evaluate the courses offered to students and their effectiveness through surveys, observations, and stakeholder input at various meetings.|Met||2018
19647330100750|Wallis Annenberg High|7|Wallis Annenberg High School uses various tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. Wallis Annenberg is currently using CCSS aligned materials to track its progress in implementing the state academic standards. The adopted programs provide materials that extend to students with disabilities, English learners, and At-Risk or struggling students. Various research-based instructional strategies and supplemental programs are also used to allow all students access to the curriculum - Thinking Maps, iready, PBIS, SDAIE. Data is also analyzed regularly to ensure that students are placed appropriately and that students are progressing towards the standards. IIluminate and PowerSchool are the two main resources used to track student progress and access to a broad course of study. Internal and external assessment results are reported to the governing board and are reviewed/discussed with various stakeholder groups such as parents, teachers, and other staff.|All students have access to, and are enrolled in, a broad course of study at Wallis Annenberg School, including students with disabilities, English learners, At-Risk students and unduplicated students.|No barriers are preventing Walis Annenberg High School from providing access to a broad course of study for all students.|Wallis Annenberg High School will continue to analyze and evaluate the courses offered to students and their effectiveness through surveys, observations, and stakeholder input at various meetings.|Met||2018
19647330100800|Central City Value|7|All students at Central City Value High School (CCVHS) are required to enroll in a broad course of study for grades 9-12th in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, college preparatory electives and Foreign Languages. Students that complete the school's requirements will receive a high school diploma.  All administrators and counselors have access, through PowerSchool, to all student grades and meet with students to make sure that they are making adequate progress towards graduation.  Furthermore, every student has a faculty advisor that also works with students to make sure that they are on track to meet the graduation requirements. Additionally, the locally selected tools used by the CCVHS to determine if all students, including unduplicated, are enrolled in a broad course of study are: class schedules, report cards, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all CCVHS students have access to a broad course of study. Additionally, the school has curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study, the school offers structured English immersion class for newcomers and LTELs, an English Enrichment class for newcomers, and 30 minute structured reading period for all English learners. CCVHS offers English 9-12, AP English Language & Composition, AP English Literature & Composition, Integrated Math 1-3, PreCalculus, AP Calculus, Statistics, AP Biology, Biology, Chemistry, Environmental Science, World History, AP European History, US History, AP US History, Government/Econ, AP Government, Computer Science, AP Computer Science A, and varied visual and performing arts, including AP Studio Art. Aside from the broad course of study, all students at CCVHS take a values-based seminar for grades 9. Students, who are struggling academically and have not been identified as a SWD, are placed in a multi-tiered system of support program. For SWD, CCVHS uses a full inclusion model where RSP teachers push in/co-teach English and Math courses. For newcomer English learners, the school offers an EL teacher and an EL assistant to help students access the Common Core curriculum.  Supplemental curriculum is also provided when appropriate to support students at their instructional level.|All Central City Value High School students have access to a broad course of study. There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|To support staff and students in accessing the curriculum included in a broad course of study, the LEA has provided professional development and support to classroom teachers through our coaching plan. Additionally, CCVHS will continue improve its use of SDAIE strategies and differentiated instruction which allow all students access to the broad course of study.|Met||2018
19647330100867|KIPP Los Angeles College Preparatory|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Los Angeles Prep students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th and 6th grade core classes are Math, English, Social Studies, Science, and Physical Education. 7th grade core classes are Science, English, Pre-Algebra, World Civilizations, and Physical Education. 8th grade core classes are Science, US History, Algebra, Geometry, English, Critical Methodology in Literature, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at KLAP. 5th and 6th grade students can participate in Fundamentals of Art, Beginning Music, and Theatre. 7th and 8th grade students can participate in Drawing, Painting, Advanced Drawing, Construction, Photography, Orchestra, Instrumental Music Lessons, Choir, Band, and Theatre.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330101196|ICEF View Park Preparatory High|7|ICEF View Park Preparatory Charter High School (VPPCHS) currently serves 570 students in grades 9-12.  Our school provides all students with a rigorous standards-aligned educational program.  Our student demographics include: 96% African-American, 3% Hispanic, of which 0.7% English Language Learners (ELL); 15% Students with Disabilities, 0.4% Foster Youth, 0.8% Homeless and 64% qualify for Free/reduced Lunch.  ICEF VPPCHS is located in the Hyde Park neighborhood of South Los Angeles.  According to the L.A. Times Neighborhood Mapping profile, this predominantly African American neighborhood has below average educational attainment plagued with high violent and property crime rates.   Our scholars experience many challenges in their daily lives that many living in the same city cannot imagine: violence and other crimes near or even in their homes, family unemployment, poverty, food instability, gang-involvement, teen pregnancy, substance abuse and more. These students typically arrive at ICEF VPPHS one or more grade levels behind. ICEF focuses on providing a college-ready model that includes a unique 3A’s approach in Academics, Arts, and Athletics; these opportunities greatly enrich the lives of our students and prepare them for success in a diverse society. ICEF’s goal is for each scholar to not only attend, compete, and graduate from a top college or university, but also effect change as leaders within the communities they will live and serve.   The mission of ICEF View Park Preparatory Charter High School is to: • Prepare students to attend and compete academically at the best colleges and universities across the nation. • To expand the choices parents have for a first-rate educational opportunity within the public school system. • To achieve the mission by discovering and developing each student’s gift and talents.   ICEF VPPCHS believes that in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with EdCode 51220, as applicable, which includes English, Math, Social Science, Science, VAPA, Foreign Language, and Physical Education, including unduplicated students and students with exceptional needs. This is measured by an annual analysis of student transcripts, and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by counselors, Advisory teachers, students and parents/guardians to monitor if the student is on track to graduate.  This applies all students, and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF View Park Preparatory Charter High School all students are enrolled in ELA, mathematics, science/lab science, History, physical education. In addition, our students also have access to and enroll in college preparatory electives, Foreign Language, Visual & Performing Arts, and the College Prep Course, as part of the school’s high school graduation requirements. There are no differences to accessibility to courses, across student groups at ICEF View Park Preparatory Charter High School.|Currently 100% of the students have access to a broad course of study and ICEF View Park Preparatory Charter High School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of ICEF View Park Preparatory Charter High School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330101444|KIPP Academy of Opportunity|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Academy of Opportunity students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. The core classes in which all KAO 5th-7th grade students are enrolled are Physical Education, English Language Arts, Math, Science, and Social Studies. 8th grade core classes are Science, Algebra, Social Studies, English Language Arts, and Physical Education.  In addition to the core classes listed above, all students have access to various electives during their time at KAO. KAO offers Art and Music for 5th and 6th grade students as well as Choir, Advanced Art, and Drumline for 7th and 8th grade students.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330101659|CATCH Prep Charter High, Inc.|7|"At CATCH Prep, students are tracked for A-G access and completion using a counseling tool known as the CATCH Plan.  Beginning in 9th grade, all students co-create their CATCH Plan with their Guidance Counselor that culminates in high school graduation as well as 100% A-G completion.  CATCH Prep's governing board has also made high school graduation requirements the exact same as the Cal State / UC A-G expectations, so all students at CATCH graduate with complete access to California""s four-year public university system."|At CATCH Prep, we offer a variety of AP and Honors courses for students in grades 9-12 and we track the learning results of students over time by publishing, sharing, understanding, and delving into different data sets, including AP Exam Results, SAT results, CAASPP results in ELA, Math, and Science, as well as course access data to ensure all student subgroups at CATCH have equal access to our most rigorous course of study.|CATCH Prep's access barriers generally exist within the surrounding community of the school.  South Central Los Angeles remains an under-resourced neighborhood of Los Angeles, and the distractions that come with community marginalization impact our students' grit, perseverance and other non-cognitive skills that impact student achievement across rigorous learning targets.|As a school that serves a population of students that are 90% African-American 10% Latino, CATCH Prep believes that the best way to broaden the educational experience of our school is to continue to promote, market, and recruit incoming students from the most diverse of backgrounds and learning contexts throughout Los Angeles.  The heterogeneity of a student body can be one of its greatest assets, and CATCH Prep is planning continued promotion efforts in communities that extend far beyond our local context,|Met||2018
19647330101675|Oscar De La Hoya Animo Charter High|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330101683|Renaissance Arts Academy|7|• All RenArts students participate in an open classroom with accelerated academics, mixed-age instructional groups, integrated curriculum, and disciplined arts training. ? • Mixed-age groups implement a depth and complexity instructional design that engages all students in high-level thematic inquiry, maximizing full inclusion in LRE for students with special needs and language development instruction and support for English learners. • A shared curriculum and schoolwide arts participation create a cohesive culture that supports success for all students. • Multi-year instructional framework acknowledges “jagged growth” patterns and provides students multiple opportunities to access concepts, build skills, and contribute to the learning community. • All RenArts graduates complete University of California A-G requirements. Coursework includes math, science, history, English and Latin every year for every student. • All graduates complete a CTE pathway. • Arts curriculum includes music or dance focus, plus music theory, sight singing, percussion, movement lab, and visual aesthetics every year for every student. ? • In addition to its in-school music and dance curricula, RenArts provides a tuition-free afterschool Conservatory with multiple orchestras, choirs and dance companies. Music students have unrestricted use of school-purchased instruments and daily group lessons. Dance students have daily studio classes in technique, physiology, and choreography. ? • An experienced faculty of artists trained at Curtis, Oberlin, IU Jacobs, USC Thornton, San Francisco Conservatory, CalArts, and UCLA guides students from diverse ethnic, economic, cultural and developmental backgrounds in the practice of individual and collaborative skills needed to achieve shared artistic goals. • All academic and arts programs are made fully accessible to all students (English learners, students with special needs, students at socio-economic disadvantage) ensuring full participation, ongoing support, peer collaboration, and multiple modalities for both understanding and expression.  Consistent with organizational mission and goals, RenArts supports a robust arts program and measures its success through authentic outcomes: student participation, performances, parent attendance, organizational partnerships, community engagement, and external recognition. There are no auditions, teacher recommendations, or prior training needed to participate in the arts program. The program was specifically developed to support the desire of students to explore the world through the lens of performing arts. Every student is enrolled in a comprehensive performing arts program and receives 81/2 hours per week of arts instruction. Full access to and use of musical instruments, studio classes, orchestras, dance companies is provided to all students. In addition, RenArts provides the opportunity for all students to attend many performances throughout the year, both at school and on field trips.|100% of students, including all subgroups, have access to, and are enrolled in, a broad course of study.  The most authentic measures of school accountability are graduation rates and post-graduation options for college and career success, particularly for under-served populations. RenArts has a strong history of success for all students, maintaining a 100% graduation rate, 100% completion of A-G requirements, 100% completion of UC-approved Career-Technical (CTE) pathway, and 97% acceptance at four-year universities. RenArts graduates have been 71% economically disadvantaged; 73% under-represented minorities; 52% first-generation college; and 12% Special Education. 20% of graduates have majored in the arts (music, dance, film, design, multi-media, visual art), with the remaining 80% studying a wide range of subjects including engineering, mathematics, physics, biology, pre- med, computer science, philosophy, psychology, sociology, critical theory, English, history, comparative literature, business. Students have also completed career certifications including nursing, EMT, cosmetology, phlebotomy, xray tech, culinary, criminology, fire fighting, early childhood education.  RenArts faculty responds on a case-by-case basis to fully address the educational needs of all students and ensure that appropriate student learning is achieved. The past success of this approach for economically disadvantaged students, students with disabilities, and English learners is evident in RenArts’ multiple Title 1 Academic Achievement Awards, EAP results, interventions that supports academic achievement while preserving access to high-level learning experiences in an inclusive environment, 100% graduation rate, 4-year college acceptance rate, and ongoing graduate support through RenArts’ innovative alumni apprenticeship program.  Measurable arts outcomes include: PERFORMING ARTS STUDY: 100% of RenArts students participate in high-level training both during the school day and in the after school conservatory program. PARTICIPATION IN PERFORMANCE: 100% of RenArts students participate in at least 1 annual performance. PARENT/GUARDIAN ATTENDANCE: 90% of RenArts parent/guardians attend at least 1 performance each year. ARTS PARTNERSHIPS: RenArts has sustained long term relationships with professional arts organizations, notably the Los Angeles Philharmonic through both its School Partners program and its Youth Orchestra Partners program. Additional partners include the Camerata Pacifica, Los Angeles Chamber Orchestra, Colburn School, the New England Conservatory Abreu Fellows program, USC Thornton, the UCLA World Arts and Cultures and dance programs, UCLA Herb Alpert School of Music, and the National Endowment for the Arts. COMMUNITY ENGAGEMENT: RenArts has a history of active participation in the cultural and creative life of the city, including performances with professional musicians at arts venues, schools, and festivals.|There are no barriers to providing a broad course of study for all students. Currently, 100% of students, including all subgroups, have access to, and are enrolled in, a broad course of study.|As we expand both enrollment and grade levels, we continue to analyze and adjust the program, working to ensure academic success for all students while introducing new approaches to enrich their artistic experiences and engagement. The following rubric represents a thumbnail overview of RenArts’ mission-aligned criteria for internal analysis and assessment of organizational growth, coherence, achievement and accountability in all relevant areas of operation. Criteria were adapted from multiple sources, incorporating program research and development over the past 14 years: 1. Academic inquiry, close observation, and collaborative analysis of program elements, student response, and measurable performance data; 2. Organizational relationships and interactions with foundations, institutions of higher education, international arts organizations, and community partners; 3. Faculty, student, board and community self-reflection focused on RenArts’ mission, vision and goals.|Met||2018
19647330102335|Ocean Charter|7|Ocean Charter School uses the EasyCBM Benchmark assessments in grades 1-8 to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|All Ocean Charter School students have access to, and are enrolled in a broad course of study. OCS students receive a Waldorf Education that includes an innovative, arts-integrated, common-core curriculum. In addition, students in the grades participate in classes of specialty subjects designed to compliment and deepen the learning of the core academic subjects, as well as the support of flexible brain development. Specialty subjects include world languages, handwork and games/movement in grades 1-8. Students in grades 6-8 participate in a digital literacy program as well as a variety of elective courses of choice, including: percussion, dance, advanced strings, chorus, orchestra, band, photography and newspaper. Intervention classes taught by credentialed teachers are held throughout the school day to support students in reading, writing and math.|All students are provided access to a broad course of study.|OCS will continue to provide all students access to a broad course of study, including common core standard based subject integrated with the arts.|Met||2018
19647330102426|PUC Milagro Charter|7|PUC elementary schools have self-contained classrooms by grade level.  PowerSchool is used to track how students are assigned within their grade level.  PowerSchool Scheduler is used for assigning students to their appropriate classroom, for generating student rosters, tracking teacher qualifications, and gradebook monitoring.|As a charter school, PUC Milagro ensures that all students have access to and are enrolled in the following:  English Language Arts, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Foreign or World Language is not offered.|PUC Milagro students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter in order to ensure access to the broad course of student being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.|Met||2018
19647330102434|Animo South Los Angeles Charter|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC). The DELAC and SAC review data to inform programmatic and budgetary decisions each spring for the upcoming school year. The school currently provides the following basic instructional services to students identified as English Learners. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330102442|PUC Lakeview Charter Academy|7|PUC middle schools use PowerSchool PowerSchool Scheduler for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool to track how students are assigned and have access to and are enrolled in a broad course of study based on grade spans.|As a charter school, at PUC LCA all students have access to and are enrolled in the following:  English, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Due to the intense scheduling in the middle school, Foreign or World Language is reserved for high school grades.  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.|PUC LCA students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter in order to ensure access to the broad course of student being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.|Met||2018
19647330102483|N.E.W. Academy Canoga Park|7|At N.E.W. Academy Canoga Park, we utilize various measures to define a Broad Course of Study. Students in grades TK-5 have access to board approved instructional materials. Students have access to Physical Education Instruction. Students have access to Art Instruction. Students have access to Music Instruction.   Teachers receive ongoing professional development in Language Arts Instruction, English Language Development (ELD) Instruction, Next Generation Science Standards, Art Instruction, and English Language Development.|All N.E.W. Academy Canoga Park students have access to a Broad Course of Study. All students, regardless of course instruction, are instructed using the board adopted standards research based instructional material. Students in grades K-1st enrolled in the Language Academy Program use McGraw-Hill's Maravillas as their language arts curriculum to ensure they receive instruction in the targeted language, Spanish. By providing a solid foundation in the targeted language students can transfer the skills and knowledge into English.   Teachers have continued to enrich the curriculum by using the strategies and skills they have acquired in professional development.|We provide access to a broad course of study for all students, however we do have a number of students who are either tardy or absent on a regular basis.|Students are making steady growth in all areas, thus we will continue to use the curriculum we have in place. Teachers will continue to provide engaging lessons for all students and will differentiate instruction to ensure all students have equal access to the curriculum.  The focus of our language arts professional development for teachers for this school year will be on Depth of Knowledge. We believe this will help our students strengthen their critical thinking skills. Teachers will continue to participate in ongoing Professional Development in English Language Development and Cognitively Guided Instruction in Math.   We plan to closely monitor those few students who are tardy and/or absent by reaching out to families to better understand each individual family's situation. We will provide resources as needed.|Met||2018
19647330102541|New Designs Charter|7|New Designs Charter School was founded in 2003 with the goal of developing an exemplary school offering high-quality, college-preparatory education to prepare students to succeed in a global, diverse, and technology-rich society. The school prepares students for post-secondary academic and career opportunities through excellent professional development for teachers; by encouraging the use of evidence-based teaching strategies in the classrooms; and by providing a curriculum that has enrichment and intervention programs for all students. Both middle and high school students are exposed to a wide-ranging curriculum. In high school, students choose among five career pathways in the areas of medicine, law, technology, finance, and engineering. The school is also cementing a data driven culture that seeks to respond, and address felt needs in the school community in all areas covering academic, social-emotional, cultural and safety concerns.   New Design Charter School serves a diverse community located in the University Park area in South Los Angeles. This is a historically underserved area with a median household income significantly below the state average, a poverty rate of 19% with 89% of the population living in rental residencies. Over the years, the school’s enrollment has consistently mimicked the demographic changes taking place in the community served. Currently, our school serves 853 students in grades 6-12, 88% Hispanic, 11% African-American, 0% White, 0% Asian, and 1% 2+ Races, of which, 90% Socio-economically Disadvantaged, 11% English Language Learners, 9% Students with Disabilities, 0.23% Foster Youth, and 0% Homeless.   New Designs Charter School believes that, in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, Lab Science, VAPA, Foreign Language, Physical Education, CTE Pathways, including unduplicated students and students with exceptional needs. This is measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by the counselor, students and parents/guardians to monitor whether the student is on track to graduate.  This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At New Designs Charter School, all students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education. In addition, our Middle School students also have access to and enroll in Technology and ACE: and our High School students have access to and enroll in: college preparatory electives, Lab Science, CTE Pathways (Law & Diplomacy, Information Technology, Finance Academy, Medical Science and Engineering), AP courses, and UC A-G approved courses.  New Designs Charter School’s high school graduation requirements far exceed UC A-G eligibility requirements. There are no differences to accessibility to courses across student groups at New Designs Charter School.|Currently 100% of the students have access to a broad course of study and New Designs Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of New Designs Charter School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330106351|Ivy Academia|7|1. The LEA is using NWEA, iO/EADMS, internal benchmarks, CAASPP SBAC, ELPAC IA, ELPAC SA, UC A-G requirements and AP courses and exams to track the broad course of study that students have access to across all grade levels and unduplicated student groups.|2. Students in K-5 are enrolled in grade level core courses and have enrichment/intervention opportunities based upon individual needs and/or teacher recommendation. Students in 6-12 participate in academic counseling at least twice annually to ensure coherence to a four-year plan to achieve college and career-readiness.|3. Logistically having two separate campuses which makes it difficult to offer the broad range of courses capable of our current staff. The LEA is additionally challenged by the limited enrollment which prohibits the creation of multiple sections for student schedules.|4. The LEA has hired additional credential staff to expand course offerings based upon student requests. The LEA plans to continue this going forward by offering additional courses in the History/Social Science, NGSS-integrated Sciences and CTE courses. The LEA has also created blended environments of instruction where teachers differentiate honors and AP course in individual sections.|Met||2018
19647330106427|Synergy Charter Academy|7|LEA will assess itself using School Accountability Report Card (SARC) data from the previous year. More specifically looking at instances that were not met. Areas such as Total Teacher Misassignments and Availability of textbooks and instructional materials will be reviewed to track the extent to which all students have access to broad course of study. Annual teacher survey will also be used by LEA to assess proper implementation of State standards.|LEA SARC data shows zero (0) total teacher misassignments and zero (0) misassignments of teachers of English Learners. All teachers in LEA have legal authorization to teach corresponding grade level, subject area, and student group. All students in LEA have access to quality instructional materials needed in each subject area. Annual teacher survey results demonstrate implementation of ELA/ELD and Math standards at 100% underway and fully underway. No school site comparison data available since LEA is a single school.|No barriers that prevent LEA from providing access to broad course study for all students have been identified.|LEA will continue to appropriately assign fully credentialed teachers in the corresponding subject area and will continue to provide students with access to quality standards-aligned instructional materials. LEA will continue to seek teacher feedback regarding implementation of State standards through annual teacher survey.|Met||2018
19647330106435|Camino Nuevo Charter High|7|CNCA uses an SIS system, PowerSchool, as well as a data management tool, Schoolzilla, to track and monitor the extent to which all students have access to and are enrolled in a broad course of study.|At CNCA, all students are enrolled in a broad course of study.  At the elementary school level, students have full access to the extent of the curriculum through a fully-inclusive special education program.  At the middle and high school level, students are also fully included in the general education curriculum.  At the high school level, all students are fully enrolled in an A-G pathway.|One ongoing challenge is for students who need both a language intervention and have an IEP.  The amount of ongoing services necessary may limit some student’s participation in non-academic electives.|CNCA has worked to limit this by making decisions on an individual basis for twice-exceptional students and creating more fully inclusive classroom spaces.|Met||2018
19647330106831|Animo Venice Charter High|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless. To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC). The DELAC and SAC review data to inform programmatic and budgetary decisions each spring for the upcoming school year. The school currently provides the following basic instructional services to students identified as English Learners. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs.|Met||2018
19647330106849|Animo Pat Brown|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for high school and college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330106872|Bert Corona Charter|7|BCCS has fully implemented the MTSS process.  As such the following is fully accessible to all students: ? Review to ensure that all teachers are fully credentialed - Bert Corona Charter will determine annually through a review of personnel data the percentage of fully credentialed and appropriately assigned teachers.  Annual review of faculty, staff, and vendor Department of Justice and TB clearance ? CCSS training will be embedded in professional development meetings. Professional development will be measured through teacher observations, interim comprehensive assessment (ICA) student performance, and a thorough review of student work samples.  ? Professional Development will be measured through a review of teacher credentials and will be reported in the yearly SARC report documentation. ? Observation and Evaluation Process for teacher growth ? CCSS ELD Strategies for EL students to access the ?core curriculum/attain academic English ? Implementation of Bert Corona Charter English Learner Plan ? CCSS curriculum implementation of ELA, ELD, Mathematics, NEXT Generation Science Standards, and Social Science ? Effective use of multimedia and technology in the classroom ? Instructional Shifts for ELA/Math, Speaking/Listening Standards, CC Lesson SFA, Big Ideas, Essential Questions, Academic Conversations/Discourse, Close Reading Strategies, and Text Dependent Questions ? Using CC SBAC interim assessments, NWEA, Achieve3000, ALEKS, SFA, Illuminate and other Assessment Program ? Strategies for SWD to access core curriculum in the general classroom ? Positive Behavior and Intensive Support (PBIS) and alternatives to suspension ? Maintenance of database system to track teacher credentialing, medical clearances and background clearances-Human Resources.|BCCS has focused on literacy and building vocabulary throughout the past few years, which has required teachers to ensure that all students including all subgroups receive support in all facets of learning English, reading, writing and the use of technology. Through assessment, data analysis and systems follow up of all student results, teachers have been able to collectively work with programs offered to support all students toward academic achievement. To ensure BCCS is meeting the needs of all of our students, Success for All (SFA) programs for both reading and mathematics is used. SFA is a research-proven program used to support all students and has structures built into the program to help the needs of high performing students, low performing students, students with special needs, and English Learners. In both SFA’s reading and math programs, there is a focus on vocabulary acquisition, collaborative learning, rubric usage, data usage/reflection and the cycle of effective instruction. During their ELD time, the students participate in small group learning and learning rotations to meet their various needs. They read, study vocabulary, work on projects, write, practice their speaking and listening, and use additional technology-assisted learning through Rosetta Stone. Bert Corona Charter School knows that for our students to be successful, all stakeholders need to work as a team in supporting all of our students. This year, we have centered on training our parents on the Common Core standards and helping them to understand the requirements of CAASPP. We also conducted a Town Hall meeting with local and state policymakers to provide our parents’ access to educators in our community. We also hold ongoing training for our parents to ensure they understand? student data, grades, and the procedures and expectations of our school.|All students have access to the entire Bert Corona Charter School course of study.  No student is exempt from any of the course of study.|At present, the Bert Corona Charter School Community is reviewing textbooks and resources for mathematics to be adopted during the 2019-2020 school year.  Teachers are piloting these textbooks and supplies? to support increased academic outcomes in mathematics for all students.|Met||2018
19647330107755|Port of Los Angeles High|7|The Individualized Academic Plan allows POLAHS to map out a 4-year academic plan for each student currently at the school. Counselors can enter courses individually, or multiple courses may be added at one time by creating and utilizing Course Request Packets or Course Sequences. Students and Parents also have the ability to modify their academic plan. Changes made by parents and students require approval by the counselor before being added to the plan. Course sequences can be set up for a series of courses a student would typically take over their 4-year high school career. This allows for user input from parents and students, and allows all students to request whichever courses are available at their grade level.   POLAHS seeks to strategically alter the courses offered to students based on student need and program efficiency.  POLAHS continues to offer AP courses, Honors courses, Credit Recovery, Elective Lab, CTE Pathways and other A-G courses.   EDC 51220 states the adopted course of study for grades 7-12, inclusive, shall offer courses in the following: English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Applied Arts, and CTE.|Unduplicated Students Enrolled in CTE: Total # of EL Students in CTE: 4/214  Total # of SPED students in CTE: 34/214 Total # of Low-Income students in CTE: 129/214   Unduplicated Students Enrolled in Honors/AP:  Total # of EL students in Honors/AP: 0/284 Total # of SPED in Honors/AP: 2/284  Total # of Low Income students in Honors/AP: 154/284  *Note: EL and SPED populations on campus are relatively small and therefore do not reflect a significant measurable percentage of unduplicated students enrolled in a broad course of study.  Our EL population is approximately 2%. Our SPED population is  approximately 9%.|Incoming students originate from primarily eight middle schools with varying degrees of preparation.  Additionally, student standardized test scores are not transferred to the high school which creates difficulty gauging student skill sets. However, the LEA is responding by having all Incoming ninth graders take skills assessments in math, English, and science to determine math skills and reading lexiles. The assessments guide counselors with placement of students at the appropriate level math classes and help determine additional support students may need to perform at grade level.  It is the mission of the school to support and monitor the students between 9th and 12th grade. Students who are not at grade level are supported with reading intervention and focus classes in English, math and science.  It is the goal of the school to help students advance through the general education curriculum while also participating in either CTE, Dual Enrollment, Honors and/or Advanced Placement courses by their 12th grade year.  However, it may take multiple years to assist students in developing the appropriate college and career level skills.  Referrals for AP/Honors courses are made by a student's previous teacher in the subject matter the student requests to enroll in. The referrals are performance based and are not simply available to everyone due to size constraints of the building. All students are encouraged to request any class that they feel they are ready to take.  POLAHS recognizes the need to work more on implementing ELD standards. The full time EL Coordinator is developing a curriculum that can be used in the focus English classes, pushes into said classes, and also pulls EL students out for one-on-one instruction. With that said, EL students are not a significant portion of the school's population (approximately 2%), and therefore do not reflect a significant measurable percentage of unduplicated students enrolled in a broad course of study.|"POLAHS has implemented clustering both students with disabilities and English Learner students in ""Focus"" General Education classes. These classes are taught in subjects such as Biology, English, Math and History. Along with the teacher for those courses, is an additional adult (teacher or aide) who provides 40-120 minutes per week of extra support.   POLAHS offers Academic Support as an elective for special education students. In this class, students develop their basic academic skills and address needs in study skills and organization."|Met||2018
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|7|A  course of study comprising 220 credits equals the minimum requirements for graduation from CHAMPS. The courses must fulfill the following credit requirements:      World History 10              US History       10             Government 5       Economics 5     English         40   Mathematics   30 Lab Science 20 Foreign Language 20 Visual/Perf Art 10   Physical Education 20   General Electives 50  Additionally. college bound students must meet the UC a-g course requirement.  Our counseling staff track the extent that all students are enrolled in the courses by grade level and student groups.. The tool that they use to determine who is enrolled in what courses and the progress made toward graduation  is Aequitas Q SIS.       It does not take into account additional coursework that may be required for meeting minimum UC/CSU entrance requirements, or for academic coursework recommended in order to build a student’s competitiveness for college admission|All students are currently enrolled and have access to a broad course of study.|not applicable|not applicable|Met||2018
19647330108886|Gabriella Charter|7|The LEA tracks student performance in our charter's adopted broad course of study - which includes the content areas of English language arts, mathematics, science, history, visual and performing arts, physical education, health, and technology.  All students participate in the coursework that is designed to be a broad course of study and is identified in our charter.|All students at our charter school have access to and are enrolled in a broad course of study as identified by our charter.|GCS has not currently identified barriers to overall course access in a broad course of study for all students.  However, we continue to examine ways in which significant student subgroups (e.g., English learners and students with disabilities) can gain greater proficiency in performance, and how we design instructional supports to increase student success for all students regardless of challenge.|GCS will continue to implement our charter for our K-8 students which ensures access to a broad course of study for all students, and will continue to examine ways in which we can continue to support student subgroup proficiency in all subjects.|Met||2018
19647330108894|Alliance Judy Ivie Burton Technology Academy High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330108910|ISANA Nascent Academy|7|The LEA uses the Student Information System to ensure that all students are enrolled in a Broad Course of Study.|All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.|No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes.|The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.|Met||2018
19647330108928|Larchmont Charter|7|Larchmont Charter uses a variety of tools to ensure that all students have access to and enrollment in a broad course of study. These tools include, but are not limited to: - PowerSchool, our student information system, which allows for the tracking of grades, attendance, course enrollment, and comments about students’ needs and progress toward completing requirements. Powerschool also holds assessment results (both local and state) and demographic information to help track student progress per course, grade level, and unduplicated student groups. - Naviance, which tracks student academic metrics and applications sent to colleges, allowing students to explore college options and opportunities while giving administrators the ability to view college-relevant data relating to the students’ current enrollment in a range of courses to help make them competitive college applicants. - Individualized graduation plans, which counselors use when meeting with students to help determine what courses students should take in order to best serve students’ interests and academic needs. - CollegeBoard reports help to track our students’ ever-increasing participation in AP courses, and the passage rate indicating their mastery of the material offered in AP courses.|Students at Larchmont Charter have access to and enrollment in a broad course of study. All students are able to participate in all academic programs offered, including advanced placement courses, A-G electives at the high school level and enrichment courses TK-8 focused on cooking, gardening, art, and theater, along with the regular academic courses such as ELA, Math, History, and Science. Academic tracking from our student information system, PowerSchool, indicates that in the last two academic years, at least 92% of students in 11th and 12th grade were on track to complete A-G college admission requirements, and more than half of students in these grades were participating in AP courses. The AP course participation rate has steadily increased over the last four years, nearly quadrupling the number of AP test takers at Larchmont in the years from 2015 to 2018. This consistent growth in AP participation rate over time is just one indication of the progress Larchmont has made over time in its ability to provide access to a broad course of study to all students. There are no differences across school sites with respect to access to a broad course of study, as all sites offer grade-level specific courses in enrichment and core classes as described above.|Larchmont Charter does not have any barriers limiting its ability to provide access to a broad course of study for all students, given that Larchmont utilizes individualized tools that are integrated into the school day to allow access for all students to academic advising, counseling, and social-emotional support. Students are provided with access not only to a broad course of study at Larchmont, but also with the tools needed to access colleges and continue on their learning path after leaving Larchmont. In addition to individualized graduation plans, students have access to counselors who teach research seminars with built-in SAT preparation and college essay writing support.|Larchmont has recently added the use of Naviance in response to a need for easier tracking of course progress for counselors. While PowerSchool holds all the information needed to track students’ enrollment in a broad course of study, a desire to provide additional tools for guidance of students toward their individual skills and interests resulted in the addition of Naviance. The decision to implement this new tool was a result of a desire to have a more hands-on process to ensure students are properly enrolled in the available broad course of study, while also providing the opportunity for student engagement with the courses offered and facilitate interactive support with students’ counselors.|Met||2018
19647330108936|Alliance Collins Family College-Ready High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330109884|James Jordan Middle|7|As a charter school, our authorizer, the Los Angeles Unified School district annually reviews our master schedule to insure that we are providing the breadth of study required by the state of California.  Also, we annually review data from the SBACAs a middle school, additional breadth beyond state requirements is not as critical as preparing students to success in a High School that has exemplary breadth in its course of study.  In each content area, we monitor how closely our general education students and our significant subgroups (English Learners, Low Income students and Students with Disabilities) are to mastering state standards as measured by the full range of CAASPP tests.  Our Special Education Local Plan Area (SELPA) monitors the programs and support that is available to our students with disabilities.  Unlike the majority of independent charter schools, JJMS does have a Special Day Class for students with Moderate to Severe disabilities.  Our SDC includes an option for hybrid enrollment so that if a student is ready for a less restrictive environment for one of the academic content areas, they are able to participate in the General Education program for that portion of the day.  For our English Learners, we have developed a second hour of language instruction that focuses on individualize plan for language development.|Our low income students are scoring above the district and the state on the CAASPP exams and the majority of our students rank on grade level in these exams.  This indicates that we are providing a sufficiently broad course of study for the majority of our students.  English Learners at JJMS are currently at near double the rate of mastery seen in our authorizing district, LAUSD. Our students with disabilities, also outperform the district average on state tests.  We believe this is an indication that we are providing an adequate breadth of study.  A recent District Validation Review of our program for students with disabilities produced a report of near perfect implementation of services. Our scores for all subgroups have risen steadily every year since the implementation of CAASPP testing.|The greatest challenge to providing greater breadth of study for our students is the need for remediation.  For example, only 27% of our current 8th graders arrived with grade level skills in ELA and only 19% were on grade level in math.  As a middle school, we have only three years to remediate while simultaneously working on grade level standards.  This means that we have not yet progressed to being able to offer Algebra I to our 8th grade class.|In order to address the need for covering elementary school standards, we have increased the instructional minutes for our school year and we have targeted reaching grade level in ELA and Math for all subgroups as our top priority.  In our master schedule, we have two hours per day for ELA instruction and an additional two hours per day for Math.  This limits our ability to offer a wide range of elective courses for students.  For example, visual arts is only available one day per week.   Each year, we are able to close the gap on remediation more quickly.  We hope to offer Algebra I during the 2018-19 school year.|Met|% of students who meet or exceed standards on SBAC   JJMS STATE LAUSD     ELA schoolwide 53.1 49.90% 42.31`% EL 6.45 12.62% 3.66% SWD 12.33 14.98% 10.34% LowSES 53.43 37.69% 36.46%      JJMS STATE LAUSD MATH schoolwide 52.05 38.70% 31.62% EL 9.68 12.57 5.4 SWD 13.7 12.25 8.13 LowSES 53.43 26.23 25.84     EL= English Learners    SWD= Students with a Disability (Special Education)    LowSES= Students who are economically disadvantaged.|2018
19647330109934|Our Community Charter|7|OCS uses a robust scheduling tool to ensure that all of our students in grades TK-8th have access to a broad course of study with standards-based classes. Our inclusion special education program ensures that our students have equitable access to the curriculum since we do not have special day classes.|Every grade level has 2 classes that are taught by highly qualified teachers that use standards-based curriculum. Our 7th and 8th grade students have the opportunity to choose from electives every trimester to balance out their core classes and allow them to have a more enriched middle school experiences.|There are no barriers to prevent OCS from providing access to a broad course of study for all students.|There are no revisions at this time.|Met||2018
19647330111211|New Heights Charter|7|New Heights Charter School operates with a full inclusion model for all students including English Language Learners and students with special needs. Students all receive a broad course of study in all grade spans.|100% of students have access to a broad course of study.|There are no barriers at this time.|New Heights continues to build our internal capacity, through staffing and professional development, to ensure students with special needs and English language learners continue to be fully engaged in all classroom and school activities.|Met||2018
19647330111484|New Village Girls Academy|7|To ensure that students have access to, and are enrolled in, a broad course of study, the following have been identified as tools of measurements:  - Academic Counseling: Upon enrollment and at the beginning of each semester, students meet with the counselor to develop or update an individual graduation plan that is compliant with A through G requirements that have been approved by UC Doorways. - Quality of courses: Given the at-risk population that we serve, our classes are small and our student to teacher ratio is 10:1. Our courses are geared towards project-interest based curriculum that follows the Big Picture Learning framework.  - Technology: Our classrooms are equipped with technology that meet 21st century student learning needs. All classes have access to projectors, speakers, and computers. Students are instructed to use Schoology as a platform to track their progress and assignments, as well as engage in virtual discussions. Math is also supplemented through the curriculum made available by the Khan Academy online platform. Our school's maker space has a number of tools and technology that students use for STEAM related projects.  - Our science curriculum is focused on interactive learning through real-world experience and application via the instruction and laboratory exercises which are done in conjunction with the California Science Center. - Mentors and Volunteers: Through our community engagement efforts, we have developed relationships with volunteers and mentors who provide guidance on career readiness and writing for our students.  - Data: We have a number of measurements that track student academic achievements such as yearly graduation rates, college/vocational school admission, SAT/PSAT/ACT scores, and science and math passage course rates. We also have survey results from the student Fall Questionnaire, and their individual Wellness Intakes that give us information on students' well-being.|To best serve student groups, we rely on the information indicated on CALPADS to address student academic and physical needs. Upon enrollment, if parents/guardians/students identify special needs and accommodations, school staff takes steps to ensure that these are met. Given the high rate of our English Language Learners population, this academic year, we hired an English teacher that was formally an EL Specialist and have a dedicated Structured English Immersion class.   The Assistant Principal is designated with overseeing student with special needs and 504 accommodations. The RSP teacher is tasked with following up with students with IEPs and scaffolding curriculum material. The school psychologist provides counseling services to students on IEPs and 504 plans, and completes psycho-educational assessments. The special education team ensures that the school is compliant with federal mandates.   Foster, homeless, and pregnant/parenting students have regular check-ins with the school social worker to identify special needs they may have within and outside of school. AB 216 and AB 1806 students are provided information about their education rights with respect to graduation and are provided program referrals.|There are a number of internal and external barriers that limit the access of a broad course of study for all students. Among our students and the families we serve, there has been a reported increase in the cases of homelessness and economic duress, as well as limits on access to health services. Students who are parenting have challenges in finding affordable and accessible childcare. All these challenges have an immediate impact on attendance and the ability for student's to succeed academically.   This academic year, we had a number of staff members and students who are new to the Big Picture Learning framework. Though this had not been a setback, we are faced with a learning curve and must set goals to ensure that the integrity of the educational framework continues and is modified to best fit the needs of our students.|There are a number of actions that have been planned or already implemented, that respond to the external and internal barriers listed:  - Attendance: We are conducting daily outbound calls, sending text messages, sending out truancy letters, and hosting parent-teacher conferences to address the students' needs. We stress the importance of daily attendance with educational rights holders, and include the school social worker in these conversations in case they must be referred to a community partner or programs.  - English and Math Levels - A number of assessments are being used to diagnose student curricular needs. Star Renaissance 360 assessment tool and Read 180 are being used to diagnose academic deficiencies and monitor student progress throughout the year. - Big Picture Learning - Staff is receiving two after-school professional development opportunities per week where among other trainings, coaching is being provided by project-based learning experts. Students are also learning and engaging in Big Picture Learning during their advisory period, through the internship and career certification curriculum, and preparing for exhibitions at the end of the semester. -School Social Worker: The school staff includes a full-time social worker, who works with students, families, and staff on accessing community resources for a variety of needs, including: mental health services, childcare, parenting classes, and housing. -Student Success Team (SST): The SST meets when a student needs academic and/or social-emotional support. The Assistant Principal is the facilitator for meetings that include the student, parent, and the student's advisor. When the student is in need of social-emotional resources, the school social worker participates in the SST. The team convenes and develops an action plan to support the student with academic and/or social-emotional interventions, for follow-up at a later date. Some of the interventions the SST provides include: after-school homework help, math tutoring, time in advisory period to make-up assignments, check-ins with the school social worker and/or other related staff. -Positive Behavior Intervention and Support (PBIS) Coach: The PBIS coach worked with the staff and students to develop the PBIS Behavior Matrix with tiered supports, and provides ongoing coaching for the implementation of the matrix. -Quiet Time: The David Lynch Foundation Quiet Time Program works with underserved communities, helping foster and sustain positive learning environments through the practice of meditation. Through the introduction of stress-reducing, evidence-based meditation to the entire school community, this program has proven to decrease teacher turnover and student truancy increasing learning readiness and wellness, as verified by over 340 peer-reviewed studies. Students and teachers practice meditation twice a day.|Met||2018
19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330111500|Alliance Dr. Olga Mohan High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330111518|Alliance Jack H. Skirball Middle|7|Our rigorous course requirements ensure that all students have access to a course of study that prepares them to graduate middle school and succeed in both high school and college. In order to do this, we provide electives, interventions, and a credit framework for our students aligned to the priorities of LCFF and our school’s mission to provide a college-ready education to students.  We conduct regular credit checks and provide students with the information they need to graduate middle school well-prepared to enter high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330111575|Animo Ralph Bunche Charter High|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330111583|Animo Jackie Robinson High|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330111625|Animo Watts College Preparatory Academy|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses. Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330111658|Alliance Marc & Eva Stern Math and Science|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330112201|PUC Excel Charter Academy|7|PUC middle schools use PowerSchool Scheduler for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool to track how students are assigned and have access to and are enrolled in a broad course of study based on grade spans.|As a charter school, at PUC Excel all students have access to and are enrolled in the following:  English, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Due to the intense scheduling in the middle school, Foreign or World Language is reserved for high school grades.  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.|PUC Excel students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter in order to ensure access to the broad course of student being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.|Met||2018
19647330112235|Los Feliz Charter School for the Arts|7|At LFCSA, as an elementary school, all students are enrolled in a broad course of study, as evidenced by standards-based curriculum map for each grade level, which includes: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, & Physical Education.   We have general education teachers, art specialists, physical education specialist, special education teachers, counselor, school psychologist, and occupational therapist as part of our team to ensure that students have access to the curriculum.|All students have access to and are in enrolled in a broad course of study.  Each year the school’s curriculum committee, comprised of general education, special education, and art teachers, along with administrators, meet to review the school's curriculum map.  All students participate in the program and teachers differentiate the curriculum and instruction to meet the identified needs of English Learners, students with Special Needs, and unduplicated pupils.|To create optimal conditions for learning, we support non-academic needs through a set of social-emotional learning curriculums and practices (e.g. mindfulness, Cool Tools, growth mindset, Stand Up Speak Out).  LFCSA works to alleviate any identified barriers to access.  To do so we offer support for low-income families, Spanish translation, an inclusive Special Education program, and multiple formats in which parents are able to engage with the school’s program and activities.   In addition, LFCSA has an English Learner Master Plan that addresses the integrated and designated supports for English Learners.  Teachers monitor progress to proficiency through benchmarks that include standardized ELPAC assessments, local portfolio assessments, and grades.  Reclassified students are monitored for two years after reclassification.|All students have access, and we have recently acquired a data system to help us track students’ progress on school-based assessments, which will help us determine the quality of access. Teams also develop SMART goals to target specific needs in a content area.|Met||2018
19647330112508|Bright Star Secondary Charter Academy|7|Bright Star Secondary Charter Academy uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups of individuals with exceptional needs into a broad course of study, and measures success through grades, state tests and other assessments like ACT Aspire. Each student has access to core curriculum and electives that consist of English, Social Sciences, Foreign Language, Physical Education, Science,  Mathematics, Visual and Performing Arts.|At Bright Star Secondary Charter Academy all students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Mathematics, Social Sciences, Visual and Performing Arts and at High Schools, Foreign Language. Honors and Advanced Placement courses may have prerequisites that consist of successful completion and a grade of a C or better in any prerequisite course. Access to these Honors and AP courses are clearly defined in our Student and Family Handbooks.|The greatest barrier to providing a broader course of study at Bright Star Secondary Charter Academy, including such classes as Health, and Career and Technical Education is the small size of the school.|In order to address the barrier of small school size Bright Star Secondary Charter Academy offers a variety of exposure opportunities through field trips and overnight Life Experience Lessons, robust after school programming, student assemblies, advisory classes, mentorship and internship opportunities and private and public partnerships and dual enrollment opportunities with the local Community College District.|Met||2018
19647330114884|Aspire Junior Collegiate Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade-levels. This includes students of unduplicated groups, and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST or RtI process and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Junior Collegiate Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19647330114959|Monsenor Oscar Romero Charter Middle|7|Monsenor Oscar Romero Charter School has fully implemented the MTSS process.  As such the following is fully accessible to all students: ? Review to ensure that all teachers are fully credentialed - Monsenor Oscar Romero Charter School will determine annually through a review of personnel data the percentage of fully credentialed and appropriately assigned teachers.  Annual review of faculty, staff, and vendor Department of Justice and TB clearance ? CCSS training will be embedded in professional development meetings. Professional development will be measured through teacher observations, interim comprehensive assessment (ICA) student performance, and a thorough review of student work samples.  ? Professional Development will be measured through an analysis of teacher credentials and will be reported in the yearly SARC report documentation. ? Observation and Evaluation Process for teacher growth ? CCSS ELD Strategies for EL students to access the core curriculum/attain academic English ? Implementation of Monsenor Oscar Romero Charter School English Learner Plan ? CCSS curriculum implementation of ELA, ELD, Mathematics, NEXT Generation Science Standards, and Social Science ? Effective use of multimedia and technology in the classroom ? Instructional Shifts for ELA/Math, Speaking/Listening Standards, CC Lesson SFA, Big Ideas, Essential Questions, Academic Conversations/Discourse, Close Reading Strategies, and Text Dependent Questions ? Using CC SBAC interim assessments, NWEA, Achieve3000, ALEKS, SFA, Illuminate and other Assessment Program ? Strategies for SWD to access core curriculum in the ?general classroom ? Positive Behavior and Intensive Support (PBIS) and alternatives to suspension ? Maintenance of database system to track teacher credentialing, medical clearances and background clearances-Human Resources.|Monsenor Oscar Romero Charter School has focused on literacy and building vocabulary throughout the past few years, which has required teachers to ensure that all students including all subgroups receive support in all facets of learning English, reading, writing and the use of technology. Through assessment, data analysis and systems follow up of all student results, teachers have been able to collectively work with programs offered to support all students toward academic achievement. To ensure Monsenor Oscar Romero Charter School is meeting the needs of all of our students, Success for All (SFA) programs for both reading and mathematics is used. SFA is a research-proven program used to support all students and has structures built into the program to help the needs of high performing students, low performing students, students with special needs, and English Learners. In both SFA’s reading and math programs, there is a focus on vocabulary acquisition, collaborative learning, rubric usage, data usage/reflection and the cycle of effective instruction. During their ELD time, the students participate in small group learning and learning rotations to meet their various needs. They read, study vocabulary, work on projects, write, practice their speaking and listening, and use additional technology-assisted learning through Rosetta Stone. Monsenor Oscar Romero Charter School knows that for our students to be successful, all stakeholders need to work as a team in supporting all of our students. This year, we have centered on training our parents on the Common Core standards and helping them to understand the requirements of CAASPP. We also conducted a Town Hall meeting with local and state policymakers to provide our parents’ access to educators in our community. We also hold ongoing training for our parents to ensure they understand? student data, grades, and the procedures and expectations of our school.|All students have access to the entire Monsenor Oscar Romero Charter School course of study.  No student is exempt from any of the course of study.?|At present, the Monsenor Oscar Romero Charter School Community is reviewing textbooks and resources for mathematics to be adopted during the 2019-2020 school year.  Teachers are piloting these textbooks and supplies? to support increased academic outcomes|Met||2018
19647330114967|Global Education Academy|7|The measures used to ensure that all students have access to, and are enrolled in, a broad course of study are the School Accountability Report Card (SARC), annual LAUSD Oversight Visits, and annual inventories of curriculum being used in the classroom for a broad course of study.|All students have access to and are enrolled in a broad course of study. 100% of students have access to the core curriculum for ELA, Math, Science, and Social Sciences. 100% of students receive music education, art instruction, physical education, health education, and foreign language instruction (Korean and Spanish).|There are no barriers preventing our school from providing access to a broad course of study for all students. There is one factor that impacts our physical education, which is the limited amount of space on our facility. However, teachers have accounted for this by taking the students to the neighborhood park.|4. We ensure students have access to a broad course of study by providing professional development to staff, engaging parents in their child’s learning, analyzing data from school-wide benchmarks and CAASPP data. Through professional development, teachers are able to provide effective instruction in a broad course of study for their students. Parent engagement through parent workshops, Coffee and Tea with the Principal, participation in School Site Council Meetings, parent conferences, attendance at Back to School Night/Open House, etc. allows parents to be informed about the instruction going on in the classrooms, ask questions related to instruction/curriculum, and help make decisions about instruction/curriculum specifically through parent input on the LCAP. Analyzing data also holds teachers accountable for effective instruction occurring in a broad course of study.|Met||2018
19647330115030|Magnolia Science Academy 3|7|MSA-3 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-3 strives to offer a well-rounded education to our students.  MSA-3 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include AP US History, AP World, AP Art History, AP Computer Science, AP English Lit. All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-3 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements. MSA-3 had a one-year cohort graduation rate of 100% last year where 75% of our graduates completed courses that satisfy the UC/CSU requirements.|MSA-3 provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-3 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-3 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-3 will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-3 provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest.|2018
19647330115048|Fenton Primary Center|7|Fenton Primary Center uses a collaborative approach to assure all students have access to the latest curriculum and that teachers are provided with the latest professional development in best practices. The school has an Instruction Committee that makes recommendations on implementation and evaluation of curriculum. The Instruction Committee, an advisory committee of the Fenton Charter Public School Board, reports to the FCPS Board of Directors, and makes recommendations regarding the school’s needs.|All Fenton Primary Students, including all student subgroups, have access to state adopted materials and a broad course of study as described in the California Education Code for TK through 2nd grade. The school’s focus on foundational skills is evaluated by the various school’s committees.|At this time there are no barriers. The school’s students have access to all courses.|The school will continue to monitor using its collaborative process and Instruction Committee for decision making.|Met|The school has a successful inclusive climate. Parents are very supportive of the programs and the staff are very supportive of each other.|2018
19647330115139|Center for Advanced Learning|7|Center for Advanced Learning is a public charter elementary school where our instructional program is fully inclusive and aligned with common core state standards.  All students have access to a comprehensive course of study including, ELA, Math, Social Studies, Science, Visual and Performing Arts, Health and Physical Education as measure through our student information system, progress report data and classroom observations.|100% of CAL students have access to the full instructional program.|There were no barriers preventing Center For Advanced Learning from providing all students with access to the instructional program|Center For Advanced Learning plans to continue to provide all students with access to the full comprehensive instructional program.  We plan on implementing more opportunities to provide enrichment courses to all students in the future.|Met||2018
19647330115287|ICEF Vista Middle Academy|7|ICEF Vista Middle Academy (IVMA) currently serves 209 students in grades 6-8.  Our school provides all students with a rigorous standards-aligned educational program.  Our student demographics include: 2% African-American, 98% Hispanic, of which 27% are English Language Learners (ELL); 10% Students with Disabilities, and 99.6% qualify for Free/reduced Lunch.  IVMA has implemented the Targeted Group Structures or Workshop instructional models in all core classes.  These models are designed to allow students to receive targeted instruction from their teacher in a small group setting, work in collaborative groups with their peers, and work independently through adaptive technology.   ICEF Vista Middle Academy has used these models for the past two years successfully.   The mission of IVMA is to: • Prepare students to attend and compete academically at the best colleges and universities across the nation. • To expand the choices parents have for a first-rate educational opportunity within the public school system. • To achieve the mission by discovering and developing each student’s gift and talents.   ICEF Vista Middle Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF Vista Middle Academy’s educational program.   ICEF Vista Middle Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF Vista Middle Academy, all students in grades 6-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades 6-8 have access to and are enrolled in Art courses. There are no differences to accessibility to courses, across student groups at ICEF Vista Middle Academy.|Currently 100% of the students have access to a broad course of study and ICEF Vista Middle Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of ICEF Vista Middle Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330116509|Alliance Morgan McKinzie High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330117036|Enadia Way Technology Charter|7|Enadia Way Technology Charter is a very small elementary school (256 students) with 11 classrooms. We have 2 classrooms at each grade level with 3 classrooms servicing 4th-5th grades. As such, the tool used is the Master Schedule for the school. As such, all students participate in P.E. with the credentialed P.E. teacher on a weekly basis. All students receive instruction on technology from the Computer contracted Teacher on a weekly basis. All students visit the School Library and Garden Lab on a weekly basis. All students receive 8 Theatre lessons from the Theatre Teacher in the fall semester. All students receive a full semester of Visual Arts and Vocal Music from the music and art teacher. Students in grades 3rd-5th with an interest in instrumental music receive weekly orchestra instruction.|Our students receive a broad course of study in all academic areas. In 2017-2018 we had a PE teacher only once a week (increased to twice a week in 2018-2019). We had Visual Arts for only one semester (each student received 8 lessons) in 2017-18 which increased to each student receiving an entire semester of Art in 18-19. No students received Theatre in 17-18 (excepting 4th grade had Opera) and all students received 8 lessons in 2018-2019.|The only barrier that we encounter is in time constraints with the Master Schedule. With so many courses to offer, scheduling conflicts and a school day that is not long enough for all of the activities is the only barrier.|When creating the Master Schedule many factors must be considered in the decision-making process. School leadership councils determine the budget allocations for P.E. and the Arts. Due to availability of providers and the need for auditorium space we must consider what teaching spaces may be allocated to which providers. Intervention and Universal Access Time are delivered during protected small group instruction time in which certain grade levels may not be scheduled for any specialty course due to the need for intensive academic instruction. The puzzle pieces create an intricate Master Schedule to meet the needs of all so that ALL students may participate in a broad course of study.|Met||2018
19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330117614|New Los Angeles Charter|7|The aim of New Los Angeles Charter School (New LA) is to cultivate future civic leaders through rigorous project-based learning and hands-on commitment to social justice, teaching students skills that will enable them to thrive and ensure advanced academic success. The school nurtures and trains students who understand how to work together to solve problems, changing their own lives as they change the community around them.  Located in Mid-City Los Angeles, the heart of a diverse city, New LA serves 300 students in grades 6-8. Currently, our school serves 311 students in grades 6-8, 85% Hispanic, 2% White, 4% African-American, 1% Asian; of which 15% are English Language Learners, 12% Student with Disabilities, 0.3% Foster Youth, and 95% who qualify for free/reduced lunch.  With small classes, a diverse student body, and attentive teachers, New LA is a nurturing standards-based school. New LA has a rigorous standards-based curriculum, fosters respect for human life, and provides relevant life experiences. The culture of the school creates a shared sense of mission, one that reinforces in our students a love of learning, a commitment to social action, and a deep respect for others.    New Los Angeles Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of New Los Angeles Charter School’s educational program.   New Los Angeles Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student schedules, transcript analysis, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At New Los Angeles Charter School, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in Art, Advisory, Intervention (Tier 2 course) if needed, and Enrichment course.  There are no differences to accessibility to courses, across all student groups, including unduplicated students and Students with Disabilities at New Los Angeles Charter School.|Currently 100% of the students have access to a broad course of study and New Los Angeles Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of New Los Angeles Charter School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330117622|Magnolia Science Academy 4|7|MSA-4 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-1 strives to offer a well-rounded education to our students.  MSA-1 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include, AP World History, AP English Language & Compost, AP Spanish Language & Culture and AP Statistics. All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-4 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|MSA-4 provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-4 will continue to provide access to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-1 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-4 will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-4 provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest.|2018
19647330117630|Magnolia Science Academy 5|7|MSA-5 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-5 strives to offer a well-rounded education to our students.  MSA-5 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include AP: Spanish and Language Arts. All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-5 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|MSA-5 provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-5 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-5 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-5 will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-5 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-5 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-5 will make the best use of its resources to provide a well-rounded education experience to our students.|2018
19647330117648|Magnolia Science Academy 6|7|MSA-6 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-6 strives to offer a well-rounded education to our students.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.)|MSA-6 provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-6 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-6 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-6 will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-6 provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest.|2018
19647330117655|Magnolia Science Academy 7|7|MSA-7 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and special classes are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, class rosters, student schedules and transcripts, MSA-7 strives to offer a well-rounded education to our students.|As evidenced by our master schedule,  class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and specials as outlined in our charter petition such as Computer, PE/Health, Life Skills (Character Education) We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Enrichment Clunbs based on student needs and interests.|MSA-7 provides access to a college awareness week, STEAM focused broad course of study for all our students.|MSA-7 will continue to provide access  to a college career week to awaken college going culture. In an effort to provide more well-rounded education to our students, MSA-7 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-7 will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-7 provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and specials as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest.|2018
19647330117846|Para Los Niños Middle|7|Access to a broad course of study is done through a regular analysis of student data and the school Master Schedule as done by the counselor.  This is done to ensure that there are requirements met for the students with specific needs, as well as enrichment opportunities for students.  In addition, there is both an Advisory and Enrichment time four days a week.  These provide opportunities for students to not just meet their academic needs but also to find other opportunities to engage during the school day.|Every student is given an opportunity to have a schedule that meets their unique needs.  English learner and Students with Disabilities are given enrichment opportunities along with classes that meet their needs, to ensure that these students are not deprived of opportunities to be engaged as well as to be academically successful.|There are no current barriers as all students are provided the classes that they need.|The school has implemented an enrichment period in order to ensure that students are given the range of courses that they need.|Met||2018
19647330117895|Synergy Kinetic Academy|7|LEA will assess itself using School Accountability Report Card (SARC) data from the previous year. More specifically looking at instances that were not met. Areas such as Total Teacher Misassignments and Availability of textbooks and instructional materials will be reviewed to track the extent to which all students have access to broad course of study. Annual teacher survey will also be used by LEA to assess proper implementation of State standards.|LEA SARC data shows zero (0) total teacher misassignments and zero (0) misassignments of teachers of English Learners. All teachers in LEA have legal authorization to teach corresponding grade level, subject area, and student group. All students in LEA have access to quality instructional materials needed in each subject area. Annual teacher survey results demonstrate implementation of ELA/ELD and Math standards at above 90% underway and fully underway. No school site comparison data available since LEA is a single school.|No barriers that prevent LEA from providing access to broad course study for all students have been identified.|LEA will continue to appropriately assign full credentialed teachers in the corresponding subject area and will continue to provide students with access to quality standards-aligned instructional materials. LEA will continue to seek teacher feedback regarding implementation of State standards through annual teacher survey.|Met||2018
19647330117903|KIPP Raices Academy|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Raices Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. Kindergarten, 1st, and 2nd grade core classes are Math, Phonics, English Language Arts, Writing, Reading, and Physical Education. 3rd grade core classes are Reading, Math, Physical Education, English Language Arts, Writing, Social Studies, Science and Word Study. 4th grade core classes are Math, Science, Reading, English Language Arts, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at KRA. KRA offers Spanish, Art, and Elementary Music to all students.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330117937|ICEF Vista Elementary Academy|7|ICEF Vista Elementary Academy (IVEA) currently serves 340 students in grades TK-5.  Our school provides all students with a rigorous standards-aligned educational program.  Our student demographics include: 2% African-American, 97% Hispanic, .6% White, .6% Asian, of which 41% English Language Learners (ELL); 14% Students with Disabilities, and 99.5% qualify for Free/reduced Lunch.  ICEF Vista Elementary Academy implements a workshop model for all core courses.  This year, students have engaged in Readers and Writer’s workshop, along with Guided Reading groups to increase their literacy proficiency.  The Targeted Group Structure model was used primarily in math to provide differentiation through small group instruction and online programming.  The mission of IVEA is to: • Prepare students to attend and compete academically at the best colleges and universities across the nation. • To expand the choices parents have for a first-rate educational opportunity within the public school system. • To achieve the mission by discovering and developing each student’s gift and talents.   ICEF Vista Elementary Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF Vista Elementary Academy’s educational program.   ICEF Vista Elementary Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF Vista Elementary Academy, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades TK-5 have access to and are enrolled in Art, Music, and Computer/Keyboarding course. There are no differences to accessibility to courses, across student groups at ICEF Vista Elementary Academy.|Currently 100% of the students have access to a broad course of study and ICEF Vista Elementary Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of ICEF Vista Elementary Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330117952|ICEF Innovation Los Angeles Charter|7|ICEF Innovation Los Angeles Charter School currently serves 259 students in grades TK-5.  Our school provides all students with a rigorous standards-aligned educational program.  Our student demographics include: 59% African-American, 39% Hispanic, of which 17% English Language Learners (ELL); 10% Students with Disabilities, 7% Foster Youth, 10% Homeless and 99% qualify for Free/reduced Lunch.  ICEF Innovation Los Angeles Charter School is affectionately referred to as the small school with the big heart. Our school’s vision is to provide a positive learning environment where scholars have access to a rigorous and innovative academic program that engages all stakeholders. We are proud that our school community is engaged and supportive of the collective work that positions us for continued academic and emotional growth.    The mission of ICEF Innovation Los Angeles Charter School is to: • Prepare students to attend and compete academically at the best colleges and universities across the nation. • To expand the choices parents have for a first-rate educational opportunity within the public school system. • To achieve the mission by discovering and developing each student’s gift and talents.   ICEF Innovation Los Angeles Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF Innovation Los Angeles Charter School’s educational program.   ICEF Innovation Los Angeles Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF Innovation Los Angeles Charter School, all students in grades TK-5 have access to and are enrolled in ELA (social studies embedded), mathematics, science, and physical education. In addition, 100% of students in grades TK-5 have access to and are enrolled in Art, and STEM courses. There are no differences to accessibility to courses, across student groups at ICEF Innovation Los Angeles Charter School.|Currently 100% of the students have access to a broad course of study and ICEF Innovation Los Angeles Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of ICEF Innovation Los Angeles Charter School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330118588|Alain Leroy Locke College Preparatory Academy|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses. Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless. To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC).  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. The LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. Students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and general support EL students at the school are served through a variety of programs designed to meet their needs. Students are enrolled in both designated ELD and integrated ELD courses. Designated ELD courses are sheltered core ELA classes in which ELs are placed to receive strategic language development support based on the CA ELD Standards. ELs also receive Integrated ELD support in all other content areas, in which instruction includes both a focus on content and CA ELD Standards to support ELs with English language proficiency across content areas.|Met||2018
19647330119974|PUC Santa Rosa Charter Academy|7|PUC middle schools use PowerSchool Scheduler for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool to track how students are assigned and have access to and are enrolled in a broad course of study based on grade spans.|As a charter school, at PUC SRCA all students have access to and are enrolled in the following:  English, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Due to the intense scheduling in the middle school, Foreign or World Language is reserved for high school grades.  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.|PUC SRCA students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter in order to ensure access to the broad course of student being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.|Met||2018
19647330119982|Equitas Academy Charter|7|Equitas Academy opened fall 2018 serving grades TK-4, with the following student demographics: 96% Hispanic, 2% African-American, 2% Asian, of which 38% English Language Learners, 10% Students with Special Needs, and 92% who qualify for free/reduced lunch.   Equitas Academy was established in Fall 2009 serving the community of Pico-Union.  Since then, Equitas has earned WASC Accreditation, and was the recipient of the California Gold Ribbon School Award in 2013.  Equitas Academy provides 463 students in grades TK-4 with a structured, rigorous standards-aligned curriculum that prepares all students to graduate from a 4-year college/university.  Equitas Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Equitas Academy’s educational program.  Equitas Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.  In addition, this will be verified through principal analysis of weekly classroom schedules for each teacher, coupled with classroom observations to verify that the schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Equitas Academy, all students in grades TK-4 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Dance, American Sign Language, Art History, Public Speaking, and Reader’s Theatre/Drama.  There are no differences to accessibility to courses, across student groups at Equitas Academy.|Currently, 100% of the students have access to a broad course of study and Equitas Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Equitas Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330120014|Endeavor College Preparatory Charter|7|Endeavor College Preparatory Charter School currently serves 648 students in grades TK-8 comprised of 98% Hispanic, 93% free/reduced lunch, 44% English Language Learners, and 12% Students with Special Needs serving the neighborhood of Boyle Heights.    Our team is made up of a highly collaborative group of teachers and staff who share a passion for closing the achievement gap. We use a co-teaching structure in elementary grades and team teaching in middle school grades, modeled after the successful Uncommon Schools and Achievement First schools on the east coast.  We have high expectations for academics and discipline. In August of 2017, Endeavor moved from three campuses on shared District space to a new, beautifully renovated single campus in Boyle Heights.  Endeavor College Preparatory Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Endeavor College Preparatory Charter School’s educational program outlined in its charter petition.   Endeavor College Preparatory Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups and individuals with exceptional needs which include: master schedule, our student information system database, student course schedule, report cards. In addition, this will be verified by the principal and instructional coaches during classroom observations and will ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Endeavor College Preparatory Charter School all students in grades TK-8 have access to and are enrolled in ELA, mathematics, science, and social studies (embedded in informational text study during ELA for some grades). In addition, all students also have access to and are enrolled in elective classes on Fridays.  Elective class offerings include music, visual arts, typing, coding, yoga, sports, science lab, and cinema.  There are no differences to accessibility to courses, across student groups at Endeavor College Preparatory Charter School.|Currently 100% of the students have access to a broad course of study and Endeavor College Preparatory Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Endeavor College Preparatory Charter School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330120022|Valor Academy Middle|7|Valor Academy Middle School uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups of individuals with exceptional needs into a broad course of study, and measures success through grades, state tests and other assessments like ACT Aspire. Each student has access to core curriculum and electives that consist of English, Social Sciences, Physical Education, Science,  Mathematics, Visual and Performing Arts.|At Valor Academy Middle School all students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Mathematics, Social Sciences, and Visual and Performing Arts.|The greatest barrier to providing a broader course of study at  Valor Academy Middle School, including such classes as Foreign Language, Health, and Career and Technical Education is the small size of the school.|In order to address the barrier of small school size Valor Academy Middle School offers a variety of exposure opportunities through field trips and overnight Life Experience Lessons, robust after school programming, student assemblies, and advisory classes.|Met||2018
19647330120030|Alliance College-Ready Middle Academy 4|7|Our rigorous course requirements ensure that all students have access to a course of study that prepares them to graduate middle school and succeed in college. In order to do this, we provide a credit framework for our students, electives, and interventions In line with our school’s mission to provide our students with a college-ready education and the priorities of LCFF. We conduct regular credit checks and provide students with the information they need to graduate middle school well-prepared to enter high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330120048|Alliance College-Ready Middle Academy 5|7|Our rigorous course requirements ensure that all students have access to a course of study that prepares them to graduate middle school and succeed in college. In order to do this, we provide a credit framework for our students, electives, and interventions In line with our school’s mission to provide our students with a college-ready education and the priorities of LCFF. We conduct regular credit checks and provide students with the information they need to graduate middle school well-prepared to enter high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330120071|New Designs Charter School-Watts|7|New Designs Charter School-Watts was the first charter school to open its doors in the Watts area in 2009. Like its sister school, it was established with the goal of developing an exemplary school offering high-quality, college-preparatory education to prepare students to succeed in a global, diverse, and technology-rich society. The school prepares students for post-secondary academic and career opportunities through excellent professional development for teachers; by encouraging the use of evidence-based teaching strategies in the classrooms; and by providing a curriculum that has enrichment and intervention programs for all students. Both middle and high school students are exposed to a wide ranging curriculum. In high school students can select among 3 career pathways in the areas of law, technology and finance. The school is also cementing a data driven culture that seeks to respond and address felt needs in the school community.   New Design Charter School – Watts currently serves 403 students in grades 6-12, 46% Hispanic, 53% African-American, 0.49% White, 0% Asian, and 0.51% 2+ Races, of which, 93% Socio-economically Disadvantaged, 20% English Language Learners, 15% Students with Disabilities, 1.5% Foster Youth, and 0% Homeless.   New Designs Charter School-Watts serves a diverse community located in the Willowbrook area in South Los Angeles. This is a historically underserved area. New Designs Charter School – Watts believes that, in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, Lab Science, VAPA, Foreign Language, Physical Education, CTE Pathways, including unduplicated students and students with exceptional needs. This is measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by the counselor, students and parents/guardians to monitor whether the student is on track to graduate.  This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At New Designs Charter School - Watts, all students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education. In addition, our Middle School students also have access to and enroll in Technology and ACE: and our High School students have access to and enroll in: college preparatory electives, Lab Science, CTE Pathways (Law & Diplomacy, Information Technology, Finance Academy, Medical Science and Engineering), AP courses, and UC A-G approved courses.  New Designs Charter School – Watts’s high school graduation requirements far exceed UC A-G eligibility requirements. There are no differences to accessibility to courses across student groups at New Designs Charter School – Watts.|Currently 100% of the students have access to a broad course of study and New Designs Charter School – Watts will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of New Designs Charter School – Watts in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330120097|Academia Moderna|7|Students have access to a broad course of study where students are taught with standards aligned instructional materials.  The master schedule at Academia Moderna is built to ensure that all students at all grade levels (TK-5) are given standards-based instruction in English Language Arts, English Language Development, Mathematics, Next Generation Science Standards, History-Social Science, Physical Education, Visual and Performing Arts, and World Language.  English Language Development is designated for 30 minutes daily for each grade level.  In addition, the integration of English Language Development strategies and skills are embedded throughout the day to ensure literacy growth.  Special Education Services employs a push-in model for the full inclusion of students with special needs in the general education classroom.  This model allows for the limiting of any disruption to students' daily schedule and for the implementation of specially designed modifications within the classroom setting.|Academia Moderna's master schedule allows for all student groups to gain access to, and be enrolled in a broad course of study.  All student groups have access to core content and special classes that make up the broad course of study.|Academia Moderna's master schedule does not limit access for any student group to the broad course of study being offered.  Each student is given access to core content and special classes each day.|Academia Moderna's master schedule this year has been built around providing teachers daily common planning time.  During common planning time teachers examine how they can ensure that they are meeting the requirements for a board course of study for all students.  In addition, students have more access to the library this year.  This change enhances the International Baccalaureate Primary Years Programme to ensure students have opportunities to access books at a variety of text complexity levels for literacy development and research.|Met|Academia Moderna is a fully authorized International Baccalaureate school offering the Primary Years Programme.  Guided by six transdisciplinary themes of global significance, students learn through an inquiry-based model.  Academia Moderna's curriculum is standards-based and combined with Primary Years Programme is engaging, relevant, and challenging for all student groups.|2018
19647330120477|Aspire Titan Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade-levels. This includes students of unduplicated groups, and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST or RtI process and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Titan Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19647330120527|Watts Learning Center Charter Middle|7|Watts Learning Center (WLC) - Middle School, a grade 6-8 charter school that focuses on a college preparatory program with an integrated approach to literacy in math, science and language arts, designed to help students from underserved communities meet and exceed state academic standards and rise to their highest potential. WLC – Middle School accomplishes this by providing a high-quality, standards and research-based instructional program, in a nurturing educational environment, that emphasizes the college and career readiness, ethical values, and the social, physical, and emotional well-being of each student. In addition to the core instructional program, WLC – Middle School provides students with additional academic support in the form of enrichment classes, extended learning, and academic intervention activities. It also builds upon the success of Watts Learning Center – Elementary School that is one of the highest performing elementary schools in South Los Angeles.  WLC – Middle School serves 399 students in grades 6-8.  Our school provides all students with a standards-aligned curricular and instructional materials. Our student demographics include: 87% Latino, 13% African-American, 22% English Language Learners (ELL); 4.5% Students with Disabilities, 0% Homeless; 1.2% Foster Youth, and 89% Socio-economically Disadvantaged.  WLC - Middle School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of WLC – Middle School’s educational program.   WLC – Middle School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to core courses and differentiated and expanded course options via enrichment and targeted academic supports based on student need.  At WLC – Middle School, all students in grades 6-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in: Designated ELD course for English Learners (Grades 6-8); Pull-out academic support for students with special needs (Grades 6-8); Reading and Math Enrichment (Grades 6-8); Music and Art, Drama, Creative Writing, Aerospace, Reading Enrichment (Grades 7-8).|Currently 100% of the students have access to a broad course of study and WLC – Middle School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of WLC – Middle School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation for continuous improvement of the curriculum, course options and learning experiences provided to all students.|Met||2018
19647330121137|Ingenium Charter|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool to monitor student enrollment in courses. In grades TK - 5, students are in self-contained classrooms. In grades 6-12 (in applicable schools), student enrollment and scheduling is within PowerSchool and schedules are audited to ensure that students, such as English learners, are enrolled in appropriate courses. Students with special needs are fully included in the general education context to the extent that the Individual Education Plan prescribes.|All students are enrolled in a broad course of study and students with individual needs, such as English learners or students with disabilities are served in appropriate classes.|At the 6-12 level, at times it is difficult to place a new student who is an English learner in the appropriate courses due to delays in receiving student cumulative records.|Ingenium Schools is updating the process to receive cumulative files and student English Learner Proficiency Assessments of California reports in order to place English learners in appropriate courses earlier.|Met||2018
19647330121285|Alliance Cindy and Bill Simon Technology Academy High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330121293|Alliance Tennenbaum Family Technology High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330121699|KIPP Empower Academy|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Empower Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. Kindergarten core classes are Reading, Phonics, Writing, Math, Social Studies, Science, and Physical Education. 1st grade core classes are Reading, Phonics, Writing, Math, Social Studies, Science, and Physical Education. 2nd grade core classes are Phonics, Math, Reading, Writing, Social Studies, Science, and Physical Education. 3rd grade core classes are Reading, Word Work, Writing, Math, Social Studies, Science, and Physical Education. 4th grade core classes are Reading, Word Work, Math, Writing, Social Studies, Science, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at KEA. KEA offers Spanish, Art, Beginning Dance, and Yoga to 1st through 4th grade students.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330121707|KIPP Comienza Community Prep|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Comienza Community Prep students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. The core classes in which all KCCP Kindergarten students will participate are Phonics, Physical Education, Music, Art, Science, Math, Reader's Workshop, and Writing. 1st grade core classes are Phonics, Writing, Physical Education, Music, Art, Science, Math, Reader's Workshop, and Grammar. 2nd grade core classes are Math, Writing, Music, Art, Science, Physical Education, and Phonics. 3rd grade core classes are Word Study, Reader's Workshop, Math, Music, Art, Science, Physical Education, and Writing. 4th grade core classes are Math, Reading, Word Study, Writing, Music, Art, Science, and Physical Education. 5th grade core classes are Reading, Humanities, Math, English Language Arts, Social Studies, Science, and Physical Education. 6th grade core classes are Reading, Social Studies, Science, English Language Arts, Math, and Physical Education. 7th grade core classes are Science, English Language Arts, Pre-Algebra, World Civilizations, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at KCCP. KCCP offers Spanish as well as Theatre/Play Production for 5th through 7th grade students.  As 8th grade is added in the 2019-20 school year, all required courses and new electives will be added to the school's offerings and available to all students regardless of membership in any particular student group.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330122481|Animo Jefferson Charter Middle|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC). The DELAC and SAC review data to inform programmatic and budgetary decisions each spring for the upcoming school year. The school currently provides the following basic instructional services to students identified as English Learners.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs.  Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330122499|Animo Westside Charter Middle|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330122556|Citizens of the World Charter School Hollywood|7|The locally selected tools used by CWC Hollywood to determine if all students, including unduplicated, are enrolled in a broad course of study are master schedule, class schedules, report cards, English Language Learner identification, and Individualized Education Plans.|All students have access to a broad course of study. CWC Hollywood integrates a social emotional learning model with Math, English, Science, History, and the Arts.  Additional enrichment opportunities for all TK-5 students are provided with a variety of elective opportunities.  Students who are struggling academically receive push-in supports, have access to Teaching Associates, Resource Specialist Teachers, and Behavior Intervention Implementation Associates.|There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework given the access to the broad course of study described.|CWC Hollywood has provided and continues to provide professional development and support to classroom teachers, Teaching Associates, and Behavior Intervention Implementation Associates. In addition, in 2018-19, a Director of Instruction and Curriculum and a Professional Development Coordinator and Instructional Coach were hired at the regional level to provide all staff with the appropriate supports. Teaching Associates|Met||2018
19647330122564|Camino Nuevo Elementary #3|7|CNCA uses an SIS system, PowerSchool, as well as a data management tool, Schoolzilla, to track and monitor the extent to which all students have access to and are enrolled in a broad course of study.|At CNCA, all students are enrolled in a broad course of study.  At the elementary school level, students have full access to the extent of the curriculum through a fully-inclusive special education program.  At the middle and high school level, students are also fully included in the general education curriculum.  At the high school level, all students are fully enrolled in an A-G pathway.|One ongoing challenge is for students who need both a language intervention and have an IEP.  The amount of ongoing services necessary may limit some student’s participation in non-academic electives.|CNCA has worked to limit this by making decisions on an individual basis for twice-exceptional students and creating more fully inclusive classroom spaces.|Met||2018
19647330122606|PUC Lakeview Charter High|7|PUC Schools’ high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool tracks how students are assigned and have access to and are enrolled in a broad course of study based on grade spans.  In addition, PUC Schools’ high schools use PowerSchool Power Scheduler to track high schools’ course offerings, as well as completion of dual enrollment college courses.  All students who are on the traditional PUC Schools’ high school diploma graduation requirements meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements.  PUC Schools’ high school students who are on an alternative graduation pathway per an IEP Team decision (Certificate of Completion or California Minimum Diploma), may have modified PUC Courses that are designed to support their individual needs.  PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans.  Finally, graduation data, such as UC Requirements, is monitored to help assess overall program success.|All PUC Schools high schools offer a 4-year course sequence that aligns with PUC Schools’ high school diploma and UC/CSU’s “a-g” minimum undergraduate admissions requirements.  College Counselors work with each student to select their 4-year course sequences to meet PUC Schools’ high school graduation requirements, and students’ career and post-high school higher education aspirations.  Students who have special needs, and require alternative pathways due to their disability, are provided with the modified courses and a solid transition plan in support of their needs and future career and higher education goals.   PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.   The differences in course offerings at our five PUC high schools are as follows: • Advanced Placement (AP) Courses -  Four of the five PUC Schools’ high schools offer college courses.   Advanced Placement course access is open to all students.  PUC CALS ECHS is the one PUC high school that does not offer AP courses.  PCU CALS ECHS provides multiple college course opportunities in 9th-12th grades through dual enrollment college courses.   • Dual Enrollment College Courses – All five PUC high schools offer dual-enrollment college courses through partnerships with the local community colleges.  Students in grades 9th-12th may take dual-enrollment college courses offered on their high school campus or at the community colleges. • Scholar Success Center (SSC) Programs -  PUC Schools’ SSC programs are offered in one PUC Valley high school, PUC Community Charter Early College High School (PUC CCECHS) and one PUC Los Angeles high school, PUC Early College Academy for Leaders and Scholars (PUC eCALS).   This program is designed to provide students with moderate to severe special needs with grade level content at their individual skill level.   Students receive English Language Arts (ELA) and Math instruction in a small class setting, while improving targeted basic skills.  The SSC is considered a temporary placement, designed with the intent of returning students to the full inclusion model as soon as possible.|PUC High School students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter.  High School students who have special needs and require modified curriculum and/or alternative graduation path (California Minimum Diploma or Certificate of Completion) will not have access to all of the academic course options as their peers on the traditional PUC Schools’ high school diploma path (“a-g” diploma).|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.  In addition, in order to ensure students are prepared for a variety of career options, PUC Schools is working to offer more Career Technical Education (CTE) course options.  Career Technical Education (CTE) Pathway Completion – Currently PUC Schools’ high schools do not offer CTE courses.  Students have the opportunity to take advantage of CTE courses via dual enrollment partnerships with the local community colleges.  Los Angeles Mission College’s CTE Transitions Community Collaborative program is a partnership between high schools, business and community college programs to develop occupational pathways and work-based learning experience in a sequential program of study.  PUC Schools are working with community college partners to build dual enrollment certificate sequences into our dual enrollment college course offerings.|Met||2018
19647330122614|Aspire Gateway Academy Charter|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade-levels. This includes students of unduplicated groups, and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST or RtI process and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Gateway Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19647330122622|Aspire Firestone Academy Charter|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade-levels. This includes students of unduplicated groups, and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST or RtI process and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Firestone Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19647330122630|Para Los Niños - Evelyn Thurman Gratts Primary|7|We use Illuminate as an SIS system to track student academic, demographic, attendance, and course assignments, among other data.|All students at Gratts Primary Center are enrolled are assigned to classrooms where the core subjects are taught using the state standards; teachers use data via the SIS to differentiate instruction.|There are no barriers to providing all students access to a broad course of study for all students.|New actions will include the more regular use of student data in order to align teacher professional development to support small group instruction.|Met||2018
19647330122655|ISANA Octavia Academy|7|The LEA uses the Student Information System to ensure that all students are enrolled in a Broad Course of Study.|All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.|No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes.|The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.|Met||2018
19647330122721|Aspire Pacific Academy|7|"As outlined in our graduation requirements, high school students take a broad course of study resulting in completion of all A-G course requirements. As an ""early college"" high school, students also complete a minimum of 5 college-level courses through our college partners, for a total of 15 credits. These are the default beNchmarks for all students, including unduplicated student groups and individuals with exceptional needs.  Class schedules/Master Schedule, report cards, and teacher assignments are used as measures."|Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST, or RtI process. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Pacific Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19647330122739|Vista Charter Middle|7|At VCMS all students have access to a broad course of study as evidenced by our master schedule.  Students with special needs are in the general education setting and receive push in supports as evidenced by service logs.  Additionally, our struggling students are provided with push in and pull out intervention as evidenced by intervention logs.|All students have access to the core classes as well as their choice of elective.  Most students are placed in their first choice as evidenced by our Elective Choice Tracker.  Students also have an Advisory period which provides multiple opportunities for intervention.|All students at VCMS have access to a broad course of study.  Additionally, we have shifted some electives to a semester schedule which provides opportunity for more student class choice.|We plan to have more course offerings in the future.|Met||2018
19647330122747|Magnolia Science Academy Bell|7|MSA Bell designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA Bell strives to offer a well-rounded education to our students.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness and socio-emotional development. Furthermore, MSA Bell has provided students with information regarding A-G courses, as well as offered opportunities to take courses such as Algebra 1, Geometry, or two different world language courses that would earn credit towards their high school pathway.|MSA Bell provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA Bell will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA Bell will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA Bell will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA Bell provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest.|2018
19647330122754|Valley Charter Elementary|7|All students at Valley Charter Elementary including unduplicated sub-groups and individual students with exceptional needs have access to and are enrolled in a broad course of study.|Valley Charter Elementary has only one school site and all students have access to and are enrolled in a broad course of study.|There are no barriers to VCES providing access to a broad course of study for all students.|VCES will continue to support all students in a broad course of study.|Met||2018
19647330122838|Valley Charter Middle|7|At Valley Charter Middle School, the principal develops a master schedule and analyzes it to ensure that all students, including unduplicated student groups, and individuals with exceptional needs, have access to a broad course of study, which meets the state standards and the mission of our school.|All students at Valley Charter Middle School have access to all available courses. We have only one school site.|We have no barriers to providing such access to all students.|We will continue to engage in practices that provide access to a broad course of study for all students.|Met||2018
19647330122861|Camino Nuevo Academy #2|7|CNCA uses an SIS system, Powerschool, as well as a data management tool, SchoolZilla, to track and monitor the extent to which all students have access to and are enrolled in a broad course of study.|At CNCA, all students are enrolled in a broad course of study.  At the elementary school level, students have full access to the extent of the curriculum through a fully-inclusive special education program.  At the middle and high school level, students are also fully included in the general education curriculum.  At the high school level, all students are fully enrolled in an A-G pathway.|One ongoing challenge is for students who need both a language intervention and have an IEP.  The amount of ongoing services necessary may limit some student’s participation in non-academic electives.|CNCA has worked to limit this by making decisions on an individual basis for twice-exceptional students and creating more fully-inclusive classroom spaces.|Met||2018
19647330123133|Alliance Susan and Eric Smidt Technology High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330123141|Alliance Ted K. Tajima High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330123158|Arts In Action Community Charter|7|The school ensures that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs served.  The school ensures this in a variety of ways.  In order to ensure that students are correctly reported, we utilize school mint to collect accurate parent information. We also have our own SIS system, powered through Illuminate. In addition, we have monthly reports to review data and ensure that information submitted to CALPADS is accurate for all unduplicated student groups and students with exceptional needs.  We also send home regular requests for parent information updates to ensure that circumstances have not changed.  We use an English Language Coordinator to ensure that designated and integrated services are provided to English Language Learners.  We have a special education team to ensure that services are provided to students with disabilities. We have a robust dean team and family engagement team in order to ensure services are provided for students with low socio-economic status and foster and homeless youth.     We measure our ability to provide services for all groups through our Local Control Accountability Plan, data review and through our regular strategic meetings.|Using our locally selected measures or tools, it is evident that all of our students have have access to, and are enrolled in, a broad course of study. All students are enrolled in enrichment classes with access to art, dance and music. All students receive physical education. All students are provided with instruction in all core content areas and are able to access the broad scope of our instructional program.   Our LEA is comprised of one school, so there is no difference in services between school sites.|There are no barriers in ensuring that our LEA provides access to a broad course of study for all students. We believe that our school should serve all students from all backgrounds. The way we budget and provide services is reflective of this belief.|We will continue to ensure that we are accurately self assessing our ability to provide access to a board course of study for all students. We will do so by reflecting on the tools that we use to measure our students’ access to and enrollment in a broad course of study.|Met||2018
19647330123166|ISANA Palmati Academy|7|The LEA uses the Student Information System to ensure that all students are enrolled in a Broad Course of Study.|All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.|No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes.|The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.|Met||2018
19647330123984|ISANA Cardinal Academy|7|The LEA uses the Student Information System to ensure that all students are enrolled in a Broad Course of Study.|All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.|No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes.|The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.|Met||2018
19647330123992|Animo Ellen Ochoa Charter Middle|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC). The DELAC and SAC review data to inform programmatic and budgetary decisions each spring for the upcoming school year. The school currently provides the following basic instructional services to students identified as English Learners. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330124008|Animo James B. Taylor Charter Middle|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC). The DELAC and SAC review data to inform programmatic and budgetary decisions each spring for the upcoming school year. The school currently provides the following basic instructional services to students identified as English Learners.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs.  Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330124016|Animo Western Charter Middle|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless. To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC).  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. The LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. Students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and general support EL students at the school are served through a variety of programs designed to meet their needs. Students are enrolled in both designated ELD and integrated ELD courses. Designated ELD courses are sheltered core ELA classes in which ELs are placed to receive strategic language development support based on the CA ELD Standards. ELs also receive Integrated ELD support in all other content areas, in which instruction includes both a focus on content and CA ELD Standards to support ELs with English language proficiency across content areas.|Met||2018
19647330124024|Animo Phillis Wheatley Charter Middle|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless. To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC).  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. The LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. Students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and general support. EL students at the school are served through a variety of programs designed to meet their needs. Students are enrolled in both designated ELD and integrated ELD courses. Designated ELD courses are sheltered core ELA classes in which ELs are placed to receive strategic language development support based on the CA ELD Standards. ELs also receive Integrated ELD support in all other content areas, in which instruction includes both a focus on content and CA ELD Standards to support ELs with English language proficiency across content areas.|Met||2018
19647330124198|Extera Public|7|n/a|n/a|n/a|n/a|Met|We are a TK-8th grade school.|2018
19647330124222|Rise Kohyang Middle|7|Rise Kohyang Middle School uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups of individuals with exceptional needs into a broad course of study, and measures success through grades, state tests and other assessments like ACT Aspire. Each student has access to core curriculum and electives that consist of English, Social Sciences, Physical Education, Science,  Mathematics, Visual and Performing Arts.|At Rise Kohyang Middle School all students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Mathematics, Social Sciences, and Visual and Performing Arts.|The greatest barrier to providing a broader course of study at  Rise Kohyang Middle School, including such classes as Foreign Language, Health, and Career and Technical Education is the small size of the school.|In order to address the barrier of small school size Rise Kohyang Middle School offers a variety of exposure opportunities through field trips and overnight Life Experience Lessons, robust after school programming, student assemblies, and advisory classes.|Met||2018
19647330124560|Synergy Quantum Academy|7|LEA will assess itself using School Accountability Report Card (SARC) data from the previous year. More specifically looking at instances that were not met. Areas such as Total Teacher Misassignments and Availability of textbooks and instructional materials will be reviewed to track the extent to which all students have access to broad course of study. Annual teacher survey will also be used by LEA to assess proper implementation of State standards.|LEA SARC data shows zero (0) total teacher misassignments and zero (0) misassignments of teachers of English Learners. All teachers in LEA have legal authorization to teach corresponding grade level, subject area, and student group. All students in LEA have access to quality instructional materials needed in each subject area. Students in LEA have the opportunity to enroll in Advanced Placement and Honors courses. Annual teacher survey results demonstrate implementation of ELA/ELD and Math standards at above 90% underway and fully underway. No school site comparison data available since LEA is a single school.|No barriers that prevent LEA from providing access to broad course study for all students have been identified.|LEA will continue to appropriately assign full credentialed teachers in the corresponding subject area and will continue to provide students with access to quality standards-aligned instructional materials. LEA will continue to offer Advanced Placement and Honor courses. LEA will continue to seek teacher feedback regarding implementation of State standards through annual teacher survey.|Met||2018
19647330124784|Aspire Slauson Academy Charter|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade-levels. This includes students of unduplicated groups, and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST or RtI process and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Slauson Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19647330124792|Aspire Juanita Tate Academy Charter|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade-levels. This includes students of unduplicated groups, and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST or RtI process and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Tate Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19647330124800|Aspire Inskeep Academy Charter|7|teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade-levels. This includes students of unduplicated groups, and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST or RtI process and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Inskeep Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19647330124818|Los Angeles Leadership Primary Academy|7|The Primary provides a broad course of study base on the implementation of State approved and adopted programs that adhere to CDE guidelines and standards. The school also uses standardized internal and external assessments to guide instruction. The school ensures fidelity to programs through long term standard based planning.|Primary grade students are provided a regimented course of study based on CDE recommended minutes and curriculum.|Currently, we are in need of a state approved curriculum for Science and Social Studies.|After analysis of data, the Primary is focused on Mathematical Mindset training though modules and PLCs and Kagan Inc. training to ensure that ELD strategies are integrated into all core subject areas.|Met||2018
19647330124826|Camino Nuevo Charter Academy #4|7|CNCA uses an SIS system, PowerSchool, as well as a data management tool, Schoolzilla, to track and monitor the extent to which all students have access to and are enrolled in a broad course of study.|At CNCA, all students are enrolled in a broad course of study.  At the elementary school level, students have full access to the extent of the curriculum through a fully-inclusive special education program.  At the middle and high school level, students are also fully included in the general education curriculum.  At the high school level, all students are fully enrolled in an A-G pathway.|One ongoing challenge is for students who need both a language intervention and have an IEP.  The amount of ongoing services necessary may limit some student’s participation in non-academic electives.|CNCA has worked to limit this by making decisions on an individual basis for twice-exceptional students and creating more fully-inclusive classroom spaces.|Met||2018
19647330124883|Animo College Preparatory Academy|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs.|Met||2018
19647330124891|Alliance Renee and Meyer Luskin Academy High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|7|PUC eCALS received an overall score of 4.07 of 5. Focus for PUC eCALS is ensuring strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.  Additionally, there will be continued professional development for teachers to follow the Tiered Intervention as represented in the Pyramid for Behavior Intervention.  Finally, there will be a focus on rigor and engagement in lesson planning.|All PUC Schools high schools offer a 4-year course sequence that aligns with PUC Schools’ high school diploma and UC/CSU’s “a-g” minimum undergraduate admissions requirements.  College Counselors work with each student to select their 4-year course sequences to meet PUC Schools’ high school graduation requirements, and students’ career and post-high school higher education aspirations.  Students who have special needs, and require alternative pathways due to their disability, are provided with the modified courses and a solid transition plan in support of their needs and future career and higher education goals.   PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.   The differences in course offerings at our five PUC high schools are as follows: • Advanced Placement (AP) Courses -  Four of the five PUC Schools’ high schools offer college courses.   Advanced Placement course access is open to all students.  PUC CALS ECHS is the one PUC high school that does not offer AP courses.  PCU CALS ECHS provides multiple college course opportunities in 9th-12th grades through dual enrollment college courses.   • Dual Enrollment College Courses – All five PUC high schools offer dual-enrollment college courses through partnerships with the local community colleges.  Students in grades 9th-12th may take dual-enrollment college courses offered on their high school campus or at the community colleges. • Scholar Success Center (SSC) Programs -  PUC Schools’ SSC programs are offered in one PUC Valley high school, PUC Community Charter Early College High School (PUC CCECHS) and one PUC Los Angeles high school, PUC Early College Academy for Leaders and Scholars (PUC eCALS).   This program is designed to provide students with moderate to severe special needs with grade level content at their individual skill level.   Students receive English Language Arts (ELA) and Math instruction in a small class setting, while improving targeted basic skills.  The SSC is considered a temporary placement, designed with the intent of returning students to the full inclusion model as soon as possible.|High School students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter.  High School students who have special needs and require modified curriculum and/or alternative graduation path (California Minimum Diploma or Certificate of Completion) will not have access to all of the academic course options as their peers on the traditional PUC Schools’ high school diploma path (“a-g” diploma).|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.  In addition, in order to ensure students are prepared for a variety of career options, PUC Schools is working to offer more Career Technical Education (CTE) course options.  Career Technical Education (CTE) Pathway Completion – Currently PUC Schools’ high schools do not offer CTE courses.  Students have the opportunity to take advantage of CTE courses via dual enrollment partnerships with the local community colleges.  Los Angeles Mission College’s CTE Transitions Community Collaborative program is a partnership between high schools, business and community college programs to develop occupational pathways and work-based learning experience in a sequential program of study.  PUC Schools are working with community college partners to build dual enrollment certificate sequences into our dual enrollment college course offerings.|Met||2018
19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330125609|KIPP Philosophers Academy|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Philosophers Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th and 6th grade core classes are Science, Social Studies, Math, English, and Physical Education. 7th and 8th grade core classes are Math, English, US History, Science, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at KPA. KPA offers Fundamentals of Art to all students.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330125625|KIPP Scholar Academy|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Scholar Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th and 6th grade core classes are English, Science, Social Studies, Math, and Physical Education. 7th grade core classes are English, World Civilizations, Pre-Algebra, Geometry, Science, and Physical Education. 8th grade core classes are English, US History, Science, Algebra, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at KSA. KSA offers Beginning Music to its 5th grade students. 6th grade students can participate in Band, Choir, and Instrumental Music. 7th grade students can participate in Band, Instrumental Ensemble, and Choir. 8th grade students can participate in Advanced Voice, Advanced Music, Instumental Ensemble, and Modern Band.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330125641|KIPP Sol Academy|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Sol Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th and 6th grade core classes are Math, English, Science, Social Studies, and Physical Education. 7th grade core classes are English, Science, Pre-Algebra, World Civilizations, and Physical Education. 8th grade core classes are Science, Algebra, US History, English, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at KSol. 5th and 6th grade students can participate in Beginning Music. 7th and 8th grade students can participate in Mixed Media, Theatre, and Advanced Drawing.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330125864|Ednovate - USC Hybrid High College Prep|7|To graduate from USC Hybrid High School, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted for each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help us to measure and ensure our students’ success in broad courses of study: College Rigor, Critical Thinking, and Purpose.|Our College Rigor metric is purely academic focused and enables us to measure student progress across subject and grade. In particular, we administer pre and post-ACTs as well as quarterly interim assessments, which measure student learning and growth in English, Math, Reading, and Science. We then do rigorous analysis of the data across all different subgroups to identify what supports students need and help to ensure we are serving all students well.  Our Critical Thinking metric is built around project-based learning - students must complete Performance Tasks, in which they synthesize what they are learning in class with real world and/or creative applications. These projects happen multiple times annually, and culminate with a graduate capstone, in which our seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom.  Finally, our Purpose metric tracks the 10 required community service or internship hours each student must complete each year. This again, helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and the impact they may have on the world around them.   Across all of these metrics, we ensure there are appropriate supports in place for all types of students. Our Director of Special Education works closely with instructors across campuses to ensure all students are being served well and have rich and rigorous academic experiences.|USC Hybrid High is committed to identifying and overcoming any and all barriers to the students' education. Although we continuously evaluate our programs to improve upon them, there are currently no barriers preventing the LEA from providing access to a broad course of study.|Ednovate schools ensure a broad course of study through rigorous academic curricula as well as extracurricular activities. Readiness for promotion and graduation is measured across Ednovate’s research based Academic College Readiness Indicators, which include College Rigor (academics), Critical Thinking (project based learning), and Purpose (community service). We are committed to reviewing data consistently to tailor our approaches and resources in response to student needs.|Met||2018
19647330126169|Equitas Academy #2|7|Equitas Academy #2 was established in Fall 2013 serving the community of Pico-Union.  Since then, Equitas #2 has earned WASC Accreditation, and was the recipient of the California Gold Ribbon School Award in 2015. Equitas Academy #2 provides XX scholars in grades 5-8 with a structured, rigorous standards-aligned curriculum that prepares all students to graduate from a 4-year college/university. Our student demographics include: 98.2% Hispanic, 0.3% African American, 1.3% Asian, 0.2% White, of which 13.1% are Students with disabilities; 13.1% English Language Learners; and 97% who qualify for free/reduced lunch.    Equitas Academy #2 provides a high quality education and challenging school experiences for every child, delivered by a highly credentialed, passionate, and dedicated faculty and staff who have expertise in their field.  Our school has specific beliefs based on best practices and research that inform our educational philosophy and how we intend to meet the rigorous standards we hold for the school and our scholars.  Specifically:  • We hold high academic and behavioral expectations for every student. • We engage and grow competent and experienced school leadership and staff. • We offer a rigorous academic program with intentional student supports. • We provide clear standards, research-proven curriculum and frequent assessments. • We are a mission driven school community.   Equitas Academy #2 uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.  In addition, this will be verified through principal analysis of weekly classroom schedules for each teacher, coupled with classroom observations to verify that the schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Equitas Academy #2, all students in grades 5-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Spanish, Art, and Theatre.  There are no differences to accessibility to courses, across student groups at Equitas Academy #2.|Currently, 100% of the students have access to a broad course of study and Equitas Academy #2 will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Equitas Academy #2 in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330126177|Citizens of the World Charter School Silver Lake|7|The locally selected tools used by CWC Silver Lake to determine if all students, including unduplicated, are enrolled in a broad course of study are master schedule, class schedules, report cards, English Language Learner identification, and Individualized Education Plans.|All students have access to a broad course of study. CWC Silver Lake integrates a social emotional learning model with Algebra, Geometry, Math, English, Science, History, Spanish and the Arts. Courses such as Drama, Newspaper, Digital Literacy, Photography, Leadership, Poetic Justice, Computer Programming are provided during the school day to ensure a broad course of study and a variety of enrichment opportunities are offered to all TK-8 students.  Students who are struggling academically receive push-in supports, have access to Teaching Associates, Resource Specialist Teachers, and Behavior Intervention Implementation Associates.|There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework given the access to the broad course of study described.|CWC Silver Lake has provided and continues to provide professional development and support to classroom teachers, Teaching Associates, and Behavior Intervention Implementation Associates. In addition, in 2018-19, a Director of Instruction and Curriculum and a Professional Development Coordinator and Instructional Coach were hired at the regional level to provide all staff with the appropriate supports.|Met||2018
19647330126193|Citizens of the World Charter School Mar Vista|7|The locally selected tools used by CWC Mar Vista to determine if all students, including unduplicated, are enrolled in a broad course of study are master schedule, class schedules, report cards, English Language Learner identification, and Individualized Education Plans.|All students have access to a broad course of study. CWC Mar Vista integrates a social emotional learning model with Math, English, Science, History, and the Arts. Courses such as Speech and Debate, Newspaper, Computer Lab, STEAM, and Music are provided during the school day to ensure a broad course of study and a variety of enrichment opportunities are offered to all TK-8 students.  Students who are struggling academically receive push-in supports, have access to Teaching Associates, Resource Specialist Teachers, and Behavior Intervention Implementation Associates.|There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework given the access to the broad course of study described.|CWC Mar Vista has provided and continues to provide professional development and support to classroom teachers, Teaching Associates, and Behavior Intervention Implementation Associates. In addition, in 2018-19, a Director of Instruction and Curriculum and a Professional Development Coordinator and Instructional Coach were hired at the regional level to provide all staff with the appropriate supports.|Met||2018
19647330126797|Aspire Centennial College Preparatory Academy|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade-levels.  This includes students of unduplicated groups, and students with exceptional needs.  As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST or RtI process and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Centennial College Preparatory Academy Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
19647330127217|Alliance Alice M. Baxter College-Ready High|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330127670|KIPP Iluminar Academy|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Iluminar Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. Kindergarten core classes are Phonics, Reading, English Language Arts, Science, Math, Social Studies, and Physical Education. 1st grade core classes are Phonics, Science, Reading, English Language Arts, Math, Writing, Social Studies, Science, and Physical Education. 2nd grade core classes are Phonics, Science, English Language Arts, Science, Social Studies, Math, Writing and Physical Education. 3rd and 4th grade core classes are Close Reading, English Language Arts, Science, Math, Writing, Social Studies, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at KIA. KIA offers Spanish, Art, Dance, and Elementary Music to all students.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330127886|City Language Immersion Charter|7|We primarily use the master schedule as a tool to ensure and track that all students have access to a broad course of study. Our schedule is designed such that all students, regardless of academic ability or background have access to all courses.|All students receive PE, music, and visual arts for at least 1 hour per week. Our inclusive special education model ensures that students are accommodated in the least restrictive environment, and for the most part are included in regular classroom activities and enrichment.|We don't see any barriers in our current program.|No new actions planned at this time.|Met||2018
19647330127894|Valor Academy High|7|Valor Academy High School uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups of individuals with exceptional needs into a broad course of study, and measures success through grades, state tests and other assessments like ACT Aspire. Each student has access to core curriculum and electives that consist of English, Social Sciences, Foreign Language, Physical Education, Science,  Mathematics, Visual and Performing Arts|At Valor Academy High School all students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Mathematics, Social Sciences, Visual and Performing Arts and Foreign Language. Honors and Advanced Placement courses may have prerequisites that consist of successful completion and a grade of a C or better in any prerequisite course. Access to these Honors and AP courses are clearly defined in our Student and Family Handbooks.|The greatest barrier to providing a broader course of study at Valor Academy High School, including such classes as Health, and Career and Technical Education is the small size of the school.|In order to address the barrier of small school size Valor Academy High School offers a variety of exposure opportunities through field trips and overnight Life Experience Lessons, robust after school programming, student assemblies, advisory classes, mentorship and internship opportunities and private and public partnerships and dual enrollment opportunities with the local Community College District.|Met||2018
19647330127910|Camino Nuevo High #2|7|CNCA uses an SIS system, PowerSchool, as well as a data management tool, Schoolzilla, to track and monitor the extent to which all students have access to and are enrolled in a broad course of study.|At CNCA, all students are enrolled in a broad course of study.  At the elementary school level, students have full access to the extent of the curriculum through a fully-inclusive special education program.  At the middle and high school level, students are also fully included in the general education curriculum.  At the high school level, all students are fully enrolled in an A-G pathway.|One ongoing challenge is for students who need both a language intervention and have an IEP.  The amount of ongoing services necessary may limit some student’s participation in non-academic electives.|CNCA has worked to limit this by making decisions on an individual basis for twice-exceptional students and creating more fully-inclusive classroom spaces.|Met||2018
19647330127936|PREPA TEC - Los Angeles|7|All students at Prepa Tec Los Angeles Middle have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served as evidenced in our SIS system (PowerSchool) as well as quarterly report cards..  Prepa Tec is a full inclusion school that incorporates students of Special Needs in all classes with RSP support and are offered equal access to the curriculum.  We offer the International Baccalaureate Middle Year Program campus wide.  This course of study incorporates 8 subject areas; Language and Literature (ELA), Math, Individuals and Societies (Social Studies), Science, Art, Foreign Language, PE, and Design. Students who have yet to be redesignated RFEP (ELs and LTELS) are also attending designated ELD courses throughout the year.|All students at Prepa Tec Los Angeles Middle have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served as evidenced in our SIS system (PowerSchool) as well as quarterly report cards..  Prepa Tec is a full inclusion school that incorporates students of Special Needs in all classes with RSP support and are offered equal access to the curriculum.  We offer the International Baccalaureate Middle Year Program campus wide.  This course of study incorporates 8 subject areas; Language and Literature (ELA), Math, Individuals and Societies (Social Studies), Science, Art, Foreign Language, PE, and Design. Students who have yet to be redesignated RFEP (ELs and LTELS) are also attending designated ELD courses throughout the year.|Prepa Tec Los Angeles Middle  has experienced no barriers preventing the LEA from providing access to a broad course of study for all students.|Prepa Tec Los Angeles has implemented a block schedule to ensure access to a broad course of study for all students.|Met||2018
19647330127985|Ingenium Charter Middle|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool to monitor student enrollment in courses. In grades 6-12 (in applicable schools), student enrollment and scheduling is within PowerSchool and schedules are audited to ensure that students, such as English learners, are enrolled in appropriate courses. Students with special needs are fully included in the general education context to the extent that the Individual Education Plan prescribes.|All students are enrolled in a broad course of study and students with individual needs, such as English learners or students with disabilities are served in appropriate classes.|At the 6-12 level, at times it is difficult to place a new student who is an English learner in the appropriate courses due to delays in receiving student cumulative records.|Ingenium Schools is updating the process to receive cumulative files and student English Learner Proficiency Assessments of California reports in order to place English learners in appropriate courses earlier.|Met||2018
19647330128009|Alliance Virgil Roberts Leadership Academy|7|Our rigorous course requirements ensure that all students have access to a course of study that prepares them to graduate middle school and succeed in both high school and college. In order to do this, we provide electives, interventions, and a credit framework for our students aligned to the priorities of LCFF and our school’s mission to provide a college-ready education to students.  We conduct regular credit checks and provide students with the information they need to graduate middle school well-prepared to enter high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330128025|Lashon Academy|7|Lashon Academy exceeds the required instructional minutes required by the state. Our yearly instructional minutes are around 63,540 minutes. Within the instructional day we have a master schedule for each grade level that includes, English Language Arts, Math, Social Studies, and Science. These academic areas occur daily. In addition to these academic subjects, we have a rotation of visual arts, health, Physical Education, and Hebrew. Our school SIS tracks and verifies that all students are enrolled in the proper grade and course of study. Our full-time Special Education Coordinator ensures all individuals with exceptional needs are served within the most appropriate placement in order to have full access to the broad course of study.|As a single school site all student groups have access to and are enrolled in the appropriate course of study.|Lashon Academy does not experience any barriers preventing the LEA from providing access to a broad course of study for all students. In order to continue full access to broad course of study for all students the school will continue to engage families through frequent communication with all stakeholders regarding academic courses.|Lashon Academy will continue with the full implementation of all California Common Core State Standards across all grade levels as evident through class scheduling and sections, number of classes, and enrollment per class. All instructional minutes will remain the same, guaranteeing all students are receiving above the required time.|Met||2018
19647330128033|Alliance College-Ready Middle Academy 8|7|Our rigorous course requirements ensure that all students have access to a course of study that prepares them to graduate middle school and succeed in college. In order to do this, we provide a credit framework for our students, electives, and interventions In line with our school’s mission to provide our students with a college-ready education and the priorities of LCFF. We conduct regular credit checks and provide students with the information they need to graduate middle school well-prepared to enter high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330128041|Alliance Kory Hunter Middle|7|Our rigorous course requirements ensure that all students have access to a course of study that prepares them to graduate middle school and succeed in both high school and college. In order to do this, we provide electives, interventions, and a credit framework for our students aligned to the priorities of LCFF and our school’s mission to provide a college-ready education to students.  We conduct regular credit checks and provide students with the information they need to graduate middle school well-prepared to enter high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330128058|Alliance College-Ready Middle Academy 12|7|Our rigorous course requirements ensure that all students have access to a course of study that prepares them to graduate middle school and succeed in college. In order to do this, we provide a credit framework for our students, electives, and interventions In line with our school’s mission to provide our students with a college-ready education and the priorities of LCFF. We conduct regular credit checks and provide students with the information they need to graduate middle school well-prepared to enter high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330128132|Extera Public School No. 2|7|n/a|n/a|n/a|n/a|Met|We are a TK-5 school.|2018
19647330128371|New Horizons Charter Academy|7|NHCA reviews our curriculum within our K-8 programs to ensure students of all grade spans, all subgroups and all individuals with special needs have access to broad course of student. • 100% had access to standards-aligned instructional materials.   • Progress towards this goal was be measured through the SARC report. • 100% of students are enrolled in a broad course of study. 100% of teachers continued to receive intensive Common Core training with emphasis on differentiated instructional techniques and serving students with special needs/ELs, etc. Increased student access to technology and integration in learning.|100% of students have access to broad course of study.|There are no barriers preventing all students from accessing broad course of study.|NHCA has adopted NGSS Science curriculum the previous school year as soon as the new standards were published.  The NHCA Board adopted this new curriculum and provided professional development for teachers to understand and plan with new curriculum.  Full Implementation has occurred.|Met||2018
19647330128512|KIPP Academy of Innovation|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Academy of Innovation students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. The core classes in which all KAI 5th grade students are enrolled are English, Math, Physical Education, Science, Social Studies, Beginning Music, and Robotic Technologies. 6th grade core classes are English, Math, Physical Education, Science, Social Studies, Beginning Music, and Computer Science. 7th grade core classes are English, Pre-Algebra or Algebra, Physical Education, Science, and World Civilizations. 8th grade core classes are English, Algebra or Geometry, Physical Education, Science, and US History.  In addition to the core classes listed above, all students have access to various electives during their time at KAI. KAI offers Jazz Band and Instrumental Ensemble for 7th grade students as well as Computer Science and Introduction to Engineering and Architecture for 8th grade students.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330129270|Animo Mae Jemison Charter Middle|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC). The DELAC and SAC review data to inform programmatic and budgetary decisions each spring for the upcoming school year. The school currently provides the following basic instructional services to students identified as English Learners. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330129460|KIPP Vida Preparatory Academy|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Vida Prep students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. Kindergarten core classes are Phonics, Math, Text Analysis, Physical Education and Writing. 1st grade core classes are Math, Phonics, Text Analysis, Science, Writing, and Physical Education. 2nd grade core classes are Phonics, Grammar, Writing, Science, Text Analysis, and Physical Education. 3rd and 4th grade core classes are Reading, Math, Writing, Text Analysis, Science, and Physical Education.   In addition to the core classes listed above, students have access to various electives during their time at KVP. KVP offers Theatre, Spanish, and Art to all students.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330129593|PUC Inspire Charter Academy|7|PUC middle schools use PowerSchool PowerSchool Scheduler for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool to track how students are assigned and have access to and are enrolled in a broad course of study based on grade spans.|As a charter school, at PUC ICA all students have access to and are enrolled in the following:  English, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Due to the intense scheduling in the middle school, Foreign or World Language is reserved for high school grades.  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.|PUC ICA students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter in order to ensure access to the broad course of student being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.|Met||2018
19647330129619|PUC Community Charter Elementary|7|PUC elementary schools have self-contained classrooms by grade level.  PowerSchool is used to track how students are assigned within their grade level.  PowerSchool Scheduler is used for assigning students to their appropriate classroom, for generating student rosters, tracking teacher qualifications, and gradebook monitoring.|As a charter school, PUC CCES ensures that all students have access to and are enrolled in the following:  English Language Arts, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Foreign or World Language is not offered.|PUC CCES students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter in order to ensure access to the broad course of student being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.|Met||2018
19647330129650|Equitas Academy #3 Charter|7|Equitas Academy #3 opened fall 2018 serving grades TK-4, with the following student demographics: 90% Hispanic, 6% African-American, 1% White, 3% Asian; of which 29% English Language Learners, 10% Students with Special Needs, and 93% who qualify for free/reduced lunch.   Equitas Academy #3 was established in Fall 2015 serving the community of Pico-Union. Since then, Equitas #3 has earned WASC Accreditation. Equitas Academy #3 provides 409 students in grades TK-3 with a structured, rigorous standards-aligned curriculum that prepares all students to graduate from a 4-year college/university.  Equitas Academy #3 uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.  In addition, this will be verified through principal analysis of weekly classroom schedules for each teacher, coupled with classroom observations to verify that the schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Equitas Academy #3, all students in grades TK-4 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Creative Writing, Visual Arts, and Yoga.  There are no differences to accessibility to courses, across student groups at Equitas Academy #3.|Currently, 100% of the students have access to a broad course of study and Equitas Academy #3 will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Equitas Academy #3 in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330129825|Clemente Charter|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool, to monitor student enrollment in courses. In grades TK - 5, students are in self-contained classrooms. Students with special needs are fully included in the general education context to the extent that the Individual Education Plan prescribes.|All students are enrolled in a broad course of study and students with individual needs, such as English learners or students with disabilities are served in appropriate classes.|None|Ingenium Schools is updating the process to receive cumulative files and student English Learner Proficiency Assessments of California reports in order to place English learners in appropriate courses earlier.|Met||2018
19647330129833|Global Education Academy 2|7|GEA 2 uses NWEA Map assessment three times a year to monitor student academic progress in Language Arts and Mathematics. Teachers use state approved textbooks and other materials to help support the California Common Core Standards. Students use various computer programs to help support their studies in Language Arts (Lexia) and mathematics (ST Math).|Data from various local assessments, NWEA, support materials, computer programs, etc. helps teachers to monitor on-going student progress throughout the school year and helps to plan for lessons to provide support of any individual or class gaps. These assessments are also used to provide academic progress to parents. Students continue working with various programs at home, including computer support programs and teacher/text made materials.|All students have access to a broad course of study at school, but some students do not have computer access at home. In addition, some parents find it difficult to help their children when they are non-English speaking parents.|We are working hard to monitor our teaching practices to ensure that all students have a broad course of study at our school. We have made great progress at GEA 2 and are constantly looking for way to improve our school and our student’s learning.|Met||2018
19647330129858|Everest Value|7|California Education Code (EC) 51210- Requires all students to have access to a broad course of study for grades 1-6 in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Everest Value School strives to provide these courses throughout all grades offered (K-8th) and integrated into every self-contained classroom. The locally selected tools used by Everest Value School to determine if all students, including unduplicated, and individuals with exceptional skills are enrolled in a broad course of study are class schedules, report cards, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate that all Everest Value School TK-8 students have access to a broad course of study including Math, Science, English Language. Throughout the history of Everest Value School, it has been important to provide enrichment opportunities for all students, including Music, Art, technology, health and Physical Education. The middle school students are given a variety of elective opportunities, including peer mediation, media, Sports Fitness, and Music Technology. All students are also invited to participate in the school wide Student Leadership Program that also incorporates leadership opportunities inside the classroom. Students who are struggling academically have the support of an intervention team which includes the ELD Coordinator, Special Education Coordinator, Special Education assistants, Resource Teachers, and Bilingual Instructional Assistants, as well as designated English Language Development that is aligned to the Common Core Standards. Supplemental curriculum is also provided when appropriate to support students at their instructional level.|Everest Value School offers a broad course of study as explained in Prompts 1 and 2 and evidenced in local measures. There are no barriers in place that would prevent Everest  students from accessing the appropriate course, materials, or coursework.|Everest Value School leadership team, in collaboration with its Home Office, meets each spring to review the implementation of all course offerings, and using student parent survey and academic data, makes recommendations to the LCAP committee and principal on any changes or revisions necessary.|Met||2018
19647330129866|Village Charter Academy|7|The school adopted curriculum includes the state mandated broad course of study for grades 1 to 5, inclusive, and includes instruction, beginning in grade 1 and continuing through grade 6, in the following areas of study: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. The school has selected the following tools to ensure that students receive the appropriate broad course of study. Attendance Reports and Class Rosters document the enrollment of each student, including unduplicated student groups and individuals with exceptional needs, in a self-contained general education classroom assignment that provides a broad coarse of study. School adopted materials and curriculum, along with provided professional development ensure the quality of study provided to students. Teacher created pacing plans and lesson plans demonstrate the implementation of all subjects required in a broad coarse of study.  Report cards document the subjects in which each student receives instruction.|Using the selected measures and as a one site LEA, 100% of our students have access to and are enrolled in a broad course of study.|The results of the tools used show that no barriers exist that prevent all students from having access to a broad course of study.|No revisions or new actions need to take place as all students have the appropriate access to a broad course of study.|Met||2018
19647330129874|Community Preparatory Academy|7|Since we are a small LEA, we were able to use our Student Information System in combination with the bell schedules to determine the following: Student Access to Board Approved Instructional Materials Student Access to PE Instruction Student Access to Art Instruction Teacher Professional Development in the Arts Teacher Professional development in Project Based Learning|100% of all students in grades K-8 have access to curriculum-aligned instructional materials as evidenced by purchase orders and classroom inventory lists.  100% of all students have access to art and physical education as evidenced by the bell schedules and enrollment.  100% of all teachers in 2017-2018 received training in Arts integration and Project Based Learning. There is a plan in place to train new teachers in 2018-19.|There were no barriers to providing access to students.|We will continue to provide arts instruction to students and look for a variety of funding sources to supplement the arts program.|Met||2018
19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|7|Fenton STEM Academy uses a collaborative approach to assure all students have access to the latest curriculum and that teachers are provided with the latest professional development in best practices. The school has an Instruction Committee that makes decisions on implementation and evaluation of curriculum. The Instruction Committee, an advisory committee of the Charter School, reports to the FCPS Board of Directors, and makes recommendations regarding the school’s needs.|All Fenton STEM Academy Students have access to state adopted materials including all student subgroups. The school’s focus on STEM learning as supported by state adopted ELA and Math curriculum is evaluated by the various school’s committees.|At this time there are no barriers. The school’s students have access to all courses.|The school will continue to monitor using its collaborative process and Instruction Committee for decision making.|Met||2018
19647330131722|Fenton Charter Leadership Academy|7|Fenton Charter Leadership Academy uses a collaborative approach to assure all students have access to the latest curriculum and that teachers are provided with the latest professional development in best practices. The school has an Instruction Committee that makes decisions on implementation and evaluation of curriculum. The Instruction Committee, an advisory committee of the Charter School, reports to the FCPS Board of Directors, and makes recommendations regarding the school’s needs.|All Fenton Charter Leadership Academy Students have access to state adopted materials including all student subgroups. The school’s focus on leadership development as supported by state-adopted ELA and Math curriculum is evaluated by the various school’s committees.|At this time there are no barriers. The school’s students have access to all courses.|The school will continue to monitor using its collaborative process and Instruction Committee for decision making.|Met||2018
19647330131771|KIPP Ignite Academy|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Ignite Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. Kindergarten core classes are Reading, Math, Phonics, Writing, and Physical Education. 1st through 3rd grade core classes are Math, Phonics, Physical Education, Writing, and Grammar.  In addition to the core classes listed above, students have access to various electives during their time at KIG. KIG offers Art, Computer Lab, and Beginning Dance to all students.  As 4th grade is added in the 2019-20 school year, all required courses and new electives will be added to the school's offerings and available to students regardless of membership in any particular student group.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330131797|KIPP Promesa Prep|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Promesa Prep students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. Kindergarten and 1st grade core classes are Language Development, Math, Writing, Phonics, Social Studies, Science, and Physical Education. 2nd and 3rd grade core classes are Language Development, English Language Arts, Math, Reading, Writing, Social Studies, Science, and Physical Education.  In addition to the core classes listed bove, students have access to various electives during their time at KPP. KPP offers Beginning Dance, Spanish, and Art to all students.  As 4th grade is added in the 2019-20 school year, all required courses and new electives will be added to the school's offerings and available to students regardless of membership in any particular student group.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330131821|Collegiate Charter High of Los Angeles|7|100% of students access a broad course of study and are on track to meet and exceed the A-G requirements. This is tracked in our student information system, Illuminate.|100% of students access a broad course of study and are on track to meet and exceed the A-G requirements. This is tracked in our student information system, Illuminate.|100% of students access a broad course of study and are on track to meet and exceed the A-G requirements. This is tracked in our student information system, Illuminate. The only barrier to ensuring A-G completion is when a scholar attempts to enroll in 11th or 12th grade and has been woefully underserved by their previous school, earning grade level promotion without the appropriate credits or access to A-G. In these instances, we devise credit recovery plans so that scholars still graduate meeting A-G.|100% of students access a broad course of study and are on track to meet and exceed the A-G requirements. This is tracked in our student information system, Illuminate. The only barrier to ensuring A-G completion is when a scholar attempts to enroll in 11th or 12th grade and has been woefully underserved by their previous school, earning grade level promotion without the appropriate credits or access to A-G. In these instances, we devise credit recovery plans so that scholars still graduate meeting A-G.|Met||2018
19647330131847|Public Policy Charter|7|California Education Code (EC) 51210- Requires access to a broad course of study for grades 1-6 in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. The locally selected tools used by Public Policy Charter School to determine if all students, including unduplicated, are enrolled in a broad course of study are the Master schedule, report cards, progress reports, English Language Learner identification, and Individualized Education Plans.   California EC 51220(a)-(i) – Requires access to a broad course of study for grades 7-12 in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. Public Policy Charter is a grades 5-8 LEA, so EC 51220 (a)-(i) applies to course access at grades 7 and 8. The locally selected tools used by Public Policy Charter School to determine if all seventh and eighth grade students, including unduplicated, are enrolled in a broad course of study are the Master Schedule, report cards, progress reports, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all Public Policy Charter School 5-8 students have access to a broad course of study. In addition to a broad course of study Public Policy Charter is a school with integrated technology throughout the school (a computer for each student etc.), on-line supplemental resources aligned to the Common Core State Standards, a STEAM program, Project Based Learning, and in alignment with the Public Policy theme offers Civics to all 8th graders. The school has several bi-lingual instructional aides to support English Language Learners and to offer primary language supports to Emerging English learners new to the country. Students who are struggling academically have the support of push-in Resource Teachers, Bilingual Instructional aides, as well as core curriculum which includes integrated and designated English Language Development aligned to the Common Core Standards. Response to Intervention is also integrated and designated and Supplemental curriculum is provided when appropriate to support students at their instructional level.|All Public Policy students have access to a broad course of study as explained in Prompts 1 and 2 and evidenced in local measures. There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|To support staff and students in accessing the curriculum included in a broad course of study, the LEA has provided (and will continue to provide) extensive professional development and support to classroom teachers. In 2018-19 the LEA will continue to provide bilingual and monolingual Instructional aides, a Special Education teacher, Special Education aides, training and resources for Integrated and Designated English Language Development, as well as supplemental curriculum aligned to the Common Core standards. To support struggling students and Students with Disabilities, the supplemental curriculum is aligned to the adopted curriculum and designed to bridge the gap between striving readers and grade level text.  Adopted curriculum and supplemental curriculum is provided in all classrooms, and all staff members have received extensive training in using these resources. Instructional coaching is provided by the Principal to all teachers and instructional aides.|Met||2018
19647330131870|Resolute Academy Charter|7|Resolute Academy tracks student enrollment through PowerSchool and ensures that all students are enrolled in and have access to rigorous academic courses.|All students, including students with exceptional needs, have access to a rigorous academic curriculum which includes Physical Education, Electives, Intervention Programs (to accelerate growth or promote advancement) and four core classes (ELA, Math, History and Science).|There is currently no barrier to providing all students access to a rigorous course of study.|Resolute Academy will continue to provide a rigorous, course of study for all students, including those with exceptional needs.|Met||2018
19647330132027|University Preparatory Value High|7|All students at University Prep Value High school are required to enroll in a broad course of study for grades 9-12th in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, college preparatory Electives and Foreign Languages. Students that complete the school's requirements will receive a high school diploma.  All administrators and counselors have access, through PowerSchool, to all student grades and meet with students to make sure that they are making adequate progress towards graduation.  Furthermore, every student has a University Preparedness (UP) advisor that also works with students to make sure that they are on track to meet the graduation requirements. Additionally, the locally selected tools used by the University Prep Value HS to determine if all students, including unduplicated, are enrolled in a broad course of study are: class schedules, report cards, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all University Prep Value HS students have access to a broad course of study. In addition, UPVHS has a curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study University Prep Value HS offers structured English immersion class for newcomers and LTELs, an English Enrichment class for newcomer, and 30 minute structured reading period for all English learners. University Prep Value HS offers English 9-12, Integrated Math 1-3, PreCalculus, AP Calculus, Business Math, Biology, Chemistry, AP Biology, Environmental Science, AP Environmental Science, World History, AP World History, US History, AP US History, Government/Econ, AP Government, Computer Science, AP Computer Science Principles, and varied visual and performing arts. Aside from the broad course of study all students at UPVHS take Values-Based seminars for grades 9th, 10th, and 12th. For students who are struggling academically and have not been identified as a SWD are placed in a multi tiered system of support program. For SWD, UPVHS uses a full inclusion model where RSP teachers push in/ co-teach English and Math courses. For newcomer English learners, UPVHS has acquired a bilingual instructional assistant to help student access the common core curriculum.  Supplemental curriculum is also provided when appropriate to support students at their instructional level.|All UPVHS students have access to a broad course of study. There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|To support staff and students in accessing the curriculum included in a broad course of study, the LEA has provided professional development and support to classroom teachers through our coaching plan. In 2018-19 UPVHS will change its coaching plan to outline four areas of focus which includes: Values Based Learning, Disciplinary Literacy, Assessment and Accountability and UDL. Additionally, UPVHS will continue improve its use of SDAIE strategies which allow all students access to the broad course of study. To support staff and students in accessing the curriculum included in a broad course of study, the LEA has provided professional development and support to classroom teachers through our coaching plan. In 2018-19 UPVHS will change its coaching plan to outline four areas of focus which includes: Values Based Learning, Disciplinary Literacy, Assessment and Accountability and UDL. Additionally, UPVHS will continue improve its use of SDAIE strategies which allow all students access to the broad course of study.|Met||2018
19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|7|Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for high school and college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size and the limitations of teacher credentials.|We continue to provide students with a wide range of courses and have increased the guidance counseling that we offer.|Met||2018
19647330132126|Bert Corona Charter High|7|Bert Corona Charter High School has fully implemented the MTSS process.  As such the following is fully accessible to all students: ? Review to ensure that all teachers are fully credentialed - Bert Corona Charter High School will determine annually through a review of personnel data the percentage of fully credentialed and appropriately assigned teachers.  Annual review of faculty, staff, and vendor Department of Justice and TB clearance ? CCSS training will be embedded in professional development meetings. Professional development will be measured through teacher observations, interim comprehensive assessment (ICA) student performance, and a thorough review of student work samples.  ? Professional Development will be measured through an analysis of teacher credentials and will be reported in the yearly SARC report documentation. ? Observation and Evaluation Process for teacher growth ? CCSS ELD Strategies for EL students to access the core curriculum/attain academic English ? Implementation of Bert Corona Charter High School English Learner Plan ? CCSS curriculum implementation of ELA, ELD, Mathematics, NEXT Generation Science Standards, and Social Science ? Effective use of multimedia and technology in the classroom ? Instructional Shifts for ELA/Math, Speaking/Listening Standards, CC Lesson SFA, Big Ideas, Essential Questions, Academic Conversations/Discourse, Close Reading Strategies, and Text Dependent Questions ? Using CC SBAC interim assessments, NWEA, Achieve3000, ALEKS, SFA, Illuminate and other Assessment Program ? Strategies for SWD to access core curriculum in the ?general classroom ? Positive Behavior and Intensive Support (PBIS) and alternatives to suspension ? Maintenance of database system to track teacher credentialing, medical clearances and background clearances-Human Resources.|Bert Corona Charter High School has focused on literacy and building vocabulary throughout the past few years, which has required teachers to ensure that all students including all subgroups receive support in all facets of learning English, reading, writing and the use of technology. Through assessment, data analysis and systems follow up of all student results, teachers have been able to collectively work with programs offered to support all students toward academic achievement. To ensure Bert Corona Charter High School is meeting the needs of all of our students, Success for All (SFA) programs for both reading and mathematics is used. SFA is a research-proven program used to support all students and has structures built into the program to help the needs of high performing students, low performing students, students with special needs, and English Learners. In both SFA’s reading and math programs, there is a focus on vocabulary acquisition, collaborative learning, rubric usage, data usage/reflection and the cycle of effective instruction. During their ELD time, the students participate in small group learning and learning rotations to meet their various needs. They read, study vocabulary, work on projects, write, practice their speaking and listening, and use additional technology-assisted learning through Rosetta Stone. Bert Corona Charter High School knows that for our students to be successful, all stakeholders need to work as a team in supporting all of our students. This year, we have centered on training our parents on the Common Core standards and helping them to understand the requirements of CAASPP. We also conducted a Town Hall meeting with local and state policymakers to provide our parents’ access to educators in our community. We also hold ongoing training for our parents to ensure they are? understanding student data, grades, and the procedures and expectations of our school.|All students have access to the entire Bert Corona Charter High School course of study.  No student is exempt from any of the course of study.|At present, the Bert Corona Charter High School Community is reviewing textbooks and resources for mathematics to be adopted during the 2019-2020 school year.  Teachers are piloting these textbooks and supplies? to support increased academic outcomes|Met||2018
19647330132282|Ednovate - East College Prep|7|To graduate from East College Prep, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted for each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help us to measure and ensure our students’ success in broad courses of study: College Rigor, Critical Thinking, and Purpose.|Our College Rigor metric is purely academic focused and enables us to measure student progress across subject and grade. In particular, we administer pre and post-ACTs as well as quarterly interim assessments, which measure student learning and growth in English, Math, Reading, and Science. We then do rigorous analysis of the data across all different subgroups to identify what supports students need and help to ensure we are serving all students well.  Our Critical Thinking metric is built around project-based learning - students must complete Performance Tasks, in which they synthesize what they are learning in class with real world and/or creative applications. These projects happen multiple times annually, and culminate with a graduate capstone, in which our seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom.  Finally, our Purpose metric tracks the 10 required community service or internship hours each student must complete each year. This again, helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and the impact they may have on the world around them.   Across all of these metrics, we ensure there are appropriate supports in place for all types of students. Our Director of Special Education works closely with instructors across campuses to ensure all students are being served well and have rich and rigorous academic experiences.|East College Prep is committed to identifying and overcoming any and all barriers to the students' education. Although we continuously evaluate our programs to improve upon them, there are currently no barriers preventing the LEA from providing access to a broad course of study.|Ednovate schools ensure a broad course of study through rigorous academic curricula as well as extracurricular activities. Readiness for promotion and graduation is measured across Ednovate’s research based Academic College Readiness Indicators, which include College Rigor (academics), Critical Thinking (project based learning), and Purpose (community service). We are committed to reviewing data consistently to tailor our approaches and resources in response to student needs.|Met||2018
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|7|Both PUC middle schools and PUC Schools’ high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool tracks how students are assigned and have access to and are enrolled in a broad course of study based on grade spans.  PUC Schools’ high schools use PowerSchool Power Scheduler to track high schools’ course offerings, as well as completion of dual enrollment college courses.  All students who are on the traditional PUC Schools’ high school diploma graduation requirements meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements.  PUC Schools’ high school students who are on an alternative graduation pathway per an IEP Team decision (Certificate of Completion or California Minimum Diploma), may have modified PUC Courses that are designed to support their individual needs.  PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans.  Finally, graduation data, such as UC Requirements, is monitored to help assess overall program success.|As a charter school, PUC TCA MS all students have access to and are enrolled in the following:  English, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Due to the intense scheduling in the middle school, Foreign or World Language is reserved for high school grades.    All PUC Schools high schools offer a 4-year course sequence that aligns with PUC Schools’ high school diploma and UC/CSU’s “a-g” minimum undergraduate admissions requirements.  College Counselors work with each student to select their 4-year course sequences to meet PUC Schools’ high school graduation requirements, and students’ career and post-high school higher education aspirations.  Students who have special needs, and require alternative pathways due to their disability, are provided with the modified courses and a solid transition plan in support of their needs and future career and higher education goals.   PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.   The differences in course offerings at our five PUC high schools are as follows: • Advanced Placement (AP) Courses -  Four of the five PUC Schools’ high schools offer college courses.   Advanced Placement course access is open to all students.  PUC CALS ECHS is the one PUC high school that does not offer AP courses.  PUC CALS ECHS provides multiple college course opportunities in 9th-12th grades through dual enrollment college courses.   • Dual Enrollment College Courses – All five PUC high schools offer dual-enrollment college courses through partnerships with the local community colleges.  Students in grades 9th-12th may take dual-enrollment college courses offered on their high school campus or at the community colleges. • Scholar Success Center (SSC) Programs -  PUC Schools’ SSC programs are offered in one PUC Valley high school, PUC Community Charter Early College High School (PUC CCECHS) and one PUC Los Angeles high school, PUC Early College Academy for Leaders and Scholars (PUC eCALS).   This program is designed to provide students with moderate to severe special needs with grade level content at their individual skill level.   Students receive English Language Arts (ELA) and Math instruction in a small class setting, while improving targeted basic skills.  The SSC is considered a temporary placement, designed with the intent of returning students to the full inclusion model as soon as possible.|Both Middle and High School students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter.  High School students who have special needs and require modified curriculum and/or alternative graduation path (California Minimum Diploma or Certificate of Completion) will not have access to all of the academic course options as their peers on the traditional PUC Schools’ high school diploma path (“a-g” diploma).|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.  In addition, in order to ensure students are prepared for a variety of career options, PUC Schools is working to offer more Career Technical Education (CTE) course options.  Career Technical Education (CTE) Pathway Completion – Currently PUC Schools’ high schools do not offer CTE courses.  Students have the opportunity to take advantage of CTE courses via dual enrollment partnerships with the local community colleges.  Los Angeles Mission College’s CTE Transitions Community Collaborative program is a partnership between high schools, business and community college programs to develop occupational pathways and work-based learning experience in a sequential program of study.  PUC Schools are working with community college partners to build dual enrollment certificate sequences into our dual enrollment college course offerings.|Met||2018
19647330133280|PUC Nueva Esperanza Charter Academy|7|PUC middle schools use PowerSchool Scheduler for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool to track how students are assigned and have access to and are enrolled in a broad course of study based on grade spans.|As a charter school, at PUC NECA all students have access to and are enrolled in the following:  English, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Due to the intense scheduling in the middle school, Foreign or World Language is reserved for high school grades.  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.|PUC NECA students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter in order to ensure access to the broad course of student being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners|Met||2018
19647330133298|PUC CALS Middle School and Early College High|7|Both PUC middle schools and PUC Schools’ high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool tracks how students are assigned and have access to and are enrolled in a broad course of study based on grade spans.  PUC Schools’ high schools use PowerSchool Power Scheduler to track high schools’ course offerings, as well as completion of dual enrollment college courses.  All students who are on the traditional PUC Schools’ high school diploma graduation requirements meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements.  PUC Schools’ high school students who are on an alternative graduation pathway per an IEP Team decision (Certificate of Completion or California Minimum Diploma), may have modified PUC Courses that are designed to support their individual needs.  PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans.  Finally, graduation data, such as UC Requirements, is monitored to help assess overall program success.|As a charter school, at PUC CALS MS all students have access to and are enrolled in the following:  English, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Due to the intense scheduling in the middle school, Foreign or World Language is reserved for high school grades.    All PUC Schools high schools offer a 4-year course sequence that aligns with PUC Schools’ high school diploma and UC/CSU’s “a-g” minimum undergraduate admissions requirements.  College Counselors work with each student to select their 4-year course sequences to meet PUC Schools’ high school graduation requirements, and students’ career and post-high school higher education aspirations.  Students who have special needs, and require alternative pathways due to their disability, are provided with the modified courses and a solid transition plan in support of their needs and future career and higher education goals.   PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.   The differences in course offerings at our five PUC high schools are as follows: • Advanced Placement (AP) Courses -  Four of the five PUC Schools’ high schools offer college courses.   Advanced Placement course access is open to all students.  PUC CALS ECHS is the one PUC high school that does not offer AP courses.  PCU CALS ECHS provides multiple college course opportunities in 9th-12th grades through dual enrollment college courses.   • Dual Enrollment College Courses – All five PUC high schools offer dual-enrollment college courses through partnerships with the local community colleges.  Students in grades 9th-12th may take dual-enrollment college courses offered on their high school campus or at the community colleges. • Scholar Success Center (SSC) Programs -  PUC Schools’ SSC programs are offered in one PUC Valley high school, PUC Community Charter Early College High School (PUC CCECHS) and one PUC Los Angeles high school, PUC Early College Academy for Leaders and Scholars (PUC eCALS).   This program is designed to provide students with moderate to severe special needs with grade level content at their individual skill level.   Students receive English Language Arts (ELA) and Math instruction in a small class setting, while improving targeted basic skills.  The SSC is considered a temporary placement, designed with the intent of returning students to the full inclusion model as soon as possible.|Both Middle and High School students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter.  High School students who have special needs and require modified curriculum and/or alternative graduation path (California Minimum Diploma or Certificate of Completion) will not have access to all of the academic course options as their peers on the traditional PUC Schools’ high school diploma path (“a-g” diploma).|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.  In addition, in order to ensure students are prepared for a variety of career options, PUC Schools is working to offer more Career Technical Education (CTE) course options.  Career Technical Education (CTE) Pathway Completion – Currently PUC Schools’ high schools do not offer CTE courses.  Students have the opportunity to take advantage of CTE courses via dual enrollment partnerships with the local community colleges.  Los Angeles Mission College’s CTE Transitions Community Collaborative program is a partnership between high schools, business and community college programs to develop occupational pathways and work-based learning experience in a sequential program of study.  PUC Schools are working with community college partners to build dual enrollment certificate sequences into our dual enrollment college course offerings.|Met||2018
19647330133686|Equitas Academy 4|7|Equitas Academy #4 is the latest addition to the Equitas network of high quality charter schools. Currently, our school serves a total of 141 students in grades 5-6.  Our student demographics include: 93.6% Hispanic, 3.6% African-American, 0.8% White, 2.1% Asian, 92.9% Socio-Economically Disadvantaged Students; 13.5% Students with Disabilities; 14.2% English Language Learners; 0% Foster Youth; and 0% Homeless Youth.  Equitas Academy #4 provides its scholars with a standards-aligned instructional program by providing differentiated instruction using the Universal Design for Learning (UbD), strengthening positive behavior supports, and by providing access to mental health services through a structured Multi-Tiered Support System (MTSS).  Equitas Academy #4 provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Equitas Academy #4 educational program.  Equitas Academy #4 uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.  In addition, this will be verified through principal analysis of weekly classroom schedules for each teacher, coupled with classroom observations to verify that the schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Equitas Academy #4, all students in grades 5-6 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Technology.  There are no differences to accessibility to courses, across student groups at Equitas Academy #4.|Currently, 100% of the students have access to a broad course of study and Equitas Academy #4 will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Equitas Academy #4 in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330133694|Valor Academy Elementary|7|Valor Academy Elementary School  uses Illuminate as the Student Information System to place all elementary students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to core curriculum consisting of English, Mathematics, Social Sciences, Science, Visual and Performing Arts.|At Valor Academy Elementary School all students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Social Sciences, Mathematics, Science and Visual and Performing Arts.|The greatest barrier to providing a broader course of study at Valor Academy Elementary School, including such classes as Physical Education or Health, is the small size of our school.|In order to address the barrier of small school size at Valor Academy Elementary School, the school offers a variety of exposure opportunities through field trips and overnight Life Experience Lessons, robust after school programming, and student assemblies.|Met||2018
19647330133702|New Los Angeles Charter Elementary|7|New Los Angeles Charter Elementary School’s mission is to develop a diverse community of students who are passionate about learning, engaged in the community, and have respect for themselves and others. Currently, our school serves 197 students in grades K-3, 74% Hispanic, 3% White, 17% African-American, 1.5% Asian, of which 44% are English Language Learners, 11% Student with Disabilities, 0.5% Homeless, and 74% Socio-economically Disadvantaged.    New LA Charter Elementary School cultivates future civic leaders through rigorous project-based learning and hands-on commitment to social justice, teaching students skills that will enable them to thrive and ensure advanced academic success. Our school nurtures and trains students who understand how to work together to solve problems, changing their own lives as they change the community around them.  New LA Charter Elementary School is expanding annually by one grade level and will serve 450 students in grades K-5 by Fall 2020. With small classes (25 to 1), a diverse student body, and attentive teachers, New LA Charter Elementary School is a nurturing standards-based school. New LA Charter Elementary School has a rigorous curriculum, fosters respect for human life, and provides relevant life experiences. The culture of the school creates a shared sense of mission, one that reinforces in our students a love of learning, a commitment to social action, and a deep respect for others.   New Los Angeles Charter Elementary School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of New Los Angeles Charter Elementary School’s educational program.   New Los Angeles Charter Elementary School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student led conference, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At New Los Angeles Charter Elementary School, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in Art, Social Justice, Coding, Health, and Music. There are no differences to accessibility to courses, across student groups at New Los Angeles Charter Elementary School.|Currently 100% of the students have access to a broad course of study and New Los Angeles Charter Elementary School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of New Los Angeles Charter Elementary School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330133710|Girls Athletic Leadership School Los Angeles|7|All students, including all subgroups, are provided a complete, rigorous broad course of study.  In English and Math, students take the California Interim Assessment Benchmarks (IABs) to progress monitor their mastery of standards-aligned objectives and grade level standards by sub-topic.    Additionally, students academic progress is reviewed every 5 weeks to identify those that are exceeding or not meeting benchmarks.  At this time, students' schedules are updated to better align with their needs.  All students have their Lexile (reading) levels progress monitored monthly.  This data is directly shared with the students and action plans are made to improve their progress, if needed.  The data is extracted from the program, Achieve 3000.  Beyond all the core subjects, students begin each day with Movement (physical education) and thus exceed the Amount of Required Physical Education: California mandates at least 200 minutes of physical education every 10 school days in grades 1-6, and also requires daily recess. The state also mandates at least 400 minutes every 10 school days of physical education in grades 7-8.|Presently, all three grade levels (6th, 7th, and 8th) have a data-driven, student-centered master schedule.|Presently, all three grade levels (6th, 7th, and 8th) have a data-driven, student-centered master schedule.|Presently, all three grade levels (6th, 7th, and 8th) have a data-driven, student-centered master schedule.|Met|See above.|2018
19647330133868|Rise Kohyang High|7|Rise Kohyang High School uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups of individuals with exceptional needs into a broad course of study, and measures success through grades, state tests and other assessments like ACT Aspire. Each student has access to core curriculum and electives that consist of English, Social Sciences, Foreign Language, Physical Education, Science,  Mathematics, Visual and Performing Arts.|At Rise Kohyang High School all students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Mathematics, Social Sciences, Visual and Performing Arts and Foreign Language. Honors and Advanced Placement courses may have prerequisites that consist of successful completion and a grade of a C or better in any prerequisite course. Access to these Honors and AP courses are clearly defined in our Student and Family Handbooks.|The greatest barrier to providing a broader course of study at Rise Kohyang High School, including such classes as Health, and Career and Technical Education is the small size of the school.|In order to address the barrier of small school size Rise Kohyang High School offers a variety of exposure opportunities through field trips and overnight Life Experience Lessons, robust after school programming, student assemblies, advisory classes, mentorship and internship opportunities and private and public partnerships and dual enrollment opportunities with the local Community College District.|Met||2018
19647330134023|Animo Florence-Firestone Charter Middle|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  To serve English Learners, the school implements an EL Master Plan, which includes a five step process for the identification of English Learners including: 1) Initial Identification, 2) EL Proficiency Assessment, 3) Primary Language Assessment, 4) Parent Notification, and 5) Program Placement. Green Dot schools provide on-going training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a data review of standardized testing done by by the EL teachers, English Department and school administration which makes recommendations to the District English Language Advisory Committee (DELAC) and School Advisory Council (SAC). The DELAC and SAC review data to inform programmatic and budgetary decisions each spring for the upcoming school year. The school currently provides the following basic instructional services to students identified as English Learners. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19647330134148|The City|7|We primarily use the master schedule as a tool to ensure and track that all students have access to a broad course of study. Our schedule is designed such that all students, regardless of academic ability or background have access to all courses.|All 6th graders receive performing arts in their core courses, 7th graders all receive visual arts, and all 8th graders have a Spanish course. Students also have PE every year. Additionally, all students have the choice of two additional electives per semester. The only exception is that students in need of math or ELA enrichment take that as one of their electives instead of a course of choice. However all students have at least one additional elective. And as soon as students achieve a specified bar of mastery they can exit enrichment and have two electives.|We don't see any barriers in our current program.|No new actions planned at this time.|Met||2018
19647330134205|Arts in Action Community Middle|7|The school ensures that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs served.  The school ensures this in a variety of ways.  In order to ensure that students are correctly reported, we utilize school mint to collect accurate parent information. We also have our own SIS system, powered through Illuminate. In addition, we have monthly reports to review data and ensure that information submitted to CALPADS is accurate for all unduplicated student groups and students with exceptional needs.  We also send home regular requests for parent information updates to ensure that circumstances have not changed.  We use an English Language Coordinator to ensure that designated and integrated services are provided to English Language Learners.  We have a special education team to ensure that services are provided to students with disabilities. We have a robust dean team and family engagement team in order to ensure services are provided for students with low socio-economic status and foster and homeless youth.|Using our locally selected measures or tools, it is evident that all of our students have have access to, and are enrolled in, a broad course of study. All students are enrolled in enrichment classes with access to art, dance and music. All students receive physical education. All students are provided with instruction in all core content areas and are able to access the broad scope of our instructional program.   Our LEA is comprised of one school, so there is no difference in services between school sites.|There are no barriers in ensuring that our LEA provides access to a broad course of study for all students. We believe that our school should serve all students from all backgrounds. The way we budget and provide services is reflective of this belief.|We will continue to ensure that we are accurately self assessing our ability to provide access to a board course of study for all students. We will do so by reflecting on the tools that we use to measure our students’ access to and enrollment in a broad course of study.|Met||2018
19647330135509|Gabriella Charter 2|7|The LEA tracks student performance in our charter's adopted broad course of study - which includes the content areas of English language arts, mathematics, science, history, visual and performing arts, physical education, health, and technology.  All students participate in the coursework that is designed to be a broad course of study and is identified in our charter.|All students at our charter school have access to and are enrolled in a broad course of study as identified by our charter.|GCS 2 has not currently identified barriers to overall course access in a broad course of study for all students.  However, we continue to examine ways in which significant student subgroups (e.g., English learners and students with disabilities) can gain greater proficiency in performance, and how we design instructional supports to increase student success for all students regardless of challenge.|GCS 2 will continue to implement our charter for our K-3 students which ensures access to a broad course of study for all students, and will continue to examine ways in which we can continue to support student subgroup proficiency in all subjects.|Met||2018
19647330135517|KIPP Corazon Academy|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Corazon Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. The core classes in which all KCA Kindergarten students will participate are Calendar Math, Phonics, Art, English Language Arts, Reading, Physical Education, and Math. 1st grade core classes are Calendar Math, Phonics, Spanish, Music, Writer's Workshop, English Language Arts, Physical Education, and Math. 2nd grade core classes are Math, English Language Arts, Reading, Writing, Art, Spanish, and Physical Education. 4th and 5th grade core classes are Physical Education, Ethnic Studies, English Language Arts, Math, and Science.  As 3rd and 6th grades are added in the 2019-20 school year, all required courses and new electives will be added to the school's offerings and available to students regardless of membership in any particular student group.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19647330135632|WISH Academy High|7|WISH Academy is specifically designed at its core to help all students succeed, and our teachers are trained in and deploy a range of strategies to engage learners of all types (GATE, EL, SPED).  Intensive differentiation, scaffolding and extra help support students to keep pace with class work, and targeted academic interventions address individual learner needs. All teachers participate in extensive professional development to address the needs of students with identified disabilities. Our co-teaching model, which consists of education specialists and designated instructional support providers working with the general education teachers to implement interventions and strategies throughout each student’s program, and the implementation of the multi-tiered systems of support ensures that students with special needs receive the academic and behavioral instruction that they need on a daily basis to meet and/or exceed grade level standards and graduate from high school. Our university partner, LMU/ SOE, similarly recognizes the importance of an inclusion model, and continues to build the body of research supporting the model and its implementation through the university’s research conducted at WISH Academy.  As a small school with 500 high school students enrolled at capacity, the array of courses has a depth and complexity of learning that is designed to provide a rigorous college- and career-preparatory curriculum in which each and every student can complete A-G requirements and enroll in the post-secondary school, technical program or career of his/her choice. In addition, students take a pathway course each semester in either Engineering, BioMedical Science, Performing and Visual Arts, or Liberal Arts/Civics Pathway.  WISH is committed to a whole scholar approach to learning, in which we provide engaging, inspiring and challenging academics in the core content and pathway areas. WISH Academy ensures all academic and enrichment areas are available to all students, inclusive of all subgroups, and all grades and that our curriculum will promote collaboration, creativity, communication and critical thinking through the use of project-based learning units. General and special education teachers function as teaching partners for planning, instruction and assessment in general education classrooms. Through co-teaching and collaborative group work all students can experience different perspectives and accomplish learning tasks with the help of their peers and experts.|All students have access to and are enrolled in a directed course of study.   At WISH Academy High School scholars participate in the Project Lead the Way Curriculum. Our project-based learning, hands-on activities, and problems that are reflective of our ever-changing world challenges our students to succeed as 21st-century graduates. This compelling, real-world approach empowers WISH students to learn essential, in-demand skills validated by the world’s leading companies, while also providing an invaluable connection between what students are learning in the classroom today and how it applies to the paths they’ll take in the future.    In addition to the PLTW pathways of Biomedical Science and Engineering, WISH Academy offers a Liberal Arts & Civics Pathway for students who have strong feelings about justice, current affairs, and the world.  Classes in this pathway include Civic Engagement, Formal Debate, Cultural Anthropology, and Social Justice.  WISH Academy is also expanding its Visual & Performing Arts Pathway with offerings in live theater, dance, and musical performances, vocal arts, fine arts, documentary filmmaking, playwriting, and comprehensive music offerings including strings, chorus and guitar band.|There are no barriers to providing students access to any all of courses at WISH Academy.|WISH Academy will continue to grow its broad course of study as we reach our capacity and full grade-level span, following our inclusive model and research-based best practices.|Met||2018
19647330135715|Ednovate - Esperanza College Prep|7|To graduate from Esperanza College Prep, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted for each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help us to measure and ensure our students’ success in broad courses of study: College Rigor, Critical Thinking, and Purpose.|Our College Rigor metric is purely academic focused and enables us to measure student progress across subject and grade. In particular, we administer pre and post-ACTs as well as quarterly interim assessments, which measure student learning and growth in English, Math, Reading, and Science. We then do rigorous analysis of the data across all different subgroups to identify what supports students need and help to ensure we are serving all students well.  Our Critical Thinking metric is built around project-based learning - students must complete Performance Tasks, in which they synthesize what they are learning in class with real world and/or creative applications. These projects happen multiple times annually, and culminate with a graduate capstone, in which our seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom.  Finally, our Purpose metric tracks the 10 required community service or internship hours each student must complete each year. This again, helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and the impact they may have on the world around them.   Across all of these metrics, we ensure there are appropriate supports in place for all types of students. Our Director of Special Education works closely with instructors across campuses to ensure all students are being served well and have rich and rigorous academic experiences.|Esperanza College Prep is committed to identifying and overcoming any and all barriers to the students' education. Although we continuously evaluate our programs to improve upon them, there are currently no barriers preventing the LEA from providing access to a broad course of study|Ednovate schools ensure a broad course of study through rigorous academic curricula as well as extracurricular activities. Readiness for promotion and graduation is measured across Ednovate’s research based Academic College Readiness Indicators, which include College Rigor (academics), Critical Thinking (project based learning), and Purpose (community service). We are committed to reviewing data consistently to tailor our approaches and resources in response to student needs.|Met||2018
19647330135723|Ednovate - Brio College Prep|7|To graduate from Brio College Prep, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted for each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help us to measure and ensure our students’ success in broad courses of study: College Rigor, Critical Thinking, and Purpose.|Our College Rigor metric is purely academic focused and enables us to measure student progress across subject and grade. In particular, we administer pre and post-ACTs as well as quarterly interim assessments, which measure student learning and growth in English, Math, Reading, and Science. We then do rigorous analysis of the data across all different subgroups to identify what supports students need and help to ensure we are serving all students well.  Our Critical Thinking metric is built around project-based learning - students must complete Performance Tasks, in which they synthesize what they are learning in class with real world and/or creative applications. These projects happen multiple times annually, and culminate with a graduate capstone, in which our seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom.  Finally, our Purpose metric tracks the 10 required community service or internship hours each student must complete each year. This again, helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and the impact they may have on the world around them.   Across all of these metrics, we ensure there are appropriate supports in place for all types of students. Our Director of Special Education works closely with instructors across campuses to ensure all students are being served well and have rich and rigorous academic experiences.|Brio College Prep is committed to identifying and overcoming any and all barriers to the students' education. Although we continuously evaluate our programs to improve upon them, there are currently no barriers preventing the LEA from providing access to a broad course of study.|Ednovate schools ensure a broad course of study through rigorous academic curricula as well as extracurricular activities. Readiness for promotion and graduation is measured across Ednovate’s research based Academic College Readiness Indicators, which include College Rigor (academics), Critical Thinking (project based learning), and Purpose (community service). We are committed to reviewing data consistently to tailor our approaches and resources in response to student needs.|Met||2018
19647330135921|WISH Community|7|WISH Community School is specifically designed at its core to help all students succeed, and our teachers are trained in and deploy a range of strategies to engage learners of all types (GATE, EL, SPED).  Intensive differentiation, scaffolding and extra help support students to keep pace with class work, and targeted academic interventions address individual learner needs. All teachers participate in extensive professional development to address the needs of students with identified disabilities. Our co-teaching model, which consists of education specialists and designated instructional support providers working with the general education teachers to implement interventions and strategies throughout each student’s program, and the implementation of the multi-tiered systems of support ensures that students with special needs receive the academic and behavioral instruction that they need on a daily basis to meet and/or exceed grade-level standards and graduate from high school.  WISH is committed to a whole scholar approach to learning, in which we provide not only engaging, inspiring and challenging academics in the core content areas, but we believe all students benefit equally from high-quality art, music instruction in voice and theory, physical education, and technology instruction.  WISH ensures all academic and enrichment areas are available to all students, inclusive of all subgroups, and all grades and that our curriculum will promote collaboration, creativity, communication and critical thinking through the use of project-based learning units. General and special education teachers function as teaching partners for planning, instruction, and assessment in general education classrooms. Through co-teaching and collaborative group work, all students can experience different perspectives and accomplish learning tasks with the help of their peers and experts.|All students have access to and are enrolled in a broad course of study.   WISH subscribes to a whole scholar approach to learning which means that all students receive tier 1 GATE strategies from the outset paired with music, art, PE, technology, STEM, horticulture, library, and direct instruction is social-emotional development. All students have access to a wide range of electives and clubs throughout their school experience, including Kindness club, robotics, and student leadership.|There are no barriers to providing students access to a broad course of study.|Continuation of successful academic policy with a focus on best practices and a belief that all children are entitled to an excellent education.|Met||2018
19647330137463|Los Feliz Charter Middle School for the Arts|7|The middle school students are able to participate with part-time arts specialists in visual arts and theater as well as the core curriculum.|There is one school site with an initial sixth-grade cohort, therefore, no variance across sites|N/A|N/A|Met||2018
19647330137471|High Tech LA Middle|7|High Tech Los Angeles (HTLA) Middle School opened fall 2018 serving grades 6-7, with the following student demographics: 40% Hispanic, 5% African-American, 51% White, 3% Asian and 1% Choosing to not report, of which 5% English Language Learners, 15% Students with Special Needs, and 41% who qualify for free/reduced lunch.   HTLA Middle School is designed to stimulate curiosity, inquiry and a constant desire to push beyond limits, through a rigorous college-preparatory curriculum and intensive technology training.  With the goal of preparing students for high-skilled, high-wage careers, this demanding college preparatory curriculum is brought to life by students’ using the latest technology to develop innovative hands-on projects.  HTLA MS is the only such middle school in the Van Nuys/Panorama City area we plan to serve that will replicate this rigorous, technology-infused, project-based program in grades 6-8.   HTLA MS is a small school, which provides a standards-based, college preparatory education that places an emphasis on using technology and hands-on interdisciplinary projects in addition to more traditional pedagogy.  Our students do not simply learn facts and figures, but are engaged in discovering new knowledge on their own with the tools afforded to them in today’s information age.   HTLA Middle School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of HTLA Middle School’s educational program, outlined in its charter petition.   HTLA Middle School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.  In addition this will be verified by the principal during classroom observations and scheduled to verify schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At HTLA Middle School, all students in   have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Advisory, Visual Arts, Elective Courses and Technology is integrated into the curriculum.  There are no differences to accessibility to courses, across student groups at HTLA Middle School.|Currently, 100% of the students have access to a broad course of study and HTLA Middle School will continue to monitor this to ensure no barriers arise to change access.|As stated earlier, HTLA Middle School is in its first year of implementation and as it expands by grade level annually it will utilize the tools mentioned earlier, to continue to provide all students with access to a broad course of study.  Currently, no changes are planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647330137604|Stella Elementary Charter Academy|7|Stella Elementary Charter Academy  uses Illuminate as the Student Information System to place all elementary students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and will measure success through state tests. Each student has access to core curriculum consisting of English, Mathematics, Social Sciences, Science, Visual and Performing Arts.|At Stella Elementary Charter Academy all students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Social Sciences, Mathematics, Science and Visual and Performing Arts.|The greatest barrier to providing a broader course of study at Stella Elementary Charter Academy, including such classes as Physical Education or Health, is the small size of our school.|In order to address the barrier of small school size at Stella Elementary Charter Academy, the school will offer a variety of exposure opportunities through field trips, robust after school programming, and student assemblies.|Met||2018
19647331931047|Birmingham Community Charter High|7|BCCHS has made significant and consistent progress in the number of students meeting A-G requirements.  Currently, 83% of all eligible courses are A-G approved.   Additionally, we have surpassed the State in the number of students meeting A-G requirements.  BCCHS has demonstrated a consistent upward trend on an average of 9% per year. Through the efforts of teachers, counselors, administrators, and students, our A-G completion rate increased from 41% to 49% in recent years.    BCCHS has also experienced much higher enrollment in the number of students taking AP courses with the number nearly doubling over the last five years. Additionally, BCCHS has experienced nearly a 20% increase in overall AP pass rate. Dual enrollment in community college courses has also increased in all subgroups.   Academic intervention and support courses, EL courses and SPED courses are available to all students in all subgroups as dictated by student need.|In addition, 100% of eligible students in all subgroups are enrolled in an “A” course, 86.4% of eligible students in all subgroups are enrolled in a “B” course, 100% of eligible students in all subgroups are enrolled in a “C” course, 100% of all eligible students are enrolled in a “D” course, 53% of eligible students in all subgroups are enrolled in an “E” course, 100% of eligible students in all subgroups are enrolled in an “F” course and 100% of all eligible students are enrolled in a “G” course.|BCCHS receives a large number of incoming and newly enrolled students who do not demonstrate grade level proficiency in English, math or science.  The lack of proficiency in math is a particularly challenging barrier.  Another barrier that we face is a result of our status as an independent charter school due to the fact that we often do not receive records and test scores for incoming students in a timely manner.|Ensuring that all students have access to a rigorous standards-based curriculum is a critical component of our mission.  As such, we have designated resources to provide teachers with the training and support needed to understand the current California standards - Common Core ELA Standards, Common Core Mathematics Standards, Common Core Literacy Standards and Next Generation Science Standards.  BCCHS provides formal training and professional development to address defined academic deficits in order to ensure that students have the skills to access a broad course of study.  BCCHS is working to articulate more effectively with its feeder schools in order to have more timely access to student records which will allow for more informed programming based on current data.|Met||2018
19647331931708|Chatsworth Charter High|7|Chatsworth Charter High School has identified locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, English learners and individuals with exceptional needs served. CCHS utilizes MISIS (student information system), Schoology, Focus Dashboard, CDE Dashboard, and Welligent to monitor and track students’ enrollment in an appropriate broad course of study. English learners, students with special needs, and Tier 2 and 3 students are followed closely by specialize support staff who monitor these subgroups regularly to determine placement and analyze potential areas of need. Our five academic counselors monitor all students through the systems listed above to determine access to a broad course of study. In addition, the academic counselors, administrators, and Local District Northwest Director and Counseling Coordinator collaborate monthly to ensure that all seniors, who are eligible to graduate, are monitored after each grading period and provided with opportunities to recover credits as necessary.|As a result, Chatsworth Charter High has invested in a variety of credit recovery programs (Individualized Instruction Lab, West Valley Occupational Center Winter and Spring Plus, PASS Program, Saturday School, West Valley Boys’ and Girls’ Club tutoring, Edgenuity Online and Extended Learning Through Alternate Education Program) to ensure that our students have options to recovery credits they have lost during their high school career. Also, CCHS has enrichment programs in place for the Tier 1 and advanced students. These programs include UCLA AP Readiness, AB288 Concurrent and Dual Enrollment courses in conjunction with Los Angeles Community College District, Intersegmental General Education Transfer Curriculum (IGETC), and Advancement via Individual Determination (AVID) 1- 4.|Using the locally selected measures listed above, Chatsworth Charter High School can affirmatively state that all students have access to a broad course of study.  CCHS administrators, support services staff, teachers in collaboration with LDNW and LAUSD Central Office personnel monitor student enrollment in appropriate courses.|As a result, Chatsworth has experienced steady growth in its cohort graduation rate 90% for the 2017 – 18 school year. CCHS will continue to utilize all it resources (fiscal, human, and programs) to ensure that all student groups meet and exceed California State assessments, graduation rates, and A – G course completion.|Met||2018
19647331931864|Grover Cleveland Charter High|7|Cleveland offers a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. Since the school is an affiliated charter school within Los Angeles Unified School District, it adheres to the course of study required by the district. This means that all students must take and pass 3 years of social science classes, four years of English-Language Arts classes, three years of mathematics classes (through Algebra 2), two years of science classes  (one year of biological and one year of physical science classes), two years of a langauge other than English, one year of a visual or performing art class, one year of a college preparatory elective, and two years of physical eduaction. The school also offers twenty-two advanced placement courses and twenty-two honors courses.|From the data available in MyData, 81% of current students are on track to graduate in four years. Sixty percent of the school’s Students with Disabilities are on track to graduate in four years (nearly doubled from 31% in 2015-2016), while 79% of students who are socioeconomically disadvantaged are on track to graduate in four years. Over the past four years, the percentage of Cleveland students who are on to graduate in four years has increased from 67% in the 2015-2016 school year to 81% in the current school year.|Within the past five years, there have been no permanent barriers preventing Cleveland from providing access to a broad course of study.|Each spring the school reviews the elective courses offered by the English-Language Arts, mathematics, biological and physical science, social science, and World Language departments. When there is interest additional courses and teachers are available to teach them, more speciality course are made available to help broaden the course offerings.|Met||2018
19647331932623|El Camino Real Charter High|7|The use of different measures and tools to track the extent of access and enrollment in a broad course of study include school-wide class schedule analysis, master schedule class enrollment analysis, Individualized Education Plans, Individualized Graduation Plans, and reclassification rates.|El Camino has a variety of learning communities. All have curricular focus areas which ensure additional opportunities for students. These include our AVID, STEAM, Humanitas, VAPA, Alternative Education, and Independent Study programs.  Each program offers a different disciplinary focus, but all are aligned with A-G college admissions requirements. Moreover, non-academic supports that create optimal conditions for learning and technology access to prepare for college and career is provided.   LCAP Goals 2 and 3 were designed to support all subgroups for student success. Action Steps to support Goal 2 (Solidify a clear school-wide identity in terms of College & Career Readiness) include: expanding student access to AP classes (becoming more proactive about supporting more students regardless of level and increase the number of students in higher level classes), increase collaboration with colleges and universities (upward articulation), develop career pathway opportunities and staffing needs for additional career pathways, provide counselors with a list of students identified by AP Potential, with a focus on Latino and African American students, to encourage them to take AP classes, provide counselors with a list of students identified by AP Potential, with a focus on Latino and African American students, to encourage them to take AP classes. Action Steps to support Goal 3 (Ensure that all students receive personalized supports to succeed) include: expanding intervention services during after school hours to students of all grades requiring additional support, including online courses, credit recovery, and targeted tutoring and study skills classes, monitoring standardized curriculum for Summer Bridge Program and effectiveness for incoming 9th graders, supporting Latino students with efforts to close the achievement gap and collaborate with other support programs while offering College and Career Readiness training which may include assemblies, field trips and guest speakers, supporting African-American students with efforts to close the achievement|English Learners have difficulty accessing higher level courses due to language fluency.|English Learners receive language acquisition support for continuous progress toward English proficiency within five years, as well as continued progress in core academic programs. Moreover, English learners at all English proficiency levels have full access to all core academic programs including, but not limited to: integrated English Language Development (ELD) that provides English learners with support for academic language development in core content courses, designated ELD that provides specialized instruction to address particular language learning needs of English learners, ongoing monitoring and support of reclassified English learners for at least four years after reclassification to ensure correct classification, placement, and whether additional academic support is needed.|Met||2018
19647331933746|Granada Hills Charter High|7|Improved services for low-income students, English Learners, and foster youth will be addressed through our tiered intervention approach which address the need for academic and social/behavior interventions.  1) Professional Development focusing on Standards-Based Grading, Differentiation, and Personalized instruction using one-to-one technology. 2) The Writing Center and Math Center will specifically address the needs of identified students with a system for identification using NWEA data, Summer Transition Academy Grades and current course grades in every marking period. Trained instructional aides in the respective discipline will collaborate with an identified lead certificated staff in the respective discipline in order to maximize time for targeted skill specific intervention through one-to-one tutoring and small group instruction. 3) Tiered Academic Intervention with a targeted focus on any student earning a D or F in one or more courses will be assigned with an adult advocate and focused intervention through additional in-class supports and/or after school tutoring through the Writing Center/Math Center or AHA tutoring. 4) Positive Behavior Intervention through a system of identification through the Dean's Office indicating a need for peer group intervention through two different support groups on campus (Social Skills Student Group and the Empowerment Group).  Data collected from the Coordination of Services Team (COST), Math and Writing Centers as well as the NWEA and discipline specific benchmarks will help guide and determine additional interventions.    Master Schedule and individual student schedules as well as a student's journey aligned with their graduation plan will also provide input around course access, intervention and additional needs for successful course completion.|Course Access  Increase parent involvement through translated communications, parent training workshops, informational sessions around academic/course opportunities and college and career awareness, school site participation through committees and community partnerships.  Increased access to Career Technical Education (CTE) Pathways and Advanced Placement (AP) courses at the beginning of academic career at GHC.  • Intervention Coordinator identifies topics for math and writing intervention support at home and at school for parents and guardians. • Parent Workshops around social emotional support as well as academic support are offered throughout the academic year. • Identified and articulated after school enrichment and tutoring opportunities as well as survey parent community for relevant and needed topics to add throughout the academic year.  • Provide a variety of times and types of opportunities for parents to volunteer, participate in school based decisions, and engage in trainings. • College and Career workshops for parents as well as students beginning in ninth grade with clear and transparent articulated goals at each grade level.   Outcome #1: Percentage of students accessing 1 AP or IB course within 4 years will increase.   Metric/Method for Measuring: Master Schedule/Individual Student Schedules (monitor enrollment of students in courses for identified outcome #1)  Outcome #2: Percentage of students accessing a CTE course within 4 years will increase.   Metric/Method for Measuring: Master Schedule (monitor enrollment of students in courses for identified outcome #2) Additionally, one of our greatest successes for the 2017-18 year is aligned with one of our greatest needs. In relationship to the LCFF Evaluation Rubrics, English Learners and African Americans were identified as a targeted area of need within the Graduation Rate Indicator. Although data shows a reclassification rate of 2.8% for the 2016-17 school year (4 students), the actual number of students reclassified as of the Census date for that year is 23, reflecting a reclassification rate of approximately 16%. A CALPADS snapshot from November, 2016 does show that only 4 students had been reclassified. However, CALPADS updates were made during the window for Fall 1 corrections, and the majority of the data was correct as of December, 2016 as evidenced by a snapshot taken at that time showing 20 students with RFEP status. To address these areas, we have developed an intervention plan the focuses on student support both academically and behaviorally. The Writing Center, Academic Mentor Program, Tiered Intervention with designated adult advocates for students earning a D or F in one or more classes, Social Skills Student Group and an Empowerment Group will be the core of our intervention. These additional supports as well as the the supports within the classroom through additional content specific aides for one-to-one and small group intervention will help to determine growth.|Students are enrolled in a broad course of study, however, successfully accessing the content and demonstrating proficiency is where we target our efforts for intervention.   Targeted intervention focusing on students earning a D or F in one or more classes triggered a tiered system of support. The intervention ensured unduplicated students needing additional academic support were identified and had an adult advocate on campus as well as English and Math instructional aides placed with teachers with a number of students needing additional support based on multiple data points. At each grading period, the Office of Instruction identified the struggling students and focused intervention based on need. Teachers, counselors and intervention coordinator collaborated and students were assigned an advocate based on need. Reducing the number of students earning a D or F in one or more courses was the goal which was aligned with the implementation of standards based grading as well a deeper focus on instructional practice and differentiation. End of year results indicated that 21% of English Learners within this targeted groups of students improved; Students with Disabilities improved by 38% and Black or African American students improved by 47%. The total LCFF unduplicated population increased by 44%.|"Referring the the LCFF Evaluation Rubrics, GHC did not receive an overall performance identification in the ""Red"" or ""Orange"" category. However, based on local performance indicators GHC has identified student groups with identified areas of need of support both academically and behaviorally. Our African-American and English Learner student groups within the graduation rate indicator have been a focus throughout the year around intervention, standards-based grading implementation as well as differentiated instructional approaches. Through our positive behavior intervention, we are addressing the suspension rate indicator where our foster youth and African American student groups demonstrate a targeted need. Additionally, through the implementation of two stakeholder surveys which captured fall as well as spring data in order to see growth within one academic year, there was still a need to focus on differentiation and personalization in instruction to ensure the success of students. Steps to address these areas of need are aligned with our focused professional development which will continue to address Standards-Based Grading, Differentiation and the personalization of instruction. Refined common discipline specific benchmarks and the conversations with faculty to continually identify, through multiple internal and external data sources, the students with immediate need for our tiered intervention (academic and behavior) will be key to seeing greater gains within one academic year. This process, in combination with our additional supports during the instructional day (Academic Mentor Program and Instructional Aides) as well as the additional supports provided after school (The Writing and Math Center and our Student Support Groups), as well as the clearly defined steps for identification of the students in need will be the core of our intervention for the student groups identified through the LCFF Evaluation Rubrics as well as our local indicators."|Met||2018
19647331937226|Reseda Charter High|7|Reseda Charter High School (RCHS) makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports). An additional a-g course progress dashboard is used to track student completion of graduation and a-g course requirements, which can also be disaggregated by student groups. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores. Also for all grade levels, Reseda Charter High School is ranked by the Arts Equity Index and reviews that data to ensure a broad course of arts studies is available to all students.|Using its locally selected measures, Reseda Charter High School (RCHS) can confirm that all students have access to and are enrolled in a broad course of study. School site administrators monitor student enrollment in appropriate courses. Our Targeted Student Populations (TSP) assistant principal and our Categorical Programs Advisor (CPA) work closely with our Assistant Principal Student Counseling Services (APSCS) to ensure students have access to, and are enrolled in, a broad course of study. All students, including students with disabilities, English learners, foster youth, homeless, and our Gifted population, have access to a broad course of study that includes English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Physical Education Applied Arts, Career Tech Education, World Language, and other studies prescribed by the LAUSD Board of Education. RCHS has consistently met all requirements for physical education minutes for students. Student progress toward graduation has improved over the past five years, even with the change in district graduation requirements to now require a-g course passage by all students. Over the past five years, the percentages of students graduating while meeting the a-g course requirements for entrance into UC/CSU has increased. RCHS continues to concentrate resources and supports student groups whose students perform below the district-wide average on state assessments, graduation rates, and a-g course completion.|One barrier to Reseda Charter HS providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses. English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to often receive additional supports, and in some cases through Special Day Program courses, that may limit their access to a broad course of study.|Reseda Charter High School continues to implement multi-tiered systems of support school-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Reseda Charter High School has also invested over the past three years in additional resources for schools to improve a-g course completion school-wide for all students. Reseda Charter HS’ adoption of the LA Unified English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students.  RCHS has addressed this barrier for newcomer English Learners through implementation of the One-Way Spanish Dual Language Immersion Program in the fall of 2018, where Spanish-speaking newcomer immigrant students take content area courses in their primary language. Reseda Charter HS continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, Reseda Charter HS continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas. Reseda Charter HS also identifies and implements tier 2 and 3 supports for students with disabilities and also expanding the implementation of a full inclusion model  so that academic and social-emotional supports for students can be implemented within more general education classrooms offering a broad course of study. The program is supported through a full-time administrator over special education and an integration advocate.|Met||2018
19647331938612|Taft Charter High|7|Taft Charter High School makes use of the LAUSD central student information system and master scheduling system to track student enrollment in a broad course of study. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports). An additional A-G course progress dashboard is used to track student completion of graduation and A-G course requirements, which can also be disaggregated by student groups. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores. Also for all grade levels, Taft Charter High School through LAUSD utilizes an Arts Equity Index to categorize our school based on the scope of our provided arts instruction and resources as well as the Title 1 status and representation of low income, foster students, and English learners. Based on our categorization on the index, our school assessment results provide LAUSD and us with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction.|Using our locally selected measures, Taft Charter High School can confirm that all students have access to and are enrolled in a broad course of study. School site administrators, Local District leaders, and central office LAUSD staff all monitor student enrollment in appropriate courses. For example, the Division of Instruction monitors all schools including Taft to ensure all students have access to arts instruction, and no schools are rated at the lowest level of the Arts Equity Index. Taft has also consistently met all requirements for physical education minutes for students. Student progress toward graduation has consistently improved over the past five years, even with the change in district graduation requirements which now require A-G course passage by all students. Over the past five years, the percentage of our students graduating while meeting the A-G course requirements for entrance into UC/CSU has increased.  LA Unified through Taft Charter High School continues to concentrate resources and supports for our student subgroups who perform below the district-wide average on state assessments, graduation rates and A-G course completion.|The main barrier to Taft Charter High School through LA Unified providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses. English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to often receive additional supports, and in some cases through Special Day Program courses, that may limit their access to a broad course of study.|Taft Charter High School through LA Unified continues to implement multi-tiered systems of support school and district-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index will continue to hone in on more accurate assessments of arts resources within schools. The school through the district has also invested over the past three years in additional resources for schools to improve A-G course completion school and district-wide for all students. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, Taft Charter High through LA Unified continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, Taft Charter High School through LA Unified continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas. Taft Charter High School through LA Unified is also expanding the implementation of full inclusion for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education classrooms.|Met||2018
19647331995836|Palisades Charter High|7|In grades  9-12, a Broad Course of Study is defined as offering a course catalog that provides students with multiple opportunities to meet the A to G requirements, and coursework that includes Information and Communication Technologies; Arts, Media, and Entertainment; and Business and Finance Career Technical Education pathways. Lastly, PCHS has audited its courses that meet the UC/CSU entrance requirements.  For the school’s Course of Study audit, the PCHS Data Coordinator compiled CTE and a-g data from the school’s Student Information System (SIS), and disaggregated the data based on grade spans, unduplicated student groups, and individuals with exceptional needs.  PCHS offers 31 CTE courses, 9 a/history courses, 13 b/English, 15 c/math, 12 d/science, 18 e/language, 30 f/VAPA, and 13 g/electives.  Overall enrollment in history (77% of students), science (94%), language (66%), and VAPA (43% of students) goes well beyond the minimum requirements for a-g readiness in each of these subjects, implying that PCHS offers a broad course of study which is accessed by the majority of students.  No grade-level inconsistencies were identified in the data. The percentages of unduplicated students in CTE and a-g courses compared to the general population were also very similar, with some enrollment numbers being higher for the unduplicated students, specifically in history, english, and math, and some lower, but the percentages were not disparate enough to be significant nor to direct new actions.  Some of our success with the English Language Learners (EL) is due to the fact that PCHS has two English classes for our EL population of 22 students.  PCHS is also particularly concerned with our free/reduced-cost lunch students, who are also mostly our students who travel far distances to attend PCHS.  To attend to these students’ specific needs, we have created a “Take-10” space where students who travel can take extra time in the morning if their bus is late, welcoming them to PCHS and making them feel wanted.  Overall, PCHS unduplicated students appear to have access to a broad course of study at the same levels as the general population.   Special education students also accessed these courses at the same rate as the general population, except in world languages (33% instead of 66%), science (67% instead of 94%), and math (62% instead of 77%). Of note, the percentages of SpEd students in science and math are still acceptable in terms of a-g readiness.  In addition, more special education students are taking math off-site or online, and PCHS does not yet have that data in the SIS.  Lastly, 36% of the general population and 35% of the special education students are enrolled in CTE courses, while only 33% of SpEd, instead of the overall 66% of students, are enrolled in a world language.  If UC/CSUs were to accept CTE-pathway completion in lieu of two years of a world language, PCHS special education students would be better able to be college and career ready.|In grades  9-12, a Broad Course of Study is defined as offering a course catalog that provides students with multiple opportunities to meet the A to G requirements, and coursework that includes Information and Communication Technologies; Arts, Media, and Entertainment; and Business and Finance Career Technical Education pathways. Lastly, PCHS has audited its courses that meet the UC/CSU entrance requirements.  For the school’s Course of Study audit, the PCHS Data Coordinator compiled CTE and a-g data from the school’s Student Information System (SIS), and disaggregated the data based on grade spans, unduplicated student groups, and individuals with exceptional needs.  PCHS offers 31 CTE courses, 9 a/history courses, 13 b/English, 15 c/math, 12 d/science, 18 e/language, 30 f/VAPA, and 13 g/electives.  Overall enrollment in history (77% of students), science (94%), language (66%), and VAPA (43% of students) goes well beyond the minimum requirements for a-g readiness in each of these subjects, implying that PCHS offers a broad course of study which is accessed by the majority of students.  No grade-level inconsistencies were identified in the data. The percentages of unduplicated students in CTE and a-g courses compared to the general population were also very similar, with some enrollment numbers being higher for the unduplicated students, specifically in history, english, and math, and some lower, but the percentages were not disparate enough to be significant nor to direct new actions.  Some of our success with the English Language Learners (EL) is due to the fact that PCHS has two English classes for our EL population of 22 students.  PCHS is also particularly concerned with our free/reduced-cost lunch students, who are also mostly our students who travel far distances to attend PCHS.  To attend to these students’ specific needs, we have created a “Take-10” space where students who travel can take extra time in the morning if their bus is late, welcoming them to PCHS and making them feel wanted.  Overall, PCHS unduplicated students appear to have access to a broad course of study at the same levels as the general population.   Special education students also accessed these courses at the same rate as the general population, except in world languages (33% instead of 66%), science (67% instead of 94%), and math (62% instead of 77%). Of note, the percentages of SpEd students in science and math are still acceptable in terms of a-g readiness.  In addition, more special education students are taking math off-site or online, and PCHS does not yet have that data in the SIS.  Lastly, 36% of the general population and 35% of the special education students are enrolled in CTE courses, while only 33% of SpEd, instead of the overall 66% of students, are enrolled in a world language.  If UC/CSUs were to accept CTE-pathway completion in lieu of two years of a world language, PCHS special education students would be better able to be college and career ready.|In grades  9-12, a Broad Course of Study is defined as offering a course catalog that provides students with multiple opportunities to meet the A to G requirements, and coursework that includes Information and Communication Technologies; Arts, Media, and Entertainment; and Business and Finance Career Technical Education pathways. Lastly, PCHS has audited its courses that meet the UC/CSU entrance requirements.  For the school’s Course of Study audit, the PCHS Data Coordinator compiled CTE and a-g data from the school’s Student Information System (SIS), and disaggregated the data based on grade spans, unduplicated student groups, and individuals with exceptional needs.  PCHS offers 31 CTE courses, 9 a/history courses, 13 b/English, 15 c/math, 12 d/science, 18 e/language, 30 f/VAPA, and 13 g/electives.  Overall enrollment in history (77% of students), science (94%), language (66%), and VAPA (43% of students) goes well beyond the minimum requirements for a-g readiness in each of these subjects, implying that PCHS offers a broad course of study which is accessed by the majority of students.  No grade-level inconsistencies were identified in the data. The percentages of unduplicated students in CTE and a-g courses compared to the general population were also very similar, with some enrollment numbers being higher for the unduplicated students, specifically in history, english, and math, and some lower, but the percentages were not disparate enough to be significant nor to direct new actions.  Some of our success with the English Language Learners (EL) is due to the fact that PCHS has two English classes for our EL population of 22 students.  PCHS is also particularly concerned with our free/reduced-cost lunch students, who are also mostly our students who travel far distances to attend PCHS.  To attend to these students’ specific needs, we have created a “Take-10” space where students who travel can take extra time in the morning if their bus is late, welcoming them to PCHS and making them feel wanted.  Overall, PCHS unduplicated students appear to have access to a broad course of study at the same levels as the general population.   Special education students also accessed these courses at the same rate as the general population, except in world languages (33% instead of 66%), science (67% instead of 94%), and math (62% instead of 77%). Of note, the percentages of SpEd students in science and math are still acceptable in terms of a-g readiness.  In addition, more special education students are taking math off-site or online, and PCHS does not yet have that data in the SIS.  Lastly, 36% of the general population and 35% of the special education students are enrolled in CTE courses, while only 33% of SpEd, instead of the overall 66% of students, are enrolled in a world language.  If UC/CSUs were to accept CTE-pathway completion in lieu of two years of a world language, PCHS special education students would be better able to be college and career ready.|In grades  9-12, a Broad Course of Study is defined as offering a course catalog that provides students with multiple opportunities to meet the A to G requirements, and coursework that includes Information and Communication Technologies; Arts, Media, and Entertainment; and Business and Finance Career Technical Education pathways. Lastly, PCHS has audited its courses that meet the UC/CSU entrance requirements.  For the school’s Course of Study audit, the PCHS Data Coordinator compiled CTE and a-g data from the school’s Student Information System (SIS), and disaggregated the data based on grade spans, unduplicated student groups, and individuals with exceptional needs.  PCHS offers 31 CTE courses, 9 a/history courses, 13 b/English, 15 c/math, 12 d/science, 18 e/language, 30 f/VAPA, and 13 g/electives.  Overall enrollment in history (77% of students), science (94%), language (66%), and VAPA (43% of students) goes well beyond the minimum requirements for a-g readiness in each of these subjects, implying that PCHS offers a broad course of study which is accessed by the majority of students.  No grade-level inconsistencies were identified in the data. The percentages of unduplicated students in CTE and a-g courses compared to the general population were also very similar, with some enrollment numbers being higher for the unduplicated students, specifically in history, english, and math, and some lower, but the percentages were not disparate enough to be significant nor to direct new actions.  Some of our success with the English Language Learners (EL) is due to the fact that PCHS has two English classes for our EL population of 22 students.  PCHS is also particularly concerned with our free/reduced-cost lunch students, who are also mostly our students who travel far distances to attend PCHS.  To attend to these students’ specific needs, we have created a “Take-10” space where students who travel can take extra time in the morning if their bus is late, welcoming them to PCHS and making them feel wanted.  Overall, PCHS unduplicated students appear to have access to a broad course of study at the same levels as the general population.   Special education students also accessed these courses at the same rate as the general population, except in world languages (33% instead of 66%), science (67% instead of 94%), and math (62% instead of 77%). Of note, the percentages of SpEd students in science and math are still acceptable in terms of a-g readiness.  In addition, more special education students are taking math off-site or online, and PCHS does not yet have that data in the SIS.  Lastly, 36% of the general population and 35% of the special education students are enrolled in CTE courses, while only 33% of SpEd, instead of the overall 66% of students, are enrolled in a world language.  If UC/CSUs were to accept CTE-pathway completion in lieu of two years of a world language, PCHS special education students would be better able to be college and career ready.|Met||2018
19647331996610|Los Angeles Leadership Academy|7|LALA HS offers courses that meet the UC A-G subject requirements and are approved by the University of California for ninth through twelfth grades. LALAHS has a highly effective curricular plan that is accessible to all students. In the school year ending 2016, 100 percent of LALAHS’s graduates were accepted to either a 2-year or 4-year college or university. This is a testament to the effectiveness of our curriculum, especially considering the extreme challenges faced by students in our urban Los Angeles community. LALAHS’s curricula align with the newly-adopted Common Core State Standards, the pre-existing California State Content Standards, the Next Generation Science Standards, and the California English Language Development Standards. Courses are offered in English Language Development, English Language Arts, Mathematics, History-Social Science, Science, Visual Arts, Foreign Language, Career/ Technical Education, Physical Education, and Health.|Students are enrolled in classes that are set up in a sequence by which all students will have access to the comprehensive curriculum offered at Los Angeles Leadership Academy. Students are provided supports by their teachers and the counselor. The counselor creates student schedules according to academic records, growth, teacher feedback and places them accordingly.|Student successful completion of a core class may impede them from moving on to the next class necessary to meet all requirements. There has been an increase in students with special needs transferring from a Special Day Class setting to our general education inclusion setting over the past two years. Steps have been taken to address this challenge with the addition of staff—a director of student support services to oversee the compliance of Individualized Education Programs (“IEP”), additional special education teachers to provide push-in and pull-out services, and an increase in paraprofessional hours to support students in general education classrooms—and training has been provided to general education and special education teachers on inclusion strategies, such as co-teaching, universal design, curriculum adaptations, and interventions. According to California Assessment of Student Performance and Progress (“CAASPP”) data, LALA identified math as an area of focus for LALMS and LALHS students. To address this area of need, LALA proactively adopted CCSS aligned math curriculum, hired experienced math teachers, adopted a research based math intervention program, increased math instructional minutes across grades, and engaged with WESTED to provide focused math professional development for staff.|Students attend a Study Hall period and are provided intervention in order to help them meet academic standards in all of their core classes.|Met||2018
19647336015986|Beckford Charter for Enriched Studies|7|At the elementary level Beckford CES, as an LA Unified School District Affiliated Charter, adopted a new progress report card in Fall 2017 that we are using to monitor student access to and completion of a broad course of study.  In addition, our school monitors physical education using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  Students in need of additional supports are identified and monitored using various reports in the student information system (e.g., at-risk student reports).    English Learner progress dashboards are used to track English Learner progress toward reclassification, including classroom placement, grades, and English Learner proficiency exam scores.|1. At Beckford CES all students have access to a Broad Course of Study.  In addition to daily instruction to core subjects, ELA, Mathematics, Social Studies, Science, Health and ELD, Beckford also provides theatre, music and dance.  Furthermore, the grade level teams participate in rotations.  One teacher delivers art instruction, one teacher delivers music, instruction, one delivers social skills and the other delivers STEM activities.  In addition to the teacher directed physical education lessons, the YMCA PLAY Program provides weekly coaches, under the direction of the classroom teacher, to each classroom to teach physical educations skills and games.  Also, Beckford had developed a relationship California State University (CSUN) and student teachers provide physical education classes for both the teachers and the students. LA Unified allocates credential ARTS teachers to Beckford. In addition, through the support of our Parent Teacher Association, the school provides Ballroom Dance to all fourth and 5th grade students.|1. One barrier to Beckford CES providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses.  EL students are required to receive designated English Language Development time to improve their academic language skills.  Students with disabilities are also required to receive additional supports, and in some cases, through their Special Day Class, that may limit their access to a broad course of study.  The special education teacher continues to collaborate with the general education teacher to provide access to the broad course of study in the general education class during mainstreaming.|1. Beckford CES continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  Cross curricular instruction, incorporating art, dance and music into all areas of the core curriculum give students multiple opportunities to participate on a broad course of study. Beckford CES will continue to seek out innovative programs and build community relationships to ensure that all our students are exposed to a broad range of learning opportunities.|Met||2018
19647336016240|Calabash Charter Academy|7|Adoption of new progress report card in Fall 2017 that teachers, principal, and local/central office staff can use to monitor student access to and completion of a broad course of study.  PE is monitored using certification process that requires teachers and principal confirmation of appropriate instructional minutes.  English Learner progress dashboards used to track EL progress toward reclassification.  Arts Equity Index categorize scope of arts instruction and resources provided by district as well as representation of low income, foster students, and EL learners.  Based on index, district provides allocation for appropriate art access and instruction.|All students have access to and are enrolled in a broad course of study.   Administrator monitor student enrollment in appropriate classes.  Administrator ensures that all students have access to arts instruction and teachers meet the requirements of physical education minutes for students.|One barrier is providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses.  English Learners are required to receive designated English Language Development time to improve their academic language skills.  Students with disabilities are also required to often receive additional supports that may limit their access to a broad course of study.  Having meaningful access to address these potential barriers is a priority for our school.|We continue to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018.  Arts Equity Index will continue to hone in on more accurate assessments of arts resources within the school.  The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students.  Continue to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners.  Continue to implement additional professional development and resources to improve integrated English Language Development instruction across all content areas.   Expand the implementation of full inclusion model for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education classrooms.|Met||2018
19647336016265|Calvert Charter for Enriched Studies|7|Calvert Charter for Enriched Studies adopted a new progress report card in Fall 2017 that teachers, principal, and LAUSD central office staff can use to monitor student access to and completion of a broad course of study. In addition, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. Students in need of additional supports are identified using various reports in the student information system. English Learner progress dashboards are used to track English Learner progress toward reclassification, including grades and English Learner proficiency exam scores. Additionally, we offer appropriate arts access and instruction in orchestra, dance, music, visual arts, and theater.|Using locally selected measures, Calvert Charter can confirm that all students have access to and are enrolled in a broad course of study. The principal, Local District leaders, and Los Angeles Unified School District central office staff all monitor student enrollment in appropriate courses. Calvert Charter provides all students access to arts instruction. Calvert consistently meets all requirements for physical education minutes for students. Calvert Charter continues to concentrate resources and support for student groups performing below the district-wide average on state and grade-level assessments.|One barrier to Calvert Charter providing access to a broad course of study for all students has been in accelerating the performance of English Learners and Students with Disabilities so these students can participate fully in all general education classes. English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to often receive additional supports that may limit their access to a broad course of study.|Calvert continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study. To ensure the equity of arts instruction throughout the school, Calvert has added additional resources across the grade levels. Calvert continues to participate in Los Angeles Unified School District professional development designed to improve integrated English Language Development instruction across all content areas. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of our English Learners and Standard English Learners.|Met||2018
19647336016323|Canyon Charter Elementary|7|Canyon Charter School adopted the new LAUSD progress report in Fall 2017 that teachers and administration can use to monitor student access to and completion of a broad course of study.  In addition PE minutes are certified and monitored monthly.  English learners and students with disabilities have access to, and participate, in all courses.  Students in need of additional supports are identified using various reports in the MiSiS and MyData systems.|At Canyon Charter Schoolall students have access to and are enrolled in a broad course of study.  The creation of the master schedule with speciality courses, such as  music, art, dance, gardening, physical education, and science lab confirm that all classes have equity to the programs.  All students have equal access to arts, technology and other initiatives around the school.|One barrier to Canyon Charter School providing access to a broad course of study for all students is the budget.  We rely on fundraising efforts from our Booster Club to provide financial support to fund programs such as music, art, science and technology.|Canyon Charter School continues to work collaboratively with our Booster Club to hold fundraising events which provide the school with the income for these programs.  In addition, Canyon Charter seeks out partnerships and grants that provides materials to support programs such as gardening, art and drama.  Canyon Charter School will continue to seek out opportunities with the community and collaborate with our Booster Club to provide all students access to a broad course of study.|Met||2018
19647336016356|Carpenter Community Charter|7|Carpenter Community Charter utilizes a progress report adopted by the Los Angeles Unified School District in Fall 2017. The administrative team and teachers use the new progress report to monitor student access to and completion of a broad course of study. In addition, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. For all grade levels, English Learner progress dashboards are used to track English Learner progress toward reclassification, foundational skills assessment scores, subject grades, and English Learner proficiency exam scores. All Carpenter students engage in Carpenter’s enrichment program weekly. Each enrichment class is taught by a professional in the respective field. Each child participates in Science Lab, Music, Physical Education, Dance, Art, and Media Lab on a weekly basis. A strict schedule is created and monitored throughout the school year, making sure that each child is participating in all of the enrichment classes offered at Carpenter Community Charter. Carpenter Community Charter continues to implement multi-tiered systems of support school-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2017. In addition, Carpenter continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas.|Using its locally selected measures, Carpenter Community Charter can confirm that all students have access to a broad course of study. School site administers and teachers monitor student participation in all courses including Carpenter’s enrichment program. For example, Carpenter consistently meets all requirements for physical education minutes for students. The administrative team and teachers continue to concentrate resources and supports for student groups whose students perform below average on state assessments.|Given the results of the locally selected measures, Carpenter currently has no barriers preventing the school from providing access to a broad course of study for all students. Carpenter has intricate schedules which ensure that students receiving ELD designated instruction and/or Special Education Services still have the same amount of access to Carpenter’s broad course of study.|The administrative team along with the teachers at Carpenter Community Charter will ensure that all students continue to have equal access to Carpenter’s broad course of study. The administrative team along with the teachers will continue to monitor the students’ report cards, the physical education certification system, as well as Carpenter’s intricate enrichment schedules designed to allow all students access to Carpenter’s broad course of study.|Met||2018
19647336016562|Colfax Charter Elementary|7|Colfax Charter adopted the new LAUSD progress report in Fall 2017 that teachers and administration can use to monitor student access to and completion of a broad course of study.  In addition PE minutes are certified and monitored monthly.  English learners and students with disabilities have access to, and participate, in all courses.  Students in need of additional supports are identified using various reports in the MiSiS and MyData systems.|At Colfax Charter all students have access to and are enrolled in a broad course of study.  The creation of the master schedule with speciality courses, such as  music, art, garden, and computer lab confirm that all classes have equity to the programs.  All students have equal access to arts, technology and green initiatives around the school.|One barrier to Colfax Charter providing access to a broad course of study for all students is the budget.  We rely on fundraising efforts from our Booster Club to provide financial support to fund programs such as music, art, technology and green initiatives.|Colfax Charter continues to work collaboratively with our Booster Club to hold fundraising events which provide the school with the income for these programs.  In addition, Colfax Charter seeks out partnerships and grants, like with The Fordney Foundation, that provides ballroom dance instruction for our 4th and 5th grade students at no-cost to the school.  Colfax Charter will continue to seek out opportunities with the community and collaborate with our Booster Club to provide all students access to a broad course of study.|Met||2018
19647336016729|Dearborn Elementary Charter Academy|7|Our school continues to implement multi-tiered systems of support district-wide to ensure all students have access to a broad course of study.  Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instrutional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index will continue to hone in on more accurate assessments of arts resources within schools.  The district has also invested over the past three years in additional resources for schools to improved A-G course completion district-wide for all students.  The adoption of the English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students.   Grades 1-5: * English Language Arts *Mathematics *Social Sciences *Science *Visual and Performing Arts *Health *Physical Education *Other studies prescribed by the LAUSD Board of Education|Below outlines specific additional differences by grade-levels that students have access to. Grade 2-3 Hip Hop Dance (Beat Box Academy) Grade 3-4 Visual Arts & Art History (Mrs. Mitchell) Grades 4-5 Ballroom Dance (Best Foot Forward) Grades 4-5 VEX Robotics|Given the measures (SBAC/DIBELS assessments) Dearborn has a specific focus on subgroups (English Learners & Students with Disabilities).  We are using ELLP Academies (small group instruction) to target specific students to improve academic outcomes for all.|We currently are looking at funding additional Robotics, Arts Programs to improve Art Instruction at the school.  In addition our Local Governance has decided to increase the amount of Paraprofessionals purchased, VEX Robotics Program to further enhance Dearborn's Instructional and Extra-curricular growth.|Met||2018
19647336016778|Dixie Canyon Community Charter|7|Dixie Canyon Community Charter adopted the new LAUSD progress report in Fall 2017 that teachers and administrators can use to monitor student access to and completion of a broad course of study.  In addition, PE minutes are certified and monitored monthly.  English learners and students with disabilities have access to, and participate, in all courses.  Students in need of additional supports are identified using various reports in the MiSiS and MyData systems.|At Dixie Canyon Community Charter all students have access to and are enrolled in a broad course of study.  The creation of the master schedule with curricular pullout courses, such as music, art, drama, science lab and computer lab confirm that all classes have equity to the programs.  All students have equal access to the arts, technology and science lab experience.|One barrier to Dixie Canyon Community Charter providing access to a broad course of study for all students is the budget.  We rely on fundraising efforts from our PTA to provide financial support to fund programs such as art, drama, the technology lab,and the science. In addition, the PTA gives an allotted amount of money to fund curricular field trips and fund supervision and teacher’s assistants.|Dixie Canyon Community Charter continues to work collaboratively with our PTA to hold fundraising events which provide the school with the income for these programs.  In addition, Dixie Canyon Community Charter seeks out partnerships and grants, like TEAL with LACOE, the DWP sustainability project.  Dixie Canyon Community Charter will continue to seek out opportunities with the community and collaborate with our PTA to provide all students access to a broad course of study.|Met||2018
19647336016869|El Oro Way Charter For Enriched Studies|7|At the elementary level El Oro Way Charter for Enriched Studies, as an LA Unified School District Affiliated Charter, adopted a new progress report card in Fall 2017 that we are using to monitor student access to and completion of a broad course of study.  In addition, our school monitors physical education using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  Students in need of additional supports are identified and monitored using various reports in the student information system (e.g., at-risk student reports).    English Learner progress dashboards are used to track English Learner progress toward reclassification, including classroom placement, grades, and English Learner proficiency exam scores.|At El Oro Way Charter for Enriched Studies, all students have access to a Broad Course of Study.  In addition to daily instruction to core subjects, ELA, Mathematics, Social Studies, Science, Health and ELD, El Oro Way also provides music and dance. In addition to the teacher directed physical education lessons, the YMCA PLAY Program provides weekly coaches, under the direction of the classroom teacher, to each classroom to teach physical educations skills and games. A science lab provides a setting for students to engage in hands-on investigations to deepen their instructional experience in NGSS.|One barrier to El Oro Way Charter for Enriched Studies providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate and succeed in all general education courses.  EL students are required to receive designated English Language Development time to improve their academic language skills.  Students with disabilities are also required to receive additional supports, that may limit their access to a broad course of study.  The special education teacher continues to collaborate with the general education teacher to provide access to the broad course of study in the general education class during mainstreaming.|El Oro Way Charter for Enriched Studies continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  Cross curricular instruction, incorporating art, dance and music into all areas of the core curriculum give students multiple opportunities to participate on a broad course of study. El Oro Way Charter for Enriched Studies will continue to seek out innovative programs and build community relationships to ensure that all our students are exposed to a broad range of learning opportunities.|Met||2018
19647336016935|Encino Charter Elementary|7|Encino Charter has adopted and implemented a new progress report card in Fall 2017 that teachers, principal, and central office staff can use to monitor student access to and completion of a broad course of study.  In addition, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  English Learner progress dashboards are used to track English learner progress toward reclassification, including classroom placement, grades, and proficiency exam scores.|Encino Charter can confirm that all students have access to and are enrolled in a broad course of study.  School site administrators, Local District leaders and central office staff all monitor student enrollment in appropriate classes and programs.  For example, the principal and EL Designee continue to monitor progress of English Learners.  Systems are in place to ensure students are receiving appropriate supports to work towards mastery and eventually reclassification.    Encino Charter offers access to and instruction in Ballroom Dance for fourth and fifth grade students, while vocal music is offered to students in K-2, and instrumental music is offered to students in grades 3-5.  All students receive Common Core State Standards aligned instructional and hands-on experience through the use of the Science lab.  All students receive instruction in coding and programming through the use of the Computer Lab.|One barrier Encino Charter has identified is accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education classes.  English Learners are required to receive designated English Language Development time to improve their academic language skills.  Students with disabilities are also required to often receive additional supports.|Encino Charter continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  Tier 2 and 3 supports continue to be developed in English Language Arts and Mathematics since the core instructional materials adoptions fro these content areas was completed in 2018.  Professional Development in integrating English Language Development instruction across all content areas will continue to provide best teaching practices.|Met||2018
19647336017016|Fenton Avenue Charter|7|Fenton Avenue Charter School uses a collaborative approach to ensure that all students have access to the latest curriculum and that teachers are provided with the latest professional development in best practices. The school's Curriculum and Assessment Council makes recommendations on implementation and evaluation of curriculum. The Curriculum and Assessment Council, an advisory committee of the Charter School,  reports to the FCPS Board of Directors, and makes recommendations regarding the school’s needs.|All Fenton Avenue Charter School students, including all student subgroups, have access to state adopted materials for all core subjects.|Not applicable. All students have access to all courses.|The school will continue to monitor this using its collaborative process through the Curriculum and Assessment Council for advising the FCPS Board.|Met||2018
19647336017438|Hamlin Charter Academy|7|As an elementary site within LAUSD, Hamlin Charter utilizes LAUSDs adopted new progress report card to monitor student access to and completion of a broad course of study.  In addition, our school monitors physical education using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  Students in need of additional supports are identified using various reports in the student information system (e.g. at-risk reports).  English Learner progress dashboards are used to track English learner progress toward reclassification, including class placement, grades and English Learner proficiency exam scores.|At Hamlin Charter all students have access to a Broad Course of Study.  In addition to daily instruction to core subjects, ELA, Mathematics, Social Studies, Science, Health and ELD, Hamlin participates in LAUSDs Arts in Education program and provides student with instruction in theatre, music, visual arts and dance.  Working under the guidance of a certificated staff member, we collaborate with the YMCA to teach students physical education skills and games. Through ongoing data analysis, Hamlin continues to apply resources to support students at risk of not meeting grade level proficiency.|One barrier to Hamlin Charter providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses.  English Learners are required to receive designated English Language Development time to improve their academic language skills.  Students with Disabilities are also required to often receive additional supports and in some cases through Special Day Program courses, that may limit their access to a broad course of study.  Special education teachers continue to collaborate with the general education teachers to provide access to the broad course of study in the general education class during mainstreaming.|Hamlin Charter continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  Using LAUSDs adopted course of study in English Language Arts and Mathematics provides material for Tier 2 and Tier 3 interventions.  The scheduling of Academies, Universal Access Time and Learning Lab provides differentiated instructional opportunities for all students to have access to a broad course of study throughout all grade levels.|Met||2018
19647336017529|Haynes Charter For Enriched Studies|7|At Haynes Charter in the Fall of 2017 started using the District's new elementary progress report card, that teachers and the principal can use to monitor student access to and completion of a board course of study. Physical education at Haynes is monitored using a certification process that requires teachers and the principal confirming appropriate instructional minutes. Students in need of additional supports are identified using various reports in the student information system ( e.g. homeless or foster youth, at-risk report). English Learners progress dashboards are used to track English learner progress toward reclassification, including assessments, grades, and English Learner proficiency exam scores. Haynes Art program includes Music, Theater, Visual Arts Instruction to all students, including low income, Foster Youth, ELD, Special Education, and Gifted students.|Using the new elementary report card, Haynes Charter can confirm that all students have access to and are enrolled in a board course of study.We ensure that all students have access to arts instruction. The required P.E. instruction minutes is certified monthly. ELD instruction is provided to ELL students and monitored monthly.|One barrier to providing access to a board course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses. English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to often receive additional supports, and in some cases, being in Special Day class may limit their access to a board course of study.|Haynes continues to implement multi-tiered systems of support district-wide to ensure all students have access to a board course of study. Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics. Haynes continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. Haynes continue professional development and resources to improve integrated English Language Development instruction across all content areas.|Met||2018
19647336017693|Justice Street Academy Charter|7|Justice St. Academy Charter adopted a new progress report card in Fall 2017 that teachers, principal and LAUSD central office staff can use to monitor student access to and completion of a broad course of study. In addition, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports). For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification. Also, for all grade levels, LA Unified utilizes an Arts Equity Index to categorize all schools based on the scope of their provided arts instruction and resources. Based on school categorization on the index, school assessment results provide Justice St. Academy Charter with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction.|Using its locally selected measures, Justice St. Academy can confirm that all students have access to and are enrolled in a broad course of study. School site administrators, Local District leaders, and central office staff all monitor student enrollment in appropriate courses. For example, the Division of Instruction and Justice St. Academy staff members monitor the school to ensure all students have access to arts instruction, and to ensure our school is rated at the highest level of the Arts Equity Index. Justice St. Academy has also consistently met all requirements for physical education minutes for students. Student progress toward graduation has consistently improved over the past five years, even with the change in district graduation requirements to now require a-g course passage by all students. Justice St. Academy continues to concentrate resources and supports for student groups that perform below the district-wide average on state assessments.|One barrier to Justice St. Academy Charter providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses. English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to often receive additional supports that may limit their access to a broad course of study.|Justice St. Academy Charter continues to implement multi-tiered systems of support school-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index will continue to hone in on more accurate assessments of arts resources within schools. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, Justice St. Academy Charter continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, Justice St. Academy Charter continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas.|Met||2018
19647336017701|Kenter Canyon Elementary Charter|7|Kenter Canyon ECS uses the  LA Unified adopted progress report card in Fall 2017 that teachers, principal and central office staff can use to monitor student access to and completion of a broad course of study. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. LA Unified makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports). or all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores. Also for all grade levels, LA Unified utilizes an Arts Equity Index to categorize all schools based on the scope of their provided arts instruction and resources as well as the representation of low income, foster students, and English learners. Based on school categorization on the index, school assessment results provide LA Unified with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction.|Kenter Canyon ECS can confirm that all students have access to and are enrolled in a broad course of study. School site administrators, Local District leaders, and central office staff all monitor student enrollment in appropriate courses. For example, the Division of Instruction monitors all schools to ensure all students have access to arts instruction, and no schools are rated at the lowest level of the Arts Equity Index. Kenter Canyon has visual arts, vocal music, theater, dance and orchestra for its students.   Schools have also consistently met all requirements for physical education minutes for students. LA Unified continues to concentrate resources and supports for schools and student groups whose students perform below the district-wide average on state assessments and early literacy.|One barrier to LA Unified providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses. English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to often receive additional supports that may limit their access to a broad course of study.|LA Unified continues to implement multi-tiered systems of support district-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index will continue to hone in on more accurate assessments of arts resources within schools. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. Kenter Canyon is a low-count English Learner school that in which progress monitoring of EL progress is ongoing.    As part of this work, LA Unified continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, LA Unified continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas. LA Unified is also expanding the implementation of full inclusion model schools for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education classrooms.  100% of Kenter Canyon students are enrolled in a general education program with supports from Intervention teachers and Resource Specialist and other supports.   Kenter Canyon supplements learning for grades TK through grade 5 with weekly instruction in the Technology/Robotics Lab, Science Lab, Library, Visual Arts and Vocal Music.  After-school enrichment classes are offered to students, also, including language, visual arts, music, orchestra, science and science activities.|Met||2018
19647336017743|Knollwood Preparatory Academy|7|At the elementary level Knollwood Preparatory Academy, as an LA Unified School District Affiliated Charter, adopted a new progress report card in Fall 2017 that we are using to monitor student access to and completion of a broad course of study.  In addition, our school monitors physical education using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  Students in need of additional supports are identified and monitored using various reports in the student information system (e.g., at-risk student reports).    English Learner progress dashboards are used to track English Learner progress toward reclassification, including classroom placement, grades, and English Learner proficiency exam scores.|At Knollwood Preparatory Academy all students have access to a Broad Course of Study.  In addition to daily instruction to core subjects, ELA, Mathematics, Social Studies, Science, Health and ELD, Knollwood also provides art and music.  Furthermore, Knollwood has an annual contract with the YMCA PLAY.  The YMCA PLAY Program provides weekly coaches, under the direction of the classroom teacher, to each classroom to teach physical educations skills and games.  In addition, The Gypsy Folk Ensemble, an LA based dance group has offered free student workshops to our school through the Arts Education Branch.|One barrier to Knollwood Preparatory Academy providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses.  EL students are required to receive designated English Language Development time to improve their academic language skills.  Students with disabilities are also required to receive additional supports, and in some cases, through their Special Day Class, that may limit their access to a broad course of study.  The special education teacher continues to collaborate with the general education teacher to provide access to the broad course of study in the general education class during mainstreaming.|Knollwood Preparatory Academy continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  Cross curricular instruction, incorporating art and music into all areas of the core curriculum give students multiple opportunities to participate on a broad course of study. Knollwood Preparatory Academy will continue to seek out innovative programs and build community relationships to ensure that all our students are exposed to a broad range of learning opportunities.|Met||2018
19647336017891|Lockhurst Drive Charter Elementary|7|Lockhurst, as part of LA Unified adopted a new progress report card in Fall 2017 that teachers, principal and central office staff can use to monitor student access to and completion of a broad course of study. In addition, physical education at Lockhurst Elementary is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. Students in need of additional supports are identified using various reports in My Integrated Student Information System (MiSiS)  (e.g., at-risk reports). For grade levels Kindergarten through five, English Learner progress dashboards are used to track English learner progress toward reclassification, including course grades, DIBELS and English Learner proficiency exam scores (ELPAC).  Also, LA Unified utilizes an Arts Equity Index to categorize Lockhurst based on the scope of provided arts instruction and representation of low income, foster students, and English learners. Based on school categorization on the index, school assessment results provide Lockhurst with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction.|Lockhurst continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index will continue to hone in on more accurate assessments of arts resources within schools. The district has also invested over the past three years in additional resources for schools to improve a-g course completion district-wide for all students. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, Lockhurst continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, Lockhurst continues to provide professional development to improve integrated English Language Development instruction across all content areas. Lockhurst is also implementing the full inclusion model for students with disabilities so that academic and social-emotional supports for students can be carried out within the general education classroom.|Using its locally selected measures, Lockhurst can confirm that all students have access to and are enrolled in a broad course of study. The school site administrator monitor student appropriate program placement. Lockhurst has also consistently met all requirements for physical education minutes for students. Lockhurst sets the foundation for student progress toward graduation as it has consistently improved over the past five years, even with the change in district graduation requirements to now require a-g course passage by all students. Lockhurst continues to provide supports and services to students who perform below the district-wide average on district and state assessments.|Lockhurst will continue to review school, District, and State level assessments to adjust student programing, teacher assignments, and interventions to best meet the needs of all students regardless of their classification, eligibility, or background.|Met||2018
19647336018063|Marquez Charter|7|Marquez Charter identified the locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  Along with other LA Unified elementary schools, Marquez Charter School adopted a new progress report card in Fall 2017 that teachers and the principal use to monitor student access to and completion of a broad course of study. In addition, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.|Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports), and our SSPT team meets regularly to monitor the progress of at-risk students. English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores.   Marquez Charter continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. The District supplies us with an Arts Prototype teacher, and we use parent volunteers to bring greater arts experiences for our students.  The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, our school continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. Our school is also expanding the implementation of full inclusion model schools for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education classrooms.  Using its locally selected measures, Marquez Charter can confirm that all students have access to and are enrolled in a broad course of study.|-Continued Professional Development opportunities in the all academic areas, as well as the new progress report, MTSS and the Master Plan. -Funding for more opportunities for teachers/staff to go to workshops and conferences for professional growth|Re-evaluating all programs to ensure they are effective, which means regular monitoring of the programs.|Met||2018
19647336018204|Montague Charter Academy|7|MCA has adopted curriculum that provides a broad course of study as mandated for all our grades TK to 5th in all curricular areas (English, Math, Social Studies, etc.).  In addition, all MCA students have access to our Arts and Sciences pullout program for Science, Visual Art, Performing Arts, Physical Education and Technology.  The school has an Arts and Sciences Master Schedule that ensures school-wide participation. Class Rosters with demographics information, Pacing Plans , Report Cards and Individual Teacher lesson plans will demonstrate that all MCA students have access to our broad course of study. That includes all unduplicated and special needs students. Our Staff Development Plan will show how our teacher and paraprofessional trainings will support the implementation of all students having access to the curriculum.|Using the selected measures and as a one site LEA, 100% of our students have access to and are enrolled in a broad course of study.|The results of the tools used show that no barriers exist that prevent all students from having access to a broad course of study.|No revisions or new actions need to take place as all students have the appropriate access to a broad course of study.|Met||2018
19647336018287|Nestle Avenue Charter|7|LAUSD's new progress report card is used to monitor access to and completion of a broad course of study. In addition, physical education is monitored using a certification process that requires teacher and principal confirmation that appropriate instructional minutes were met.|By using LAUSD's progress report, we can confirm that all students have access to a broad course of study.  We ensure that all students have access to enrichment programs such as music, computers and visual art.|One of our students is currently on an alternate curriculum.  Within his full inclusion environment, he has access to our core curriculum and broad course of study, but his disability prevents him from accessing it.|To ensure access to a broad course of study for all students we use an alternate grade reporting tool in addtion to the LAUSD progress report card.|Met||2018
19647336018634|Palisades Charter Elementary|7|At the elementary level, LA Unified adopted a new progress report card in Fall 2017 that teachers, principal and central office staff can use to monitor student access to and completion of a broad course of study. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.|English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores. Also for all grade levels, LA Unified utilizes an Arts Equity Index to categorize all schools based on the scope of their provided arts instruction and resources as well as the Title 1 status and representation of low income, foster students, and English learners. Based on school categorization on the index, school assessment results provide LA Unified with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction. LA Unified continues to implement multi-tiered systems of support district-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index will continue to hone in on more accurate assessments of arts resources within schools. The district has also invested over the past three years in additional resources for schools to improve a-g course completion district-wide for all students. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, Palisades continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, LA Unified continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas. Palisades is also expanding the implementation of full inclusion model schools for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education classrooms.|Barriers to the results include lack of an administrative team to support instructional and operational leadership.  Additionally, lack of funding and time for professional development and supplemental instructional materials prevents the school from more fully providing access to a broad course of study.  Languages other than English instruction is hindered by the lack of availability of proficient TLD instructors.|Palisades will seek to fund an administrative team and identify funding and partnerships to increase support for instruction and professional development.|Met||2018
19647336018725|Plainview Academic Charter Academy|7|Plainview Academic Charter Academy adopted the new LAUSD progress report in Fall 2017 that teachers and administrators can use to monitor student access to and completion of a broad course of study.  In addition, PE minutes are certified and monitored monthly. English learners and students with disabilities have access to, and participate in all courses. Students in need of additional supports are identified using various data reports, assessments, and the MiSiS and MyData systems.|At Plainview Academic Charter Academy, all students have access to and are enrolled in a broad course of study.  The creation of the master schedule with curricular pullout courses, such as music, art, drama, science lab and computer lab confirm that all classes have equity to the programs.  All students have equal access to the arts, technology and science lab experience.|One barrier to Plainview Academic Charter Academy providing access to a broad course of study for all students is our increase in the number of social economic disadvantaged students, who come with     below LAUSD literacy skills.  We are currently at 91% Title I school ranking and many kindergarten students have never attended a pre-school.  Kindergarten is staffed with Teacher Assistants to reduce the adult to child ratio and provide more support to our kindergarten students.|Plainview Academic Charter Academy has incorporated Early Language and Literacy Program which targets kindergarten through second grade students, with the goal being students will be on grade level at the beginning of third grade.    Plainview Academic Charter Academy has implemented a computer based assessment program, (iReady), which assesses student three times a year in language arts and mathematics.  PACA has purchased an Intervention Coordinator to provide intervention for struggling students to bring them up to grade level.|Met||2018
19647336018774|Pomelo Community Charter|7|The LAUSD was asked to identify the locally selected measures or tools used to track the extent to which all students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs served.|At elementary schools, LAUSD adopted a new progress report card in fall 2017 that faculty can use to monitor student access and completion of coursework. PE is monitored and certified for instructional minutes, monthly. For English Learners, progress dashboards are used  to track progress towards reclassification, including course enrollment, grades and proficiency exams. LAUSD uses an Arts Equity Index to categorize schools based on the scope of arts instruction. Pomelo is recognized as a Highly Rated Arts program.  LAUSD seeks guidance on how to more equitably allocate arts resources.|LAUSD continues to implement MTSS stuctures to support student access to a broad course of study. Tier 2 and 3 supports continue to be developed in ELA and math instruction. The Arts Index will also refine the resources within schools. The district alsoi invested additional resources  to improve the A-G requirements for all students. Social and emotional education programs are implemented and taught with fidelity to ensure all students are supported.  EL and SEL Master Plan will lead to additional supports, Professional Development to support these initiatives are required and  implemented at the school site|Using locally selected measures, LAUSD can confirm that all students have access and are enrolled in a broad course of study. School site administrators, and local district leaders monitor student enrollment. The DOI monitors all schools for compliance. Arts index and PE certifications are monitored to ensure compliance in academic areas. Students' progress toward graduation requirements have improved over the past 5 years and now require passage  of A-G requirements for college entrance. LAUSD concentrates resources and supports for schools and student groups that perform below district average on state assessments, graduation and A-G course completion.|Met||2018
19647336018923|Riverside Drive Charter|7|At the elementary levels, LA Unified adopted a new progress report card in Fall 2017 that teachers, principal and central office staff can use to monitor student access to and completion of a broad course of study. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. At the secondary levels, LA Unified makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports). For high schools, an additional a-g course progress dashboard is used to track student completion of graduation and a-g course requirements, which can also be disaggregated by student groups. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores. Also for all grade levels, LA Unified utilizes an Arts Equity Index to categorize all schools based on the scope of their provided arts instruction and resources as well as the Title 1 status and representation of low income, foster students, and English learners. Based on school categorization on the index, school assessment results provide LA Unified with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction.|Using its locally selected measures, LA Unified can confirm that all students have access to and are enrolled in a broad course of study. School site administrators, Local District leaders, and central office staff all monitor student enrollment in appropriate courses. For example, the Division of Instruction monitors all schools to ensure all students have access to arts instruction, and no schools are rated at the lowest level of the Arts Equity Index. Schools have also consistently met all requirements for physical education minutes for students. Student progress toward graduation has consistently improved over the past five years, even with the change in district graduation requirements to now require a-g course passage by all students. Over the past five years, the percentages of students graduating while meeting the a-g course requirements for entrance into UC/CSU has increased. LA Unified continues to concentrate resources and supports for schools and student groups whose students perform below the district-wide average on state assessments, graduation rates and a-g course completion.|One barrier to LA Unified providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses. English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to often receive additional supports, and in some cases through Special Day Program courses, that may limit their access to a broad course of study. Another barrier within LA Unified is the resourcing to schools based on enrollment. Schools with smaller enrollments may be limited in their abilities to offer a full range of electives if access to other resources are not provided.|LA Unified continues to implement multi-tiered systems of support district-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index will continue to hone in on more accurate assessments of arts resources within schools. The district has also invested over the past three years in additional resources for schools to improve a-g course completion district-wide for all students. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, LA Unified continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, LA Unified continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas. LA Unified is also expanding the implementation of full inclusion model schools for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education classrooms.|Met||2018
19647336019079|Santa Monica Boulevard Community Charter|7|Santa Monica Blvd. Community Charter School (SMBCCS) serves as its own LEA within the Charter Management Organization, Fenton Charter Public Schools. SMBCCS functions within the organization's governance structure which includes advisory committees/councils that report, among other items, the extent to which all students have access to a broad course of study, based on grade spans, student groups, and individuals with exceptional needs.  Each full-time employee at SMBCCS must be a participating member of a committee.  Other employees, parents, and community members are encouraged to attend.  Advisory Committee at SMBCCS include: - Finance Committee - Instruction Committee - Personnel Committee - Parent Advocacy Committee|The CCSS and Content Standards for California Public Schools define the skills, knowledge and abilities students are expected to master from kindergarten through sixth grades at SMBCCS.  The core subjects at the school are English language arts, mathematics, history-social science and science. Current state adopted textbooks and materials, and other supplementary resources, establish the scope and sequence for each of the following curricular areas.   The school's cohesive instructional program is rooted in providing children with a systematic response, time on task, access to resources, and results that measure progress.  We implement procedural steps based on diagnostic feedback, use of scientifically-based curriculum, frequent progress monitoring, modification of instruction based on student outcomes, and instructional delivery based on outcomes of the intervention in place.  Our instructional program include the following systematic teacher practices: 1) Use of Standards Based Curriculum 2) Universal Screening 3) Progress Monitoring 4) Tiered Interventions  These practices are rooted in researched based components to effectively improve the academic achievement of low socioeconomic status (“SES”), racial minorities, English Learners, and students with disabilities.|The continuously changing educational landscape serves as the strongest barrier preventing the LEA from providing access to a broad course of student for all students.  Changes to the California content standards and state testing, effect school, teacher, and classroom practices requiring the continuous need for professional development in all areas.|In response to the school's majority population of EL students, SMBCCS has committed to providing support in the area of ELD with “mentor” teachers to assist teachers with the implementation of effective strategies to support our English Language Learners. SMBCCS will have three mentor teachers with a track record of success in working with English language learners. The teachers will be assigned to K-1; 2-3; and 4-6th grades. These mentor teachers will provide ongoing support to assist our teachers with the implementation of effective practices they are currently using.  To support the schools STEAM focus, SMBCCS has employed two highly qualified teachers to serve students in the primary and upper grades on the implementation of the Common Core State Standards and integration of technology. In addition to providing direct services to students, these coaches provide teachers with training to implement technology and instructional practices to prepare our students with the skills and strategies to thrive on the CAASPP.|Met||2018
19647336019186|Sherman Oaks Elementary Charter|7|Sherman Oaks Elementary has adopted a new progress report card in Fall 2017 that teachers and administrators can use to monitor student access to and completion of a broad course of study. In addition, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  Students in need of additional supports are identified using various reports in the student information system (e.g at-risk reports). Dashboards are used to track English learner progress toward reclassification. School assessment results,  (DIBEL's, SBAC, and Interim assessements), provide the school with guidance on how to allocate resources and  support to ensure all students have appropriate instruction.|Sherman Oaks Elementary Charter can confirm that all students have access to and are enrolled in a broad course of study. The creation of a master schedule with curricular pullout courses, such as music, art, drama, science and media lab confirm that all classes have equity to the programs. All students have equal access to the arts, technology and science lab experience. Administrators monitor enrollment and organization of classes.|Some barriers to Sherman Oaks Elementary Charter providing access to a broad course of study for all students is the budget and providing sufficient time to analyze data and to plan accordingly. We rely on fundraising efforts to provide financial support to fund our enrichment programs such as art, drama, media lab, and the science.|The school continues to implement tier 2 and 3  supports for students with disabilities who are also identified as English Learners.  In addition, we continue to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas. SOEC will continue to seek out opportunities with the community and collaborate with our Booster Club t provide all students access to a broad course of study.|Met||2018
19647336019392|Superior Street Elementary|7|Superior is using the district's adopted progress report card. Report of progress is reported 3x yearly. We use the report card to monitor access to and completion of a broad course of study. Physical Education is monitored using a certification process that requires teachers/principal to confirm the appropriate instructional PE minutes. Students in need of additional supports are identified and Student Support Progress Team meeting is conducted to address students' individual needs. English Learner progress toward reclassification is tracked using Focus (dashboard), progress reports, Dynamic Indicator of Early Literacy (Dibels), and English Learner Proficiency exam (ELPAC).|All students have access to the elementary course of study. We continue to monitor the full implementation of all core subjects. Culturally Relevant Responsive education is ongoing. We are expanding our professional development in this area to ensure we respond to the needs of all students.|Our barrier is the gap that we find in the performance of our English Learners and students with disabilities. Though we've made growth, we continue to focus our attention on English language development for our English Learners. Our students with disabilities have made growth in courses of study as demonstrated on state assessments.|Superior continues to implement multi-tiered systems of support schoolwide to ensure all students have access to a broad course of study for elementary students. We are building on the existing supports that have been developed in both English Language Arts and Math. The adoption of the Standard English Learner Master Plan will support our continued efforts to increase the learning of English Learners. We continue to address the needs of our special education students by implementing Tier 2 and Tier 3 supports. Many of these students are also English Learners. We provide opportunities for our special needs students to mainstream/integrate into the general education classroom as appropriate per students' Individualized Education Program.|Met||2018
19647336019525|Topanga Elementary Charter|7|The LA Unified School District was asked to identify the locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  Along with other LA Unified elementary schools, Topanga Elementary Charter School adopted a new progress report card in Fall 2017 that teachers and the principal use to monitor student access to and completion of a broad course of study. In addition, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports), and our SSPT team meets regularly to monitor the progress of at-risk students. English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores.|Topanga Elementary Charter continues to implement multi-tiered systems of support district-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. The District supplies us with an Arts Prototype teacher, and we use parent volunteers to bring greater arts experiences for our students.|The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, our school continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. Our school is also expanding the implementation of full inclusion model schools for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education classrooms.|Using its locally selected measures, Topanga Elementary Charter can confirm that all students have access to and are enrolled in a broad course of study.|Met||2018
19647336019533|Topeka Charter School For Advanced Studies|7|At Topeka Charter SAS, we are in full use of the new progress report card since the Fall of 2017.  This progress report card allows teachers and parents to partner around a central document, that summarizes the child’s progress within the broad course of study.  In addition, physical education is also tracked and monitored using a certification process that requires teachers to verify their instructional minutes with Principal confirmation. Arts instruction is provided for all students.  English Learner progress is monitored via the English Learner proficiency exam scores, course enrollment, EL monitoring done by the school’s EL Coordinator and Principal, and the LAUSD English Learner Dashboard. Topeka’s School for Advanced Studies program is a highly rigorous broad course of study offered to all students.|Using the locally selected measures, Topeka Charter SAS can confirm that all students have access to and are enrolled in a broad course of study.  Topeka has also consistently met all requirements for physical education minutes for students.  All students have access to arts instruction, and the school’s Principal monitors student enrollment in appropriate courses.|One of the possible barriers that may impact access to a broad course of study for some students has been in accelerating the performance of students with disabilities, so these students can participate fully in all general education courses.  Students with disabilities are also required to often receive additional supports, and in some cases through Special Day Program courses, that may limit their access.|Topeka Charter SAS continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  There is continued identification and implementation of Tier 2 and Tier 3 supports for students with disabilities.  As a school, Topeka will continue following the District’s expansion of the inclusion model, for students with disabilities.  This is done so that academic and social-emotional supports are implemented within more general education classrooms.  Additional professional development and resources to improve Special Education practices and instruction within all classrooms, will continue for all Topeka Charter SAS staff.|Met||2018
19647336019673|Van Gogh Charter|7|Van Gogh Charter, as an LA Unified School District Affiliated Charter, adopted a new progress report card in Fall 2017 that we are using to monitor student equitable access to and completion of a broad course of study.  In addition, our school monitors physical education using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  Students in need of additional supports are identified and monitored using various reports in the student information system (e.g., at-risk student reports).    English Learner progress dashboards are used to track English Learner progress toward reclassification, including classroom placement, grades, and English Learner proficiency exam scores.|At Van Gogh Charter all students have access to a Broad Course of Study.  In addition to daily instruction of the core subjects: English Language Arts, Mathematics, Social Studies, Science, Health and English Language Development, Van Gogh Charter also integrates theatre, music, visual art, and dance throughout the curriculum.  Teachers incorporate directed physical education lessons and the YMCA PLAY Program provides weekly coaches, under the direction of the certificated employee to teach physical educations skills and games to each grade level.|3. One barrier to Van Gogh Charter providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses.  EL students are required to receive designated English Language Development time to improve their academic language skills.  Students with disabilities are also required to receive additional supports, and in some cases, through their Special Day Class, that may limit their access to a broad course of study.  The special education teacher continues to collaborate with the general education teacher to provide access to the broad course of study in the general education class during mainstreaming.|Van Gogh Charter continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  Cross curricular instruction, incorporating art, dance and music into all areas of the core curriculum gives students multiple opportunities to participate on a broad course of study. Van Gogh Charter will continue to seek out innovative programs and build community relationships to ensure that all our students are exposed to a broad range of learning opportunities.|Met|Van Gogh Charter is committed to continue building on and extending equitable access for all students to a Broad Course of Study.|2018
19647336019715|Vaughn Next Century Learning Center|7|Vaughn NCLC utilizes the school-wide SIS system (Aeries) to track analytics relative to student enrollment in a broad course of study. Moreover, Vaughn's student population approaches 100% Title I status, inclusive of English Learners, students with exceptional learning needs, etc. Vaughn operates under a full inclusion model, and, as such, students with special needs are fully integrated into the core instructional program and have access to the breadth of the core instructional program. Moreover, Vaughn's graduation rate consistently exceeds 90%, and all students are required to enroll in A-G approved courses at the high school level. All English Learners engage in both designated and integrated English Language Development (ELD) daily, and all ELD students at the secondary levels (grades 6-12) are enrolled in the school's designated ELD program (English 3D). Enrollment in lab courses, intervention courses, or designated ELD blocks does not prevent students from access to the core instructional program, and, in fact, each serve to improve educational outcomes and student performance.|100% of all elementary students have access to and participate in the core instructional program, as well as significant opportunities for enrichment and strategic intervention (ELA, Mathematics, History-Social Science, Science, Physical Education, STEAM). Beyond the core instructional program, 100% of elementary students engage in the Code.org and Engineering is Elementary curriculum, both as a vehicle for enhancing the core Science curriculum and as a means of exposing all students to critical 21st century skill sets and knowledge. At the middle school level, 100% of students have access to both a broad course of study via the core educational program, and all students have unfettered access to a broad range of elective course options (STEM, Photography, Digital Media Arts, Robotics, Engineering, Computer Science, Leadership, etc.). While all students have access to these courses regardless of status, the only limiting factor with regard to student enrollment in elective courses rests with the limited number of sections that Vaughn is able to offer, resulting in some students at the middle school enrolling in their 2nd or 3rd choice for electives. With that said, the middle school has recently hired additional faculty to expand the number of courses offered both with a focus on Math intervention and STEAM oriented elective courses. At the high school, all students are required to engage in the full range of A-G coursework, and all students have access to a variety of elective course options and STEAM oriented CTE Pathway programs in Engineering, Digital Media Arts and Biomedical Science. Vaughn's high school has significantly expanded access to a rich selection of Advanced Placement course options as well, as Vaughn prescribes to the College Board's policy of creating an environment that encourages participation and access to all students, again, regardless of status.|No barriers exist, as a matter of policy, that would block access to a broad course of study for all students at Vaughn NCLC. The only consideration at the secondary (grades 6-12) relative to access to elective courses rests with the limited number of sections the school can program into the course matrix. Regardless, all students have access to these elective courses, and student choice is considered to be of paramount importance.|Vaughn has, and will continue, to invest in additional personnel and program training that will enable faculty to expand upon the already significant number of elective course options and Pathway programs available to students in grades 6-12. Vaughn has expanded from 2 CTE pathways (Engineering and Biomedical Science) to a third CTE pathway in Digital Media Arts. Moreover, Vaughn has deployed funding to expand the number of students able to enroll in each CTE Pathway by providing additional instructional materials, equipment, and technology designed both to increase student enrollment in these courses, as well as to reduce the group-size ration for in-class activities.|Met||2018
19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|7|Welby Way adopted a new progress report card in the Fall of 2017 that teachers and administrators use to monitor student access to and completion of a broad course of study.  In addition, physical education in elementary school is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  Students in need of additional supports are identified using various reports available via various data dashboards (e.g. at-risk reports).  English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores.|Using the locally selected measures, Welby Way can confirm that all students have access to and are enrolled in a broad course of study.  All students have access to both visual and performing arts instruction. Welby Way also meets the requirements for physical education minutes for all students.|One potential barrier to Welby Way in providing access to a broad course of study for all students can be in resourcing.  Much of the arts and physical education programs at Welby Way rely on parent donations and financial support.|Welby Way continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  Overall Tier 2 support continues to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018.  The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students.  Welby Way continues to deliver professional development and resources to improve integrated English Language Development instruction across all content areas.  In addition, Welby Way implements a push-in model of support for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education settings.|Met||2018
19647336019939|Westwood Charter Elementary|7|Westwood adopted a new progress report card in Fall 2017 that teachers and administrators can use to monitor student access to and completion of a broad course of study. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports and referrals). English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores. School resources are allocated to ensure that all students have appropriate arts access and instruction.|Westwood continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, Westwood continues to identify and implement Tier 2 and 3 supports for students with disabilities and students who are identified as English Learners. In addition, Westwood continues to develop professional development and resources to improve integrated English Language Development instruction across all content areas. Westwood also implements a full inclusion model for students with disabilities so that academic and social-emotional supports for students can be implemented within general education classrooms.|All students are being provided access to a braod course of study.|Using the selected measures referenced above, Westwood can confirm that all students have access to and are enrolled in a broad course of study. Westwood continues to concentrate resources and supports student groups who perform below the average on state assessments.|Met||2018
19647336019954|Wilbur Charter For Enriched Academics|7|LA Unified adopted a new progress report card in Fall 2017 that Wilbur Charter teachers and principal uses to monitor student access to and completion of a broad course of study. In addition, physical education at Wilbur Charter is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  LA Unified makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. Students in need of additional supports at Wilbur Charter are identified using various reports in the student information system (e.g., at-risk reports). English Learner progress dashboards are used to track English learner progress toward reclassification, course grades, and English Learner proficiency exam scores. Also for all grade levels, LA Unified utilizes an Arts Equity Index to categorize all schools based on the scope of their provided arts instruction and resources as well as the Title 1 status and representation of low income, foster students, and English learners. Based on school categorization on the index, school assessment results provide LA Unified with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction.|Using its locally selected measures, LA Unified can confirm that all students have access to and are enrolled in a broad course of study. School site administrators, Local District leaders, and central office staff all monitor student enrollment.  For example, the Division of Instruction monitors all schools to ensure all students have access to arts instruction, and no schools are rated at the lowest level of the Arts Equity Index. Wilbur Charter has also consistently met all requirements for physical education minutes for students. Wilbur Charter continues to concentrate resources and supports for  student groups whose students perform below the district-wide average on state assessments,|One barrier to LA Unified providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses. At Wilbur Charter, English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to receive additional supports.|LA Unified continues to implement multi-tiered systems of support district-wide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index will continue to hone in on more accurate assessments of arts resources within schools. The district has also invested over the past three years in additional resources for schools to improve a-g course completion district-wide for all students. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. As part of this work, Wilbur Charter continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. Wilbur Charter also continues to provide additional professional development and resources to improve integrated English Language Development instruction across all content areas. LA Unified is expanding the implementation of full inclusion model schools for students with disabilities so that academic and social-emotional supports for students can be implemented within more general education classrooms.|Met||2018
19647336020036|Woodlake Elementary Community Charter|7|Woodlake Elementary Community Charter adopted a new progress report card in Fall 2017 that all teachers and administration can use to monitor student access to and completion of a broad course of study.  For grades 1st-5th, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  English Learner progress dashboards are used to track English learner progress toward reclassification.|Woodlake Elementary Community Charter can confirm that all students have access to an are enrolled in a broad course of study.  Woodlake continues to concentrate resources and supports for student groups whose students perform below the district-wide average on state assessments.|One barrier to Woodlake Elementary Community Charter providing access to a broad course of study for all student students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education courses.|Woodlake will continue to implement multi-tiered systems of support to ensure all students have access to a broad course of study.  Woodlake will continue to implement the full inclusion model for students with disabilities so that academic and social-emotional supports for students can be implemented within the general education classrooms.|Met||2018
19647336020044|Woodland Hills Elementary Charter For Enriched Studies|7|Woodland Hills Elementary, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. Students in need of additional supports are identified using various reports in the student information system. Based on Woodland Hills Elementary's categorization on the index, school assessment results give  guidance on how to provide equitable allocations of arts resources to ensure that all students have appropriate arts access and instruction.|Using its locally selected measures, Woodland Hills Elementary can confirm that all students have access to and are enrolled in a broad course of study. School site administrators, Local District leaders, and central office staff all monitor student enrollment in appropriate courses. Woodland Hills Elementary has also consistently met all requirements for physical education minutes for students.|One barrier to LA Unified providing access to a broad course of study for all students has been in accelerating the performance of English Learners and students with disabilities so these students can participate fully in all general education instruction. Woodland Hills Elementary English Learners are required to receive designated English Language Development time to improve their academic language skills. At Woodland Hills elementary, students with disabilities are also required to receive additional supports, that may limit their access to a broad course of study.|The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. Woodland Hills Elementary continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. Woodland Hills Elementary continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas.|Met||2018
19647336058150|Robert A. Millikan Affiliated Charter & Performing Arts Magnet Middle|7|Millikan Middle School utilizes the California Department of Education Data Quest Analysis tools and the A-G and English Learner Progress Dashboards in the LAUSD Focus System to analyze and track student access to a broad course of study.|Using the measures indicated, Millikan Affiliated Charter can confirm that all students have access to a broad course of study. School site administrators (with the support of local district leaders) monitor student enrollment in appropriate courses. Our school has consistently met requirements for physical education minutes. Additionally, during the 2017 - 18 school year, students had access to visual and performing arts courses, career and technical education courses and a world language course.|One barrier to providing access to a broad course of study for all students has been accelerating the performance of English Learners and students with disabilities, due to mandates for these students and the limits of a sixth period schedule. Additionally, there have been minor limitations to student access to courses created by having multiple academies on one school site that have created some inflexibility in the master schedule.|Millikan Affiliated Charter School is moving towards a multi-tiered system of support school wide to ensure that all students have access to a broad course of study. We have established an ad hoc committee to analyze and make recommendations to ameliorate any problems with the master schedule that limit equity and access for all students.|Met||2018
19647336061477|George Ellery Hale Charter Academy|7|Hale Charter Academy is an LAUSD school. We make use of LAUSD's central student information system and master scheduling system to track student enrollment in a broad course of study. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports). English Learner, Special Ed and other exceptional needs student progress dashboards are used to track reclassification, course enrollment, course grades, and proficiency exam scores.|All students have access to and are enrolled in a broad course of study. School site administrators and school leaders monitor student enrollment in appropriate courses for 6th through 8th grade students, according to the California Code of Education. Hale Charter Academy Arts program is highly rated in LAUSD. HCA has also consistently met all requirements for physical education minutes for students. In addition, Hale offers extensive STEM course offerings.|Our barriers are similar to all of LAUSD and the state as a whole. We need to provide access to a broad course of study for all of our students. Therefore, there is a need to accelerate the performance of EL and SPED student, so these students can participate fully in all general education courses. ELs are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities are also required to often receive additional supports, and in some cases through Special Day Program courses, that may limit their access to a broad course of study.|Being a part of LAUSD we implement a multi-tiered system of support to ensure all students have access to a broad course of study. Tier 2 and 3 supports continue to be developed in English Language Arts and Mathematics since the core instructional materials adoptions for these content areas was completed in 2018. The adoption of the English learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students. In addition, we will continue to implement tier 2 and 3 supports for students with disabilities. We will continue to have additional professional development and resources to improve integrated ELD instructional across all content areas. We will also continue to expand the full inclusion model for students with disabilities so that academic and social-emotional supports for the student can be implemented within more general education classrooms.|Met||2018
19647336061543|Alfred B. Nobel Charter Middle|7|At Nobel Charter Middle School the following are used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated students, and individuals with exceptional needs served: master scheduling system to track student enrollment in a broad course of study and the CDE Data Quest reporting to determine the enrollment in the variety of courses offered.|Using the locally selected measures, Nobel can confirm that all students have access to and are enrolled in a broad course of study.  School site administrators, counselors and coordinators monitor student enrollment in appropriate courses.  In addition, Nobel has added new STEAM-based courses to the course offerings for students that are available to all students.  This has increased students’ access to arts instruction, technology-based electives and engineering related elective courses.|One barrier for Nobel regarding access to a broad course of study for all students is the ability to have a master schedule that allows for flexibility and the ability to accommodate the scheduling needs of a diverse student population.|Nobel school administrators and counselors have created a master schedule that is revised each year based on students’ needs to ensure that students have access to a broad course of study.  The school staff have invested in training and are prepared to continue offering a variety of STEAM-based courses that include implementing a full inclusion model for students with disabilities; so, that they have the opportunity to access the curriculum and course offerings in a general education classroom.|Met||2018
19647336071435|Castlebay Lane Charter|7|Castlebay uses a variety of measures and tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  Guided by the district our school uses the new progress report card allowing teachers, support staff, the principal, and central office staff to monitor student access to and completion of a broad course of study. In addition, our physical education program is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.|As stated in priority two, our school uses English Learner progress dashboards to track English learner progress toward reclassification, including course enrollment, course grades, and English Learner proficiency exam scores. Our district also utilizes an Arts Equity Index to categorize our school based on the scope of provided arts instruction and resources as well as our Title 1 status and a representation of low income, foster students, and English learners. Based on the district’s categorization of our school on the index, school assessment results provide LA Unified with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction.|Currently we are providing access to a broad course of study for all students.|Castlebay continues to implement multi-tiered systems of support school-wide to ensure all students have access to a broad course of study. Our new English Learner and Standard English Learner Master Plans provide additional supports to accelerate the learning of these students’ special needs. As part of this work, Castlebay also continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. Utilizing district developed professional development and resources our school continues to improve integrated English Language Development instruction across all content areas. Using these locally selected measures, Castlebay can confirm that all students have access to and are enrolled in a broad course of study.|Met||2018
19647336094726|Community Magnet Charter Elementary|7|The school was asked to identify the locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|Our school, along with our governing district, adopted a new progress report card in Fall 2017 that we can use to monitor student access to and completion of a broad course of study. In addition, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  English Learner progress dashboards are used to track English learner progress toward reclassification.|All students are offered a broad course of study.|Our school continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. The adoption of the English Learner and Standard English Learner Master Plan in 2018 will lead to the implementation of additional supports and changes to existing policies to accelerate the learning of these students.  In addition, our school continues to create additional professional development and resources to improve integrated English Language Development instruction across all content areas.|Met||2018
19647336097927|Open Charter Magnet|7|Open School adopted a new progress report card in Fall 2017 that teachers and principal use to monitor student access to and completion of a broad course of study. In addition, physical education in elementary schools is monitored to insure students receive appropriate instructional minutes.  Students in need of additional supports are identified through teacher observation, achievement data, SSPT, and other variables. For English Learner progress dashboards are used to track English learner progress toward reclassification, including course grades, and English Learner proficiency exam scores. Also a well-rounded education is provided via art, music and garden.  Open School continues to implement multi-tiered systems of support to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics.|As a magnet school with great diversity, all of our students have access to all curricular programs and broad course study.|There are no barriers in access at Open School. All of our students deserve and have access to a broad course of study.|Open School will continue to respect all students and the values they bring to our school and each other. Therefore, we will continue to enrich their educational life with a broad course of study.|Met||2018
19647336112536|Accelerated|7|The Accelerated School uses various tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. The Accelerated School is currently using CCSS aligned materials to track its progress in implementing the state academic standards. The adopted programs provide materials that extend to students with disabilities, English learners, and At-Risk or struggling students. Various research-based instructional strategies and supplemental programs are also used to allow all students access to the curriculum - Thinking Maps, Project GLAD, iready, A2i, and Study Sync. Iluminate and PowerSchool are the two main resources used to track student progress and access to a broad course of study. Internal and external assessment results are reported to the governing board and are reviewed/discussed with various stakeholder groups such as parents, teachers, and other staff.|All students have access to, and are enrolled in, a broad course of study at The Accelerated School, including students with disabilities, English learners, At-Risk students and unduplicated students.|No barriers are preventing The Accelerated School from providing access to a broad course of study for all students.|The Accelerated School will continue to analyze and evaluate the courses offered to students and their effectiveness through surveys, observations, and stakeholder input at various meetings.|Met||2018
19647336114912|Watts Learning Center|7|Since opening in 1997, the Watts Learning Center (WLC) has steadily pursued its mission to provide a World-Class Education for inner-city students in an elementary school that also serves as a Learning Center for the community. The charter school’s aim is to create a culture of learning; where all stakeholders— students, parents, guardians, faculty, and staff—play a role. The goal is to endow the community with self- assurance and academic achievement as a foundation for success in high school, college, and life. The purpose of the Watts Learning Center is to improve the quality of life in the community with a sense of urgency!  A key focus of English Language Arts instruction is to improve student reading for understanding grounded in text- based analysis and interpretation. Indicators of this instruction include repeated reading, student marking of text, and student-student elaborated discourse based upon analysis and interpretation of text(s), in which students can identify and infer meanings, intent and purposes, structure of text and intended and unintended implications. A goal is to develop a shared approach to teaching (emphasis on reading/literacy), that results in identification of high leverage literacy practices that improves outcomes for struggling learners and all students with verifiable evidence.  WLC – Elementary School serves 397 students in grades TK-5.  Our school provides all students with a standards-aligned Project-based learning experience. Our student demographics include: 1% White, 51% Hispanic, 45% African-American, of which 27% are English Language Learners (ELL), 8% Students with Disabilities, 1% Homeless; and 90% qualify for Free/reduced Lunch.  WLC – Elementary School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of WLC – Elementary School’s educational program.   WLC – Elementary School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At WLC – Elementary School, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in Yoga (Grades 1-5); Recorder (Grades 2-5); Morning Chess and Choir.  There are no differences to accessibility to courses, across student groups at WLC – Elementary School.|Currently 100% of the students have access to a broad course of study and WLC -Elementary School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of WLC- Elementary School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|7|Both PUC middle schools and PUC Schools’ high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool tracks how students are assigned and have access to and are enrolled in a broad course of study based on grade spans.  PUC Schools’ high schools use PowerSchool Power Scheduler to track high schools’ course offerings, as well as completion of dual enrollment college courses.  All students who are on the traditional PUC Schools’ high school diploma graduation requirements meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements.  PUC Schools’ high school students who are on an alternative graduation pathway per an IEP Team decision (Certificate of Completion or California Minimum Diploma), may have modified PUC Courses that are designed to support their individual needs.  PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans.  Finally, graduation data, such as UC Requirements, is monitored to help assess overall program success.|As a charter school, at PUC CCMS all students have access to and are enrolled in the following:  English, Mathematics, Social Science, Science, Physical Education, and the Visual and Performing Arts.   Due to the intense scheduling in the middle school, Foreign or World Language is reserved for high school grades.    All PUC Schools high schools offer a 4-year course sequence that aligns with PUC Schools’ high school diploma and UC/CSU’s “a-g” minimum undergraduate admissions requirements.  College Counselors work with each student to select their 4-year course sequences to meet PUC Schools’ high school graduation requirements, and students’ career and post-high school higher education aspirations.  Students who have special needs, and require alternative pathways due to their disability, are provided with the modified courses and a solid transition plan in support of their needs and future career and higher education goals.   PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.   The differences in course offerings at our five PUC high schools are as follows: • Advanced Placement (AP) Courses -  Four of the five PUC Schools’ high schools offer college courses.   Advanced Placement course access is open to all students.  PUC CALS ECHS is the one PUC high school that does not offer AP courses.  PCU CALS ECHS provides multiple college course opportunities in 9th-12th grades through dual enrollment college courses.   • Dual Enrollment College Courses – All five PUC high schools offer dual-enrollment college courses through partnerships with the local community colleges.  Students in grades 9th-12th may take dual-enrollment college courses offered on their high school campus or at the community colleges. • Scholar Success Center (SSC) Programs -  PUC Schools’ SSC programs are offered in one PUC Valley high school, PUC Community Charter Early College High School (PUC CCECHS) and one PUC Los Angeles high school, PUC Early College Academy for Leaders and Scholars (PUC eCALS).   This program is designed to provide students with moderate to severe special needs with grade level content at their individual skill level.   Students receive English Language Arts (ELA) and Math instruction in a small class setting, while improving targeted basic skills.  The SSC is considered a temporary placement, designed with the intent of returning students to the full inclusion model as soon as possible.|Both Middle and High School students who have special needs or are English Language Learners are provided additional support such as Inclusion Assistant support and/or ELD support within each subject matter.  High School students who have special needs and require modified curriculum and/or alternative graduation path (California Minimum Diploma or Certificate of Completion) will not have access to all of the academic course options as their peers on the traditional PUC Schools’ high school diploma path (“a-g” diploma).|To ensure students are offered a broad course of study, PUC Schools’ Superintendent for each region(Valley and Los Angeles) will continue to work with the local Site Leader to ensure that the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners.  In addition, in order to ensure students are prepared for a variety of career options, PUC Schools is working to offer more Career Technical Education (CTE) course options.  Career Technical Education (CTE) Pathway Completion – Currently PUC Schools’ high schools do not offer CTE courses.  Students have the opportunity to take advantage of CTE courses via dual enrollment partnerships with the local community colleges.  Los Angeles Mission College’s CTE Transitions Community Collaborative program is a partnership between high schools, business and community college programs to develop occupational pathways and work-based learning experience in a sequential program of study.  PUC Schools are working with community college partners to build dual enrollment certificate sequences into our dual enrollment college course offerings.|Met||2018
19647336117048|ICEF View Park Preparatory Elementary|7|ICEF View Park Preparatory Charter School currently serves 469 students in grades TK-5.  Our school provides all students with a rigorous standards-aligned educational program.  Our student demographics include: 93% African-American, 6% Hispanic, 0.2% White, 0.2% Asian, of which 1% English Language Learners (ELL); 6% Students with Disabilities, 2% Foster Youth, 1.7% Homeless and 38% qualify for Free/reduced Lunch.  ICEF View Park Preparatory Charter School welcomes parents and community members to participate in schoolwide events and/or in the decision making process that support the school’s mission and vision.  For students who struggle academically, our school provides intervention programs that include targeted group structures and after-school academic tutoring.  Our students participate in visiting colleges and universities a part of our college-going culture and high expectations.  Additionally, we have implemented the PBIS program to improve school culture and climate, an alternative to suspension program.  The mission of ICEF View Park Preparatory Charter School is to: • Prepare students to attend and compete academically at the best colleges and universities across the nation. • To expand the choices parents have for a first-rate educational opportunity within the public school system. • To achieve the mission by discovering and developing each student’s gift and talents.   ICEF View Park Preparatory Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF View Park Preparatory Charter School’s educational program.   ICEF View Park Preparatory Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF View Park Preparatory Charter School, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades TK-5 have access to and are enrolled in Art, Dance, and Computer/Keyboarding course. There are no differences to accessibility to courses, across student groups at ICEF View Park Preparatory Charter School.|Currently 100% of the students have access to a broad course of study and ICEF View Park Preparatory Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of ICEF View Park Preparatory Charter School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647336117667|Camino Nuevo Charter Academy|7|CNCA uses an SIS system, PowerSchool, as well as a data management tool, Schoolzilla, to track and monitor the extent to which all students have access to and are enrolled in a broad course of study.|At CNCA, all students are enrolled in a broad course of study.  At the elementary school level, students have full access to the extent of the curriculum through a fully inclusive special education program.  At the middle and high school level, students are also fully included in the general education curriculum.  At the high school level, all students are fully enrolled in an A-G pathway.|One ongoing challenge is for students who need both a language intervention and have an IEP.  The amount of ongoing services necessary may limit some student’s participation in non-academic electives.|CNCA has worked to limit this by making decisions on an individual basis for twice-exceptional students and creating more fully inclusive classroom spaces.|Met||2018
19647336119044|Multicultural Learning Center|7|MLC tracks student access to and enrolled in a broad course of study through our strategic planning of instruction and curriculum, as well as observation protocols of educators and evaluation of student benchmark and annual data. Students with disabilities have access to the full course of study in our inclusive model of education with support from specialists in collaboration with general education teachers. This is monitored and evaluated through the IEP process and through the collaborative work of our special education team.|At MLC, all students receive access to a broad course of study including but not limited to: English Language Arts, Spanish Language Arts, Math, Science, Social Studies/History, Physical Education, Health and the Visual and Performing Arts.  Students with disabilities have access to the full course of study in our inclusive model of education with support from specialists in collaboration with general education teachers. This is monitored and evaluated through the IEP process and through the collaborative work of our special education team.  English Learners are never separated or pulled out for instruction and all students learn in both English and Spanish as part of our dual immersion program. English learners develop early literacy by learning to read and write in their first language (Spanish). EL achievement and ELD program implementation is monitored in a number of ways including, progress of focus students, teacher observation, and periodic review of student assessment data. Subject area content is delivered and learned in both English and Spanish throughout the K-8 program at MLC. Classroom environments are adaptive and flexible allowing for access for all student needs whether they be physical or social-emotional needs. Teachers utilize social emotional learning strategies such as Circle and Mindfulness to create an environment of safety and respect so students can maximize learning.|Our biggest obstacle in access to course of study is finding qualified bilingual educators and materials in both Spanish or English that address the state standards and are of high quality and interest for students.  Due to the lack of math curriculum in Spanish, we are using Math Trailblazers in Spanish (an older edition) in K-1, Envision (Spanish) in 2nd; CGI (Spanish) in third grade, and a new version of Math Trailblazers aligned with CCSS in English which is not available in Spanish. In grades 6-8 we have consistently used CPM Math for several years.  We would like to be more consistent with our curriculum and still meet the goals of our dual immersion program in math.  Another obstacle is sustaining a rich and continuous program in the visual and performing arts and acquiring funding to support partnerships with arts agencies and specialists to work with us.|We are researching different math curriculum in Spanish, partnering with Universities to engage bilingual teachers, and also developing new partnerships and plans for integrating the visual, performing and media arts into the curriculum and engaging parents as well as specialists in the process.|Met||2018
19647336119531|CHIME Institute's Schwarzenegger Community|7|Students in grades TK-5th are enrolled in a heterogeneous, self-contained classroom by grade level.  Groups of students include students who are typically developing, gifted, have exceptional needs, as well as come from varying socio-economic, ethnic and culturally diverse backgrounds.  All students in all classrooms have equal access to and are enrolled in a broad course of study including core academic subjects, Physical Education, Art, Music and Library time.  CHIME uses Power School as the selected tool, to track students’ placement in classrooms.    Students in grades 6th-8th are enrolled in heterogenous classes based on grade level and subject. Classes of students include students who are typically developing, gifted, have exceptional needs, as well as come from varying socio-economic, ethnic and culturally diverse backgrounds.  All students have equal access to and are enrolled in a broad course of study including core academic subjects and elective choices.  Elective choices include: Dance, Band, Ceramics, STEM, Photography, Foreign Language, Student Council, Art and Choir.  CHIME uses Power School as the selected tool, to track students’ placement in all courses.|All students in grades TK-8th have equal access to and are enrolled in a broad course of study.|Currently, there are no barriers preventing CHIME from providing access to a broad course of study for all students.|At this time, all students have equal access to and are enrolled in a broad course of study.|Met||2018
19647336119903|Downtown Value|7|All students in Downtown Value are required to enroll in a broad course of study for grades 1 - 8 in English, Mathematics, Social Sciences, and Science. Students that complete the school's requirements will promote to the next grade. All administrators and counselors have access, through PowerSchool, to all student grades and meet with students to make sure that they are making adequate progress towards graduation. Additionally, the locally selected tools used by the Downtown Value School to determine if all students, including unduplicated, are enrolled in a broad course of study are: class schedules, report cards, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate that all Downtown Value students have access to a broad course of study. In addition, DVS has a curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study, DVS offers structured English immersion class for newcomers and LTELs, English Enrichment class for newcomer, and English language intervention for newcomers or LTELs. Downtown Value School uses a full inclusion model where RSP teachers push in/ co-teach English and Math courses. Downtown Value has acquired two instructional aides to help student access the common core curriculum. Supplemental curriculum is also provided when appropriate to support students at their instructional level.|All Downtown Value students have access to a broad course of study. There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|To support staff and students in accessing the curriculum included in a broad course of study, the LEA has provided professional development and support to classroom teachers through our coaching plan. Downtown Value will continue to improve its use of SDAIE strategies which allow all students access to the broad course of study.|Met||2018
19647336120489|Para Los Niños Charter|7|We use Illuminate as an SIS system to track student academic, demographic, attendance, and course assignments, among other data. We use this data in consistent and broad staff development related to the results of data cycle review.|All students at Para Los Ninos Charter Elementary who are enrolled are assigned to classrooms where the core subjects are taught using the state standards; teachers use data via the SIS to differentiate instruction.|There are no barriers to providing all students access to a broad course of study for all students.|New actions will include the more regular use of student data in order to align teacher professional development to support small group instruction.|Met||2018
19647336121081|ICEF View Park Preparatory Middle|7|ICEF View Park Preparatory Charter Middle School currently serves 302 students in grades 6-8.  Our school provides all students with a rigorous standards-aligned educational program.  Our student demographics include: 91% African-American, 7% Hispanic, 0.3% White, of which 6% English Language Learners (ELL); 11% Students with Disabilities, 1.66% Foster Youth, 0.66% Homeless and 51.66% qualify for Free/reduced Lunch.  ICEF View Park Preparatory Charter Middle School welcomes parents and community members to participate in schoolwide events and/or in the decision making process that support the school’s mission and vision.  For students who struggle academically, our school provides intervention programs that include targeted group structures and after-school academic tutoring.  Our students participate in visiting colleges and universities a part of our college-going culture and high expectations.  Additionally, we have implemented the PBIS program to improve school culture and climate, an alternative to suspension program. School wide annual events include a Read Across America month, attendance contests, Family Literacy Night and Math Family Night. We have also implemented a School-wide PBIS Program in order to improve school culture, student behavior and develop alternatives to suspension.   The mission of ICEF View Park Preparatory Charter Middle School is to: • Prepare students to attend and compete academically at the best colleges and universities across the nation. • To expand the choices parents have for a first-rate educational opportunity within the public school system. • To achieve the mission by discovering and developing each student’s gift and talents.   ICEF View Park Preparatory Charter Middle School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF View Park Preparatory Charter School’s educational program.   ICEF View Park Preparatory Charter Middle School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF View Park Preparatory Charter Middle School, all students in grades 6-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades 6-8 have access to and are enrolled in Art, and Computer/Keyboarding course. There are no differences to accessibility to courses, across student groups at ICEF View Park Preparatory Charter Middle School.|Currently 100% of the students have access to a broad course of study and ICEF View Park Preparatory Charter Middle School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of ICEF View Park Preparatory Charter Middle School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
19647580000000|Los Nietos|7|The District is annually reviewing the student group (ethnicity, gender, Special Education, Gifted and Talented, etc…) participation in the middle school elective programs. In conjunction with the middle school principal electives are designed, maintained and promoted with the expectation that all students are exposed to a variety of courses.  At the elementary level all students are exposed to school programs regardless of their student group.|The District uses student performance on District Benchmarks to assess students proficiency in core subject areas such as English Language Arts and Math. Students are assess approximately every 5 weeks to monitor their progress. At the middle school students who below proficient are provided additional support in elective classes.|At the middle school, the only barriers are for those students who need remediation in core subject areas such as English Language Arts and Math. Due to scheduling constraints students who are not performing proficient are provided an elective period to support their deficit, which prevents participation in other course of study.|Due to the District’s priority for increasing student proficiency in core subject areas, the District is focusing on improving classroom instruction and providing struggling students exposure to other courses of study outside the traditional school day.|Met||2018
19647660000000|Lowell Joint|7|For the elementary levels, teachers submit their daily schedule with clearly identified time blocks for all core subjects. Calendars and schedules for art, music, coding, computer lab time, STEAM lab rotations, and other programs are also monitored for access. At the intermediate level, the master schedule and student rosters are used to monitor access and enrollment.|All students have access to and are enrolled in a broad course of study within the district. This includes all required content areas (mathematics, English Language Arts, Science, History/Social Science, PE) and a variety of enrichment and support opportunities throughout the day. All students across the district are provided time with a certificated music teacher for choral instruction at the elementary level with courses offered in 7th and 8th grade for students who choose to continue. All 6th grade students are given access to band if they choose to participate in addition to offerings at the intermediate level that also include Drumline, and all 5th and 6th grade students receive coding instruction as part of a weekly program in partnership with Cod.Ed. This feeds into our 7th and 8th grade programs that include AP Computer Science. With one to one devices in grades 3-8 and computer lab time for TK-2, all students have access to technology for the purposes of developing keyboarding skills and learning how to become good digital citizens in addition to its integration into rigorous learning in developing 21st century skills. STEAM labs have been developed at each elementary with a robust STEAM pathway at Rancho Starbuck. STEAM coordinators at each site ensure opportunities for students to access resources within the STEAM labs with our Technology TOSA providing additional supports. The award-winning Flex program at Rancho provides additional access to enrichment opportunities ranging from learning calligraphy to basic Spanish on a rotating basis. Similar opportunities exist at the elementary level, but there is more variance in access and offerings.|All students receive a broad course of study. Additional personnel would certainly allow us to increase offerings and time allotted for various programs (art, music, etc.) We will continue to look at opprtunities to expand programs in an effort to address the whole child.|We are developing a path for all students to learn the language of coding, and we would like to explore the possibilities of doing more with world languages at the intermediate level. While Spanish has been offered as part of enrichment opportunities, there is not a traditional Spanish elective for students who might be interested in taking a course. With the development of a pre-AP/IB Academy, there may be opportunities to develop a more robust program of instruction in world languages.|Met||2018
19647740000000|Lynwood Unified|7|All students have access to a broad course of studies within the day school offering that include access to the following: English Language Arts, mathematics, Social Science, Science, Visual and Performing Arts, Physical Education, Foreign Language and Career Technical Education.The Indicator is calculated using the following measures: Smarter Balanced Summative Assessment results Advanced Placement (AP) & ( IB) test results Completion of the courses commonly required for college admissions (UC a-g) Completion of a Career Technical Education pathway Completion of dual enrollment courses, college courses completed during high school Data Management Systems (such as eWise)|All the students in Lynwood Unified school district have access to A-G requirements as it is the district default broad course of study.  As well, all of our students have access to enroll in the IB and AP courses.  LUSD has no prerequisites for our students to have the opportunity to take any of the courses that they will need to be college and career ready when they graduate. The master schedules are created based on student needs and students are heterogeneously grouped.  Every Spring the Middle and High School counselors meet with students to go over all the courses we offer and allow for students to select their electives.|As been mentioned in the previous prompt, LUSD has eliminated barriers so that our students can have access to a broad course of study since there is no prerequisite for students to take any course. LUSD has also identified other factors that may pose a challenge for our Special Education Students, English Learners, African American Students, and Foster Youth to have access to a broad course of study and be successful in the courses.|LUSD will continue to monitor and evaluate the locally selected measures to ensure that all of our students continue to have access to a broad course of studies.|Met||2018
19647900000000|Monrovia Unified|7|Using our student information system, we are able to use attendance rosters to determine that there is access to a broad course of study for the students of Monrovia. Within the educational services and student support services departments, personnel are assigned to monitor specific metrics within their purview to be certain that our unduplicated students and individuals with special needs across grade spans do indeed have access to the wide variety of programs, at both elementary and secondary levels.|Below are some of the highlights of growth we have been able to measure increases in our targeted student groups' access to a broader course of study: -Increased participation in Early College, particularly of historically underrepresented student groups -Increased CTE pathways available to high school students -Access to bullying prevention curriculum K-8 -Access to social emotional learning curriculum 9th -Increased access to unduplicated student access to dual immersion programs (both Spanish and Mandarin) -Increased student access to K-8 coding curriculum at schools with high number of unduplicated students -Increased arts programs at schools with high number of unduplicated students|One of the barriers that we have been working to overcome is our English Learner students not having access to electives at the secondary level due to their placement in an ELD support class. A strong focus on increasing language acquisition and academic achievement of students who are LTELs and At Risk of Becoming LTEL has been made possible through the use of instructional specialists who specifically work with teachers, students and parents to set goals and support support for timely reclassification of our EL students.|As mentioned above, we will continue to support the successful reclassification of our EL students in order to increase their access to a wider range of courses. We also continue to refine our tools for supporting early identification of possible gaps in access in order to make more quickly make adjustments.|Met||2018
19648080000000|Montebello Unified|7|Montebello Unified School District uses the following measures or tools to track student access and enrollment in a broad course of study, reflective of Common Core State Standards:  Elementary Level, Grades K-5 • All students are programmed into self-contained classrooms where all subjects are taught • Class Rosters are utilized to ensure enrollment and access • Quarterly report cards are monitored • Grade Level articulation • Articulation with feeder schools  Intermediate Level, Grades 6-8 • All students are programmed into self-contained classrooms , block periods, or departmentalized subject periods • Counselors program students • Utilization of Synergy Student Data System to track academic progress • Utilization of School Loop, online grading system with email and individual student academic progress accessibility • Quarterly report cards are monitored • Articulation with feeder schools  High School Level, Grades 9-12 • All students are programmed into self-contained classrooms , block periods, or departmentalized subject periods • Counselors program students • Utilization of Synergy Student Data System to track academic progress • Utilization of School Loop, online grading system with email and individual student academic progress accessibility • Quarterly report cards are monitored • Articulation with feeder schools|All students enrolled in Montebello Unified School District have access to, and are enrolled in, a broad course of study.  At the elementary level all students are enrolled in self-contained classrooms where multiple-subject credentialed teachers provide instruction in the core curriculum reflective of Common Core State Standards and the California Frameworks.  In the secondary level, some students receive instruction in self-contained classrooms while most receive instruction in either block scheduling or by subject/instructional period, with single-subject credentialed teachers.  Special education students receive instruction as per their Individualized Education Program (IEP).  English learners receive English Language Development as part of their instructional program in addition to their other subjects within the core curriculum.  Students identified as needing support in English Language Arts and Mathematics receive supplemental intervention courses and tutorials.  Summer school and Credit Accrual courses are offered to support students to make-up coursework/credits.  Career Technical Education and Pathways course are provided to support students.  A goal of the district is to increase the number of students receiving passing grades.  2017-2018 data for semester grades from the secondary level demonstrate the following percentages for students receiving a minimum unweighted grade point average of 2.0 or above:  Montebello Unified School District 67% Applied Technology Center 80% Bell Gardens High School 63% Montebello Community Day School     28% Montebello High School   68% Schurr High School   72% Vail High School (continuation)   44%|District barriers may include the percentage of students not receiving a 2.0 or above unweighted grade point average at the secondary level.  English learners may receive a double block of English to provide support in learning English and this may result in fewer elective course options.  Students who receive supplemental intervention courses in English and mathematics at the secondary level also have fewer elective course options as a result.|The district may consider the following to ensure access to a broad course of study for all students: • Augmenting Credit Accrual opportunities • Adding enrichment classes to the summer school  • Adding additional counselors at the secondary level • Utilizing School Loop at the elementary level|Met||2018
19648160000000|Mountain View Elementary|7|The Mountain View School District used the following tools at the elementary level (TK-6):  classroom instructional schedules, class rosters with student demographics, Individualized Education Plans (IEPs), Visual and Performing Arts schedules, and elementary Physical Education schedules.  At the middle/intermediate level (7-8) the following tools were used: classroom instructional schedules, master schedules, and Individualized Education Plans.|Each elementary school offers access and enrollment in the seven content areas as required by EC 51210  Students with an IEP are included in a broad course of study which includes Visual and Performing Arts through the Artist Residency, Physical Education and mainstream instruction  Each middle/intermediate school provides access to a broad course of study including a variety of elective opportunities depending on the site: Woodshop, Art, Leadership, Computer Programming, AVID, Band, Journalism, Spanish, and Tutoring which are open to all students  Based on the locally selected tools all TK-8 students in the Mountain View School District have access to a broad course of study|At the middle/intermediate levels students have one elective in their schedule which can limit course choices such as Woodshop, Art, Leadership, Computer Programming, AVID, Band, Journalism, Spanish, and Tutoring.  To minimize this barrier students are provided with after-school programs (Think Together) at each school site and funding is made available through the Local Control Accountability Plan (LCAP).|Certificated and Classified Professional Development has been provided to support staff and students in a broad course of study for all students.  In 2018-19 the district and/or schools has or will provide: ELD, English Language Proficiency Assessments for California (ELPAC) Type Tasks, Integrated ELD/Math, Integrated ELD: Meeting the needs of Long-Term English Learners (LTELs), Mathematics, Next Generation Science Standards (NGSS), and US Games Standards-based Physical Education.|Met||2018
19648320000000|Newhall|7|As of the 2018-2019, school year, local educational agencies (LEAs) are required to annually measure their progress to the extent that students have access to, and are enrolled in, a Broad Course of Study.   In grades TK-6, we utilize the following measures to define a Broad Course of Study: o Student Access to Board Approved Instructional Materials as measured by the School Accountability Report Cards o Student Access to instructional opportunities in core subjects ( English Language Arts,Math, Social Studies and Science) as well as Technology and the Arts and English Language Development for English Learners. Student access to these curricular subjects can be verified through teacher master schedules, music and visual arts schedules, and weekly PE documentation . Technology access in grades 3-6 includes 1-1 deployment of devices and in TK-2 the ratio is 1-2. Technology standards are identified and progress reported twice a year.|Using the local measures 100% of students have access to a Broad Course of Study|Currently there are no barriers.|Newhall School District remains committed to providing the time, resources and professional learning to ensure that all students continue to have access to a Broad Course of Study.|Met||2018
19648400000000|Norwalk-La Mirada Unified|7|The Norwalk-La Mirada Unified School District ensures that all students have access to the required course of study mandated in EC 51210 and EC 51220(a)(i). Norwalk-La Mirada Unified School District employs a variety of tools and measures to monitor and improve access to a broad course of study for our unduplicated pupils. These tools include: Powerschool, IO-Education, CCGI, National Student Clearinghouse. Additionally, a locally developed online tool for monitoring courses has been developed and is currently being tested. In addition to Education Code course requirements, our district provides access to a variety of courses that guarantee a broad, rich set of choices designed to meet the needs of our unduplicated students across all grade spans.|Specifically in Elementary we offer Project Lead the Way, AVID, and Dual-Immersion Spanish. In Middle School, in addition to the choices listed for Elementary, we broaden the course of study even further to offer 129 total unique courses including Pre-Advanced Placement and Honors. In our High Schools we offer 433 unique courses including a wide variety of Honors and Advanced Placement courses across the disciplines.|All barriers that were identifiable were addressed in prior years. The results of an analysis of the data collected through the listed tools indicate that all students currently have access to a broad course of study.|To guarantee all unduplicated student groups and individuals with disabilities the broadest possible selection of courses, our district maintains an open enrollment policy which gives every parent the right to enroll their child within a Norwalk-La Mirada school that offers the courses that fit their educational goals and needs. Norwalk-La Mirada Unified also supports a magnet program with a focus on military and law enforcement course options. Also available is a continuation high school, an Independent Study school, credit recovery options, and adult transitional education for individuals with severe cognitive disabilities.|Met||2018
19648570000000|Palmdale Elementary|7|Palmdale School District (PSD) uses the CDE’s data quest report of  1) Number of Classes by Subject and  2) Enrollment in Courses Taught    Through the Williams audit, PSD reviews the curriculum/ text books provided to students in the general population which includes K-8 grades, unduplicated student groups and Individuals with exceptional needs.   PSD uses their Student Information System to review class schedules and rosters and runs reports based on grade spans, unduplicated student groups and students with exceptional needs.   For middle schools, the Magnet Schools Assistance Program) MSAP accountability model provides additional data tables regarding student access/ enrollment in a broad course of study|For the 2017-18 school year, all PSD students had access to a broad course of study as defined by the California Education Code in the content areas of Language Arts, Mathematics, Social Sciences, Science, Physical Education and Visual and Performing Arts. Students in grades 6 – 8 had the option of choosing a variety of electives which follow their pathways. Sites may differ in these offerings based on their pathway focus. Pathways include: Law & Government, Space & Aeronautics, Fine Arts, Science & Technology, Engineering & Design and Medical, Health & Technology.  Students may enter a lottery to receive the opportunity to attend the middle school with their chosen pathway of study. At one of our K-8 schools, students participate in the International Baccalaureate Program. PSD has 4 Dual Immersion sites where students are learning content in English and Spanish.|Some of the barriers that could prevent all students this access are: at- risk ethnic student groups, students from low –income families, foster youth, the requirement for English Language  Development for English Learners, special education pull-out programs (Resource, Special Day Class, speech). Another barrier might include lack of time during the regular school day.|LCAP Goal #1 focuses on providing high level academic preparation and is comprised of core instructional programs and supplemental support services for low income students, English learners, and Foster Youth. Teachers, support personnel and instructional materials are designated to target effective instructional initiatives. High leverage professional developments and specialized learning programs were also implemented to address the needs of the unduplicated pupil population. Some focus areas in this goal include: Learning Support Teachers (LSTs) at all schools to implement and organize targeted interventions for unduplicated students, District New Teacher, Special Education, Educational Technology and English Learner coaches, Newcomer Center for English Learners new to learning English, a Technology integration plan and after school programs.  Social Emotional Liaisons to monitor Foster Youth to ensure they are receiving the resources and programs they need. A new middle school academy in the center of the city with the highest population of EL, FY and LI students gives them the opportunity to enroll in the STEAM/STEM courses and other electives. PE teachers at all sites to improve access to PE and Health programs. The Assessment Coordinator continuously monitors quarterly assessments and provides data for teacher collaboration to improve instruction for targeted students.|Met|Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on course offerings, and LCAP strategies and actions to support Priority 7.   Palmdale School District has a dynamic strategic plan, The Palmdale PROMISE, which has the vision of “…Every Student Leaves Ready for Success in High School and Beyond: College, Career, the Global World” which helps to ensure that all students have access or enrolled in a broad course of study as defined by LCFF Priority 7.  Reported to Board of Trustees on 11/6/18|2018
19648570112714|Antelope Valley Learning Academy|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
19648570125377|Palmdale Aerospace Academy|7|All students have access to and are enrolled in a board course of study. Additional supports include resources such as textbooks, online programs, and push in support are available to our students who have exceptional needs.|Every classroom is equipped with laptops for student use of a variety of online programs and textbooks. All students in classes wherein only physical textbooks are available, have access to the class materials.|N/A|TPAA will continue to provide the necessary materials and resources to all students|Met||2018
19648650000000|Palos Verdes Peninsula Unified|7|Students in PVPUSD are offered a wide variety of offerings across schools--in addition to core curriculum in all grades--and enrollment is monitored by the student information system, administration, and reported to the California Department of Education.|Students are provided academic counseling in elementary and intermediate school to provide information about high school placement and course offerings. Students are provided with instruction aligned to state standards in all grades, as well as remediation opportunities to ensure each student has a chance to arrive to high school at grade level and explore a broad course of study to graduate college and career ready. Students are provided with an online course offering handbook (posted for public review) and students are provided with a range of co-/extra-curricular offerings throughout their K-12 tenure within PVPUSD.|PVPUSD continues to seek alternate and creative funding as a result of the limited financial support offered to the district. PVPUSD must be diligent in offerings due to limited funds and monitors course enrollment carefully to preserve pathway offerings, remain relevant and rigorous in courses of study to meet student needs, and maintain staff with appropriate credentialing requirements.|PVPUSD continues to look into various course offerings to further CTE pathways, partner with local private and public organizations to provide college and career opportunities to students, and to further meet the needs of identified students in a variety of areas.|Met|In additional to Advanced Placement, Core Courses, 'A-G' Elective Offerings, and CTE Courses, PVPUSD offers courses in the following areas at one or more schools: Agriculture and Natural Resources,Arts, Media, and Entertainment,Building and Construction Trades,Education, Child Development, and Family Services,Engineering and Architecture,Fashion and Interior Design,Health Science and Medical Technology,Hospitality, Tourism, and Recreation,Information and Communication Technologies,Manufacturing and Product Development,Marketing, Sales, and Service,Multiple Industry Sectors,Public Services, and Transportation.|2018
19648730000000|Paramount Unified|7|Tracking Student Access to Broad Course of Study PUSD analyzes students’ access and participation in courses that reflect a broad course of study with reports showing course enrollment overall and for student groups.  Reports that show grades are used to analyze progress by grade level, course and classroom for all students and student groups.  District staff and principals monitor progress with these reports, which are provided by the Research and Evaluation Office.  Principals have access to reports and data through on line platforms and websites provided by the district. Elementary and middle schools will analyze reports generated by the SIS office that show how unduplicated students, as well as African American and SWDs are represented in programs such as AVID, GATE and accelerated math classes.|Extent to which Students have Access All K-8 students have access to the seven courses included in broad course of study. In addition to core academics, K-5 students participate in structured PE, choral music and art.  Choral music is offered during the school day, and instrumental music is offered to fourth and fifth grade students after school through the Harmony Project.  In order to provide English Learners greater access to AVID, this year AVID Excel is offered at each middle school. To increase access to general education curriculum for students with disabilities, the district has implemented co-teaching, particularly in middle and high school; 69% of students in grades 7-12 participate in co-taught classes.  To increase access for high school students, on line courses, summer school and extended day (after school) courses are offered.  CTE, A-G and AP courses are open to all students. Odyssey High School, a new STEM and project based learning high school, opened in fall, 2018 and was open to all incoming ninth grade students.  Data that confirms that PUSD provides all students access to a comprehensive course of study includes: -A-G completion increased to a high of 42% in 2016-17 and is expected to be higher in 2017-18. -Participation in CTE classes includes 2,570 students—57% of all students in grades 9-12. -Participation in AP courses has increased to 22% of all 9-12 students.|Barriers Preventing Access  One challenge is to provide English Learners who require an ELD course time in their schedule for an elective in middle school or for courses required for graduation in high school.  In addition, students who are newly immigrated to the district in middle or high school require more intensive support than a single ELD course.|Actions to Ensure Access  To increase access for long term English Learners, AVID Excel, which integrates ELD standards with the AVID college going curriculum, is being offered at each middle school for the first time in 2018-19.  The content of AVID Excel allows students to have both ELD and an elective in a single course.  ELD C is a newly created advanced level ELD course in grades 9-12 that has been approved for meeting A-G requirements, which will allow students to take other courses required for graduation, including electives.  PUSD is committed to continuing to find new ways to increase access and participation for English Learners. Information on progress toward this local indicator priority was reported at a Board of Education meeting on November 14, 2018.|Met||2018
19648810000000|Pasadena Unified|7|1. All Pasadena USD students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. 2. Course development and monthly meetings to reflect, refine and monitor student coursework 3.  Feedback documents from teachers and subject area lead with respect to content, sequencing, and assessment 4. Use of Student Information System (SIS) to monitor student enrollment in specific programs/courses of study 5. Use of Gradebook & Assessment systems to monitor student progress within specific programs  courses of study|All Pasadena USD students are enrolled in a broad range of study. For students in TK-5th grades, core subjects are a part of their minimum course of study in a self-contained environment. Additionally, some study is accessible in and out of the school day, such as visual & performing arts. At the secondary level, when a student first enrolls in school, he/she is assigned to a counselor. Every middle and high school has a staff of professionally trained counselors who assist students in program planning and encourages them to set and strive for personal goals. The guidance teams employ strategies to enhance academics, provide career awareness, develop employment readiness, encourage self-awareness, foster interpersonal communication skills, and impart life success skills for all students. Counselors work closely with teachers, administrators, and parents to see that student needs are met in personal, social, and educational development. The counselor can also be contacted to help solve problems.  Below are examples of a broad approach to course availability in PUSD: 1. Dual Language Immersion Programs 2. Academies 3. AP/IB courses 4. Honors courses 5. Visual and Performing Arts 6. Concurrent enrollment 7. Dual Enrollment  8. Math Academy  9. CTE courses|Core subject area courses are offered at all school, at all levels. Differentiated courses for intervention and enrichment are limited based on student group membership, availability of highly qualified teachers, or master schedule constraints. Materials to support the course of study are becoming problematic as Standards are updated but funding is not proportionally available to replace and update materials.|1. Partnering with the Enrollment office to ensure appropriate placement at the school where the course is available 2. Increasing number of highly trained teachers at each site via hiring and professional development 3. Increasing digital environment to allow for access to additional resources Additional information about enrollment in courses and the number of courses offered in different subjects at schools is available on the California Department of Education DataQuest web page. Pasadena Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed. For the 2017-2018 year, 100% of Unified School District's students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).  All Pasadena USD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. All PUSD secondary students have access to a broad course of studies within their school offerings. While some schools offer different specific pathways and specific programs within a course of study, secondary students are free to attend schools within the district that offer courses within their area of interest. For example, at one comprehensive high school students can participate in an Early College Program. At another high school, students can participate in an International Baccalaureate program. Over time, PUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Barriers preventing PUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day. Regular analysis of enrollment in a broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
19648810113464|Aveson Global Leadership Academy|7|Aveson School of Leaders ensure access to a broad course of study including the following courses .   English ? Mathematics ? Social Sciences ? Science ? Visual and Performing Arts ? Health ? Physical Education ? Other studies that may be prescribed by the governing board. The access is documented through the master schedule on Illuminate, Aveson’s student information system.|These are examples of generic master schedule offerings for students and the corresponding course of study.   Middle School Grades 6-8 English Language Arts 6, 7, 8 - English  Math 6, 7, 8 - Mathematics Projects Science-  Science Projects History- Social Science Physical Education- Physical Education Electives- Visual and Performing Arts   High School Grades 9-12 English Language Arts 9, 10, 11, 12 - English  Integrated Math 1, 2, 3 - Mathematics Trigonometry, Pre-Calculus and Calculus- Mathematics Integrated Science 1, 2, 3-  Science World History, US History, Economics, Government- Social Science Spanish 1, 2, 3- Foreign Language Physical Education- Physical Education Electives- Visual and Performing Arts  Electives- Applied Arts|The barriers to providing Career and Technical Educations is finding CTE credentialed staff and having the space and equipment for classes.|As AGLA continues planning on how to fund and implement CTE classes, the school supports and encourages high school students to take classes at Pasadena City College concurrently with their school based classes in order to ensure students have access to a broad course of study.|Met||2018
19648810113472|Aveson School of Leaders|7|Aveson School of Leaders ensures access to a broad course of study including the following courses:   English,  Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, Other studies that may be prescribed by the governing board. The access is documented through the master schedule on Illuminate, Aveson’s student information system.|This is an example of the master schedule for students and corresponding  the course of study.  Every student participate in each of the following instructional blocks.  Literacy Block - English  Math Block- Mathematics Projects Block- Social Sciences, Science Fine Arts Enrichment Block- Visual and Performing Arts  Physical Education Block- Physical Education Culinary Arts Enrichment Block- Other study prescribed by the governing board and charter.|There are no barriers preventing the school from providing a broad course of study for all students.|There are no revisions, decision or actions needed at this time due to every student having access to a broad course of study.|Met||2018
19648810113894|Pasadena Rosebud Academy|7|Pasadena Rosebud Academy is a very small charter school that serves roughly 200 students.  We offer classes in grades K-8.  As a small school we provide one class per grade level.   In grades K-6 each class is self-contained.  They have one teacher that provides instruction in all the academic content areas (language art, mathematics, social studies, & science).  Seventh and 8th grade students have two teachers.  One teacher teaches language arts, social studies, and Spanish as an elective.  The other teacher teaches math, science, and finance as an elective.  All students participate in physical education twice a week.    All of our students who have an IEP are included in the general education classrooms.  They are provided with special education services according to their IEP, which include academic support (push in/pull out), small group support and/or speech services.  EL students are included in the general education classes and are supported with SADIE instructional methods and strategies.|Pasadena Rosebud Academy is an elementary school/ middle school which serves grades K-8.  Students have access to instruction in all required content areas (language arts, mathematics, social studies, science, and physical education).|As a small charter school, we serve two classes in our middle school one 7th grade class and one 8th grade class.  Two classes only allow us to offer a select number of electives.  The electives that the students are offered are in alignment with the school’s vision and focus.|We will continue to offer access to a course of study that is in alignment with our school focus and vision.|Met||2018
19648810118075|Learning Works|7|Learning Works is a single independent study independent charter school authorized by the Pasadena Unified School District (PUSD) and functions as its own LEA. After students are enrolled in our program, a careful check of credits earned in previous schools is conducted in order to develop an Individual Learning Plan (ILP) to track attainment of credits toward graduation and to ensure a broad course of study.   Students are enrolled in a standards-aligned, module-based curriculum to complete all graduation requirements, which we have aligned to PUSD requirements. LW has designed a flexible, module-based curriculum that allows students to gain credits and academic skills that emphasizes projects, some classroom-based requirements, labs and field-based experiences. This design allows flexibility of scheduling and pacing while at the same time providing the support, engagement and connection that our students need to remain on the path to a high school diploma. Students are required to complete 180 credits. There are not two levels of academic classes—it’s all college bound coursework. We increased our Health course from 2.5 units to 5.0 units. Our graduation requirements align and exceed the state minimum course requirements (130 credits).  At minimum, curriculum offerings and requirements include:   • 4 years of English,  • 2 years of Math (including passing Algebra/Integrated 1) • 2.5 years of Science (including passing Biology; Environmental Science required) • 3 years of Social Studies • 2 years of Physical Education • 1 year of Fine Arts (Visual Arts & Performing Arts) • 0.5 year Health • Specified Electives: Writing, Financial Literacy, Computer Technology  Other Electives Offered: Driver’s Ed, Work Experience, Career Exploration, Parenting (for Pregnant Parenting Teen program students), GroWORKS (urban school garden/environmental and health/nutrition), and artWORKS (art programming).|LW is a single school site located in Pasadena with a resource center in Boyle Heights. All students enrolled in LW have access to the same program, depending on credit deficiencies and what is needed to graduate.|LW’s use of Individualized Learning Plans for all students ensures a tailored program designed to support high school graduation. The barriers our school experiences related to offering a broad course of study to all students have more to do with the independent study design of our courses. It is difficult to develop extensive elective and other specialized courses (such as Advanced Placement, foreign language, CTE and other options available in comprehensive high schools). However, we offer some classroom based experiences, access to tutoring every day, extensive field trips to add relevance to the curriculum, and lab-based experiences in science and mathematics to ensure that students can complete graduation requirements and receive the support they need.|LW has revised its PE curriculum/course modules and is developing CTE courses/pathways in arts & communication and environmental studies to improve student access to a broad course of study.|Met||2018
19649070000000|Pomona Unified|7|Pomona Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings from our course catalog in Zangle/Q (our student information system) and the CDEs Subject Course Areas Report (found in Dataquest). Additionally, we use IO Insights to help disaggregate course access by ethnicity, Language Proficiency, Family Dynamic (Homeless, Foster) and Students with Disabilities. We collected data from 2016-17 and 2017-18 to draw comparisons.|For the 2017-2018 year, 100% of Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).All PUSD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. All PUSD secondary students have access to a broad course of studies within their school offerings. While some schools offer different specific pathways and specific programs within a course of study, secondary students are free to attend schools within the district that offer courses within their area of interest. For example, at one comprehensive high school students can participate in an CISCO Learning Academy where students graduate Certified in CISCO networks. Two of our HS academies have distinct pathways that focus on STEM related fields (Engineering and Design, Medical Professions and Multimedia).  Our After School Education & Safety Program, known as The Learning Connection (TLC) offers a variety of engaging curriculum. Students experience, science experiments, agricultural projects, Visual and Performing Arts, civic engagement.   At the High school level we have increased the Participation in AP courses and in DUAL enrollment course via our partnership with our local community college (Mount San Antonio College).  This partnership has allowed for students to both meet A-G requirements, while earning college credit during their Junior and Senior year in high school.|Barriers preventing PUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day. In addition to offering the ASES, PUSD has offered several other courses to students before and after school using a Zero Period or through clubs. Funding for these before and after school sections comes from the LCAP.  Another barrier that prevent from developing a robust CTE/ROP program is the lack of credentialed teachers in the various fields. This issue is compounded by overall declining enrollment. Regular analysis of enrollment in broad course of study courses helps to inform the District as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Over time, PUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, LCAP supports the additional STEM coursework and materials for the Academy Programs (Engineering and Design, Medical Professions and Multimedia). In addition to supporting our academies, we are seeking to increase the CTE offerings and AP/ Dual Enrollment offerings at the comprehensive high schools.|Met||2018
19649310000000|Rosemead Elementary|7|Rosemead School District uses a process of analyzing the Student Information System (PowerSchool) and Principal Surveys to track the Priority 7, the extent to which our students have access to and are enrolled in a broad course of study.|During the 2017-18 school year, 100% of Rosemead students had access to and were enrolled in ELA, Mathematics, Social Science and Science classes, and Physical Education. Approximately 43 % of students have been identified as English Learners and 100% of those students receive instruction aligned to the new English Language Development standards. An elective Music Program is offered at the middle school and approximately 25% of students have enrolled in those classes. At the elementary schools,  students receive instruction in the Visual and Performing Arts but not consistently. Many teachers at various grade levels across the district have received arts professional development in the past and continue to utilize the strategies they learned into their classrooms, so arts integration is evident at every school. At one of our elementary schools, Encinita, formal arts integration and instruction is offered schoolwide in every K-6 classroom. For the 2018-19 school year, the districtwide goal for arts integration is to begin by having all K-1 classes receive formal visual arts lessons provided by a resident artist from the Music Center.|One of the barriers that the district has identified in providing access to a broad course of study is instructional time. Because the district has a large percentage of unduplicated students who need additional support, it has been challenging to find time during the instructional day to offer classes at the elementary level and elective classes at the middle school. Another barrier that we have identified is funding. Rosemead has invested heavily in class size reduction and professional learning days as strategies for increasing achievement.|The District has written grants to increase funding for the visual and performing arts and was recently awarded $43,600 from the Arts Ed Collective (formerly known as Arts for All Foundation) to expand our VAPA programming across the district. Our next step is to find additional funding sources to offer VAPA classes during the day and after school.|Met||2018
19649640000000|San Marino Unified|7|The SMUSD uses the Student Information System PowerSchool to track the extent to which all students have access to, and are enrolled in, a broad course of study. The system can identify the total number of students enrolled in any grade span and course as well as the number of students in our unduplicated count primarily students learning English, students who qualify for Title I funding, and students with exceptional needs.|Students in the SMUSD have equitable access to a broad course of study. Students learning English are enrolled in courses with grade level peers and provided support within those courses, along with designated support. Students with exceptional needs are also enrolled in courses with grade level peers and provided the appropriate support minutes and courses per their Individual Education Plan. All students have access to introductory courses for visual and performing arts courses, and computer programming courses. Honors and Advanced Placement courses are available to all students who meet the course prerequisite requirements.|Given the results of the summary of data provided by our selected measures and tools, it has been determined that the SMUSD is providing a broad course of study to all students at all levels. Prerequisites are a barrier to access of honors and AP courses given not all students can meet the pre-requisite requirements. Additionally, student access to courses may be limited based on their language level given their need for other supports learning English. Finally, students with exceptional needs may be limited in their course access given the needs identified in their Individual Education Plan (IEP).|In response to the results of the summary of data provided by our selected measures and tools, we are continuing our review of honors and Advanced Placement access.|Met||2018
19649800000000|Santa Monica-Malibu Unified|7|We reviewed what percentage of a year students were enrolled in a given content area in grades 6-12. This allowed us to conclude that our students have access to a broad course of student. For our elementary grades, we reviewed local survey results which indicated that 93% of parents of students at the elementary school level rated the overall quality of their school as excellent/good. 77% of all parents from the survey agreed/strongly agreed that their school offers a variety of academic courses.|Upon review of student course participation by student groups (EL, SPED, SED), we did not find noticeable differences in grades 6-8 between the sub-groups when compared to all students. However, in high school we find that our SPED student population is over-represented in tutorial type courses.|We need to identify if SPED students are benefitting from being part of the tutorial classes they are currently enrolled in. We will review current practices to identify potential barriers to ensure that SPED students have the same opportunities as their peers.|We need to work with our special education department, along with our high schools, to further explore why SPED students are in the tutorial classes they are currently enrolled in.|Met||2018
19649980000000|Saugus Union|7|All students in the Saugus Union School District are enrolled in a broad course of study. Our district uses a variety of local measures to track the extent to which all students have access to and are enrolled in a broad course of study. These include qualitative and quantitative measures. Our student information system contains current student data to ensure students have access to a broad course of study. Our credentialed teachers are provided with a detailed class roster where students’ information is monitored on a daily basis. Teachers provide their students with a daily schedule for all subjects that includes target and success criteria for student learning and mastery in all of the subject areas. All students have access to all of the grade level curriculum. Students with exceptional needs are provided with additional instructional support to ensure their individual instructional needs are met. Our second language learners are provided with additional language support in all academic areas. Our English learners are specifically provided with language instruction for a minimum of 30 minutes each school day. All students including our unduplicated student groups are provided with enrichment opportunities throughout the school day.|Following the SUSD Board approval process, all school staff ensure students have the necessary instructional materials across all grade levels. Dedicated staff review all instructional materials to ensure students have access to the broad course of study. Our curriculum council members reviews the course of study on an annual basis. Our Infinite Campus student data system provides detailed information regarding students and their specific learning profiles. As an example, our English Learners (ELs), students with disabilities and Foster Youth are identified through the state and district approved process. Our staff are provided the most current information to ensure the appropriate course of study is in place for each student. Our EL reclassification rates continue to increase and EL students’ CAASPP proficiency rates (met /exceed standards) were at 81%. Our English Learners continue to make progress. Our Socioeconomically disadvantaged students continue to receive additional support with academic and social interventions. We are analyzing and addressing the academic and social/emotional needs of our socioeconomically disadvantaged students and providing additional support that includes academic interventions and counseling. Counseling services are available at all school sites to support all students. All students including our unduplicated students groups are enrolled in a broad course of study throughout our schools.|Currently, 100% of our SUSD students have access to a broad course of study. For the 2017-2018 school year, all students had access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). Our course enrollment reports found in our student information system identify enrollment based upon student grades, unduplicated student groups, and students with exceptional needs. This data is monitored on a daily basis to ensure the student information data is aligned and current with the correct student information required.|Our district will continue to analyze student enrollment information to ensure students are identified correctly. Our district will also continue to ensure 100% access to a broad course of study for all students including our unduplicated student groups. Additionally, all of our schools provide enrichment opportunities for all students that includes access to music, arts, science and technology. We are fortunate to have TOSAs (Teachers on Special Assignment) and instructional coaches that focus on providing continuous instructional support and professional learning for all staff in the following areas: Technology, Physical Education, English Language Arts, Math, Next Generation Science Standards, and Arts Integration. A regular analysis of student enrollment, student achievement data results, and instructional needs affords our district with the process to make informed decisions regarding evidenced-based instruction. Our district is fortunate to provide each classroom with an Interactive Flat Panel and student Chromebooks to assist with and enhance the integration of technology across the curriculum and ensure a broad course of study. Additionally, our LCAP (Local Control Accountability Plan) goals and actions are created after careful analysis of student achievement data. Through stakeholder meetings conducted throughout the school year, input and feedback data are collected which provides information for continuous analysis of our practices and ensures a broad course of study for all students including our unduplicated count student groups.|Met||2018
19650290000000|South Pasadena Unified|7|South Pasadena Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Specifically, at the high school level,our continuous review of our UC/CSU a-g completion rate and those on track to complete UC/CSU a-g required courses for all students and significant sub-groups serves as our barometer for course access and completion at the high school level.|For the 2017-2018 year, 100% of South Pasadena Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All SPUSD students in grades TK – 12 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-5 (Math, English, Social Sciences, Science, Visual and Performing Arts, Health and Physical Education). All SPUSD secondary students have access to a broad course of studies within their school offerings (English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education).  Over time, SPUSD has increased the number of course options students have in various disciplines. For example, Pathways to College and Career have been created that begin at the Elementary level and go through High School.  The pathways include: Design, Visual, Performing, Media, and Performing Arts; Biomedicine; Engineering; Business and Finance; and Computer Science.|Barriers preventing SPUSD from maximizing broad course of study offerings to all students include a lack of funding to support more elective course offerings during the day, which are in addition to all those required, especially at the high school level for UC/CSU a-g completion.|The data reviewed indicated that some students were not taking full advantage of pathway courses and completing pathways.  Therefore, pathway communication documents are being built to articulate to students and parents the value of completing a pathway.  Counselors are also being trained regarding the value of pathway completion for students.|Met||2018
19650370000000|South Whittier Elementary|7|SWSD tracks progress for meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, report card data, and school schedules to access the extent to which all TK-8 students have access to and are enrolled in a broad course of studies.  SWSD utilizes enrollment reports that are developed through Aeries, the district’s student information system. This data can be analyzed by grade, student groups, and student with exceptional needs.|For the 2017-18 school year, SWSD elementary and middle school students had access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).  The district funds five physical education teachers to provide all students with the mandated amount of physical education minutes.  Comprehensive Healthy Youth Act curriculum, Teen Talk, is used within the 7th grade science classes.  Graves Middle School offers as Band and Painting as part of their master schedule and the classroom teachers at the elementary level offer Visual and Performing Arts as part of their instructional week. Currently SWSD school district offers foreign language outside of the school day at the elementary and middle school level as extracurricular opportunities. The AVID courses  at the middle school support a college and career path for our students. In 2018-19 school year, Culinary Arts classes will be added to the master schedule and foreign language will be offered in 2019-2020 during the instructional day.|SWSD is working to increase the numbers of high quality bilingual teachers from within the district in order to enhance the pedagogic skills of the current teachers who are not authorized to teach a world language class.  Currently there is only one teacher at the middle school level who holds a BCLAD authorization.  SWSD plans to offer foreign language and dual language in the 2019-20 school year by hiring teachers from within the organization.  In order to prepare more teachers for bilingual instruction, SWSD is participating in the Los Angeles County Bilingual Teacher Consortium (LAC-BTC).|In the 2018-19 school year, Culinary Arts is added to the master schedule at the middle school to support the college and career interests of the students.  An additional counselor will be hired to support the middle school students in the 2018-19 school year to support our students with the transitions from elementary school  and to the high school district.  In the 2019-2020 school year, foreign language will be offered within the school day, the district will offer foreign language as an elective at the middle school level and will be implementing dual immersion at two of the elementary schools within the school district to address the need of foreign language within our schools.Regular analysis of enrollment in broad course of study helps inform the district as it makes decisions on the offerings and using LCAP Supplemental and Concentration funds to support Priority 7. SWSD works closely with the Whittier Union High School District to offer access to a Broad Course of Study that helps prepare our students for high school coursework.|Met||2018
19650450000000|Sulphur Springs Union|7|The Sulphur Springs Union School District regularly engages in a comprehensive and thorough process to assess equity, opportunity and access to a broad course of study at the elementary level.  Student in TK-6th grades, including English Learners, low income, Foster Youth and students with special needs, have access to core curriculum which includes Language Arts, Mathematics, Science, Social Studies, Health, Physical Education, and Visual and Performing  Arts.  Locally selected measures include District designed progress monitoring tools, interim assessments, LCAP stakeholder data evaluation meetings and State of California mandated assessments.|In the Sulphur Springs Union School District, all students, including low income, English Learners, Foster Youth, and students with disabilities, have access to a broad course of study in all subject areas. The District has also adopted new State approved English Language Arts curriculum for all students preschool through 6th grade. Sulphur Springs Union School District data indicate that all students, including low income, Foster Youth, those with special needs, English Learner student groups are making steady progress in Language Arts and Math.  As a District, analysis shows that students in identified Title I schools are scoring on par with their non Title I peers.  Overall, the District has continued to show improvement for ELA from 2016 to 2018. Students grew from 60.16% in 2017 to 61.38%% in 2018. This is a slight increase and with a new adoption of ELA as well as new intervention programs, we expect an increase in academic growth for the 2019 school year.  In mathematics, overall, students have sustained previous growth.  The District had 49.54% of the students meeting and/or exceeding standards.  In 2018, 50.21% met and/or exceeded. (Overall for the last 3 years, we have grown 2.21%).  The SSUSD has worked with site administrators, teachers and various other LCAP stakeholder groups to identify proposed actions and services for the upcoming school year.|"The Sulphur Springs Union School District takes great pride in the vision to meet the needs of all students while addressing the ""whole child"".  To ensure students have opportunity and access to a broad course of study in all subject areas, increased efforts have been taken to ensure full implementation of all adopted core curriculum in all general and special education classrooms.  Additionally, the District has also implemented a full Emotional Support Program throughout the District where every site has access to counselors, psychologists, and behavioral support teams. In addition, the District has secured a School Social Worker to assist students and their families with social emotional support.  Having the District's entire Emotional Support Team in place has helped to remove barriers that may be getting in the way of students not being able to access the curriculum."|"The Sulphur Springs Union School District has embarked on the meeting the needs of the ""whole child"" approach.  A District Social Worker has been secured to assist students and their families with social emotional concerns. With the addition of a School Social Worker, the District now has a comprehensive Emotional Support Program that is comprised of counselors, psychologists, and the School Social Worker.  Additionally, Educational Services Department and Special Education Department is aligned to ensure that all student groups have access to academics and needed supports.  Special consideration for students with disabilities, Foster Youth, low-income, and English Learners has been given. Further, the District has implemented a District wide reading and mathematics intervention programs for all students in need."|Met||2018
19650520000000|Temple City Unified|7|The tools that TCUSD uses to track the extent to which all students have access to, and are enrolled in, a broad course study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served include the following student information systems: AERIES (including grade book) and EADMS.  TCUSD tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a board courses studies. Additionally, course enrollment reports developed in the district's student information system, AERIES, identify access and enrollment based on grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to an/or enrolled in a broad cause of studies were analyzed.|For the 2017-2018 school year, 100%of TCUSD's students have full access to a broad course of studies as defined by California Education Code 52120 and 51220 (a)-(i). All TCUSD students in grades TK-6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas of identified as a broad course of study for grades 1-6. Elementary students have access to some courses, such as visual and performing arts and STEM classes, both within and outside of the regular school day. ALL TCUSD secondary students have access to a broad course studies within their school offerings, which include a variety of CTE pathways. The secondary students also will have access in 2018-2019 school year to dual enrollment with Pasadena City College, Pasadena, California. This program will provide opportunities for additional classes outside the school day.|Barriers preventing TCUSD from maximizing a broad course of study offerings to all students include a lack of time during the regular school day. In addition to offering Dual Enrollment, the district offers its own courses outside the regular school day to provide students with more options at the secondary level 9-12.|Regular analysis of enrollment in a broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
19650600000000|Torrance Unified|7|The locally selected measures used to track the extent to which all our students have access to, and are enrolled in, a broad course of study are as follows: CA Department of Education Course Enrollment Listing, CA Dashboard College Readiness data, AP enrollment: course completion: and AP Exam results, Honor course enrollment and completion rate, National Student Clearinghouse data in addition to Counseling team graduate plan via Naviance and PowerSchool information systems, and Self-Study report results.|Using these locally selected measures, we have determined differences in the following subgroups: African American (38.8% prepared), Hispanic (47.8%), English Learners (32.8% prepared), and Students with Disabilities (41.1%) prepared) subgroups in our overall ‘Prepared’ CCI measures. In our A-G completion rate, both our ELL learners and our male population show differences.|Given the results of the measures, the barriers preventing our students from access to a broad course of study for all students begin with Master Scheduling. We  need to better define pathways and singleton courses to make our Master Schedules, and hence more courses, accessible and available for students. Another barrier is for our English Language Learner students who are required to take Workshop classes, which eliminates their ability to take an A-G course. In working towards redefining our Master Schedule we have been able to add both more honors and AP courses this past year and open up more availability for students.  Finally, although students may be enrolled in A-G coursework, they may not be earning a grade of C or better.|In response to the results of the measures, the revisions, decision and new actions to ensure access to a broad course of study for all students is as follows: In planning to close the gap, resources are focused on our subgroups not meeting A-G and enrollment in a broad access to coursework.  In addition the following actions are occurring: Tutorial periods at all sites implemented to focus on at-risk students and subgroups (i.e. Hispanic, ELL and SED) to move % of meeting and exceeding standards for these subgroups. Continued staff mindset shift on the importance of A-G courses, further embracing and ensuring open access, and encouraging prepared students to take advanced classes. Continue growth and importance placed on Literacy across the curriculum as seen in the positive ELA results showing growth per CAASPP scores, grades, and positive AP assessment results. Increase student and parent College and Career Readiness opportunities and experiences, i.e. College Week focus and activities, Weekly Principal E-Newsletter with the incorporation of College & Career Readiness news and offerings. Identifying students with grades below a C in A-G coursework and offer a process for credit recovery/grade improvement. Early identification and enrollment in entry level Honors courses.|Met||2018
19650780000000|Valle Lindo Elementary|7|100% https://4.files.edl.io/335c/06/27/18/135318-1a6a95e0-08ba-4e6d-94db-774751f150fc.pdf|100% https://4.files.edl.io/335c/06/27/18/135318-1a6a95e0-08ba-4e6d-94db-774751f150fc.pdf|N/A (Ranking 100%) Areas for consideration: -Master Scheduling -Course Sequence -Prerequisite Requirements|https://4.files.edl.io/335c/06/27/18/135318-1a6a95e0-08ba-4e6d-94db-774751f150fc.pdf The LEA will continue to dialogue with all stakeholder groups to ensure best practices.|Met||2018
19650940000000|West Covina Unified|7|The West Covina Unified School District utilized a variety of measures to track students' access to, and enrollment in, a broad course of study during the 2017-2018 school year. In the elementary grades, instructional schedules and class lists were utilized to measure the extent to which all students, including low income, foster youth, English learners, and individuals with exceptional needs, participated in English language Arts, mathematics, science, social science, health, physical education and fine arts. At the secondary level, master schedules and class rosters were utilized to track all students' access to a broad course of study including English language arts, mathematics, science, social science, physical education, visual and performing arts, applied arts, foreign language, and career technical education.|Students at the elementary level across all eight district school sites were provided access to and enrolled in a broad course of study in the self-contained setting over the course of the 2017-2018 school year. Students, including low income, foster youth, English learners, and individuals with exceptional needs participated in English language Arts, mathematics, science, social science, health, physical education and fine arts.  Additionally, the West Covina Unified School District provided a dual language immersion program in Spanish-English at two elementary sites which afforded students foreign language study at the elementary level. Moreover, two elementary sites provided the International Baccalaureate (IB) Primary Years Programme of study which fosters globally-minded, inquiry-based learning across the integrated curriculum. At the secondary level, students also had access to and were enrolled in a broad course of study including English language arts, mathematics, science, social science, physical education, visual and performing arts, applied arts, foreign language, and career technical education. The IB Diploma Programme at one of our comprehensive high schools also afforded a broad course of internationally-minded, inquiry-based study to a wide range of students which expanded upon the study at the elementary level into the secondary level. The Advanced Placement Capstone program at our second comprehensive high school also provided a broad course of college preparatory course work to students. Certainly, the district offers a robust range of Career Technical Education (CTE) courses and pathways to its high school students across the district in conjunction with the Regional Occupational Program and Mt. San Antonio Community College.  Dual enrollment courses are offered at both comprehensive high schools and a new high school/early college academy opened in fall of 2018. The Mt. SAC Early College Academy offers students high school and college classes concurrently in the school day. Depending on their selected pathway, students may even earn their AA degree upon high school graduation. A wide range of students, including unduplicated pupils and students with exceptional needs, continue to be supported in biliteracy, multicultural competence, and integrated curriculum through the West Covina Unified School District's broad course of study.|The West Covina Unified School District is working diligently to ensure that all students including unduplicated pupils, individuals with exceptional needs and targeted student groups, are provided complete access to and enrolled in a broad course of study in addition to necessary coursework such as designated English language development or essential study skills courses. The district is also making strides in providing additional world language opportunities to more students through the expansion of the dual language immersion program into the middle school level. As the district offers a robust range of A-G courses as well as CTE courses and pathways, our site administration, teachers, and staff members are working diligently to ensure that all students and parents are informed regularly of course and program choices to maximize enrollment in these courses.|The West Covina Unified School District will continue to examine and refine site master schedules, classroom instructional schedules as well as class lists to ensure equitable access to and participation in a broad course of study to all of its students, including unduplicated pupils, individuals with exceptional needs, and other targeted student groups.|Met||2018
19650940112706|California Virtual Academy @ Los Angeles|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives that range from foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on an semi-annual basis at a minimum. Additionally, administrative teams review course reports regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of students are enrolled in a minimum of language arts, math, science, and history at the TK-8 level, with the majority of students participating in at least six courses. High school students are enrolling regularly in college preparatory, honors, and Advanced Placement, and credit recovery courses. TK-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to develop a CTE program and offerings.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met||2018
19650946023527|San Jose Charter Academy|7|San Jose Charter Academy is dedicated to giving each student a world-class education that supports the development of the whole child: mind, body, and heart.  By this we mean all students in all subgroups have access to a range of academic coursework, emphasizing literacy, that has depth and meets and challenges their minds in communication, problem solving, historical understanding, social awareness and scientific thinking, health and physical education that supports the active development of their body, visual and performing arts that develop their understanding and capacity for expression, and character and leadership education that continually develop their impact and purpose.  San Jose Charter Academy has made a deep commitment to using curricula that can create a clear, concise and articulated program for a child’s primary, elementary and middle school experience.  Therefore, the content framework, language, concepts, structures are consistent as their learning develops.    All TK-8th-grade students receive the topics of English- Language Arts, with literacy being a focal point in their day and directly instructed at their functioning level: whether they are in need of more advanced coursework, instruction at grade level, or remediation.  All students have access to grade-level instruction in mathematics.  All students have access to grade-level standards instruction in social studies and science, using technology and literacy to enhance instruction of Next Generation Science Standards and the C3 Social Studies framework.    All students, TK-8th grade,  have access to instruction in both performing and visual arts through formal music instruction and visual art instruction.  All students have access to physical education and are taught skills & movement, sports, and teamwork.     All students have access to the use of technology from kindergarten through 8th grade, with elementary having classroom iPads and an iPad lab, and each student in grades 6-8 have a laptop. All students have access to character education to guide social-emotional function and effectiveness.  The Leader in Me curriculum and mindset is used to teach effective leadership paradigms to guide social-emotional development, as well as the integration of our enduring 8 Core Values: Respect, Responsibility, Justice, Compassion, Integrity, Wisdom, Courage, and Hope.|The San Jose Charter Academy Student Information System (SIS) identifies that all students maintain the same access to the same course of study of the following subject matters; english-language arts, mathematics, science, social studies, art, music, and physical education.  Within every homebase classroom, core values and leadership, using The Leader In Me curriculum is provided. Forty-five minutes a day is provided for grades 1-5 for clustered learning which allows for intervention and assessment to ensure students can meet the demands of the Common Core State Standards.  A preventative tutoring model is provided from grades Kindergarten through grade 2 to help ensure students are reading by grade 3. As specified in LCAP Goal 3, the intervention literacy programs of System 44 and Read 180 support those identified as needing intervention literacy instruction through literacy screeners and/or an IEP.  Technology is embedded all student learning.  All classrooms grades K-2 have a 1:2 iPad ratio.  All classrooms grade 3-5 have a 1:1 ratio with iPads, and grades 6-8 have 1:1 laptops to also extend their academic learning using media arts, which is also a course offered in grades 6-8.  As defined in LCAP Goal 3, all students have access to intervention/support softwares: Achieve3000, Lexia, and STMath. Grades 6-8 also have access to Carnegie MATHia.  Intervention software assists in the acquisition of Common Core State Standards and learning expectations from Kindergarten to grade 8.  No student is denied access to any offered courses.  In fact, where technology can enhance or bridge functional gaps, it is used to allow more student access to experience and learning.|While all students have access to all coursework, we are not always able to easily aggregate the performance in all curricula, behavioral, social-emotional data in current practice, nor longitudinal practice.  Therefore preventing a robust understanding of the whole child.|To address the barriers, we have purchased a program that allows us to consider a variety of factors that could inhibit greater access.  It not only aggregates all academic, social-emotional, behavior and student information data but allows us, in infographic format, to analyze initial indicators of possible obstacles to avert student regression and areas of opportunity.|Met|Equitable access for all students is a top priority at San Jose Charter Academy|2018
19651020000000|Westside Union Elementary|7|Tools used include: PowerSchool Student Information System Illuminate Student Information System Follett Destiny textbook and inventory management software Daily schedules  Classroom rosters Annual California Basic Educational Data System (CBEDS) data collections California Longitudinal Pupil Achievement Data System (CALPADS) data collections English Language Proficiency Assessment for California (ELPAC) Reclassification results State CAASPP results California School Dashboard and 5 x 5 grids California Physical Fitness Test results California Healthy Kids Survey Educational Passport System (EPS) SEIS- Special Education Information System OLSAT-9 for GATE identification PSAT results|All students, grades K-8, are enrolled in and receive standards- based instruction in language arts, math, science, social studies, and physical education.  All schools are AVID (Advancement Via Individual Determination) certified and over 100 teachers are trained annually in AVID pathways in order to ensure all students are prepared with the skills to be ready for college and careers. Additionally, all District schools utilize Project Lead the Way curriculum and lead teachers at various school sites provide training, support, and push-in teaching to improve our delivery of STEM/STEAM education. These STEM/STEAM experiences provide kids with hands-on, problem-based activities where students are challenged to collaborate, apply knowledge, and to find solutions to real world problems. Moreover, there are dedicated maker space labs at both the IDEA Academy at Cottonwood and Joe Walker STEALTH Academy.  The District has four lead teachers who have participated in the Technology Enhanced Arts Learning Project and the District is beginning a partnership with the Los Angeles Arts Collective to develop a long range arts plan. The District has a full time elementary art teacher and elementary music teacher who service the schools with the highest percentage of unduplicated pupils, IDEA Academy at Cottonwood and Quartz Hill Elementary.  In addition to a comprehensive core instructional program, the District has invested heavily in a social, emotional learning curriculum for all students. Sites have adopted the Boys Town educational model in order to provide students with strategies to create a productive and cooperative learning community. A newer program, Leadership Development through Physical Education, has been adopted at all elementary schools. In this program, physical education teachers use experiential learning, team building activities, and communication strategies to build leadership, empathy, social responsibility, and perseverance in students grades 4-6.  At the middle school level, all schools offer advanced coursework in Language Arts and Math.  Students can either self select to participate in these programs or site administration uses state and district assessments to identify students who would be better served in these courses. Also, middle schools offer elective course pathways in fine and performing arts, engineering, robotics, and woodshop.  The District is currently working the state’s Scaling Up Systems of Multi-tiered Support (SUMS) Initiative to develop site-specific and districtwide Multi-tiered Systems of Support. “MTSS is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success.”  (CDE, 2018)|Since the adoption of the CCSS, the District has been on a very aggressive timeline to purchase state board approved instructional materials for all content areas.  Between 2015 and 2020, the District has and will continue to pilot and adopt curricula for math, language arts, social studies, and science.  While the instructional materials were imperative for meeting the demands of the new, robust standards, the challenge of learning and delivering instruction with a new set of materials every year is a challenge for teachers. The lack of qualified subs compounds this challenge when planning for release time for training, planning, and assessing.  Therefore, the scope of the course of instruction may become either very broad but shallow, or very deep but not broad as teachers are adjusting learning new curricula.   Another barrier is that the District has hired 178 teachers between the 2015-16 and 2017-18 school years.   Presently, 13% of our 413 teachers hold pre-intern or intern credentials.  Having such a large percentage of new teachers with limited professional experience can impede the ability to provide access to a broad course of study for all students.  A great deal of training on differentiated instruction, language acquisition, assessment, and Universal Design for Learning is greatly needed for those new teachers, yet, again a shortage of subs limits the ability to provide professional learning opportunities.   Two of our school sites, Anaverde Hills and Del Sur, support students in  Kindergarten through 8th grades. Due to the small size of the middle school population at these sites, opportunities to offer advanced coursework or robust elective programs are often reduced. Approximately 6% of the District’s student population are English Learners (ELs).  ELs are spread across the District’s school sites, resulting in larger populations of students at some schools and smaller populations of students at other sites.  As a result, the District continues to plan and provide meaningful professional development to address diverse student needs, supplemental supports, and intentional strategies for English Learners.  As previously stated, time for training and lack of substitutes impacts trainings offered. Social emotional learning curriculum, Boys Town and LDTPE, is used District wide, which is newly in place within the last two years.  The consistent implementation across the District is a challenge due to the need for continued in-depth training built in throughout the school year to build sustainable systems that support the SEL curriculum.  As the District moves into the third year of implementation, continued training for staff, ongoing data collection, and intentional observable practice as an extension of support, will be in place.|Due to the limitations associated with district hosted/provided training, WUSD has concentrated on building the capacity of site based teacher leaders with specialized areas of expertise. This allows sites to provide instructional supports and training during the contractual school, which decreases need for subs.Teacher leaders have formal training in AVID, assessment, math, writing, arts, science, and technology. Additionally, professional learning opportunities have been shifted to non-contractual days during seasonal breaks.   The District has developed a robust system for new teacher support including 1:1 support, Professional Learning Communities, and direct classroom support. Full-time release support is provided  for general education and special education interns as well as for participants in the New Teacher Induction Program.  Every teacher is supported weekly by their mentor/coach with the focus aligned to their goal and individual support plan.   Districtwide AVID implementation has proven to be highly effective in helping staff and students address instructional focus at all sites. AVID’s school wide system brings research-based curriculum and strategies to students to develop critical thinking across all content areas. AVID-trained teachers are at all district sites.  AVID training and support is robust and ongoing. Teachers and administrators participate regularly in professional development opportunities provided by Educational Services staff members, LACOE, and AVID Center. Day-to-day professional development is supported by the AVID school site team. Each AVID school site team participates in four AVID Collaborative Rounds, which focus on the cycle of continuous growth and improvement.Time is dedicated to implementation walks, the development of site goals, analysis of data/findings, and documentation of next steps.     Counseling support at all sites include specific groups for strong-willed students, grief groups, students who are exhibiting signs and behaviors due to trauma, academic organization skills, and clubs such as Student Ambassadors or Kindness. School counselors are assisted by a cadre of Campus Climate Assistants, highly trained paraprofessionals who provide social emotional learning opportunities during unstructured parts of the school day, recess and lunch. The counseling team is in the foundational stages of building a comprehensive program using the ASCA model.  The team frequently reviews data data as a means to continually improve access and programs.  In order to address the needs of EL students across the district, professional development is in place to build the capacity of the bilingual assistants since they, support for students on a daily basis.Instructional Coaches continue to push out targeted professional development to meet the diverse and unique needs at each school site.  Cross-training in these areas have helped to address the sub shortage and lack of training time|Met||2018
19651100000000|Whittier City Elementary|7|Whittier City School District tracks progress in meeting Priority standards by reviewing master schedules (middle schools), classroom daily schedules (elementary Schools), course offering descriptions and school schedules to determine the extent to which all students have access and are enrolled in a broad course of studies. In addition, detailed course enrollment reports developed in PowerSchool are utilized to identify access and enrollment based upon grade spans, unduplicated student groups, and individuals with exceptional needs. The district also tracks progress by reviewing quantitative data reflecting the percent of students with access and/or enrolled in a broad course of study.|For the 2017-2018 school year, Whittier City School District demonstrated progress in ensuring that all students in grades TK-8 had full access to a broad course of study as defined by California Education Code 51220 and 51220 (a)- (i).  Overtime, Whittier City School District has increased the number of options students have in selecting specific courses of studies within and outside of the regular school day. All students in grades TK-8 are enrolled in a broad course of studies.  All elementary schools offer access and enrollment in the seven areas identified as the broad course of studies for grades 1-6. Courses such as visual and performing arts are available to elementary students both during and outside of the school day. For example, students in grades K-5 have access to music and art within their regular school offerings, while courses such as dance and choir are offered through the extended day program funded through the LCAP., While all schools provide a broad course of studies, schools offer different specific programs under their theme academy focus. For instance, our school of performing arts offers choir, theatre, and dance within the school offerings, while our STEM & Dual Language Academy may offer robotics, coding , and Spanish . Other schools may offer these courses outside of the regular school day. In addition, Whittier City School District is an Open enrollment district which gives students and their families the option to attend any school within the district that offers courses within their area of interest . Middle school students in grades 6-8 have access to a broad course of studies within their regular school offerings. Through the LCAP process, Whittier City School District  has made great progress in expanding their broad course of studies for all students. Extended day sport programs, AVID, Band, Spanish and STEM course offerings are now offered to students in grades 6-8 within and outside of the school day. Programs such as these allow English Learners to access a variety of course offerings even when their school schedule does not allow for such electives during the regular school day.|Barriers preventing Whittier City School District  from maximizing broad course of study offerings to all students include a lack of time during the regular school day. Typically, students who are in need of additional support due to learning English as a second language or struggling academically, are the students that benefit most of a diverse program offerings. Before and Extended Day Programs ,such as the ones mentioned before, allow English Learners and Academically struggling students to access a variety of course offerings even when their school schedule does not allow for such electives during the regular school day.|Whittier City School District will continue to monitor progress in meeting Priority 7 by conducting regular analysis of enrollment in broad course of study courses. This information will assist the district make decisions on offerings as well as inform stakeholders at LCAP meetings of ways they can best utilize LCAP supplemental and concentration funds to support priority 7.|Met||2018
19651280000000|Whittier Union High|7|First, there are very few courses that are not A-G approved for students to take in WUHSD. District philosophy is to provide additional support, not to lower expectations. Second, there are a multitude of measures that are utilized in Whittier Union to ensure that all students have access to, and are enrolled in, a broad course of study. These include a variety of reports and pivot tables that are sent to the sites eight times each year whenever there is a grading term. Reports are often longitudinal; e.g., percentage of students’ schedules in A-G coursework, students’ success rate (courses above a C), and percentage of students on-target to graduation rate. Accompanying these summary and disaggregated reports are pivot tables that drill down to the program, grade level, subgroup, and actual student so that intervention and support can be provided to the student before semester grades are posted on the transcript and the student finds themselves behind. All of the Pivot Tables have slicers for grade level, gender, ethnicity, special education, language proficiency, foster or homeless status, socioeconomic disadvantaged; along with all of the course characteristics, including department, A-G course, etc. The slicers assist in digging deeper into the data to uncover situations before they become issues, ensuring that no student falls through the cracks.  Finally, a teacher at each school site serves in the extra duty role (10 hours per month) of Data Lead to assist administration in the collection and analysis of the of data to ensure students’ success.|The longer that sites are measured using the different analytical measures, and it is published, the closer they become on those measures.  Ninth and tenth grade always have a lower percentage of A-G courses in the schedule; however, this is when students are enrolled in Physical Education courses, which are typically the only courses not approved for A-G status.|Two sites house the Newcomer ELD program where students new to the country are enrolled. When examining the schedules these students have, it can be seen that they have a broad course of study; however, they often need to double-up on ELD throughout the day, which often means it takes longer than four years for them to complete their high school education. This may be seen in as a barrier in some districts, but it is allowed in WUHSD. Students’ educations are more important than state accountability.|To ensure continual reflection, followed by coherent action, throughout the year at all sites, the Board revised the Measurable Targets to which that all principals are held accountable. Two of the new targets include the percentage of unique students enrolled in AP classes and the percentage of those students who take at least one AP test. These new targets join the percentage of students completing A-G coursework.  Longitudinal data on the Measurable Targets is listed on principals’ evaluations and is a driving forces within the district, guiding many decisions, ensuring access for all students. With declining enrollment, some AP courses need to be offered every other year at some sites or students need to attend the course at another high school; however, creative solutions are always explored.|Met||2018
19651360000000|William S. Hart Union High|7|The Hart District tracked progress in meeting Priority 7 standards by performing a review of school schedules, course offerings and course enrollment reports to assess the extent to which all students have access to, and are enrolled in, a broad course of study.  Course enrollment reports developed using the District’s data analysis program, Tableau, identified access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-18 year, the data reviewed showed that the vast majority of Hart District students had full access to a broad course of studies as defined by California Education Code 51210 and 51210(a) – (i).  The data reviewed also showed that not all English Learners (EL) were enrolled in a broad course of study. Specifically, EL students were under represented in the enrollments of their grade level English and social studies courses of World History and US History.  Also, the District currently offers 31 CTE pathways and the review showed that student access to all of the pathways is limited based on the student's school of attendance.|EL students were not being placed in their grade level English and social studies courses due to the belief of school staff that the available support services for EL students would be unable to provide the student with the necessary tools to ensure that the student could pass the class.     The limited access to the CTE pathways is due to the impracticality of offering all pathways at all sites, the location of the school sites and the limitation of the school day hours.|To better identify and address the issues that keep EL students from enrollment in grade level English and social studies courses, the District reclassified the ELD Teacher on Special Assignment's job description to that of a Curriculum Specialist with additional responsibilities. This person will work directly with site EL Administrators and Coordinators to ensure EL students have access to, and success  in, grade level content.    To expand access to pathways that are not at every school site, the District funds the Career and College Readiness (CCR) program and provides support for the “College Now” program, a partnership with the local community college.  All of the CCR (formerly ROP) courses are taught after the regular school day and those courses are accessible to all high school students.  They are offered after school at various campuses throughout the district in order to address the barriers of location and the limitations of the school day hours.  The “College Now” program offers a variety of college courses that are taught on the high school campuses, before and after the regular school day.  All high school juniors and seniors have access to the college courses in the “College Now” program.|Met||2018
19651360114439|Mission View Public|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
19651360117234|Santa Clarita Valley International|7|In grades TK-12, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: • Individualized Learning plans (ILPs), revised at least once per semester • Presentations of Learning (POLs), presented by each learner at the end of each year • 4 year plans, at the high school level • Percentage of high school learners who complete graduation requirements  • Percentage of high school learners who participate in dual enrollment at the local community college • Percentage of learners who access and complete online A-G approved courses|All learners have access, and are enrolled in, a broad course of study as defined by EC sections 51210 and 51220(a)-(i), as all courses offered intentionally follow those codes. All learners identified as unduplicated pupils, as well as individuals with exceptional needs are served via push in services in their classrooms. No learners are removed for services. The use of Individualized Learning plans (ILPs) encourages learners to continually set goals for achievement.  This, along with the use of 4 year plans at the high school level, encourages learners to take courses at local community colleges as well as online. Presentations of Learning (POLs) completed at the end of each year, are comprised of cross-curricular materials and projects. Learners present on knowledge gained during the year, as well as discussing plans for academic courses for the following year.  At the high school level, all courses required for graduation are A-G approved.  Learners can also choose an International Baccalaureate graduation path, which meets the same requirements.|There are no barriers preventing the LEA from providing access to a broad course of study for all learners.|While there are no new actions needed to ensure access to a broad course of study for all learners, there will be continued support to ensure all learners complete graduation requirements, as well as Community College, UCOP A-G approved and CTE courses.|Met||2018
19651361996263|Opportunities for Learning - Santa Clarita|7|OFL-WSH’s personalized and guided learning format aligns with the school’s mission of serving the individual needs of each student. It affords the school the ability to tailor an academic program to meet the specific needs of each student in instruction and post-secondary goals. External transcripts are accessed and re-assessed by a team of school staff including Teachers and Student Advisors. An instructional plan is developed by the team and collaboratively discussed with parent and student. The instructional plan is revisited during conferences and routinely throughout the year as the student’s needs and situations change. Students are assigned coursework to complete each week and attend regular appointments with the same teacher for instructional support, clarification on content, and assessment. Each student is required to complete a minimum number of units each four-week learning period to stay on pace for cohort graduation. Students who are in need of credit recovery or who are seeking to graduate early are encouraged to complete more units per academic school month. Students are provided with individual planning guides with agreed-upon goals and targets. The self-guided units are completed in the student activity workbooks (SAWs) and through the completion of performance tasks embedded in the coursework. SAWs contain rigorous curriculum and include Internet activities, essay writing, and other various methods of assessing student learning and depth of knowledge. Student academic tracking is completed and monitored through a student information software which allows instructional staff to plan appropriate course enrollment.  Upon enrollment, English Learners and students with IEPs are identified.  The ELD Specialist and SES teachers are contacted and become part of the assessment and instructional planning team. All EL students work with the ELD Specialist multiple times per week in a small group setting. Students with IEPs work with the SES teacher and paraprofessionals multiple times per week in the Resource Room in small groups and one-on-one. In addition, students take a diagnostic assessment, RenStar three times per year to determine appropriate course placement initially and then to re-access placement and provide interventions and support ongoingly throughout the year. Students assessed as below grade level in math and English are immediately placed in intervention courses, such as Accelerated Math and Accelerated Reader. Assessment, student achievement, and the individualized instructional plans are also used to determine SGI (Small Group Instruction) placement.|All sites in the OFL-WSH region have the same programs and students have the same access to a broad course of study.  After external transcripts are evaluated by the team, including, but not limited to Teacher, Student Advisor, Assistant Principal, EL Specialist, and SES Teacher, a course of study is developed and individualized based on the unique needs to of the student. Planning Guides are used by the team to determine gaps in grade level courses and credits. Instructional planning and decisions are discussed and agreed-upon with students and parents and Planning Guides are supplied to parents and students at enrollment and every semester. Utmost importance is placed on fulfilling graduation requirements and creating a path for students that move them towards graduation and academic success. Students meet with their Teachers and the Student Advisors regularly to discuss course loads, future courses, and post-secondary plans. OFL-WSH offers students a broad range of courses to meet students’ needs including courses that meet A-G requirements and are NCAA approved. Small Group Instruction (SGI) classes are offered in core subjects multiple times per year allowing for schedule flexibility. AP courses are offered as well to interested students. In the 2017-2018 school year, the school also offered two college credit courses on the school site as part of a dual enrollment option enabling students to earn high school and college credit simultaneously. All students are encouraged to participate in the experiential learning trips where elective credit is earned. WIOA partnerships have allowed students access to post-secondary planning, life skills training and courses, and career path programs.   Student progress is monitored weekly to make sure students are on track for graduation and are following individualized set goals. Students are encouraged to goal set and pacing guides are developed for the students in collaboration with instructional staff. All students have access to resources such as tutors, EL Specialists, Resources Room, and Math Intervention Specialist daily. English Language Learners have extra scheduled appointments with the EL Specialist to ensure steady progression towards attaining graduation requirements and language acquisition. Students in subgroups such as EL, Homeless, and Foster Youth are identified on enrollment and ILPs (Individualized Learning Plan) are established with input from the Teacher, Student Advisor, EL specialist, and any other instructional staff deemed necessary. ILPs are revisited and revised based on student need. OFL-WSH was able to meet most goals and metrics set for the 2017-2018 school year.  Going forward, special attention will be paid to goals not met such as, English Learners monthly student progression and the set dropout rate for both middle and high school, both of which were slightly short of being met.|Facility space has been the biggest barrier preventing a broader course of study. Limited space has been a barrier to offering more SGI classes and the ability to increase student appointment times in length and frequency. Finding qualified instructional staff has also been a barrier.|As a result from reviewing the locally selected measures, OFL-WSH will make revisions and implement new actions to ensure access to a broad course of study for all students. OFL-WSH is committed to offering more career and technical classes by expanding our partnerships with the WIOA providers and increasing student access to career path courses and extensive post-secondary resources. Upon enrollment, students will be clustered according to career path interests which will guide Student Advisors and Teachers in instructional decision making along with providing students with courses or program options.  OFL-WSH is evaluating partnerships with community colleges to offer dual enrollment opportunities for students which will increase the school’s ability to offer an even greater course of study options. Dual enrollment will give students the opportunity to earn high school credit towards graduation and college credit simultaneously along with the chance for post-secondary exploration.   To further expand course offerings and to increase student accessibility and differentiated instruction, OFL-WSH plans to develop and implement a digital curriculum. In addition to adding flexibility to the program, a digital curriculum format will allow greater functionality in providing EL students with translation and text to speech tools. There will also be greater ability to make accommodations and modifications for students with IEPs as well as implement Response to Intervention strategies. OFL’s curriculum department will be working on developing new courses to encourage greater academic options and broaden courses of study.   A new student information database software will be developed to increase student progression tracking and allow for better instructional planning functionalities. With the new information database software, parents and students will be able to access Planning Guides to monitor their course and academic progress in conjunction with graduation requirements ensuring more collaborative instructional planning and decision making.|Met||2018
19651510000000|Wilsona Elementary|7|The Wilsona School District uses the student information system and Illuminate to track student access and enrollment in courses.  Students in grades TK-4 are enrolled in English language arts, mathematics, history social science, and science.  They also receive music lessons weekly and art is provided in the classroom.  Physical education is provided by the teachers using the OPEN curriculum.  Students in grades 5-6 are enrolled in English language arts, mathematics, history social science, and science.  They also receive music lessons weekly and art is provided in the classroom.  Physical education is provided by the classroom teachers.  Students in grades 7-8 are enrolled in English language arts, mathematics, history social science, science, and health.  A credentialed physical education teacher provides PE to the students on a daily basis.  Students in grades 7-8 are eligible for electives and can register for beginning band, beginning guitar, art, chess, mythology, poetry, life skills, AVID, and peer mentoring.|All students in the Wilsona School District have access to English language arts, mathematics, history social science, science, and music.  The elementary school differs from the middle school in the access that students have to a variety of courses based on the electives.  The electives are available to all students in grades 7-8 and help the students have a broad course of study.|The district barriers are the size of the district and the difficulty in finding credentialed teachers who can teach a broad course of studies.  We are a small, rural district with only 1,232 students. The district recruits teachers and provides incentives to teachers willing to come to our district.|Wilsona School District is exploring visual arts and the best way to provide the learning to our students.|Met|This information was shared with the Wilsona School District Board of Trustees at their regularly scheduled school board meeting on November 15, 2018.|2018
19734370000000|Compton Unified|7|All elementary school students in CUSD have access to a broad course of study that includes English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Physical Education/Health. This includes unduplicated student groups, as well as individuals with exceptional needs (per IEP). These subject areas are part of the school master schedules, report cards, and they are reflected on the teacher lesson plans. In the area of Physical Education, specifically, we have also developed an internal tool to guarantee that students in grades 1-6 meet the required amount of minutes established by the state of California. California mandates at least 200 minutes of physical education every 10 school days in those specific grades.  At the middle school level, our master schedules built in Aeries help us track student access to our mandated course of study including  English, Social Sciences, Science, Mathematics, ELD for English Learners, and Physical Education. We are also able to track other courses that students enroll in including  World Language, AVID, Project Lead the Way, or Visual and Performing Arts. The California College Guidance Initiative (CCGI) is used as a tool to have students explore careers, while also providing college & career lessons. Our student information system (Aries) allows us to collect data on the amount of sections and students enrolled in these courses.  At the high school level, various tools have been implemented to monitor and track access to a broad course of study. A high school graduation tracker has been used to monitor and track the progress of students’ completion of high school graduation requirements.Our A-G tracker has been used to track which courses students have completed and which courses students are deficient. The tracker generates reports at a district and site level, and it is disaggregated at the student level and by student groups. In addition, data dashboards were established to ensure that students take a rigorous set of courses that include AP, college courses and courses that exceed the minimum A-G requirements (i.e. 4th year of Math, 3rd year of Science). The College Senior timeline is also used to monitor, track and support seniors through the college application process. This tracker accounts for all aspects of the college application process, including enrollment in postsecondary settings. Also, The CCGI is used as a tool to have students explore careers, while also providing college & career lessons. Lastly, our Student Information System (Aeries) allows us to monitor and track the progress of CTE completers, as they progress through each pathway. Students at the high schools meet with counselors in their English classes. They go over the classes they should take the following year and include CTE courses among the options. This tool is used to create course tallies and design master schedules in the subsequent year and is placed in students' files.|All elementary students have access to a broad course of study in CUSD, which includes English, Math, History, Science, Visual and Performing Arts, Physical Education. In addition, all 21 schools have their own supplementary programs which include Robotics, Coding, and Project Lead the Way, AVID. The level of implementation of these enrichment programs varies from school to school, as they are often tailored to specific grade levels.  At the middle school level, all students take a varied coursework that allows them to take both their core mandatory subjects, as well as electives beyond their regular core curriculum, including subjects such as Project Lead The Way, Avid, journalism, or digital photography. Students have access to world language courses beginning in the 7th grade that will award them A-G credit once in high school.  At the High School level, access to a broad course currently does not present a problem. There has been intentional efforts to increase the amount of student groups that enroll in rigorous courses, including AP and college courses. For instance, in our partnership with Compton College we intentionally selected courses that would attract all students not otherwise eligible for AP courses. Considerable efforts have been made to restructure and bolster our CTE programs and ensure that students enroll in A-G approved courses to make them university eligible. All courses offered at the high school level that could be A-G have been approved as such. As a result, and given various interventions on behalf of the entire district, there has been a steady increase in the amount of students being A-G completers. A 10% increase took place in the last 2 years alone, as CUSD has gone from 26% in 2015-2016 to 36% in 2017-2018 (expected). A-G rates have increased to nearly 50% at the comprehensive sites. Nevertheless, we have seen inequities, with certain student groups i.e. Males, SPED, and EL students. At the same time, our alternative schools, have not had any A-G completers, which is a concern and an area of focus.  CUSD has seen growth in the 4-year cohort HS graduation rate from 79% in 2017 to 82% in 2018 districtwide (expected). Our internal tools indicate that two of our comprehensive high schools are approaching 90% (Compton and Dominguez) while one is above that threshold with 92%(Centennial). Additional work and efforts are needed to increase our graduation rate at our alternative high schools, as they are at a 73% graduation rate. Nevertheless, this is significant improvement as they increased 23% within the last two years. We will continue our efforts to improve our graduation rate by focusing on several student groups such as SPED (61%), Foster Youth (69%) and EL students (70%). The percentage of A-G completers also need to improve for these student groups, SPED (12%), Foster Youth (20%), and EL students (23%).|Our measures show that our elementary students have access to a broad course of study, as reflected on the master schedules and instructional minutes for all sites. However, time constraints seem to be a barrier,  and there is a stronger focus on English and Mathematics overall. This seems to be the tendency of elementary schools as a result of the No Child Left Behind era policies. For years schools found themselves narrowing curriculum, shifting instructional time and resources toward math and language arts and away from other subjects. Other barriers include the lack of engagement and relevance of the curriculum in areas such as science and social studies, which will shift with the upcoming textbook adoptions in these areas. Other barriers include the level of comfort that teachers have with the Next Generation Science Standards and the History and Social Science Framework, the limited digital literacy and 21st century skills from some of our teachers, and chronic absenteeism.   At the middle school level, students have access to a broad course of study, although there is limited articulation between our middle schools and high schools as it relates to college expectations and Career Technical Education (CTE). We must continue working at creating a college & career going culture even before Middle School. This requires  inculcating in students college aspirations, college planning, academic planning, career exploration, etc.  At the High School Level we identified lack of rigor and relevance as one of the main barriers for students to truly access the courses that are offered. There is a bigger need for utilizing evidence-based instructional practices which will ultimately increase student performance across all areas. Increasing rigor and relevance will also increase the number of students who access college & career level courses the first time taken (A-G, Career Technical Education pathways, AB288 and AP courses, etc.). The level of D & F rates in core classes is another important barrier for students, since it may result in students having to enroll in Chavez Continuation School, which in turn will impact A-G completion, graduation requirements, and their enrollment in AP and dual enrollment courses. Traditional bell schedules with 6 55-minute periods may also limit student access to the growing academic requirements to be competitive in 21st century postsecondary and career settings (CA/CUSD graduation requirements, A-G completion, access to CTE pathways, College Classes, etc.) Alternative and flexible school days must be considered to develop competitive graduates. Finally, other barriers include limited parent engagement, a non-systematic implementation of a multi-tiered system of support (MTSS, both academic and socio-emotional), and chronic absenteeism.|CUSD will continue making revisions and taking new actions to ensure that all students have access to a broad course of study. At the Elementary level, for example, we will continue providing ongoing professional development to enhance quality instruction in all courses. We will also expand services in core subject areas (e.g. Bilingual Instructional Assistants, intervention teachers, Project REACH/RISE, intervention programs, and Saturday School) and continue providing enrichment courses for K-8 elementary students.  We are in the process of creating a mock A-G program for middle school students. CUSD has hired a College & Career Specialist who will monitor and track middle school transcripts and credit accumulation. Our Specialist will also create a mock A-G program that will mimic our current High School version so that students can begin speaking A-G and increase the stakes in middle school. We are also in the process of revising our middle school promotion requirements that will better align with our High School. In addition, we have recently been awarded the Gear Up grants that will focus on middle school students as it pertains to college & career outcomes.  At the highschool level, we will increase professional development opportunities for teachers to enhance rigor and relevance in the classroom. We will also build a stronger and more systematic Multi-Tiered System of Support for all students, and in particular for at-risk students, to identify and address academic gaps early on and decrease D/F rate. Systems will also be put in place to address social emotional challenges and chronic absenteeism. School Counselors will systematically seek out high-performing, low-income minority students and encourage them to enroll in advanced courses. Schools will also use multiple and diverse assessments that tap individual skills in different areas, and guide students in pursuing different pathways tailored to their strengths and interests (e.g. CTE pathways)  All of our high schools will revisit their bell schedules to increase student opportunities to participate in an even broader course of study, including AP and AB288 courses, as well as CTE pathways.  In addition, CUSD has hired Educational Coordinators who will be instrumental to strengthen a college going culture and ensure that no student falls behind. Our district  is also currently in the process of hiring a Data Analyst who will create additional tools to better inform practice. For example, the creation of a system or dashboard that quantifies the new College/Career Indicator (CCI), or  an unified report that combines CTE, High School and A-G progress for all students. Additional dashboards will be created that will inform and alert school sites earlier of students who need intervention. Finally, we will implement strategies to inform and engage parents in course selection, career pathways and college planning for their student.|Met||2018
19734370132845|Today's Fresh Start-Compton|7|All students at Today's Fresh Start Charter School (TFSCS) have access to a broad course of study.The students in our Middle School each have a class schedule that includes all subject areas. In addition, our TK-5 grade students also receive a broad course of study as evident by our class schedule of minutes for each grade level. Our schedule of minutes includes all core subjects, as well as block time for ELD instruction, Physical Education and Art. This information is also provided in our grade level lesson plans and small group instruction documents. We also have the structures in place to conduct Student Success Team (SST) meetings, IEP and 504 for students that are in need. At TFSCS it is our mission to know each child and to teach them to do their best academically, emotionally, and socially.|At Today's Fresh Start Charter School using the tools that are listed above, there are no differences academically. The difference for our Compton Charter is that it consists of two sites. One is TK-8th grade and the other is TK-6th grade. All students at both locations are afforded a broad course of study so that they are well rounded academically, emotionally, and socially.|Today's Fresh Start Charter School (TFSCS) offers a broad course of study. We have worked very hard in making sure that all students are included in all academics, as well as extra-curricular activities conducted at TFSCS. We do not see any barriers existing at TFSCS.|The LEA has implemented a Master Schedule to make sure that time is allotted to insure a broad course of study for all students. We recently added to our staff a Physical Education Coach in addition to our Basketball Coach, and we are also involved in After School Competitive Sports. We plan to maintain this course of action so that all students continue to have access to a broad course of study at Today's Fresh Start Charter School.|Met||2018
19734370134338|ISANA Achernar Academy|7|The LEA uses the Student Information System to ensure that all students are enrolled in a Broad Course of Study.|All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.|No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes.|The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.|Met||2018
19734370137240|Ingenium Clarion Charter Middle|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool to monitor student enrollment in courses. In grades 6-12 (in applicable schools), student enrollment and scheduling is within PowerSchool and schedules are audited to ensure that students, such as English learners, are enrolled in appropriate courses. Students with special needs are fully included in the general education context to the extent that the Individual Education Plan prescribes.|All students are enrolled in a broad course of study and students with individual needs, such as English learners or students with disabilities are served in appropriate classes.|At the 6-12 level, at times it is difficult to place a new student who is an English learner in the appropriate courses due to delays in receiving student cumulative records.|Ingenium Schools is updating the process to receive cumulative files and student English Learner Proficiency Assessments of California reports in order to place English learners in appropriate courses earlier.|Met||2018
19734370137257|Ingenium Wings Independent Study - Compton|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool to monitor student enrollment in courses. In grades 6-12 (in applicable schools), student enrollment and scheduling is within PowerSchool and schedules are audited to ensure that students, such as English learners, are enrolled in appropriate courses. Students with special needs are fully included in the general education context to the extent that the Individual Education Plan prescribes.|All students are enrolled in a broad course of study and students with individual needs, such as English learners or students with disabilities are served in appropriate classes.|At the 6-12 level, at times it is difficult to place a new student who is an English learner in the appropriate courses due to delays in receiving student cumulative records.|Ingenium Schools is updating the process to receive cumulative files and student English Learner Proficiency Assessments of California reports in order to place English learners in appropriate courses earlier.|Met||2018
19734370137893|KIPP Compton Community|7|KIPP LA Public Schools work across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP LA Public School has access to not only high-quality core subjects, but are also offered rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including but not limited to, Designated ELD, intervention classes, resource classes, and more.  Course offerings are adjusted every year, changing as the demographics and needs of our students change.  Our school-based and regional-level teams track enrollment, making sure that newly-identified or students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Compton Community School students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. The core classes in which all KCCS students are enrolled are Reading Workshop, Accountable Independent Reading, Interactive Read Aloud, Guided Reading, Writing Workshop, Phonics, Civic Empowerment, Math Workshop, Science, Physical Education, and Problem Solving.  KCCS is currently in its first year of operation. As 1st grade is added in the 2019-20 school year, all required courses will be added to the school's offerings and available to students regardless of membership in any particular student group.|KIPP LA Public Schools is currently able to offer access to a broad course of study to all enrolled students, at all schools.|KIPP LA Public Schools will continue to adjust their course offerings as the needs of our student populations shift.  In the past year, this has meant expanding our ELD programs at the middle school level, increasing access to Calm Classroom curriculum and practice, for example. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary.|Met||2018
19734370137984|Ã�nimo Compton Charter|7|The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair. Student works with counselors annually to create a schedule that best fits their needs.|In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; master schedules reflect an emphasis on college preparatory curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners, students with disabilities and students that are homeless.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school will offer special education services for students who are identified as having a disability and who meet eligibility to receive education services. The programs are designed to foster a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to guarantee that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Additionally, the LEA aims to support our homeless student population to ensure school stability and academic success. The Homeless Student Liaison provides guidance and support to schools. School counselors meet with students individually to address any barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. They also confirm school lunch status to ensure the student gets free lunch and recommend the opportunity to join the free afterschool program, which provides a safe place to be and snacks after school. Counselors support both students and their families with referrals to local organizations equipped to support with housing stability and social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to social services and community organizations to ensure food security, address housing issues, and for general support. The Coordination of Services Team reviews any cases where mental health services may be in need and make referrals to either internal or external providers.|Met||2018
19734450000000|Hacienda la Puente Unified|7|-Aeries Master Scheduling; -IO Data Management System; -HLPUSD Course Catalog; -Course Code Alignment; -Curriculum Committee Minutes & Articulation; -LCAP Survey – Course Access Items; -Hanover A-G Completion Analysis (2017); -Hanover Comparative Analysis of At-Risk Students (2018); -College Board Reports – AP Test Results; -CDE Dataquest Reports – Course Enrollment.|Key findings: -Master Schedule should offer AP courses vertically and horizontally, offering AP singleton courses across the school day to maximize access; -Open enrollment provides accessto thoseinterested and capable; -Open access for all students including multiple demographics and student groups; -Offering/providingequity of courses for access is ongoing;  -Ongoing AP support for students/cost support for exams; -Growth mindset towards all schools and student groups needed; -Elementary combo classes can reflect tracking at times.|School size and staffing impacts the number and/or variety of courses offered within the school’s Master Schedule.|-Survey students to understand their interests; -Provide support/tutoring/summer boot camp/test preparation; -Create the expectation that all students should take at least one AP course and/or participate in concurrent enrollment in   community college courses via HLP Adult Education before they graduate; -Develop concurrent enrollment agreements and course offerings at high schools with local community colleges; -PSAT/SAT College Day for all high school students; -Consider PSAT for all 8th grade students.|Met|Courses have been introduced to schools that include STEAM classes at all middle schools; Code to the Future at 7 school sites; Dual Language Immersion continues to grow with Korean added in 2016. All 10th grade students take the PSAT free of charge, and students taking an Advanced Placement received a $50 scholarship toward exams. For many students this allowed them to take several as they met the criteria for fee reduction. CTE pathways expanded and were in the process of realignment to ensure students have an opportunity to complete a CTE pathway. Principals were trained in Master Scheduling both years so they can learn to maximize the schedules to meet student needs. There are no longer teacher recommendations required to access honors and AP courses. Students do not have to have a certain GPA or grade in the previous course to take honors or AP classes. Curriculum Committees were formed at all grade levels to align instruction at the school sites to ensure all students have access to a broad course of study at each school.|2018
19734520000000|Rowland Unified|7|Local educational agency provides a narrative summary of the extent to which all students have access to and are enrolled in a broad course of study. RUSD tracks the extent to which all students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs, by monitoring course enrollment data in our student information system Aeries.|For the 2017-2018 year, 100% of Rowland Unified School District’s students had full access to a broad course of studies as defined by California Education Code 50210 and 51220(a)-(i). All students in grades K-6 are enrolled in the seven areas identified as a broad course of studies for grades 1-6. The “Music for All” program provides access for all students in grades 1-6, with additional extended learning opportunities after school and during the summer to participate in music. English learners receive scheduled ELD in elementary grades in a way that does not conflict with core content instruction. All secondary students in Rowland Unified School district have access to a broad course of studies within their school offerings. English learners all have access to the English Language Arts course in additional to the English Language Development course. Through a partnership with Mt. San Antonio College, high school students have access to college credit bearing courses. Both comprehensive high schools are International Baccalaureate schools and also offer a robust Career Technical Education pathway.|Barriers preventing RUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day, especially for English learners arriving in high school.|Extended learning offerings, including credit recovery, are planned to expand during the 2018-2019 school year. Funding for these offerings comes from the LCAP.|Met||2018
19734520120600|iQ Academy California-Los Angeles|7|iQ Academy uses individualized learning plans (K-8) and grad plans (HS) to ensure all students across all subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives including computer science, art, foreign language and several CTE courses. These are reviewed by teaching staff, administrative teams, and guidance counselors each semester at a minimum. Additionally, administrative teams monitor course assignments regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of K-8 students are enrolled in a minimum of language arts, math, science, and history, with the majority of students participating in at least six courses. High school students are enrolled in a college preparatory program. Each year, the school seeks and receives a-g approval for courses as appropriate.  K-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to create a robust CTE program and offerings and currently offers two courses of an education CTE pathway.  Based on student interest, further courses may be offered|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met|The program at iQ Academy is a college preparatory program, consisting of core courses and elective courses that cover a broad range of subjects.  iQ Academy continually seeks a-g approval of all courses and has increased it's a-g offerings each of the past two years.  The school seeks input from stakeholders to determine which electives are most likely to pique student interest and selects those that best compliment the program in order to provide a variety of options for students.|2018
19734600000000|Walnut Valley Unified|7|Walnut Valley Unified School District tracks progress in meeting Priority 7 by undertaking qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of study. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade span, unduplicated student groups, and student with exceptional needs.|For the 2017-2018 school year, 100% of all Walnut Valley Unified School District's students had full access to broad courses of studies as defined by California Education Code 51210 and 51220(a)-(i). This is included in Board Policy 6142.91(a)-(c), Board Policy 6142.92 (a)-(b), Board Policy 6142.93, Board Policy 6143 (a)-(b):  https://4.files.edl.io/f6da/04/18/18/222243-b2948e65-fb06-488a-9b1d-194efb85fa92.pdf.  Using the California Assessment of Student Performance and Progress (CAASPP) data and the district's Local Control and  Accountability Plan (LCAP), all student subgroups met or exceeded the district end-of-year target for English Language Arts and Mathematics.  All WVUSD students in grades TK-5th are enrolled in a broad courses of studies.  All elementary schools offer access and enrollment in the areas identified as broad courses of studies.  Elementary students have access to courses such as visual and performing arts within their school day.  Additionally, all WVUSD secondary students have access to broad courses of studies within their school offerings.  Some of the courses of specific pathways and specific programs within a course of study for secondary students include the International Baccalaureate Program, Project Lead the Way (Engineering, Computer Science, and Biomedical), and Dual Language Immersion.  Over time, WVUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameter.|Barriers preventing WVUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day.  For some students with exceptional needs and/or unduplicated population academic supports were not in place or the design of the master schedule was not conducive to their needs.|A regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental funds to Priority 7.  For example, secondary schools offer zero periods, and some courses extend the school day. Revision of master schedules in all secondary schools were made to maximize course offerings for students with exceptional needs and unduplicated student populations.  In elementary schools, students are offered visual and performing arts opportunities before or after school.|Met||2018
19752910000000|San Gabriel Unified|7|San Gabriel Unified School District tracks progress in meeting Priority 7 standards by doing a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.  All SGUSD students in grades TK – 5 are enrolled in a broad course of studies, as measured by:  Student Access to Board Approved Instructional Materials through School Accountability Report Cards (SARCs); Student Access to PE Instruction through bell schedules; Student Access to Arts Instruction through bell schedules; and Teacher Professional development in Project Based and/or Design Based Learning   In grades 6-12, we define a Broad Course of Study as: A Course Catalog that provides students with several opportunities to meet the A to G requirements; Coursework that includes Visual and Performing Arts, Woodworking, Carpentry, Cabinet Making, Business Management, and Marketing, Sales and Services; 158 courses that meet the UC/CSU entrance requirements; and 18 AP courses offered|All SGUSD secondary students have access to a broad course of studies. Over time, SGUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. In 2017-2018, 60.2% of all students graduated meeting A-G requirement and 25.5% of students took one or more AP exams.|Barriers preventing SGUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day and limited opportunities for professional development for content area teachers.|San Gabriel Unified has offered several other courses to students before and after school. Funding for these before and after school sections comes from the LCAP. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7. SGUSD has also committed to providing more professional development resources on the Next Generation Science Standards (NGSS), the History/Social Science Framework, Visual and Performing Arts, and Project and Design Based Learning to ensure all teachers feel equipped to provide adequate instruction for all students.|Met||2018
19752911996016|Options for Youth San Gabriel|7|OFY San Gabriel utilizes a personalized instruction model to meet the needs of all learners and at whatever level of learning they may be. This approach to instruction and learning allows us to tailor the academic program to fit the needs and goals of all students., including as it relates to post-secondary planning. A multidisciplinary team consisting of the teacher, school counselor, office manager, ed specialists, and administration work together to assess and evaluate transcripts and other related documents for all incoming students to best inform a new plan of action and progress toward graduation and beyond. This plan is revisited periodically throughout the year, but in particular at the time of parent conferences.  Regarding actual coursework, students are assigned units of work to complete each week and attend regular appointments with the same homeroom teacher each time. During the appointment students are provided instructional support, clarification on content, and complete the necessary assessments to earn credit for their school work. Students who are credit deficient and/or seeking to graduate high school early early are encouraged to complete units in excess of the minimum requirement of 4 units each academic school month.   Students and teachers work together to develop individual planning guides designed to focus on goals and outcomes the student has identified for themselves. Using their planning guides as a class-to-class roadmap to graduation, students complete self-guided units of work known as student activity workbooks (SAWs), which are Common Core standards aligned with performance tasks embedded throughout. Our SAWs contain rigorous curriculum and include Internet activities, essay writing, and other various methods of assessing student learning and depth of knowledge. Students’ academic progress and performance is tracked via a student information software system, which allows instructional staff to plan and implement appropriate course enrollment.    Furthermore, at the time of enrollment, English Learners and students with IEPs are identified so appropriate planning can commence from the outset that is in alignment with students’ identified needs, language level, and rights guaranteed within an IEP. In addition, all OFY San Gabriel students take the Renaissance Star benchmarking and diagnostic assessment  at the shortly after enrollment, and up to three additional times per year to first determine appropriate initial course placement, and after that to re-assess placement and provide interventions and supports on an ongoing basis throughout the year. Students assessed as below grade level in math and English are immediately placed in intervention courses, such as Accelerated Math and Advanced Literacy.|All OFL-SG students have access to a broad course of study as a function of their enrollment in the school .  Our blended learning creates opportunities to access the curriculum via Independent Study (i.e. Student Activity Workbooks), Direct Instruction, and online through the  APEX platform. In addition, OFY SG has an Online Program built into the school that creates a 100% online school experience for those students who desire and/or benefit most from that model of schooling.  All core classes at OFY SG are A-G approved, and therefore meet articulation requirements with the UC and CSU college system for students’ direct access to 4-year college after high school.  The volume of Direct Instruction course offerings differ somewhat from school site to school site based on students’ needs, however English, Math and Science are the three courses we do offer across all school locations. The selection of courses to be taught in a Direct Instruction setting are based on prior student course completion data as well as an evaluation of the courses in highest demand based on our current enrollment. Teachers and school site leadership analyze this data to determine what Direct Instruction courses should be offered. Furthermore, students are able to travel to different school sites to attend a course not being offered at their own. Additionally, English Learners, students with IEPs, and any other identified students requiring differentiated instruction to support their learning needs have access to RTI-based curriculum through RenStar Accelerated Math, RenStar Accelerated Reading, Advanced Literacy courses, and Achieve 300 courses.   In contrast, we have also identified over the past several years the need to also meaningfully support college bound students and the preparation they require to make a successful transition out of high school and into higher education. To address these particular needs, AP courses have been offered in both Direct Instruction classes and through APEX at various learning sites. Our curriculum department has developed website to highlight, explore and elaborate upon monthly curricula data to identify monthly course unit completion  and passage rates, and standards mastery for all Direct Instruction classes. This resource helps us ensure all students not only have access to a broad course of study, but that they are indeed enrolled in the appropriate courses that match their desired after high school plans and learning levels.|Barriers preventing access to a broad course of study can vary from student to student based on economic, familial and/or environmental factors. For example, some students face technological barriers to learning, which most often present as limited to no access to a computer, laptop or other electronic device. This can create significant limitations for students wishing to complete courses online via APEX, as well as limiting the ability of those students to complete what have become baic school functions requiring basic word processing, excel, or powerpoint. Furthermore, limited access to technology can impede students’ ability to complete many of the performance tasks embedded in the SAWs today.    Another barrier to a broad course of study might be limited access to reliable transportation in order to participate in Direct Instruction classes, tutoring, or other expected and/or voluntary learning participate in Direct Instruction courses.  Transportation can also be a barrier for a student who wishes to attend a direct instruction class opportunities within the school.   Lastly, small physical space in one of our school sites has potentially created a barrier to students’ learning because of a limited ability to accommodate all students at all times who require and are looking for the support. Limited space has also been a barrier to offering more SGI classes and the ability to increase student appointment times in length and frequency.  At times, finding qualified instructional staff has also been a barrier.|Some actions we will take during the 2018-2019 school year to reduce the barriers students face when accessing a broad course of study at OFY SG include extra, additional time allotted to students to work on laptops and/or chromebooks while at the school site. We feel this will address a high percentage of students’ needs for technology when they may not have it at home.   Regarding the barrier of limited and/or unreliable transportation, during the 2017-2018 school year, and again now during the 2018-2019 school year, we are allocating money in our budget to provide bus fare for those students who need it. This greatly  supports students’ ability to get to school for all required appointments and as needed beyond that. This effort to provide students with public transportation fare is a strong motivator for students to eliminate excuses for why they cannot get to school and for any reason why they cannot complete their school work. It also reduces stress for students who no longer need to be at the mercy of others to get to school or to wonder how they will make it from wherever they are living.  Lastly, regarding the barrier of smaller than ideal facilities, we will continue to look for larger sites that are safe, suitable and still within the geographic boundaries of our chartering district for relocation.|Met||2018
19753090000000|Acton-Agua Dulce Unified|7|AADUSD utilize AERIES and CALPADS reports as a tool to analyze and make certain that all students including Low socioeconomic students, English Language Learners, and students with disabilities have access to and are enrolled in a broad course of studies appropriate for their grade span and age.|During the 2017 - 2018 school year all students including Low Socioeconomic Students, English Language Learners, and Students with Disabilities had access to and were enrolled in a broad course of studies appropriate for their grade span and age. During the 2017 - 2018 school year all district students in all student groups were enrolled in a broad course of study. Students with disabilities participated in a broad course as determined by their individualized educational plan.|AADUSD did not experience any barriers that prevented the LEA from providing and or affording all students access to a broad course of study.|Although the district did not experience any barriers preventing student access to a broad course of study the district is in the process of providing better alignment between grade levels by expanding courses in the areas of art, technology, and career technical education.|Met||2018
19753090127100|Assurance Learning Academy|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
19753090129742|Inspire Charter|7|We are an Independent Study School and tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition.  In addition, students are provided with enrichment funds to pursue their passion in visual and performing arts, health and physical education.  The individual student enrichment funds track courses to ensure student is participating in a broad course of study.  Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  The high school students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.|All students have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.|We do not have any barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.|Met||2018
19753090130955|Valiant Academy of Los Angeles|7|Valiant Academy of Los Angeles provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|Valiant Academy of Los Angeles makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
19753090131987|iLEAD Hybrid|7|In grades TK-12, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: • Individualized Learning plans (ILPs), revised at least once per semester • Presentations of Learning (POLs), presented by each learner at the end of each year • Percentage of high school learners completing graduation requirements • Percentage of high school learners who complete A-G requirements to be UC/CSU eligible upon graduation • Percentage of high school learners who participate in dual enrollment at local community colleges • Percentage of learners who access and complete online CTE or A-G approved courses|All learners have access, and are enrolled in, a broad course of study as defined by EC sections 51210 and 51220(a)-(i), as all courses offered intentionally follow those codes. All learners identified as unduplicated pupils, as well as individuals with exceptional needs are served. The use of Individualized Learning plans (ILPs) encourages learners to continually set goals for achievement.  This includes making plans to take courses at local community colleges as well as online. Presentations of Learning (POLs) completed at the end of each year, are comprised of cross-curricular materials and projects. Learners present on knowledge gained during the year, as well as discussing plans for academic courses for the following year.|There are no barriers preventing the LEA from providing access to a broad course of study for all learners.|While there are no new actions needed to ensure access to a broad course of study for all learners, there will be continued support to ensure all learners complete graduation requirements, as well as Community College, UCOP A-G approved and CTE courses.|Met||2018
19753090132654|Community Collaborative Charter|7|Community Collaborative Charter School reviews curriculum/vendor options to ensure that a wide variety of course options are offered, as well as on multiple platforms to best meet various learning styles. We continually update our A-G list to offer a variety of A-G courses. We create personalized 4-year high school plans for our students to ensure that CTE/college/graduation requirements are met, while still being able to appeal to the students’ interests. Report cards and transcripts are reviewed continuously throughout the year Student progress is monitored regularly Middle and high school students have access to co-curricular and extra-curricular opportunities including career based field trips, and college tours.|All students have full and complete access to a broad course of study.  We do not have sites or different programs within our school, therefore, all students have the same complete access|There are currently no barriers preventing students from a full and complete access to a broad course of study.|N/A|Met||2018
19753090134585|Pathways Academy Charter Adult Education|7|All students have a guidance counselor who provides an individual plan for graduation based on goals, credits needed, and personal circumstances. Grad rates, course enrollment, course completion are some of the measurements used.|All students have full and complete access to a broad course of study.  We do not have sites or different programs within our school, therefore, all students have the same complete access|There are currently no barriers preventing students from a full and complete access to a broad course of study.|Not applicable|Met||2018
19753090134619|Empower Generations|7|In grades 7-12, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: • Personalized Learning Plans (PLPs) revised at least once per semester • Percentage of learners who participate in dual enrollment at the local Community College • School Counselor advisory and planning with each learner • Percentage of learners who access and complete online CTE or A-G approved courses|All learners have access, and are enrolled in, a broad course of study as defined by EC sections 51210 and 51220(a)-(i), as all courses offered intentionally follow those codes. All learners identified as unduplicated pupils, as well as individuals with exceptional needs are served. The use of Personalized Learning plans (PLPs) encourages learners to continually set|There are no barriers preventing the LEA from providing access to a broad course of study for all learners.|While there are no new actions needed to ensure access to a broad course of study for all learners, there will be continued support to ensure all learners complete graduation requirements, as well as Community College, UCOP A-G approved and CTE courses.|Met||2018
19753090135145|Compass Charter Schools of Los Angeles|7|Compass Charter Schools utilizes the SIS track to the extent to which all scholars have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Administrators draft a master calendar and work with the Counseling and Special Education departments to ensure schedules are set to meet the individual scholar needs.|All students have access to, and are enrolled in a broad course of study using locally selected measures. Our curriculum is aligned with the Common Core State Standards across the LEA and is equally offered to all student groups in accordance to grade level and academic capabilities.|Compass Administration utilizes the student information system to manage the distribution of an individualized program offering that reflect a broad course study.|Compass will continue to observe the use of the student information system to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.|Met||2018
19753090136531|iLEAD Online|7|In grades TK-12, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: Personalized Learning Plans (PLPs) revised at least once per semester Percentage of learners enrolled and completing CTE courses Percentage of learners who participate in dual enrollment at local Community Colleges Percentage of graduates (all courses in iLEAD Online are UCOP A-G approved) Percentage of low-income learners accessing materials and equipment for access to online courses Percentage of foster youth learners accessing materials and equipment for access to online course|All learners have access, and are enrolled in, a broad course of study as defined by EC sections 51210 and 51220(a)-(i), as all courses offered intentionally follow those codes. In addition, all courses offered through iLEAD Online are UCOP A-G approved courses.  All learners identified as unduplicated pupils, as well as individuals with exceptional needs are served. The use of Personalized Learning plans (PLPs) encourages learners to continually set goals for achievement.  This includes making plans to take courses at local community colleges as well as online.|There are some unduplicated pupils who do not have access to a computer or the internet in order to complete online classes and feel the iLEAD Online program is the best fit for them educationally.|The LEA is taking steps to provide computers and internet access to unduplicated pupils who do not currently have access to those resources. Once learners have equipment and materials, there are no barriers preventing the LEA from providing access to a broad course of study for all learners.|Met||2018
19753090136648|Options for Youth-Acton|7|All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.  All students participate in a rigorous,relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.  The SAWs are created by the Curriculum and Assessment Department (CAAD), which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2017-2018 school year all high school English courses, Algebra I, Geometry, and Algebra II are aligned with Common Core. In addition, Biology and Physical Science are aligned with the Next Generation Science Standards (NGSS), and our Facilities Department makes certain that our science classrooms are compliant with the wet lab requirements. OFY-Acton also has online courses, which are facilitated by teachers through APEX Learning. Of the 25 courses offered, 24 are A-G approved.  ROP classes and Pathways field trips facilitate the development and application of practical skills. Through ROP classes and concurrent enrollment, students can take courses that provide high school credit. These are not always core classes, but classes that allow for learning real world applications. Pathways field trips have developed a new component to the program that includes Career and Technical Education (CTE). This program now exposes students to character development alongside career, technical, and real world applications. Students are now not only gaining valuable experience with actual careers (agriculture, engineering, construction, architecture, etc.) through these trips, but also developing their own character and self-awareness.  OFY-Acton is a WIOA school that provides students with the opportunity to gain valuable career readiness, internship experience and the opportunity to be certified in specific trades. Additionally, Vocational Training and Certification Services will be provided to OFY. OFY-Acton will provide educational opportunities to those students most at risk of reaching adulthood without the knowledge, skills, and attributes required to enjoy productive and fulfilling lives.|The curriculum at OFY-Acton is aligned with Federal and State standards. A semester for any given course consists of five units that are individually graded, and which target specific state standards. These standards are displayed at the beginning of each unit. In independent study, students are provided with Student Activity Workbooks (SAWs), each with their specific State standards. Each course also has an average course difficulty rating in order to be certain that students are provided with challenging and meaningful curriculum.  OFY-Acton school sites have both small group instruction, independent study curriculum, online curriculum, ELD standards aligned instruction and differentiated instruction with transitional goals aligned within.  Credit completion towards graduation is accomplished through an overall reduction in absenteeism for all students. Students will receive support and instruction focused on social-emotional development in order to increase graduation rates and better prepare students for their post-secondary pathways. Students will receive support and instruction through individualized, rigorous curriculum and will be offered resources to positively affect their progression in core courses. OFY-Acton will maintain its level of change or higher on Level 3 on the 2019 ELA and math SBAC scores. Access to individualized, rigorous curriculum will be increased by adding or revising at least 3 core courses in the course catalog. Teachers will be equipped to provide individualized, standards-aligned instruction through access to Professional Development Coaches. Students will be offered additional specialized support and instruction to aid in their progression and completion of core courses.|OFY-Acton opened in the 2017/2018 school year. The processing of the WASC accreditation and the A-G process timing created a barrier for students who would have otherwise chosen to attend our schools.|For all CBEDS students, student progression will average at least 81% overall. For all CBEDS English learners, student progression will average at least 80% overall. For all CBEDS low income students, student progression will average at least 81% overall. At least 75% of our foster youth will have an Individualized Learning Plan (ILP) that considers AB 216 qualifications.  The charter aims to maintain current reclassification percentages at or above 6.82% during the implementation of the English Language Proficiency Assessments for California (ELPAC) in the 2018-2019 academic year. A baseline will be established for reclassification percentages of English learners that have taken the ELPAC. English learners will be offered additional designated and integrated specialized instruction and appointment times in ELD and Common Core State Standards in order to move toward  reclassification. The high school drop-out rate will be decreased by at least 0.5%. Such that the high school drop-out rate be no more than 2.78%.   At least 35% of CBEDS students will participate in extracurricular activities or complete a course designed to develop their social-emotional skills. At least 80% of eligible CBEDS seniors will either earn a diploma with us or will transfer back to another school program on track to graduate. The charter will hold at least one senior signing event. The Comprehensive School Climate Inventory will be administered in Spring 2019, we will work towards improving staff, parent, and student perceptions of safety and connectedness in our learning centers. The charter will hold at least 2 family engagement nights. The Charter will hold at least 2 Staff LCAP focus group meetings.  Students will complete on average at least 2.82 Math credits during the school year. Students will complete on average at least 1.79 English credits during the school year. Students will complete on average at least 2.82 Science credits during the school year.  Students will complete on average at least 3.91 Social Studies credits during the school year. At least 50% of students who take at least two Renaissance STAR assessments in math and have a Student Growth Percentile (SGP) reported will earn a SGP of 40 or higher. At least 50% of students who take at least two Renaissance STAR assessments in English and have a Student Growth Percentile (SGP) reported will earn a SGP of 40 or higher. A baseline will be established for English Language Learners Lexile range advancements in literacy and language.|Met||2018
19753090137703|Method Schools, LA|7|Students have access to a broad course of study based on Method Schools course catalog, the nature of our data-driven and personalized school model, and parent survey results.|All students learning is personalized and driven by data that informs course placement and instructional support received.  In the most recent parent survey, 89% of parents at least somewhat agreed that their students are “engaged in an ambitious and rigorous course of study” and 84% felt the educational program at Method Schools is differentiated.  88% felt their student had access to Common Core and 21st Century aligned textbooks and materials.|Due to the nature of online study, all students have access to a full range of curriculum as well as enrichment of their choosing.  The needs of exceptional students are met through enriched learning and extension activities.  On an ongoing basis, Method Schools explores the tools and instructional strategies that make learning accessible at a distance and in a virtual setting.|In response, Method Schools is committed to further developing the range of study to include a robust Career and Technical Education program, STEM courses and clubs, and character education that readies students for the 21st century.|Met||2018
19753090137786|Mission Academy|7|The school is new this year.    The school student information system is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|The courses with the highest enrollment were English, mathematics, social science courses.  The course with the middle range of participation were physical education and science courses.  The courses with the fewest students enrolled were foreign language, ELD courses, CTE, VAPA and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated students  were enrolled in courses o YES -  Unduplicated students are enrolled in courses o YES – Unduplicated students are given interventions as necessary  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Engagement with a tutor is the primary intervention  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories • Exceptional need students were given interventions o YES – enrollment is evident  This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through an online delivery model with virtual teacher instruction and tutoring supports.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in non-core courses as many of our students enroll having successfully completed these graduation categories. However, there is access to foreign language courses such as Spanish and French.  English learners are receiving ELD instruction within all courses provided by a Literacy teacher.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
19753410000000|Redondo Beach Unified|7|By grade spans, the RBUSD tracks all student enrollment in academic courses.  The District employs a Student Information System (SIS) and District employees to monitor student course access to a broad course of study in required subject areas including English language arts, science, and career and technical education (CTE) courses.|All RBUSD students have access to and are enrolled in a broad course of study.|The RBUSD has not identified and does not have barriers preventing the District from providing access to a broad course of study for all students.|The RBUSD will continue to track all student enrollment in academic courses to ensure a board course of study in required subject areas.|Met||2018
19756970000000|SBE - The School of Arts and Enterprise|7|In order to track the extent to which all students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs, SAE administration and academic counselors meet regularly to ensure that all students are placed in the required course of study, which includes placement in A-G courses and courses needed for graduation.|Middle school students at SAE are placed in grade level specific courses which include standard based curriculum and content specific state assessments. All Middle School students (grades 6-8) have access to and are enrolled in courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, and Physical Education. For 2017-18, Health standards were embedded in 7th grade PE and Science classes.  For 2018-19, Health standards are embedded for grades 6-8 in PE and Science classes.  Students in grades 6-8 also have access to and are enrolled in courses in Applied Arts and Career Technical Education. All high school students have access to college preparatory coursework and are automatically placed in A-G courses in addition to any additional courses required for state graduation (or certificate of completion when mandated by a student’s IEP). This includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.Parent-signed waiver forms are required to complete a course of study that does not satisfy A-G requirements. Health standards are embedded in 9th grade PE and Science classes|In analyzing the extent of access for all students to a broad course of study, the SAE is tremendously proud of its offerings, particularly in the areas of arts and career technical education.  The need for support classes and services is a challenge when programming students. However, The SAE administration and academic counselors have successfully provided arts pathways and A-G courses for all students.|The SAE administration and academic counselors have successfully provided arts pathways and A-G courses for all students. Additionally, The SAE offers a robust set of arts majors pathways. All students, including all unduplicated pupils and individuals with exceptional needs, are enrolled in at least one arts course every semester.  The SAE also serves as a model site for Career Technical Education.|Met|Tools used for student monitoring is PowerSchool's graduation planner for all students.|2018
19756971996693|School of Arts and Enterprise|7|In order to track the extent to which all students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs, SAE administration and academic counselors meet regularly to ensure that all students are placed in the required course of study, which includes placement in A-G courses and courses needed for graduation.|Middle school students at SAE are placed in grade level specific courses which include standard based curriculum and content specific state assessments. All Middle School students (grades 6-8) have access to and are enrolled in courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, and Physical Education. For 2017-18, Health standards were embedded in 7th grade PE and Science classes.  For 2018-19, Health standards are embedded for grades 6-8 in PE and Science classes.  Students in grades 6-8 also have access to and are enrolled in courses in Applied Arts and Career Technical Education. All high school students have access to college preparatory coursework and are automatically placed in A-G courses in addition to any additional courses required for state graduation (or certificate of completion when mandated by a student’s IEP). This includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.Parent-signed waiver forms are required to complete a course of study that does not satisfy A-G requirements. Health standards are embedded in 9th grade PE and Science classes.|n analyzing the extent of access for all students to a broad course of study, the SAE is tremendously proud of its offerings, particularly in the areas of arts and career technical education.  The need for support classes and services is a challenge when programming students. However, The SAE administration and academic counselors have successfully provided arts pathways and A-G courses for all students.|The SAE administration and academic counselors have successfully provided arts pathways and A-G courses for all students. Additionally, The SAE offers a robust set of arts majors pathways. All students, including all unduplicated pupils and individuals with exceptional needs, are enrolled in at least one arts course every semester.  The SAE also serves as a model site for Career Technical Education.|Met||2018
19757130000000|Alhambra Unified|7|By accessing the following link, California Department of Education DataQuest web page, the following information can be retrieved regarding the various subjects:  Art, Building and Construction Trades, Business and Finance, Computer Education, Dance, Drama / Theater, Child Development and Family Services, English Language Arts, Fashion and Interior Design, Foreign Languages, Health Education, Health Science and Medical Technology, History / Social Science, Information and Communication Technologies, Manufacturing and Product Development, Marketing, Mathematics, Music, Physical Education, Public Service, Science, and Transportation.     Information on the various subjects includes:  Number of Schools and Classes, Number of Courses Meeting UC/CSU Entrance Requirements, Total Enrollment, Average Class Size, Male / Female Enrollment, and Total Course Enrollment.    Data is collected  through a variety of methods;  California Longitudinal Pupil Achievement Data System, and PowerSchool.  CALPADS is a longitudinal data system used to maintain individual-level data including student demographics, course data, discipline, assessments, staff assignments, and other data for state and federal reporting.  PowerSchool is an easy to use, web-based student information system.  It is intended to provide parents, students and teachers a tool to communicate student performance.  In addition, a username and password are provided to allow access for only authorized users to the appropriate student records.   Data is  presented to the school board, and parent advisory groups such as: GATE Advisory Council, District Advisory Council, Parent Advisory Council,District English Language Advisory Council,School Site Council,English Language Advisory Council.     Open enrollment in Honors and AP classes and Dual enrollment in College courses is available and encouraged for all students and enrollment is monitored.  Enrollment in Career Technical Education pathways is monitored and adjusted to meet student needs. Dual enrollment college courses are also offered and that participation and performance data is also monitored in conjunction with our local community college. A-G rates are monitored and disaggregated in a variety of ways to check participation and performance of our unduplicated counts of students.  Students with Disabilities are enrolled in the Least Restrictive Environment which for the majority of the Students with Disabilities is in Collaborative General Education A-G courses.   Depending upon the language proficiency level, English Language Learners are enrolled in Sheltered English Immersion  classes or an A-G English class and subsequent A-G courses in order to meet graduation requirements. ELLs have access to core curriculum including having the ability to take and complete A-G courses.  In TK - 8, EL  students are placed in core classes and receive daily designated ELD Instruction.  Long Term English Learners receive a period of English Development.|During the course of the school year, middle school and high school students are supported with online classes offered after school with an appropriately credentialed teacher in the  subject matter being taught online. Students usually partake in these courses when they have found themselves in need of concurrent make-up opportunity or to correct a deficiency in their A-G status or needing additional academic support.   Career Technical Education courses are offered to engage students in their chosen pathway. All comprehensive high schools  have at least one California Partnership Academy. The differences between sites is the  focus of the Academy. AHS has the Green Construction Academy, MKHS has the Academy of Medical Professionals and SGHS has Business Tech Academy and Health Careers Academy. The focus of each Academy was determined by student surveys and what career pathways lead to high demand , high wage opportunities.  New within the last two years, we have embarked on a relationship with East Los Angeles College and we now offer after school and summer opportunities to earn college credit on our high school campuses as another opportunity for provide student access to a broad course of study.  Alhambra Unified offers summer school to support ELL students’ language development and earn credits toward graduation. This ensures equity and access for this group through a curriculum that speeds up their acquisition of ELD standards and build their academic vocabulary and background knowledge for core/a-g approved subjects they will be taking during the school year. There are three separate summer programs for our elementary-age English Learners.  A twenty day summer program is offered to all English Learners in grades Tk - 3rd grade.  There are also classes offered for long-Term English Learners and students at risk of becoming Long-Term English Learners.   Students in TK- 8th grade are placed in the Least Restrictive Environment (LRE), according to their IEP’s.  This ranges from a general education class to Resource pullout service to a special day class setting.  Students enrolled in 9- 12th grade who are on a high school diploma track are enrolled in and have access to  A-G courses.   Students with Disabilities are enrolled in the LRE which for the majority of the SWD’s is in Collaborative General Education A-G courses. Special Education Students who spend their day in a collaborative A-G classes, are often placed in a Resource class, which offers assistance with homework, projects, and test taking preparation.  Students whose Individualized Education Plans (IEP) indicates placement in a special day class (SDC) are placed in a course designed to meet their individual academic needs.  Ynez School, is piloting a Learning Center Model.  Students with disabilities are placed in a general education setting for the majority of their day with a daily Resource period. The goal is for this model to be duplicated district-wide in the future.|Barriers preventing the LEA from providing access to a broad course of study for all students include the following:    Master Schedule: Due to fiscal restraints and singleton restraint causes a challenge in scheduling students into courses that they would like to enroll in but are not able to enroll due to scheduling conflicts.    Learning Gaps:  Learning gaps are evident within our various subgroups including the following:  Hispanic / Latino Students, Students who are Socio-Economically Disadvantaged, Students with Disabilities, English Language Learners.    McKinney-Vento and Foster Youth:  Students who qualify for McKinney-Vento and Foster Youth services are often transient and enroll late in the school year, resulting in fewer opportunities to select courses due to limited options. Additionally, these students often display chronic absenteeism, social emotional characteristics, and as a result have academic challenges in school.    Dual Immersion Program:  The Dual Immersion (DI)  program is not able to enroll all interested  students due to space limitations  in classes and are placed  on a waitlist. Fiscal constraints, with not being able to offer an abundance of DI is a barrier to enrollment. Additionally, the difficulty of recruiting qualified target language teachers and time for teachers to create dual language course materials are two additional barriers in the DI program.    Students in Alternative Education:  Students at IHS/CHS are typically placed in an alternative learning environment due to credit deficiencies and/or social emotional challenges.  These students are limited to the basic core courses they have access to due to limited number of classes offered in alternative learning environments verses the comprehensive high school.  Students with Disabilities: Students have significant disabilities are often placed in a program that is a combination of A-G general education classes and special day classes.  Students who are on a certificate of completion track spend a portion of their day in General education but the majority of the day in a special day class.  The IEP team determines class and course placement. Additionally students who have  services like speech, physical therapy, and counseling are pulled out if class to receive these services.   English Language Learners:  Time is a barrier for Newcomers in high school as it takes 5 to 7 years for English Learners to achieve fluency in academic language.  Standards  needing to be addressed are a challenge to cover in high school courses that teachers find it challenging to ensure depth and complexities in the understanding and learning of all students.  Positive Behavior Supports:  In looking at the MTSS (Multi-Tiered System of Supports) model, it was determined that there was a need to implement a structure for all students to build strategies and knowledge for social emotional learning.|Master Schedule:  Department chairs, Assistant principals, Principals, and district personnel will be consulted before the master schedule is finalized. Students will be encouraged to enroll in after school CTE courses, Acellus remediation courses, and summer school. Students who want to accelerate their education may take  local community college courses offered on each of our high school campuses.   Learning Gaps:  Data Wise was intended to provide each school with a district-wide, systematic process at looking at data. Data Wise encourages continuous improvement cycles that promote equitable outcomes for all students.   The DW implementation looks at closing the gaps within our various subgroups in order to provide access to a broad course of study for all students.  McKinney-Vento and Foster Youth:  The district currently has a STAR and HOPE counselor to provide services for students and the parent community to address the individual needs of these students which would include academic and social emotional learning..   Dual Immersion (DI):  The district opened a third Mandarin DI class in order to include additional students and reduce the number of students on the waitlist. District recruits teachers in late fall/early winter to recruit the most qualified instructors. In collaboration with the Dual Language  Immersion Consultant and District Instructional Specialists, the district provides teachers with release in order to develop curriculum and/or translate materials.   Students in Alternative Education:  Opportunities for CHS students include the alternative high school league in sports, access to a full time Gateway Counselor and full time school counselor, one full time special education teacher, and a half time IHS special education teacher in order to meet the needs of students with disabilities. CHS has a unique system to earn credits; 4 quarters yearly which offers students the opportunity to earn 100 credits per year .  Special Education:  The Master Schedule of each high school special education collaboration section  was lowered to a soft cap of 28 students per section. This was done to ensure that student needs are able to be addressed within the core classroom. Additionally, co-teaching is occurring to meet the needs of students in the LRE.   English Language Learners:  There are SDAIE classes and Sheltered English Immersion (SEI) classes offered to students. Guided Language Acquisition Design (GLAD) enables students to access the core curriculum. English learners (K-8) receive 20 -30 minutes daily of designated English Language Development Instruction. Integrated ELD is provided throughout the rest of the instruction day.  Positive Behavior Supports: Positive Behavior Supports provides students with necessary academic and social-emotional interventions.  PBS provides all students with the skills to be academically successful and socially/ emotionally successful.  Each school site has begun the process of implementation.|Met||2018
19765470118760|Barack Obama Charter|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool, to monitor student enrollment in courses. In grades TK - 5, students are in self-contained classrooms. Students with special needs are fully included in the general education context to the extent that the Individual Education Plan prescribes.|All students are enrolled in a broad course of study and students with individual needs, such as English learners or students with disabilities are served in appropriate classes.|None.|Ingenium Schools is updating the process to receive cumulative files and student English Learner Proficiency Assessments of California reports in order to place English learners in appropriate courses earlier.|Met||2018
19768690000000|Wiseburn Unified|7|Use local student information system (PowerSchool) to review course enrollment data to determine equity in Project Lead the Way course access for gender, ethnicity and socio-economic status.|2017-2018 34% of PLTW students were female; 59% were Hispanic/Latino, 51% were socio-economically disadvantaged Gains noted in 2017-2018 PLTW elective enrollment for underrepresented groups for SED (+11%), Hispanic/Latino students (+3%); decline noted in 2017-2018 PLTW elective enrollment for female students (-12%).|The adopted course of study for grades 1 to 6, inclusive, shall include instruction, beginning in grade 1 and continuing through grade 6, in the following areas of study: English; mathematics; social sciences; science; visual and performing arts; health; physical education; other studies that may be prescribed by the governing board.  The adopted course of study for grades 7 to 12, inclusive, shall offer courses in the following areas of study: English; social sciences; foreign language or languages; physical education; science; mathematics; visual and performing arts; applied arts; Career Technical Education.|Differentials for all subgroups have diminished since Spring 2013, except for an uncharacteristic drop for girls in 17-18, and these results indicate that all students have more equitable access to the core curriculum as we continue our work to increase diversity in all of our educational opportunities.|Met||2018
19768690119016|Da Vinci Science|7|Da Vinci Science believes that all students should have access to a broad course of study and utilizes the University of California and California State University A-G subject requirements as the metric by which we determine whether or not students have successfully taken and completed a rigorous course of study at our school.|More than 95% of each Da Vinci Science graduating class (2012-2018) completed the UC/CSU A-G course requirements prior to graduation.|Da Vinci Science acknowledges that there have been and will continue to be graduates who do not met A-G course requirements due to having exceptional needs. There are students whose Individualized Education Plans require a personalized course of study that may not necessarily meet UC/CSU subject area requirements, but who are able to earn their diplomas with at least the state minimum graduation requirements. As each plan is individualized according to student need with the input of multiple stakeholders in the students’ lives, we feel that appropriate access to a broad course of study for these students is still provided, though they did not necessarily achieve the metric for this indicator that we have set forth.|The adopted course of study and graduation requirements for grades 9 to 12, inclusive, offers courses in the following subject areas: 3 years of Social Sciences; 4 years of English; 3 years of Mathematics; 2 years of Laboratory Sciences (including one Physical Science and one Biological Science); 2 years of Language Other than English; 1 year of Visual and/or Performing Arts; 1 year of additional College Prep Elective; as well as courses in a career pathway of elective studies of student choosing. Da Vinci Science will continue to monitor completion of A-G course requirements as the measure of access to a broad course of study for all students.|Met||2018
19768690119636|Da Vinci Design|7|Da Vinci Design believes that all students should have access to a broad course of study and utilizes the University of California and California State University A-G subject requirements as the metric by which we determine whether or not students have successfully taken and completed a rigorous course of study at our school.|More than 97% of all Da Vinci Design graduating classes (2013-2018) completed the UC/CSU A-G course requirements prior to graduation.|Da Vinci Design acknowledges that there have been and will continue to be graduates who do not met A-G course requirements due to having exceptional needs. There are students whose Individualized Education Plans require a personalized course of study that may not necessarily meet UC/CSU subject area requirements, but who are able to earn their diplomas with at least the state minimum graduation requirements. As each plan is individualized according to student need with the input of multiple stakeholders in the students’ lives, we feel that appropriate access to a broad course of study for these students is still provided, though they did not necessarily achieve the metric for this indicator that we have set forth.|The adopted course of study and graduation requirements for grades 9 to 12, inclusive, offers courses in the following subject areas: 3 years of Social Sciences; 4 years of English; 3 years of Mathematics; 2 years of Laboratory Sciences (including one Physical Science and one Biological Science); 2 years of Language Other than English; 1 year of Visual and/or Performing Arts; 1 year of additional College Prep Elective; as well as courses in a career pathway of elective studies of student choosing. Da Vinci Design will continue to monitor completion of A-G course requirements as the measure of access to a broad course of study for all students.|Met||2018
19768690128728|Da Vinci Connect|7|Da Vinci Connect ensures that all students are enrolled in a comprehensive curriculum of study upon enrollment. All students, regardless of grade level or subgroup status have equal access to the complete curriculum as measured by individual course enrollments.|All Da Vinci Connect students are enrolled in a comprehensive academic curriculum with access to family facilitated learning, socio-emotional learning, and project-based learning components. Academic curriculum in core content areas is fully aligned with the state adopted Common Core Curriculum. Middle school students have additional access to elective seminars including visual and performing arts, leadership development, and physical education.|As all students are enrolled and have access to the same comprehensive content area curriculum, no barriers currently exist to providing access to a broad course of study for all students. There are also supplemental resource materials available to students with exceptional needs or students needing additional supports or challenges in their curriculum.|Da Vinci Connect offers universal curriculum resources for all students enrolled including Discovery Education Techbooks, ST Math, BrainPOP, Reading A-Z, Writing A-Z, and CPM Math. Supplemental resources as requested by families or available based on need include Explode the Code language arts workbooks, Raz-Kids reading software, Lexia reading software, Right Source textbooks, Measuring Up to the Common Core workbooks, Studies Weekly (social studies/science curriculum), and Think CERCA (writing/close reading curriculum).|Met||2018
19768690131128|Da Vinci Communications High|7|Da Vinci Communications believes that all students should have access to a broad course of study and utilizes the University of California and California State University A-G subject requirements as the metric by which we determine whether or not students have successfully taken and completed a rigorous course of study at our school.|100% of Da Vinci Communications graduates from our first graduating class (2017) completed the UC/CSU A-G course requirements prior to graduation. 97% of our second graduating class (2018) completed the A-G requirements.|Da Vinci Communications acknowledges that there have been and will continue to be graduates who do not met A-G course requirements due to having exceptional needs. There are students whose Individualized Education Plans require a personalized course of study that may not necessarily meet UC/CSU subject area requirements, but who are able to earn their diplomas with at least the state minimum graduation requirements. As each plan is individualized according to student need with the input of multiple stakeholders in the students’ lives, we feel that appropriate access to a broad course of study for these students is still provided, though they did not necessarily achieve the metric for this indicator that we have set forth.|The adopted course of study and graduation requirements for grades 9 to 12, inclusive, offers courses in the following subject areas: 3 years of Social Sciences; 4 years of English; 3 years of Mathematics; 2 years of Laboratory Sciences (including one Physical Science and one Biological Science); 2 years of Language Other than English; 1 year of Visual and/or Performing Arts; 1 year of additional College Prep Elective; as well as courses in a career pathway of elective studies of student choosing. Da Vinci Communications will continue to monitor completion of A-G course requirements as the measure of access to a broad course of study for all students.|Met||2018
19768850132928|Anahuacalmecac International University Preparatory of North America|7|Tests only measure what was taught to be tested. Learning organized autonomously can transform the world. At AIUP, conscious educators, concerned parents and community-based allies, work towards the inclusion of and privileging of Indigenous language education and curriculum founded upon Indigenous ways of knowing and the formation of Indigenous-conscious students capable of experiencing a decolonizing and more liberatory educational experience through a broad course of study.|All students, including subgroups, have access to and are enrolled in a broad course of study. AIUP has created a UC approved A-G college preparatory curriculum and coursework for all core subjects offered to all student grades 8-12. With new UC approved courses like; Latin American Studies, Statistics and Probability and Common Core Integrated Math 1. In addition student have the opportunity to enroll in a college level class focusing on Native law.|No barriers have been identified.|On-going partnerships with institutions of higher education and experts in the fields of Indigenous studies and culturally relevant curriculum continue to inform school leadership, board of education and teaching cadre. Areas of development in career technical fields and medical career training are on-going.|Met||2018
19769920133900|Prepa Tec Los Angeles High|7|PTLAHS utilizes the Master Schedule and student schedules to measure equitable access to and are enrolled in the broad course of study offered.  The student schedules are disaggregated by  demographic information.|Master Schedule and Student Schedule analysis finds that all students, including unduplicated student groups and individuals with exceptional needs are provided equitable access and are enrolled in the broad course of study offered at PTLAHS.|Access to a broad course of study may only be restricted by the outcome of the Individualized Education Program restriction for a Special Education Program student|This year, the offering of a Skills Center class was created to provide support and assistance to the Special Needs students|Met|PTLAHS offers the College Preparatory Pathway, which all students are automatically placed into in 9th Grade or upon transfer to PTLAHS, and which builds upon the International Baccalaureate Middle Years Program.  These pathways allows students to complete the “A through G” courses approved by the University of California and the California State University, as well as enroll in Advanced Placement (“AP”) courses, as part of the students’ graduation requirements.|2018
19770810135954|ISANA Himalia Academy|7|The LEA uses the Student Information System to ensure that all students are enrolled in a Broad Course of Study.|All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.|No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes.|The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.|Met||2018
20102070117184|Madera County Independent Academy|7|In order to provide a broad course of study to all students, the LEA utilizes textbooks and online curriculum through Odysseyware to supplement course offerings and provide students opportunities to become proficient with technology while accessing academic content.|The use of Odysseyware, also allows students to enroll in A-G Courses, Foreign Languages, and additional career exploration courses.  Another benefit for the students attending the LEA is the use of online curriculum which allows students to take relevant courses for original credit or credit recovery, as many students come from other school districts deficient in credits. In addition, online courses allow for the expansion of the master schedule and offer Foreign Languages along with additional career exploration courses.  A goal for the LEA is to provide greater opportunities for students to access Career Technical Education (CTE) courses that are offered through the Career Alternative Education Services Division.  CTE courses prepare students for college and career opportunities upon high school graduation.  CTE courses can also provide job shadowing, community classroom, and internship opportunities for students that are seeking job related experiences and may not be planning to enroll in college immediately following the completion of high school.|The LEA will establish procedures to ensure student progress is measured more regularly through progress reports and updated credit evaluations.  Scheduled parent meetings with administrators and academic counselors will ensure appropriate supports are in place to help struggling students.  The greatest obstacles with our transient population of students is the year-round enrollment, chronic absenteeism, and gaps in academic achievement.|In order to better support student achievement, the LEA will assign academic counselors a caseload based on grade level, seek out parent feedback regularly through phone calls, letters, and parent meetings. In addition, academic counselors will provide informational workshops to keep parents and students informed of academic requirements, student progress and post-secondary academic and career opportunities.|Met||2018
20102072030229|Pioneer Technical Center|7|An integral component of the LEA is Career Technical Education (CTE), which offers relevant 21st Century Skills to students.  Students enrolled in CTE/ROP courses have an opportunity to participate in community classrooms to develop and refine skills required in the workforce.  Aside from the two CTE pathways that are currently offered, the LEA is researching another viable pathway that is of interest to students.|English Learners (EL) make up approximately 23% of the student population. Thus, developing and providing necessary supports for EL students continues to be a priority for the LEA.  As a result, professional development has been dedicated to ensure implementation of research-based methodologies across the curriculum. Additionally, teachers have received on-going professional development with English Language Development Standards. In order to better support the needs of students, the LEA utilizes online curriculum through Odysseyware, which allow students to complete approved A-G Courses. Online courses also allow for expansion of the master schedule and offer Foreign Languages along with additional career exploration courses.  In addition to the academic and career technical options at the LEA, Positive Behavioral Interventions and Supports (PBIS) continues to assist and support students’ behavioral, emotional, and social well-being.|The LEA will establish procedures to ensure student progress is measured more regularly through progress reports and updated credit evaluations.  Scheduled parent meetings with administrators and academic counselors will ensure appropriate supports are in place to help struggling students.  The greatest obstacles with our transient population of students is the year-round enrollment, chronic absenteeism, and gaps in academic achievement.|In order to better support student achievement, the LEA will assign academic counselors a caseload based on grade level, seek out parent feedback regularly through phone calls, letters, and parent meetings. In addition, academic counselors will provide informational workshops to keep parents and students informed of academic requirements, student progress and post-secondary academic and career opportunities.|Met||2018
20651770000000|Alview-Dairyland Union Elementary|7|In addition to core curriculum, all students have access to the following enhancements:  Both Alview and Dairyland students who demonstrate an academic need are provided access to intervention and tutoring.  The District tracks the success of intervention and tutoring with quarterly meetings between teachers and administration to monitor student progress.  All English learners have access to and are enrolled in English Language Development.  Students in grades two and three at Alview have access to a Pre-GATE program.  Students who are in the top 10% of their grade level are enrolled in the program.  At Dairyland, all students who excel in academics have access to the GATE program.  All students at both Alview and Dairyland have access to and are enrolled in the STEM lab program.  Students utilize the STEM lab by participating in project-based learning.   All students have access to and are enrolled in the drug and alcohol prevention program, Too Good for Drugs.  All students have access to and are enrolled in Traveling Teachers for an in-depth study of science and social science.  The District provides access to an afterschool art program on both campuses.  The art class is accessible to all students who show an interest in visual arts.  At Alview, all third grade students have access to and are enrolled in a weekly music program.  At Dairyland, all students have access to the band/music program.  Band is accessible to all students who wish to explore their desire to play an instrument and display their talents.  All students have access to and are enrolled in our Caught Being Good program.  This program exhibits elements of PBIS and promotes positive reinforcement.  All of these enhancements are tracked by the District using different means of communication and progress-monitoring.  Notably, every student group has access to all elements of the broad course of student based on their needs.|All students have access to a board course of study.  At both Alview and Dairyland, 100% of students have access to and are enrolled in the STEM program, Too Good for Drugs, Traveling Teachers, and the Caught Being Good program.  At Alview, 19% of students have access to and are enrolled in intervention.  At Dairyland, 25% of students have access to and are enrolled in intervention.  At Alview, 22% of students have access to and are enrolled in tutoring. At Dairyland, 21% of students have access to and are enrolled in tutoring.  In the District, 38% of students have access to and are enrolled in ELD.  At Alview, 10% of students have access to and are enrolled in Pre-GATE.  At Dairyland, 13% of students have access to and are enrolled in GATE.  At Alview, 13% of students have access to and are enrolled in the art program.  At Dairyland, 23% of students have access to and are enrolled in the art program.  At Alview, 25% of students have access to and are enrolled in music class.  At Dairyland, 25% of students have access to and are enrolled in band.|There are no barriers preventing the District from providing access to a board course of study for all students.|Upon review of all of the enhancements the District made accessible to students, the District finds it continues to ensure all students have access to a board course of study without new actions.  The District will continue to monitor student progress and accessibility to a board course of study for all students.|Met||2018
20651850000000|Bass Lake Joint Union Elementary|7|The LEA is a K-8 district. All K-5 students are enrolled in self-contained classes in which they have access to a broad course of study that includes mathematics, English language arts/language development, science, history social-science, and physical education/health. Students enrolled in grades 6-8 receive instruction in each of these areas from multiple teachers, as well as elective options to satisfy their interests and meet their individual needs. All students are eligible to enroll in these courses in the middle grades, including unduplicated student groups and individuals with exceptional learning needs. Enrollment data is monitored locally by school principals and teachers. LEA officials also monitor equity reports available through Data Quest and other resources including the California Dashboard.|All students have access to and are enrolled in a broad course of study. All K-5 students are enrolled in self-contained classes, while students in grades 6-8 are all enrolled in their requisite courses (i.e. math, ELA/ELD, science, history-social science, PE/health) with the ability to enroll in elective courses that meet their individual interests and specific learning needs. Student and parent surveys have aided district and school officials in expanding elective course offerings and extended day learning opportunities that meet the interests and needs of students.|All students are enrolled in a broad course of study in this K-8 district. The barriers preventing the LEA from expanding course offerings beyond what they are now include the small size of the district and the subsequent financial impact additional course offerings would have on the district.|The LEA continues its efforts to expand extended day learning opportunities. This is financially possible through the use of supplemental and concentration funds provided through the LCFF. By expanding opportunities via after-school programs, the district is providing additional learning in programs geared toward individual student interest, particularly unduplicated student groups. The 2018-19 year has brought California Cadets Corps to students in grades 6-8 throughout the district, as an example.|Met||2018
20651930000000|Chowchilla Elementary|7|All students are enrolled in courses that constitute a broad course of study.  Wilson Middle School recently added a class period to the instructional day to allow students in need of remedial classes to also have access to a non-academic elective.  Special Day Class students are taught by teachers using the same course materials which have been differentiated to best meet the needs of the student.  District Coaches are available to support good first teaching practices with an emphasis in cooperative structures, ELD support, Special Education, math and literacy.|All students have access to: English - Reading - Guided Reading, Lit Circles, Units of Study - Reading (Calkins) taught daily English - Writing  - Units of Study Writing (Calkins) taught daily Math - K-5 Bridges (Math Learning Center)   Grades 6-8 College Preparatory Math Science - Using last adoption - In the process of seeking other materials for review Science Coach is developing new units with          grade level teachers Social Science - Using last adoption and district/teacher created units currently, considering adoption for middle school Physical Education -      K-2 through classroom teacher only (200 minutes every 10 school days)                                        Grades 3-6 with additional Pull-Out Specialist support (80 minutes of the 200 noted above)                                        Grades 7-8 - PE is a designated period of the day (460 minutes every 10 school days, 46 minute periods) Art and Music                 All Grades put on plays or musical performances each year                                        Grades K-4th  - Art and music are taught in the classroom                                         Grades 5-6     - Art is taught by the classroom teacher -                                                                   Music  - students attend a music period each week taught by a credentialed music                                                                  teacher                                        Grades 7-8     - Art and music music are taught as an electives Health -                           All Grades - taught in conjunction with Science and Physical Education in a cooperative effort between                                         classroom teacher, PE Specialists and school nurse.|CESD meets of the objective of providing a broad course of study for all students.|We will continue to provide the services currently in place and continue in our review and adoption of new Social Science and Science curriculum.  We have additionally added a Special Day Class for our pre-school population.|Met||2018
20652010000000|Chowchilla Union High|7|Chowchilla Union High School District (CUHSD) uses our SIS Aeries to keep track of student data and information. Reports and queries provide information such as A-G completion, AP enrollment and demographics and other pertinent information. Counselors meet with students from all grade levels to inform them of the various course offerings at CUHSD and offer individual academic counseling to all students. Several software accounting resources such as Aeries, Nutrikids, CALPADS, SEIS and TOMS allow CUHSD personnel to monitor and provide services for our unduplicated students. SEIS is used as an SIS for maintaining information and services regarding individuals with exceptional needs.|A broad course of study is required by all students in order to graduate from Chowchilla Union High School District. All students must complete courses in English, Mathematics, Science, Social Studies, Physical Education, Fine Arts or Foreign Language, Life Skills, Information Technology along with elective courses and a culminating graduation project. All CUHS students have access to AP and dual enrollment courses if required prerequisites are met. Gateway Continuation students have the same graduation requirement. CUHS Independent Studies students have access to A-G aligned curriculum in the online program.|Although all students have access to a broad course of study, several barriers are present. A large percentage of incoming students are far below and below basic on their state testing upon entering Chowchilla Union High School District. Many students lack computer and internet access which may impede their access to online curriculum and assignments. Additionally, many students lack non-school provided transportation which impedes their participation in before and after-school activities and tutoring. Furthermore, language barriers impede many students from accessing higher levels of academic language.|Chowchilla Union High School District offers tutoring before and after school to support struggling students. All students have access to technology such as Chromebooks in each of their classes and can access the library to use computers during breaks and lunch. Students needing language and reading support have access to speech to text and Google Translate supports via Chromebook. We have applied for an after-school program grant which would include transportation later in the day. Paraeducators for students with exceptional needs and English Learners provide support in the classroom throughout the school day. CUHSD has worked with Merced College to provide free English classes for adults in our school district to support parents in English language development.|Met||2018
20652430000000|Madera Unified|7|Madera Unified’s Educational Services Department strives to ensure that all students, regardless of socioeconomic, historical, and cultural background are offered the highest quality of education.  Madera Unified has a plethora of educational services and programs to meet the needs of every student to ensure they become creative, collaborative, critical thinkers, and effective communicators in the 21st century, thus preparing them for the workforce and/or higher education.  These programs include, but are not limited to: ELD-level course work for students who are still progressing in English language acquisition, A-G college-level coursework for students whose goals are to attend the University of California or California State University systems,  CTE pathway courses for students who are interested in learning career/technical skills for use post-graduation, and AP/Honors courses for students looking for an even more rigorous course taking pattern to further prepare them for college.  Additionally, programs have been created for students with disabilities to meet the range of services needed for these students. The Special Services Department is dedicated to assisting parents and their students in receiving a Free and Appropriate Public Education (FAPE). Students meet with their teachers and counselors to ensure they are enrolled in an appropriate broad course of study.|The district also has the Accountability and Communications department who works on developing ways to measure progress toward Madera Unified’s goal to ensure every student is educated for college, equipped for career, and empowered with Character.  The guiding principle for the department is to ensure all students have an equal opportunity to graduate from Madera Unified with the greatest number of post-secondary options from the widest array of choices.  This is done through the development of real-time action-oriented dashboard indicators which are used to facilitate leadership in decision making and executing the Cycle of Inquiry (COI) process.|The SIS system, along with master scheduling reports are used to audit student placement in courses in the beginning of the school year.  Additionally, Madera Unified developed a multiple measure system called the student success indicator which is used to place students into the appropriate Math courses in 7th and 8th grade.  District level audits were conducted to confirm students were placed in the appropriate Math course.|During the past year, Madera Unified has decided to further focus on local indicators to develop Grade Level Readiness metrics that not only identifies where students are academically, but incorporates goal setting to further push student achievement and provide clarity on what school-site expectations are based on the current academic status of a child, thus furthering equity and access to the available broad courses of study available at Madera Unified.|Met||2018
20652430100016|Sherman Thomas Charter|7|For Third through 8th grade we use NWEA MAP (a nationally normed assessment tool) to measure student progress across the broad course of study for all students. Additionally, we use local measures, including Rigby & Star reading assessment, Math in Focus assessments, Summit Learning Platform, and others.|All students in the LEA are enrolled in a broad course of study. All student groups are equitably taught and measured based on the instruction provided in every classroom. Even students with special needs are supported to access grade level studies in every class.|There are no barriers to providing access to all students. The only challenge we face is poor attendance for a small percentage of students with which the school applies intervention measures to encourage regular attendance.|The LEA will continue to provide training for teachers and staff to support Tier 2 interventions for academics and behavior with fidelity to ensure that the quality instruction is accessible to all to promote student success.|Met||2018
20652430107938|Ezequiel Tafoya Alvarado Academy|7|The students take several assessments throughout the year.  For example, Go Math quarterly benchmark assessments for math.  In the area of ELA, we use CORE, writing rubrics and designated per genre and reading local assessment DIBELS is used.  ELPAC/CELTD test results from prior years are used to properly focus on designated ELD. The Interim Assessment Block (IAB) are assessments our teachers use throughout the school year to assess more focused sets of related concepts in mathematics and English language arts/literacy.  All assessments during the school year are  consistent with the sequence of their curricula. Besides the core curriculum, we have consistent pre and post physical education (PE) fitness & skill testing.|All students have a comprehensive, clearly articulated broad course of study.  Besides the core curriculum, all students have access to PE, Art, Band, and enrichment tutoring in the After School Education Safety Program.  Included in the broad course of study, we provide hands-on learning which includes several field-trips throughout the year.  All students, including all special needs, are included in all courses. Finally, we also provide a keyboarding class to 3rd through 8th grade students.|We do not have any barriers preventing us from providing access to a broad course of study for all students.|We annually access our academic programs with assistance of our lead teachers and curriculum department.  We anticipate implementing new English Language Arts, Social Science and the new Next Generation Science Standards curriculum in the next few years.|Met|We provide a leadership curriculum based on the idea of teaching students tolerance, self-worth and positive interactions.  We also established Positive Behavior Intervention and Supports (PBIS),  To support this ideal, we hired a full time MFT Counselor who works with students, teachers and parents.|2018
20652430118950|Sherman Thomas Charter High|7|For ninth through twelfth grade we use Illuminate (an assessment tool) to measure student progress across the broad course of study for all students. Additionally, we use local measures, including progress reports, local assessments, and others.|All students in the LEA are enrolled in a broad course of study. All student groups are equitably taught and measured based on the instruction provided in every classroom. Even students with special needs are supported to access grade level studies in every class.|There are no barriers to providing access to all students.|The LEA will continue to provide training for teachers and staff to support interventions for academics and behavior with fidelity to ensure that the quality instruction is accessible to all to promote student success.|Met||2018
20652430134510|Sherman Thomas STEM Academy|7|All students, including unduplicated student groups and individuals with exceptional needs, have access to the same courses and take the same classes. We use our student information system, Power School, to track that all students are enrolled in the correct classes. All students are enrolled in Science (which covers the 6th – 8th grade National Next Generation Science Standards – all standards in one year), Math (based on the grade the student is in – covering all California Common Core Standards), English (based on the grade the student is in – covering all California Common Core Standards), History (based on the grade the student is in – covering California State Standards), Physical Education (which includes health education), and the Nest (which is our elective course and covers fine arts as well as career and technical education).|We are a one site LEA and as mentioned in the previous answer, all students have access to and take the same courses, based on their grade. All 6th graders take the same courses with the same teacher, all 7th graders take the same courses with the same teacher, and all 8th graders take the same courses with the same teacher.|At this time, we do not have any barriers preventing the LEA from providing access to a broad course of study for all students.|While foreign language is not a required course at the middle school level, it is something that we would like to incorporate into our program. Through this process, we have decided to incorporate a foreign language component in our elective course, the Nest, which all students take. This will, like all courses at the STEM Academy, be for all students.|Met||2018
20652760000000|Raymond-Knowles Union Elementary|7|The LEA examines the curriculum, extra curricular activities, and special projects to track the extent to which all students have access to, and are enrolled in, a broad course of study.|We are a one school school district, therefore, all students at our site have the same opportunities and are enrolled in a broad course of study. All of our students have access to the following: Art class one a week with a parent volunteer. Student Showcase Events that highlight a project from a different subject area each month. STEM activites, example PGE Solar Suitcase Project  Catalina Island Science Camp Spring Musical|The barriers that the LEA faces are low funding and small staff.|The LEA is pleased with the broad course of study that we provide to our students with such a small budget at staff. We do not feel as though we need to revise what we are currently doing other than adding a Parent Teacher Organization which has just started up in an effort to have more help and funding for these types of activities for our students.|Met||2018
20755800000000|Golden Valley Unified|7|In Grades 1-6, GVUSD will utilize the following measures to define a Broad Course of Study:  Student Access to approved instructional materials (SARC data), access to PE Instruction (Lesson Plans), Access to Art Instruction (contracts with Art Docents and enrollment in Music classes). In Grades 7-12, GVUSD will define a Broad Course of Study as:  A Course Catalog that provides students with opportunities to meet the A to G requirements, Course offerings in Career technical Education, and courses that meet the UC/CSU entrance requirements.  The evidence will be collected from the Class Load Analysis report in AERIES.|All students in Grades 1-6  at each school site have access to approved instructional materials.  All Elementary students receive instruction in PE and visual and performing arts. All students in grade 7-12 have access to classes that satisfy the A through G requirements as well as meeting the UC/CSU requirements.  Students in grades 7-12 have the opportunity to take CTE courses within the 5 complete pathways being offered (including ROP Sports Medicine, ROP Digital Media, ROP Robotics, and several Ag pathways).|All students do have access to a broad course of study.  The greatest challenge to offering more courses is the size of our school and the limited funding received.|As a result of our findings, GVUSD will continue to offer a broad course of study.  As funding and enrollment increases, additional classes will be offered.  This information is found in Goal 2 of the Golden Valley Unified School District LCAP.|Met||2018
20756060000000|Chawanakee Unified|7|The district uses the student information system to track student enrollment in courses and/or programs based on grade level, student groups, and individuals with exceptional needs.   For high school students the master schedule is also used to determine availability for elective and CTE courses.  All high school students have access to 4 years of math study, 4 years of English-Language Arts, 3 years of Agriculture Science, and 4 years of Social Sciences.  They also have access to dual enrollment courses with the local community college.|All students have access to core classes in every grade.  All K-8 students have an art enrichment course, except the 8th grade students at Spring Valley School, who take their elective at Minarets High School.  North Fork School 8th grade students have the option to take an elective at Minarets High School, but are not required as the students at Spring Valley.  Spring Valley is located closer to Minarets and this makes it easier for access.  Band is offered to all K-8 school sites.  The school determine which classes take band.  Spring Valley's 5th and 6th grade, North Fork's 6-th-8th grade students, and all of Hillside Elementary students have the option to take band.   Minarets High School students have access to all course offerings.  If a class is full, first right is given to students who are enrolled in the pathway and if that is not the case then it is a lottery.|The Elementary schools have under 300 students and approximately 60 students in 7th and 8th grade.  The lower number of students makes it difficult to offer a variety of elective options.  One way we try to provide access to a broad access to elective courses is offering 8th grade students to take an elective at the high school.  They have an option of 5 different classes.|District and site admin monitor class size, parent and student input regarding course offerings, and student enrollment in each school site to determine any revisions.  For this school year Beginning Band was added to the elective courses offered at the K-8 school sites for 5th-8th grade.  The district has added teachers to maintain class sizes under the negotiated class size number.|Met||2018
20756060125021|Minarets Charter High|7|At Minarets Charter students have 8 courses a semester. This allows for more elective choices. All students have access to four years of Math study, four years of English-Language Arts study, 3 years of Agricultural Sciences, and 4 years of Social Studies curriculum. We have Media, FFA, Programming, Music and Art elective strands. In the 2016-2017 school year we added Dual Enrollment courses with our local community colleges, this program has continued to expand in the 2018-2019 school year. We use our chartering district's student information system(PowerSchool) to track student enrollment and graduation plans.|Since we are one school in this LEA, Minarets Charter High, we provided the same courses that our chartering district provides. All students at Minarets Charter High have access to every course that the chartering districts high school offers. We also provide online courses via services like Shmoop and Dual Enrollment courses via local community colleges.|The only barrier to expanding our broad course of study is population. Our school is just under 300 students and though we are supplemented by our chartering districts enrollment we do not have the size to generate the revenue to provide enough teachers to expand elective offerings and/or core subject offerings. For a school of our size we maximize our offering by having an 8 period day and using block scheduling.|Site administrators monitor parent surveys and teacher surveys to consider needs of growth. Currently Minarets Charter is considering adding one English Language Arts teacher and Math teacher. With significant growth, expansion in Foreign Language offerings and elective offerings might be considered.|Met||2018
20756060132936|Chawanakee Academy Charter|7|Our students are offered a broad range of courses of study, including A-G, CTE, intervention, credit recovery and remediation courses. Our students in 9th-12th grade spans are able to take concurrent classes in our district high school, as well as community college courses for dual enrollment courses. Our student information system is used to track student access and enrollment in these courses. Additionally, our counselors meet regularly to evaluate student enrollment and progress on courses.|Differences exist across school sites in regards to access to courses. These differences are largely due to the resource centers that serve students in contingent counties.|Proximity from the local high school and district present a barrier course access, specifically in the areas of performing arts, CTE, labs, and dual enrollment courses.|Access to courses for students served in contingent counties is being addressed through online programs that meet A-G requirements, independent contractors, and a proposed vendor list for outside services.|Met||2018
20764140000000|Yosemite Unified|7|The LEA uses multiple measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. These measures include master scheduling, sophomore counseling, placement testing, middle school electives, and progress in middle school electives. Students with disabilities are tracked through their IEPs, and placement is based on what is appropriate for each student, within the least restrictive environment. The progress of homeless and foster youth is tracked monthly and barriers to education are addressed through intervention team meetings or via the site homeless/foster youth liaison|All YUSD students have access to a broad course of study. YUSD champions equity and administrators and school counselors ensure that supports are provided to students to ensure maximal benefit from educational programs.|For YUSD, the main barrier to access of a broad course of study tends to be the size of the district—currently approximately 1600 students. This typically impacts the amount and variety of programs that can be offered due to budget constraints. However, YUSD prides itself on maintaining a plethora of programs in spite of this limitation—at the high school alone programs include: IB, AP, CTE, ROP, Music, Drama, and Fine Arts. Also, the district has robust educational options programs that range from independent study programs, to seat-based programs, including blended options.|In order to ensure a broad course of study for ALL students, the LEA has implemented Multi-Tiered Systems of Support (MTSS); added intervention specialists to address the academic, social-emotional, and behavioral needs of students; and provided professional development to all staff (teachers, classified, administrators) in social-emotional learning. Data is being used to identify students in need of intervention and targeted plans are being developed to address these needs. By meeting the needs of our students and remediating achievement gaps, more students will be able to access a broad course of study.|Met|This is a strength for this district.|2018
20764142030237|Glacier High School Charter|7|Glacier High Charter offers highly personalized educational plans for each student.  Each 9th-12th grade student’s academic program is personalized to meet the needs of that individual student.  We provide independent study students and their families with four types of resources: 1. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher.  Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this educational plan. 2. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses.  Glacier High purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work.   3. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests.  4. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional teachers and staff.  Glacier High seeks to honor and recognize the unique gifts, skills, passions, and attributes of each student. Our personalized learning model is dedicated to developing individualized learning programs for each student with the intent to engage each student in the learning process in the most productive and meaningful way, and to optimize each student's learning potential and success.  Our efforts are focused to help all students make substantial progress in meeting the appropriate standards-aligned academic skills in every area of necessary study.|Each student at Glacier High has a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher(s), as well as a special education specialist when applicable.  An Advising Teacher will serve as the primary point of contact for each student, with additional subject-matter teachers providing guidance and consultation on their specific subject area.  PLPs will include specific goals for each semester of school across all subjects.  The PLP will specify curriculum to be used, curriculum pacing, and assessments that will be given to demonstrate mastery of the standards-aligned content for each subject area/course.  The PLP will guide each student’s academic progress through independent study and site-based instruction and supports to ensure that all students have access to, and are enrolled in, a broad course of study.|Glacier High School Charter strives to provide all students a broad course of study.  Our personalized learning model allows us to serve all students which include English learners, students with disabilities, socioeconomically disadvantaged, and regardless of students with differing backgrounds, personal characteristics, or varying academic achievements.  All students have the opportunity to flourish in our personalized learning model.  As we are an independent study school, every student is allowed the opportunity to participate in onsite courses, activities, and field trips if they want to avail themselves of these programs.  As detailed in our 2018-19 LCAP, Glacier High is working towards providing greater guidance, support, and opportunities for students in the areas of college and career readiness (Goal 3) and Providing high quality and effective educational services and products to support student learning, including necessary and appropriate special education and EL populations, engagement and school connectedness under the daily guidance of their parent (Goal 4).|See our 2018-19 LCAP Document.|Met||2018
20764146110076|Mountain Home Charter (Alternative)|7|Mountain Home Charter offers highly personalized educational plans for each student.  Each Kindergartener-8th grade student’s academic program is personalized to meet the needs of that individual student.  We provide independent study students and their families with four types of resources: 1. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher.  Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this educational plan. 2. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty works with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs.  Mountain Home purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work.   3. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests.  4. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional teachers and staff. Mountain Home seeks to honor and recognize the unique gifts, skills, passions, and attributes of each student. Our personalized learning model is dedicated to developing individualized learning programs for each student with the intent to engage each student in the learning process in the most productive and meaningful way, and to optimize each student's learning potential and success.  Our efforts are focused to help all students make substantial progress in meeting the appropriate standards-aligned academic skills in every area of necessary study.|Each student enrolled in Mountain Home has a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher(s), as well as a special education specialist when applicable.  An Advising Teacher serves as the primary point of contact for each student, with additional subject-matter teachers providing guidance and consultation on their specific subject area.  PLPs will include specific goals for each semester of school across all subjects.  The PLP will specify curriculum to be used, curriculum pacing, and assessments that will be given to demonstrate mastery of the standards-aligned content for each subject area/course.  The PLP will guide each student’s academic progress through independent study and site-based instruction and supports to ensure that all students have access to, and are enrolled in, a broad course of study.|Mountain Home School Charter strives to provide all students a broad course of study.  Our personalized learning model allows us to serve all students which include English learners, students with disabilities, socioeconomically disadvantaged, and regardless of students with differing backgrounds, personal characteristics, or varying academic achievements.  All students have the opportunity to flourish in our personalized learning model.  As we are an independent study school, every student is allowed the opportunity to participate in onsite courses, activities, and field trips if they want to avail themselves of these programs.  As detailed in our 2018-19 LCAP, Mountain Home is working towards providing high quality and effective educational services and products to support student learning, including necessary and appropriate special education and EL populations, engagement and school connectedness under the daily guidance of their parent (Goal 3).|See our 2018-19 LCAP Document.|Met||2018
21102150000000|Marin County Office of Education|7|As an Alternative Education Program, we individually tailor each students pathway and enrollment to ensure that they have the knowledge and skills needed for success after high school. Students all take the core subjects as needed to fulfill California State Graduation Requirements, and also select two electives based on their interest. In addition, we take all students on expeditions into the community so that they can have experiences and develop interests outside of the classroom.|As mentioned above, all students have access to all of our classes, and do not miss core classes or electives for any other program.|Occasionally, students, who are referred to our program, demonstrate significant gaps in some or all subject areas.   In order to make quick progress toward graduation, then need to be enrolled in specific classes so that they may graduate as close to on time as possible. This may restrict access to other classes.|We measure success as growth and competency in skills and content aligned to the Common Core State Standards in English/language arts and math; the Next Generation Science Standards; and the California State Standards for History/Social Science. We use local, standards-aligned measures, as well as the Stanford Center for Assessment, Learning and Equity (SCALE) rubrics. We continue to reach out to Districts to try to serve students before they come to us so far behind, so that we can catch them up more quickly, and provide a wider array of learning opportunities.|Met||2018
21653000000000|Bolinas-Stinson Union|7|The Bolinas-Stinson School uses its schedule and calendar to ensure that all students from grade Pre-K to Grade 8 participate in a broad course of study specifically including: Language Arts, Social Studies, Mathematics, Science, Music, 4 modes of visual/ industrial arts, Physical Education beyond the state-mandated number of minutes and experiential education including field trips and a garden program. With a small school population it is practical to ensure that every single student in all grades and in unduplicated student groups and with exceptional needs receive the benefits of an unusually broad course of study.|2. All students are guaranteed access to the broad curriculum with no exception made by school site.  Some insubstantial delivery models such as push-in rather than pull-out music for Kindergarten- First grade for music are in place but regardless of location, grade level or unduplicated group status, all students  participate fully.|There are not any barriers.|4. For a very small relatively well-funded single school district that reports 100% verifiable access to a broad course of study, the assumption that barriers to access exist and that the LEA must need to make revisions or take new actions to increase access is presumptuous.  As noted above, there are no barriers to access.  Thus no revisions, decisions, actions or actions are necessary.|Met||2018
21653180000000|Dixie Elementary|7|Using our enrollment process and student data system (Aeries) together with our master schedule at each school site, the district  tracks the extent in which students have access and are enrolled in a broad course of study based on grade spans, unduplicated student groups and individuals with exceptional needs. The IEP process is also used to track access for individual students in special education programs. The district will use information gathered through the IEP processes in the district to assess that all students with IEPs are indeed enrolled and have access to a broad course of study.|Using the selected measures mentioned above, all students enrolled in general education in our district have access and are enrolled in a broad course of study. The district will be examining student access status through data collected during the IEP process to ensure that all students also enrolled in special education have access to a broad course of study.|Local measures do not indicate that there are barriers that are preventing the district from providing access to a broad course of study for all students.|Using the selected measures mentioned above, all students in general education settings in our district have access and are enrolled in a broad course of study. The district will be examining student access status through data collected during the IEP process to ensure that all students also enrolled in special education have access to a broad course of study.|Met||2018
21653340000000|Kentfield Elementary|7|Due to our small size, Kentfield School District is able to track every student's schedule individually. This is the responsibility of the administration at Bacich, and the counselors, in consultation with administration, at Kent.|All students, unless otherwise directed by an IEP, participate in all core curriculum classes plus enrichments, including P.E., art, music and technology.|We do not currently have any barriers to providing access to a broad course of study for all students.|Changes are not currently needed. All students have access to a broad course of study.|Met||2018
21653420000000|Laguna Joint Elementary|7|Due to the very small size of our school, we are able to adequately ascertain the extent to which all students have access to a broad course of study for all students.  Report cards are used to measure growth against all courses.|We continue to develop our programs in this multi-age environment to increase hands on learning and access to experiences that accentuate the curriculum.|Our relative size is both  enriching and confining.  Our students have a close learning environment that allows for learning that is not always linear - with multi-ages engaging in learning.|We will continue to develop our schools program as a small school and continue to add opportunities for real world experience/field trips to mitigate the isolation of our setting/environment.|Met||2018
21653590000000|Lagunitas Elementary|7|The Lagunitas School District uses its schedule and calendar to ensure that all students from grade K to Grade 8 participate in a broad course of study specifically including: Language Arts, Social Studies, Mathematics, Science, visual arts, Physical Education beyond the state-mandated number of minutes and experiential education including field trips and a garden program. With a small school population it is practical to ensure that every single student in all grades and in unduplicated student groups and with exceptional needs receive the benefits of a broad course of study.|All students are guaranteed access to the broad curriculum with no exception made by school site or by student group.|There are not any barriers to access; all students participate in a broad access to courses.|For a small school district housed on a single campus and that reports 100% verifiable access to a broad course of study, the assumption that barriers to access exist and that the LEA must need to make revisions or take new actions to increase access is presumptuous.  As noted above, there are no barriers to access.  Thus no revisions, decisions, actions or actions are necessary.|Met|While the a broad variety of courses are offered to all students, the removal of the unfunded federal mandate for special education costs would provide additional time for elective classes as well as preparation time for teachers.|2018
21653670000000|Larkspur-Corte Madera|7|LCMSD uses student report cards, individual student schedules and the master schedule to track the extent to which all students have access to a broad course of study.|Along with the core curriculum in ELA, math, and science, all elementary students in LCMSD have access to art, music and physical education. Pull-out supplemental support is scheduled such that it does not exclude a student entirely from any of these programs.  Students at the middle school who receive targeted intervention (math support, Learning Center, Designated EL) devote one of their two elective periods to that intervention. Sixth grade students all still experience the sixth grade enrichment wheel that includes technology, world languages and art. Seventh and eighth grade students who receive targeted intervention choose from electives that include art, music, world language and technology. Students at the middle school do not all choose the same electives and enroll in courses based on their interest.|The barrier to all students receiving access to a broad course of student is the need to provide targeted intervention for students in need of additional support. In order to make progress on IEP goals or to receive designated support to facilitate content-aligned language development, a devoted period of support is an effective way to support students. That support comes at the cost of the second elective period in middle school.|Targeted intervention in LCMSD is based on individual student need and is a flexible support. Schedules for students who longer require the intervention are adjusted to accommodate that change. Intervention is a fluid process, not a fixed condition for students.|Met||2018
21653750000000|Lincoln Elementary|7|Due to the very small size of our school, we are able to adequately ascertain the extent to which all students have access to a broad course of study for all students.  Report cards are used to measure growth against all courses.|We continue to develop our programs in this multi-age environment to increase hands on learning and access to experiences that accentuate the curriculum.|Our relative size is both  enriching and confining.  Our students have a close learning environment that allows for learning that is not always linear - with multi-ages engaging in learning.|WE will continue to develop our schools program as a small school and continue to add opportunities for real world experience/field trips to mitigate the isolation of our setting/environment.|Met||2018
21653910000000|Mill Valley Elementary|7|Our district utilizes student schedules to determine whether students have access to a broad course of study across all grade levels.|We have determined that all students district-wide have been provided with a broad course of study, which includes language arts, math, science, social studies, world languages, visual and performing arts, music, and physical education. This is evidenced by student schedules.|There are no barriers in place that prevent our students from accessing a broad course of study. Our district partners with Kiddo!, which provides parent and community financial support, to offer our students robust visual, musical and performing arts, physical education, world language, global studies, and instructional technology programs that enhance and deepen the their learning experiences.|Examining our students' schedules, there are no actions needed to be taken to ensure all students have access to a broad course of study.|Met||2018
21654090000000|Nicasio|7|Nicasio School District uses the Master Schedule to track access and enrollment in a broad course of study for all students. In addition, special education staff provides updated schedules throughout the school year to measure and track access to a broad course of student for students with disabilities.|All students in grades TK-8 are enrolled in broad courses of study as evidenced by the Master schedule and have access to standards-aligned textbooks, materials and assessments. Courses include English-Language Arts, Math, Science, History-Social Science, PE, Art and Spanish. Students are taught in multi-age classrooms with the following grade spans: TK-2, 3-5, 6-8.  Students designated as English Learners (EL) are enrolled in the general education classroom with their peers. In addition, EL students receive designated English language support during a Learning Center course twice per week (grades TK-2) or three times per week (grades 3-8). Students with special needs receive support from special education staff as designated in their Individualized Education Plan (IEP) at a time determined by the IEP team.|The Master Schedule is adjusted regularly to meet student needs in accessing a broad course of study. Due to the size of the school and resources available, some students may receive identified supports at various times of the day.|Nicasio School District will work collaboratively with all stakeholders to investigate alternate methods and scheduling to ensure all students have access to a broad course of study.|Met||2018
21654170000000|Novato Unified|7|The district chose to report student enrollment in Career Technical Education pathways, A-G course enrollment, and Advanced Placement enrollment to determine a baseline for access to a broad course of study including programs and services provided to unduplicated students and individuals with exceptional needs.   The self-assessment tool guidance from the California Department of Education may be found here: https://www.cde.ca.gov/ta/ac/cm/localindicators.asp.|Using master schedules, course enrollment records, student/parent surveys, it was determined that all students, regardless of what school they attend or where they live, have the opportunity to access a broad course of study in required subject areas in English, mathematics, social science, science, visual and performing arts, health, physical education, career and technical education and others. In fall 2018, NUSD underwent an extensive and in-depth Title IX evaluation to ensure policies were inclusive and that there were not artificial barriers to participation in any educational or athletic program. NUSD was deemed compliant.|None.|Continue to seek out modern, high-interest courses which are A-G compliant.  Continue to partner with Community Colleges to enhance dual enrollment opportunities for students.  District has plans in 18-19 to undergo both an Equity Report and a comprehensive Special Education review.  NUSD will implement any other access actions which may be recommended under those two outside evaluations which will be used to inform the priorities of the 19-20 LCAP.|Met||2018
21654176113229|Novato Charter|7|NCS uses a curriculum guided by the Core Principles for the Alliance of Public Waldorf Education. While Novato Charter School is committed to covering all Common Core State Standards in Kindergarten through 8th Grade by the end of the 8th Grade, we do so on a different time-table from traditional public schools.  Main Lessons are taught in Blocks of approximately three to six weeks. Each Block has a topic of study, (ELA, Math, Science, History, Geography) and all the activities during the Main Lesson, which include speech, music, movement, written work, artistic work, revolve around the topic. Students create their own text books, known as Main Lesson Books, to record the information they are learning. The remainder of the day, four additional periods, practice lessons taught by the Class Teacher or a Specialty Teacher.  Specialty Teachers are skilled professionals that teach subjects such as Music, Spanish, Movement, Handwork and Math.  All students are enrolled in and participate in all of the classes throughout the school year.|To ensure that students have this foundation for healthy learning, NCS is committed to foster healthy relationships within the community of students, teachers, and parents. We do this through fostering an environment of warmth, growth, compassion, and respect, utilizing open, direct communication that embraces growth and human striving. This is reflected in our School’s Core Values. This process is guided by The Student Support Executive Group, or SSEG, serving as an advisory committee to the Faculty. The SSEG is made up of the School Director and three Chairs from the following streams: Social Inclusion, Discipline and Guidance, and Learning Support and Care|We have met this criteria for providing access to a broad course of study for all students.|The Learning Support/Care Group (LS/C), made up of the Chair and a faculty member, supports the faculty in the preparation and strengthening of a diversified curriculum that provides opportunity for growth and success for students. All classes include students with differing learning styles that can be met by addressing multiple intelligence's. At times, class remediation may not be sufficient, and in this case a student would be referred to the LS/C. The LS/C would meet with the teacher to hear concerns. They may recommend support, in the form of books, practical classroom suggestions, or referral to professionals who have particular expertise to serve a student. A subsequent step may involve referring a student to a Student Support Team. This could lead to testing by the Resource Team, and possibly an Individual Education Plan.|Met||2018
21654250000000|Reed Union Elementary|7|A clear and complete description of measures and tools can be found on pages 34-38 of the Reed Union School District LCAP document which can be accessed at this link: https://www.reedschools.org/cms/lib/CA01001640/Centricity/Domain/453/P.1%20%20LCAP%20POST%20061218.pdf|A clear and complete description of measures and tools can be found on pages 34-38 of the Reed Union School District LCAP document which can be accessed at this link: https://www.reedschools.org/cms/lib/CA01001640/Centricity/Domain/453/P.1%20%20LCAP%20POST%20061218.pdf|No barriers are preventing Reed Union School District from providing access to a broad course of study for all students.|None at this time.|Met||2018
21654330000000|Ross Elementary|7|The Ross School District is a one-school district with approximately 400 learners spanning K-8th grade.  The District  the Board of Trustees approves all courses of study to ensure all courses are pre-college, college, or career courses, the district uses Aeries to track student enrollment, and the site administrators ensure that all students are with exceptional needs are met through the District's established learning center.|All students have access to and are enrolled in a broad course of study.  All K-5 students take a course in World Language, Art, Physical Education, STEM, Technology, and Music.  Moreover, 6th-8th all middle school students enroll in a myriad of elective options.  These options include taking advanced level mathematics courses.|The District finds no specific barriers in taking pre-college, college, or career courses in 6th-8th.  Moreover, all students have access to the same curriculum and instruction in K-5 and 6-8th grade learners have the option to take any course offered in the core curriculum as an elective.|The Ross School District has provided district initiatives|Met||2018
21654580000000|San Rafael City Elementary|7|The LEA is using master schedules, teacher classroom schedules, teacher observation and a focus on universal access for all students with a differentiated approach to classroom instruction.|San Rafael City Elementary School provides access to all students TK-8 through a broad course of study. The school master schedule, individual teacher schedules and curriculum design are all focused on universal access for all students. Students PK-3 have access to SEAL thematic units, designed to build the capacity of schools to powerfully develop the language and literacy skills of young English Learner children, and to close the achievement gap by fourth grade.  SEAL is also a model of language-rich, joyful and rigorous education for all children.   In grades 4-8, teachers have developed common core units. All students have access to math, science, P.E,. social studies, English language development,art (enrichment in 6-8th,) and  health. We have worked on increasing electives to middle school English Learners.We have increased elective participation for our English Learners from 40% in 2016-17 to 77% in 2017-18.  PD continues to focus on supporting teachers in instructional strategies that support access and deepening common core units.|In some cases, students struggling with language acquisition have faced barriers to a broad course of study; however, we have made great strides in developing programs to better support our Newcomer English Learner students so that they have greater access to the English-based content in all areas of study. We have teachers who are provide additional, focused English support for our newcomers.  For example, pathways have been developed so that Newcomer and English Learners have access to all core courses, as well as electives.  SEAL thematic units, are designed to build the capacity of schools to powerfully develop the language and literacy skills of  English Learner children, The goal is to  close the achievement gap by fourth grade.  SEAL is also a model of language-rich, joyful and rigorous education for all children.  Teachers have also had numerous professional development opportunities provided to them so that their students have integrated ELD in all of their coursed. including three days of professional development support for our newcomer teachers.|SRCS is developing a comprehensive process to assess what new actions the LEA will implement to review and support ongoing access to all students to a broad course of study.|Met||2018
21654660000000|San Rafael City High|7|Measures include student report cards, class schedules and the master schedule for our high schools.|SRCS has increased access to all students in a broad courses of students.  All students have access to college prep courses (including those fulfilling UC A-G requirements), Advance Placement courses, CTE courses, and dual enrollment courses with our local community college.  Students choose a wide variety of English Language Arts, math, science, social science, world languages, physical education, and visual performing arts courses.  In addition, SRCS offers qualifying students the opportunity to enroll in our AVID program, which provides students, many of whom are the first to attend college in their families, the necessary help and support so that they are college and career ready upon graduation.  Of the 2,400 students we have in SRCS High School District, nearly 300 students participate in our AVID program.|In some cases, students struggling with language acquisition have faced barriers to a broad course of study; however, we have made great strides in developing programs to better support our Newcomer English Learner students so that they have greater access to college and career readiness courses. For example, pathways have been developed so that Newcomer and English Learners have access to all core courses, as well as electives.  Teachers have also had numerous professional development opportunities provided to them so that their students have integrated ELD in all of their courses.|SRCS has created a number of programs that help ensure all students have access to a broad course of study.  For example, we have doubled the amount of CTE courses/pathways we offer at both our comprehensive high schools.  In addition, we have seen a steady increase in enrollment in our Advance Placement program, which includes increased access for traditionally under-represented students.  Lastly, we have a number of opportunities for students to exercise their voice not just in the decision making process, but taking direct action on behalf of their learning and education.  Programs such as Link Crew, Student Government, Peer Resources, and Student Voice are all ways in which students can add their perspectives and talents to expanding access to a broad course of study for themselves and their fellow students.|Met||2018
21654740000000|Sausalito Marin City|7|Bayside MLK is a very small TK-8 school with approximately 125 students.  We offer our students a comprehensive academic program in English, History, Math, and Science in grades 6-8 and a comprehensive program in ELA and Math in grades TK-5 with an emerging History and Science program in grades TK-5.  All TK-8 students are provided with an opportunity for study in art, music, garden, and PE each week.  Due to our small size, we are not able to offer our students a wide variety of electives so a standards based program is offered in art, music, garden, and PE to all students.  We also offer after school opportunities for additional art and music exposure through open studio classes and weekend music classes as well as a host of interesting opportunities through our after school provider, the Boys and Girls Club.|We only have one school site in our district.  All students have access to the same quality educational opportunities at their grade level during the school day and after school hours (should they choose to access the programs after school hours).|In recent years professional development has not been provided to staff in the areas of History and Science which has led to an uneven instructional program in those content areas in grades TK-5.   This will be a focus in the coming months and years.  Due to our small size, we are not able to offer our students a wide variety of electives so a standards based program is offered in art, music, garden, and PE to all students.|Professional development will be provided during early student release days in the area of History where the TK-5 teachers will further familiarize themselves with the History framework for their grade level and create lesson plans that can be integrated into the writing workshop program in their classrooms during the 2018-2019 school year.  Professional development will be provided during these meetings in the area of Science where the TK-5 teachers will further familiarize themselves with the Next Generation Science Standards (NGSS) for their grade level and create lesson plans/units that they can begin to integrate into their instructional program during the 2018-2019 school year.  In addition, additional NGSS professional development will be provided to teachers during the summer of 2019 and during the 2018-2019 school year.|Not Met|Until we are able to offer students access to standards-based curriculum across all grade levels and across all subjects, the district is not meeting Priority 7, Access to a Broad Course of Study.|2018
21654746118491|Willow Creek Academy|7|All Willow Creek students in grades K-6 are enrolled in the same broad course of study, including project-based learning curriculum in core subjects, art and music classes, physical education classes, and garden and nutrition classes.  All students in grades 6-8 take world language classes that are aligned with the world language curriculum at the high school the majority of our students attend.  In grades 7 and 8, students participate in these same classes and have the added benefit of self-selected electives classes, including STEAM lab, Yearbook, and Student Government.  A supplemental Algebra course is available to students in grade 8, and our Math Specialist and Middle School Math Teacher utilize multiple measures, including placement tests, student interviews, and family conferences, to ensure that the Algebra class demographics accurately represent our student body.|Not applicable, as Willow Creek is a single school site and all students are enrolled in the same course of study, with the exception of Algebra (see above).|The student demographics of the Algebra class closely match the demographics of the 8th grade class as a whole.  Among students in the Algebra class, 44% are low-income, 8% are English Learners, 12% are immigrant students, and 12% are students with disabilities.  Among the students in the 8th grade class as a whole, 50% are low-income, 7% are English Learners, 7% are immigrant students, and 10% are students with disabilities.|All students will continue to participate in a broad course of study, including project-based learning curriculum in core subjects, art and music classes, physical education classes, garden and nutrition classes, world language (grades 6-8), and electives (grades 6-8).  We will continuously monitor our Algebra class to ensure that the demographics of the students enrolled closely match the demographics of the students in the 8th grade class as a whole.|Met||2018
21654820000000|Tamalpais Union High|7|TUHSD uses UC a-g completion rates, AP and honors course enrollment rate, as well as 9th grade math placement data  as  measures to track the extent to which all students have access to and are enrolled in  a broad course of study.|TUHSD student overall UC a-g requirement completion rate is 80%. When disaggregated by race, a gap is apparent: Asia  82%, White 84%, Latinx 58%, African American 31%. Enrollment in AP and honors classes more closely reflects the demographics of the District but is still disproportionate. Our 9th grade math placement data also reveal a disproportionate % of African American and Latinx students enrolled in below grade level math.  However, our most recent CAASPP data show that our African American students have improved on performance in math and English each year of the past 3 years.|The District serves grades 9-12 only and therefore are not able to provide early intervention to ensure all students are prepared to be successful in grade level courses, specifically math courses.|The District has developed a collaboration with our feeder District from which our students struggle most in mathematics at the 9th grade. The purpose of the collaboration is to identify students who may be falling behind grade level in math as early as 6th grade, provide ongoing intervention and support around the specific skill deficits to ensure all 9th grade students enter algebra prepared to succeed.  We will continue to use data from this collaboration to inform our interventions and support.|Met||2018
21733610000000|Shoreline Unified|7|The District serves 510 students. Transcripts of high school students are reviewed to ensure that all students are enrolled in a broad course of study that will lead them to graduation and eligibility for post-secondary education (A-G). Students in TK-8 are served in self-contained classes, with all teachers providing a broad course of study.|All students in all identified sub groups have access to and are enrolled in a broad course of study. At all school sites, all students, including those with exceptional needs, are enrolled in, and are expected to be successful in a broad course of study. All sites provide support to those students (EL's, IWEN's, etc) who require accommodations or additional support to be successful.|All students have access.|We are continuing to develop our multiple tiers of student support to provide students the best support to maintain their access to a broach course of study.|Met||2018
21750020000000|Ross Valley Elementary|7|The District uses master schedules and has determined the instructional minutes for each core content at all the Elementary and Middle Schools.  In order to ensure students that require interventions have the same opportunity the registrar works collaboratively with the educational team to hand schedule these students to ensure that they receive core content instruction and electives thereby ensuring a broad course of study.|At the Elementary Schools, all students receive art, music and physical education for the required minutes. Staff are allocated to ensure equity across schools based on the number of students. The District has determined the recommended number of minutes for each content area and classroom schedules are developed accordingly. Students that require interventions based on their IEP receive services throughout the day and special education staff work with the general education teachers and administrators to ensure all students are mainstreamed with general education peers in art, music and physical education for the required number of minutes. The Middle School offers a zero period which is optional however more than 90% of the students take the period to add an extra elective.  The students have choices including art, music, STEM and foreign language.  In addition, 100% of ELL students are taking ELD during this period so that they can have an extra elective or further intervention during the school day.  Throughout the day students requiring ELA and Math intervention are enrolled in classes. 95% of IEP students elect to take a zero period. Clubs and Activities are scheduled during lunch as well as after school. 6th grade students also sample the electives since within their schedule the school has developed an elective wheel so that all students have the same opportunity to explore.the myriad of courses.|There are no barriers in providing a broad course of study to all students,|The District has established an equity committee comprised of Administrators, Certificated Staff, and Classified Staff.  The committee is reviewing all processes to ensure that the  District has and continues to develop programs, activities, and clubs and offer a broad course of study to all students.  Through, this equity lens the District will continually review the school Master Schedules, programs, vlubs and activities.|Met||2018
21770650135350|Ross Valley Charter|7|We use the following measure to track the extent to which all students have access to a broad course of study:  Classroom Schedules School Enrichment Class Schedule Teacher Professional Development in the Arts Teacher Professional Development|100% of students are enrolled in a broad course of study.|No barriers exist that would prevent access to a broad course of study for all students.|No new revisions, decisions, or actions required to ensure access to a broad course of study for all students.|Met||2018
22102230000000|Mariposa County Office of Education|7|Mariposa County Unified School District tracks progress in meeting Priority 7 standards by reviewing all course offerings, master schedules, and bell schedules to assess that all students are enrolled in and benefiting from a broad course of study. The district utilizes Aeries, our student information system, in order to keep track of and monitor what students have access to what courses and to ensure that all students have equitable access to them. We are able to monitor this based on number of students enrolled by grade span as well as our unduplicated student groups and our exceptional learner population.|Mariposa County High School offers multiple career pathways that not only meet Ed. Code’s description of a broad course of study, but also that they are able to engage in a course of study that is meaningful to them. Mariposa County High School also offers a variety of AP and Honors courses that allow for them to enter college prepared and often with credits already earned. Because we only have one comprehensive high school in our district it is imperative that students not only have access to a broad course of study, but that all of the courses of interest are readily available to them as going to another district school to gain the courses they were hoping for isn’t an option. This has progressed over time as MCUSD has continued to focus on college and career readiness at all of our school sites. Over the last year we have been focusing on how to build time in to our 7th and 8th grade students day for career exploration in an effort to help them pick the best pathway for them in high school.|Our K-8 grade students attend one of our two main school sites or one of 4 small necessary schools spread out throughout the county. Small necessary schools present challenge when looking to offer broad course of study but we manage to so through multiple grade classrooms and teachers who are able to be flexible with student groupings in class. To give you an example of these struggles, at some of our sites we may only have one student enrolled in a grade level at a time. This requires for teachers to master many different grade levels of curriculum and manage many small groups at one time. Even with theses challenges, all of our students are receiving access to a broad course of study.|For the 2019-2020 school year, we will be meeting as a leadership team with all sites master schedule to brainstorm how we can continue to broaden the course of study throughout all of our students day. We will also be working to align our K-8 schedules more closely to our high school career pathways in an attempt to not only provide broad course of study but to allow students to select the high school pathway that is the most meaningful for them. We will continue exploring partnerships with CSU's and Merced Jr. College in an effort to build out courses at the high school level that allow for our students to gain congruent credits.|Met||2018
22655320000000|Mariposa County Unified|7|Mariposa County Unified School District tracks progress in meeting Priority 7 standards by reviewing all course offerings, master schedules, and bell schedules to assess that all students are enrolled in and benefiting from a broad course of study. The district utilizes Aeries, our student information system, in order to keep track of and monitor what students have access to what courses and to ensure that all students have equitable access to them. We are able to monitor this based on number of students enrolled by grade span as well as our unduplicated student groups and our exceptional learner population.|Mariposa County High School offers multiple career pathways that not only meet Ed. Code’s description of a broad course of study, but also that they are able to engage in a course of study that is meaningful to them. Mariposa County High School also offers a variety of AP and Honors courses that allow for them to enter college prepared and often with credits already earned. Because we only have one comprehensive high school in our district it is imperative that students not only have access to a broad course of study, but that all of the courses of interest are readily available to them as going to another district school to gain the courses they were hoping for isn’t an option. This has progressed over time as MCUSD has continued to focus on college and career readiness at all of our school sites. Over the last year we have been focusing on how to build time in to our 7th and 8th grade students day for career exploration in an effort to help them pick the best pathway for them in high school.|Our K-8 grade students attend one of our two main school sites or one of 4 small necessary schools spread out throughout the county. Small necessary schools present challenge when looking to offer broad course of study but we manage to so through multiple grade classrooms and teachers who are able to be flexible with student groupings in class. To give you an example of these struggles, at some of our sites we may only have one student enrolled in a grade level at a time. This requires for teachers to master many different grade levels of curriculum and manage many small groups at one time. Even with theses challenges, all of our students are receiving access to a broad course of study.|For the 2019-2020 school year, we will be meeting as a leadership team with all sites master schedule to brainstorm how we can continue to broaden the course of study throughout all of our students day. We will also be working to align our K-8 schedules more closely to our high school career pathways in an attempt to not only provide broad course of study but to allow students to select the high school pathway that is the most meaningful for them. We will continue exploring partnerships with CSU's and Merced Jr. College in an effort to build out courses at the high school level that allow for our students to gain congruent credits.|Met||2018
22655320125823|Sierra Foothill Charter|7|Several online tools are used to track students' enrollment in the broad course of study offered at the school/district. Aeries, the school's online student information system, is used to enroll and track all students' participation in educational programs. Special Education Information System (SEIS), an online database, is used to track all students who participate in Special Education programs. A locally designed database documents students' participation in intervention programs to provide additional academic support when needed.|All students are enrolled in an educational program that includes core instruction in grade level content standards. Visual and performing arts, technology, physical education, and service learning are integrated daily/weekly for each student. All students are assessed using multiple measures throughout each trimester, including benchmark assessments, running records, literacy assessments, and curriculum assessments. Students who demonstrate a need for additional academic support are provided with intervention program participation at school. In addition to parent/teacher conferences where report cards are used to document progress, a Student Study Team process is used to monitor progress and goals for students. IEP meetings also provide opportunities for monitoring progress, goals, and program content for students with special needs.|All students have access to a broad course of study. Additional funding would help staff further enhance the current offerings for students.|Intervention program participation and monitoring has been improved due to additional staffing allocation. The addition of Spanish instruction in grades TK-4 has been added for the 2018-19 school year.|Met||2018
23102310000000|Mendocino County Office of Education|7|Mendocino County Office of Education serves approximately 85 students. Students who are incarcerated attend from a few days to several months. Community School students attend for at least one complete semester or more. Students enrolled in these programs are often credit deficient. Fortunately, the school counselor works closely with students, their families, district school of residence and the staff within our alternative education program to provide a broad course of study for students. For this particular student population, the one-on-one, planning for course completion is essential. An Individual Learning Plan is created for each student to ensure there student have access to courses.|Students enrolled in the Community School have access to a variety of online programs including CTE, languages and electives. Music and art are a part of the integrated program. Career awareness and exploration is provided through a career specialist and the school counselor. Students are able to participate in a local Aikido class if they so desire. Students with disabilities have the support of the WorkAbility program for job shadowing and career experience. Students who are incarcerated have limited access to courses beyond the core curriculum. Visual and performing arts are integrated into the curriculum when possible. Some students are allowed to provide community service at the local animal shelter and assist with the care and feeding of the animals on a weekly basis.|Barriers for the Community School are partially a result of the small staff. They offer electives and support online opportunities, but with only two classroom teachers the options are limited. Students who are incarcerated are limited because online access is very restricted and the mobility of the students presents unique challenges to course offerings, especially since there is only one classroom with a paraprofessional. Guest artists have enhanced the art program and an ongoing gardening project has been embraced by students, teachers and the probation staff.|The staff is working to strengthen CTE career pathways in the areas of agriculture and patient care. Online course offerings will continue to be a viable option for students. As course offerings are expanded, the teaching staff will need additional training on how to best support students in an online learning environment. The administration and staff are working with community agencies to provide a stronger visual and performing arts program to the schools as well as additional career exploration opportunities.|Met||2018
23655400000000|Anderson Valley Unified|7|The Anderson Valley Unified School District serves approximately 485 students in Grades K-12, including its two comprehensive school sites, Independent Study, and Continuation High School programs. The District tracks the extent to which all students have access to, and are enrolled in, a broad course of study through formal and informal means. Parents, students, and staff members are surveyed at least annually, with results tabulated and presented to the public at a regular meeting of the Governing Board of Trustees. School counselors assist students with the task of developing customized learning plans based upon the evaluation of individual needs, and District administrators continually monitor and guide the provision of instructional services to ensure a broad course of study for all students.|Students enrolled in the Anderson Valley Unified School District enjoy the dual benefits of small class size and a broad range of learning options. In addition to core instruction at all grade levels, the District provides a range of elective courses, advanced placement courses, online instruction, early entry coursework through the local community college, before and after school enrichment, and peer tutoring. For students who require alternative settings and differentiated instruction, the District provides access to abroad course of study through Independent Study, Continuation High School, and Special Education. The needs of expelled youth are addressed through voluntary enrollment in Independent Study or placement at a community school operated by Mendocino County Office of Education.|In its ongoing effort to ensure access to a broad course of study for all students, the Anderson Valley Unified School District faces two barriers not uncommon in similar small school districts. Anderson Valley is a rural, geographically isolated district concurrently experiencing declining enrollment and increasing expenses. The result has been, and continues to be, a lack of resources sufficient to support both superior core instruction and extensive learning options designed to meet the needs of all student populations. In addition to financial resources that might fall short of fully funding all instructional programs, the District has difficulty recruiting and retaining highly qualified faculty and experienced instructional support staff.|In order to ensure access to a broad course of study for all students, the Anderson Valley Unified School District will continue its current successful efforts, while proceeding to address identified barriers. The District will continue to provide effective core instruction paired with elective courses, differentiation, enrichment, and placement in alternative programs and settings based upon individual students’ needs. Concurrently, the District will take steps to maximize resources by attracting new students, pursuing grant funding, and strictly managing expenditures. In addition, the Anderson Valley Unified School District will redouble efforts to recruit and retain highly qualified staff members.|Met||2018
23655570000000|Arena Union Elementary|7|Arena Union Elementary School has for the past two years worked on fully implementing the new Common Core curricular materials in English Language Arts and Mathematics.  This year, many of our teachers are taking part in the Math Solutions professional development to further augment their understanding of the new math standards. At Arena K-8, despite budget limitations, we offer to our K-5 students both music and art classes taught by credential teachers.  The middle school program continues to offer classes during the enrichment period for art, music, STEM, student government, and newspaper.  To comply with a Federal grant requirements, we examined the participation rates for unduplicated student groups and individual needs and found that all students had equal access to all classes at our school.|As a result of our Federal Impact Aid application, we measured students access to all of the programs offered in our district. Based on last year's survey, the impact aid application as well as our movement towards UDL classrooms, we provide more of our intervention services during the core academic periods to allow our students with IEPs to more fully participate in the enrichment schedule in this current school year 2018-2019.|With just few exceptions due to specific IEP requirements, we have eliminated most, if not all, barriers for all students to participate in all programs.  At IEP meetings, we follow the Least Restrictive Environment principle and always weigh the benefits of inclusion within a broad course of study versus providing more intervention services that may preclude full participation in the general education setting. These are never easy decisions to make and the IEP teams take the mandate for full inclusion very seriously.|The major difference between last year and this year to ensure access to a broad course of study was to switch to a push in model for support during the core academic period to allow our students with special needs to fully participate in the enrichment period in the afternoon.  Previously, many of those students would have gone to academic support classes while their classmates went to enrichment classes.|Met||2018
23655576116669|Pacific Community Charter|7|The Pacific School reviews enrollment, course offerings, and school and class schedules to determine the extent to which all students have access to and are enrolled in a broad course of study. For the 2017-18 school year, 100% of Pacific School students, including unduplicated student groups and individuals with exceptional needs, in grades K-12 had full access to a broad course of study as defined by CA Education Codes 51210 and 51220(a)-(i).|All students in grades 1-8 are enrolled in each of the seven areas identified as a broad course of study, including visual and performing arts. Visual arts are often taught through integration with and through the academic content areas; English language arts, math, social science, science, health, and physical education. Music is frequently incorporated into classroom studies as a learning tool. Additionally, all Pacific School students in grades K-8 participate in the production of an annual all-school performance. Extracurricular activities are offered through an electives program during the school day, and student learning is enhanced by a weekly woodworking course.  All Pacific School secondary students also have access to a broad course of study. The Pacific High School is WASC accredited and offers a-g college prep courses, as well as AP courses. Concurrent enrollment with the regular public high school and through online sources broadens the course offerings for Pacific School students. Additionally, a Passages Program offers an individualized course of study in six content areas, including Career Exploration, which all students must complete for graduation.|There are currently no barriers that prevent the Pacific School from providing access to a broad course of study to all students.|Not Applicable.|Met||2018
23655650000000|Fort Bragg Unified|7|(*This information was reported to the FBUSD Board of Trustees at the October 25th school board meeting.  Minutes are available at the FBUSD website to verify the report.) FBUSD uses the Master Schedule from all sites as listed in CALPADS as our tool for identifying the extent to which all students have access to and are enrolled in a broad course of study.|All students at Fort Bragg High School have access to dual enrollment, A-G, CTE, and Advance Placement courses.  All freshmen are enrolled in the “Get Focused, Stay Focused” course in the second semester of the Freshmen Seminar course.  This course is the first dual enrollment course provided to all freshmen students at Fort Bragg High School.  Other dual enrollment courses include Statistics, Western Civilizations, Conversational Spanish, and Spanish for Native Speakers.  Concurrent enrollment classes offered include Speech, Art History, Communication, and Women’s Studies.  All dual enrollment and concurrent enrollment courses are offered in partnership with Mendocino College.  CTE pathways are available to all students in the Agriculture, Art, Culinary, Construction, and Technology fields.  FBHS offers AP courses in Biology, Environmental Science, US History, Government, English Language and Composition, and English Literature.  The high school Independent Study Program (ISP) is also available for students who require credit recovery or course remediation due to unforeseen circumstances.  An online platform, Accellus, is also available through ISP so that all student needs may be addressed.    All elective and academic courses offered at Fort Bragg Middle School are available to all students.  Support classes and AVID classes are provided for students who require extra support to meet academic standards and A-G success.  The middle school offers entry level CTE courses (culinary and art), A-G courses for college admissions (Spanish 1 and Algebra 1), and a variety of other electives that includes choir, band, and leadership.  Both elementary schools (Redwood and Dana Gray) provide a comprehensive academic program for all students that utilizes State Board Approved curriculum that meets the California Common Core State Standards.  All students also have access to the additional “special” times that includes library, garden and music (Dana Gray).|Our limited enrollment is the main barrier to offering a more robust course selection.|This year Fort Bragg High School transitioned the woodshop courses to a CTE pathway by implementing a construction based focus.  The art classes at Fort Bragg High School have transitioned to a CTE pathway as well and the implementation of a new technology CTE pathway was started this year.  Last year, the dual enrollment course, Spanish for Native Speakers, was added to the master schedule so that our EL and native speakers would have access to a more skill based course that would meet their language needs.    Fort Bragg Middle School has transitioned the delivery of the Spanish 1 curriculum so that students have the foundation to meet the academic standards of a high school Spanish program.  The art teacher is in the process of completing a CTE credential and the culinary classes are incorporating the school garden into their course work.  The elementary schools have scheduled intervention time so that all students have access to all the special programs provided at the schools.|Met||2018
23655730000000|Manchester Union Elementary|7|Manchester Union Elementary School District is small one-school elementary district with a current enrollment of 36 in grades K-8.  Students are taught in multi-graded classrooms by a fully credentialed teacher using the CCSS across all core curriculum areas.|Teachers daily integrate music and fine arts into their curriculum.  Enrichment classes are taught every Wednesday that broaden student awareness of other courses of study.|Limited funding and limited time in the school day, due to state requirements for the amount of time to be spent on specific curriculum, curtail the districts ability to provide more focused study in the areas of Career Technical Education, Visual and performing arts and Foreign Language.|The District continues to seek outside assistance to augment offerings to the students.  Volunteers have provided opportunities for students to learn about music, garden/nature and art/mural.|Met||2018
23655810000000|Mendocino Unified|7|Measure:  • The percentage of high school students participating in a CTE class and/or CTE pathway.   • The percentage of CTE classes that qualify as A-G.|Summary: • In 2017-18, 69% of our high school students enrolled in a CTE class. • 10 out of 18 CTE classes (56%) qualify as meeting the A-G requirement.|Barriers: • The only barrier that students face in accessing courses is the master schedule.  In a small high school, our CTE classes are single classes that are only offered once during the semester or year.|Actions: • Continue with the full-time employment of a guidance counselor at the high school to help students navigate the master schedule and their course sequences. • Continue to offer a wide variety of CTE classes|Met||2018
23655990000000|Point Arena Joint Union High|7|WASC Native Ameican Education Advisory Committee English Learner Advisory Committee Student survey Site Council|Students have a wide range of courses to chose from, ranging from A-G to CTE classes|Budget and student numbers have limited our ability to expand course offerings|The school has expanded its CTE offering in recent years in an effort to meet the workforce needs in the community.|Met||2018
23656070000000|Round Valley Unified|7|Every year we make sure all our students have access to the courses of study offered, make sure everyone has the materials to access the curriculum. We have programs for our EL students who need support and we get help from our local SELPA to assist with Special Education programs.|As stated above we make sure all students have access to the curriculum being offered. At the elementary school K-5 is self contained so every student is able to access the core curriculum offered by the school. Students are pulled if they have an IEP to get additional supports and students who are EL also are pulled to get additional supports but the supports never interfere with the students being part of the core curriculum instruction. At the middle school and High School students rotate classes an are able to meet the broad course of study with different teachers throughout the day. Each student is enrolled in classes that are on track for a middle school promotion to HS or a High School diploma or certificate of completion. This is monitored every year|I don't see any barriers except for the newcomers who speak absolutely no English and have to be put in a separate setting to help them acquire English skills. Round Valley is in a rural part of Mendocino County so we don't yet have many teachers who are bilingual.|We are currently looking into interpretation devices that teachers can use so when they are teaching the students can access the material just like every other student and be able stay in the core courses with their peers and not have to have special assistance or intervention time away from the core classes. We are also having our special education teacher and aides push in with the classes as opposed to pulling students out of class, this has shown great effectiveness for both teachers and students|Met||2018
23656072330272|Eel River Charter|7|Attendance roster Attendance incentives in each class Full time aides in each classroom Lesson plan books Tracking /monitoring chronic absences and tardies and parent-school communication about absences School wide projects and performances Small group instruction|100% student population has access to all services and materials, including small group instruction and instructional staff 1 to 1 chromebooks; daily technology in the classroom|Poor attendance Low education / Socio-Economic level of families Prevalence of drugs in the community Lack of extracurricular, academic, and cultural opportunities in the community Low academic expectations of parents for students|Emphasis on literacy through performance Add more varied assessments to track progress Differentiated online curriculum to meet individual levels|Met||2018
23656150000000|Ukiah Unified|7|Measure: The district has identified its’ metric to measure broad course of study to be the percent of graduates who complete 2 courses in a CTE Pathway (Pathway completion).   • 26.3% of 2017-2018 graduates completed a Career Technical Education (CTE) Pathway  • 12.6% of 2016-2017 graduates completed a Career Technical Education (CTE) Pathway|Summary: We have increased the percent of graduates who have completed a CTE Pathway by 13.7% from the prior year.|Barriers: Students lack an understanding of the course pathways and proper course selection so that they can complete a pathway by their senior year.|Actions: The LCAP continues to fund additional CTE teachers and programs, and increases that support in 2019-2020 when CTEIG funds will no longer be available. In addition, the LCAP continues to support increased counseling services.|Met||2018
23656150115055|River Oak Charter|7|As a small independent charter school with a full inclusion program, all students have access to and participate in the same course of study.  Therefore, we do not need a specific tool to track the coursework.  The class schedules, syllabi, and state standardized report cards are evidence of their coursework. We use Aeries to track all student course enrollments and progress toward the successful completion of each course.|We are a small charter school with only one school site.  As a result, there are no differences across school sites. Last year, 100% of students had access to and were enrolled in, a broad course of study. Our English Language Learners are supported daily with pull out and push in assistance from our ELD Coordinator.  100% of our students have access to specialty classes, which include Handwork, Woodshop, crafts, and the fine arts.  In addition, we offer full inclusion Math in grades 1-5 and advanced Math options in grades 6-8, with push in support for all students who need it.  Beginning in 4th grade, all students have access to our Music Program.  In grades 1-3, students learn to play the flute and recorder.  Spanish is taught in grades K-8.  In 8th grade, students are offered an advanced Spanish class to prepare them for Spanish I in high school.  We also offer electives to students in grades 6-8 that include physical fitness courses, art classes, and technology classes.|A barrier is students with chronic absenteeism.  Their time at school for learning is decreased, which in turn affects how they score on assessments or how many lessons or assignments they complete. Lower parental involvement and support with homework completion are also barriers.   IEP mandates can also limit student access to the broader course of study, as well as participation in pull-out intervention programs.   Finally, negative student behaviors and lack of student participation are barriers that prevent them from accessing all courses.|We have identified the need for an Attendance Incentive Program that is managed and rewarded by the teachers in the classrooms.  The school will also follow the SARB process. Our LCAP goals have identified the need for an additional certificated Math teacher to support our Math program in grades 5-8 - which we hope will result in an increase in our CAASPP Math scores. Parent education on limiting student access to technology to focus on completing homework and ensure academic achievement. The LEA has also increased the time that classroom assistants support students and teachers each day.|Met||2018
23656152330413|Redwood Academy of Ukiah|7|We use Powerschool to track all student course enrollments and progress.  By design, all students at Redwood Academy are enrolled in a broad course of study to meet the University of California's a-g requirements.  By way of Powerschool, we track the percentage of all students who successfully complete this course of study.|We are a small charter school with only one school site.  As a result, there are no differences across school sites.  Last year, 100% of seniors completed the UC a-g requirements.  This is greater than the 84% of students the year prior.  Over the last three years, Redwood Academy has increased its course options for juniors and seniors by way of its College Program whereby students can take concurrent enrollment courses at Mendocino College in addition to their classes at Redwood Academy.  This program still allows students to meet the broad course of study dictated by the UC a-g requirements with greater variety in course options.|The greatest barrier to access is the school's small size whereby students who transfer in from other schools may not be able to get the equivalent or subsequent coursework most appropriate in the grade at which they are enrolling.|We will continue to monitor students' course enrollments and academic progress closely to ensure that students can successfully access all a-g requirements as well as benefit from a variety of local college courses to supplement their studies at Redwood Academy.|Met||2018
23656152330454|Accelerated Achievement Academy|7|As a small independent charter school, all students have access to and participate in the same course of study.  Therefore, we do not need a specific tool to track the course work.  The class schedule is evidence of their course work.|As a small independent charter school, all students have access to and participate in the same course of study.|The main barrier to offering a broader range of courses is the size of the school.  Each grade only has 15-25 students in it, limiting the resources available to spend on increased staff.  However, the school does offer a variety of electives in addition to the four basic core subjects over the course of the students educational experience including fitness, computer lab, Spanish, Discovery, Health Careers and Anatomy, Emergency Medical Response, Life Skills, and College/Career Seminar.  Additionally, the school offers after school electives that include courses in archery, cooking, sewing, music, robotics, MESA, Zumba, yearbook, and photography.|Over the last four years, the school has fully developed a CTE pathway in Emergency Medical Response, expanded its program to include Spanish and fitness, and developed a college program covering all costs associated with students taking college classes while still in high school.|Met||2018
23656156117386|Tree of Life Charter|7|Tree of Life Charter School is using Montessori Compass to track students’ lessons and progress over a broad course of study. This tool allows staff to record lessons given, to note when students are working on a skill or concept, and to record when the student has achieved competency or mastery. In addition, the Montessori lessons are correlated with the Common Core and NGSS standards as a cross-reference for staff. In 2017-18, the school also used the State’s interim and summative assessments, San Diego Quick reading assessment, and Saxon and Horizon math assessments to measure progress. Individuals with exceptional needs received special education assessments and services through our MOU with our authorizer, Ukiah Unified School District, and from an additional special education teacher and MFT therapist hired by the school. The school also monitors and encourages attendance, and the office notifies teachers when students will be doing independent study due to absence.|All students at Tree of Life Charter School have access to and are enrolled in a broad course of study that follows an integrated Montessori curriculum that is correlated with State standards. According to data from our local and State assessments, anecdotal data from staff, and Montessori Compass recordkeeping, students with exceptional needs, those who are chronically absent, and those from low income families most often need extra support in fully accessing it. All students participate in general education, multi-age classrooms, with supports provided as needed. These supports include paraprofessionals in every classroom, volunteers, access to multiple ways of learning using the Montessori materials and resources, special education staff and therapists, sound and sensory-motor therapy, social-emotional learning curriculum schoolwide, and close communication with parents.|One barrier to providing access to a broad course of study for all students has been the minimal amount of special education support provided through our MOU with our authorizer. It is clear to staff that some students with special needs would benefit from additional behavior and learning supports that are not provided by the district. School staff refer these students and their families to outside agencies, and they provide help in the classroom using paraprofessionals, volunteers, a part time supplemental special education teacher, and counseling groups once a week. Another barrier has been transportation, especially for some low-income families. The school staff helped this year by arranging carpools, and by preparing independent study work for students when carpools or other transportation was not feasible.|As part of its Scaling Up MTSS activities, school staff have assessed the school’s strengths and areas for growth, and they have marked areas for action over the next three years. They aim to facilitate support and interventions to meet students’ needs in a way that is effective, consistent, and sustainable. Staff have taken a staff resource inventory and have started a Master Schedule as part of an Intervention Planning Tool. They have chosen two new assessments, one for behavior and one for academic learning, to help them identify who needs supplemental and intensified support. And they have increased activities early in the year to identify students who may become chronically absent in order to work with families on strategies for attendance improvement. The school will continue to provide support to staff to participate in professional development opportunities and will continue in-service training with staff, especially focused on enhancing learning and improving behavior. The school had a free after school tutoring hour on Wednesdays in 2017-18. Next year, the school will add to this schedule one-half hour of extended learning time on the other days of the week as well.|Met||2018
23656230000000|Willits Unified|7|We use the Master Schedules, listed in CALPADS as our tool for identifying the extent to which all student have access to and are enrolled in a broad course of study. Every high school and middle school schedule is reviewed individually to make sure students are making good choices. Attention to detail by the counselors has created a huge increase in students achieving vocational endorsement at the high school. The trimester schedule also has allowed students to rebuild grades by retaking coursework not at the A-G level.|WUSD has put back into place many of the programs that were cut from previous years, for example a full music program, full art program and expanded CTE, AP and other unique courses. All high schools have the option to taking Independent Study courses in conjunction with direct instruction courses. Independent Study courses can be online using Oddessyware, traditional independent study or college dual enrollment. Students schedules are adjusted based on their needs and academic standing.|In a small rural district it is difficult to find teachers who are endorsed to teach CTE classes or even multiple core subjects. WUSD would love to add Culinary Arts to the program but no teacher is available and we only have room for one foreign language.|The trimester schedule at the high school has provided many more opportunities for students and teachers to provide additional coursework. We have been able to add SAT Prep, College Math, AP Literature, Academic Decathlon, and many CTE pathway courses. Elective and core teachers have put into place a rotation of courses that are offered every other year to allow for more choice.|Met||2018
23656230125658|Willits Elementary Charter|7|The WECS program includes math, ELA, science, PE, history/ social studies, Spanish, music, mindfulness, and other academics.  We are a very small school, with only one class per grade.  Students with exceptional needs are supported through our resource program or RTI.  CAASPP results show that there is little or no gap between our socioeconomically disadvantaged students and our overall student body.|All students receive the same course of study.  Our district includes only one school, with one classroom per grade.  Academics may be differentiated, but the core is identical.|Staff recruitment and retention is a problem for many small, rural schools.  Happily, WECS has strong staff retention, so we do not face this problem.|We will continue to offer a strong academic program for all students.  Each year, using parents, student, and staff input, we refine and improve our courses.|Met||2018
23656232330363|Willits Charter|7|Locally selected measures or tools include graduation rates, and the a-g completion rate for all student groups.  Local course lists and UC approved course lists are maintained.|All high school core classes are a-g approved.  Our graduation requirements exceed the minimum requirements for CSU.  All students have access to these courses.  All students participate in courses such as internships, senior projects.  CTE classes are open to all students.  Dual enrollment, career planning college classes are available to all 9th graders.|There are no barriers that prevent us from providing access to a broad course of study.  Even students who are behind in math are able to meet the a-g by completing a two year Algebra program and completing CP Algebra II.|WCS will continuously pay attention to scheduling to prevent conflicts so all students will have access to what they need at each grade level.  Transfer students are caught up through credit recovery, Independent Study, or online classes.  WCS will continue to ensure transfer students are caught up.|Met||2018
23738660000000|Potter Valley Community Unified|7|The Jr./Sr. High School master schedule will give all students access to an A-G 4 year path.|All students have access to the full course offerings which include online options of a wide variety of courses through Cyber High.  Students have access to two dual enrollment courses on campus.|There were no barriers identified.|Continue to create a master schedule that gives all student access to a broad course of study.  Continue to offer online credit earning opportunities and dual enrollment courses.|Met||2018
23739160000000|Laytonville Unified|7|We review and track the number of students enrolled in CTE, A-G, AP, and college courses annually.  The master scheduled is reviewed to follow the number of course offerings.  CAL-PADS and AERIES data is reviewed for following grade spans, unduplicated student groups and individuals with exceptional needs.|All High School students have access to a wide variety of courses, including A-G courses, CTE Pathways, College Courses and electives.  An online platform is also available that provides A-G courses, college courses and electives.  Over the past two years there has been a marked increase in the number of students competing a-g courses and CTE pathways.  All students at LES and Spy Rock receive a broad course of study|Our small enrollment is the biggest barrier to providing more robust course offerings.  Students at the elementary school are in need of more College and Career Readiness opportunities.|We have added more counseling time with an emphasis on College and Career Readiness skills to both elementary and high school students.  Additionally, the high school has focused on refining and increasing CTE pathway offerings.  An online platform has been added to course offerings at the high school and counselors are encouraging enrollment in college courses. A college/career readiness course has been added to the Master Schedule at the high school.|Met||2018
23752180000000|Leggett Valley Unified|7|Being a small district with a school of 48 at the K-12 level and a second school of 82, also at the K-12 level we are able to track students quite easily.  Both of our schools use the pull-out model to help our most needy students.  All students spen 95-100% of the time in the regular education classroom.  Also, being so small, the district Superintendent is also the Special Edication teacher and tracks all student weekly through Aeries.|All students in the Leggett Valley Unified School District have access to and are enrolled in a broad course of study in grades 1-6 and 7-12.  Our SPecial Education students are mainstreamed completely throughout the day.  Special Edcuation services are given inside the regular education classroom along with pull outs as needed.  Our ELL students are also servied in the mainstream classroom 100% of the time.|For the 2018-2019 school year we have no barriers to students getting access to a broad course of study.  We laso have been successful in providing a broad course of study to all students for the previous three years also.|Having the Superintendent be the Principal, Special Education Director and lead for ELL students makes our ability to track students and make sure they all are afforded a broad course of study fairly simple.  Aeries has  been a great help in tracking over the past two years.|Met||2018
24102490000000|Merced County Office of Education|7|The LEA annually measures the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study per California Education Code 51210 (grades 1-6) and 51220 (grades 7-12), including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. Annual reviews of the courses of study are conducted to inform the development of the LCAP.   In grades 1-12, the LEA defines a Broad Course of Study as: -Courses with Board Approved instructional materials; -Courses that provide students with opportunities to meet high school graduation requirements; -Courses in Career Technical Education.  Each student meets with a school academic counselor to develop an Individual Learning Plan (ILP) that includes both short- and long-term goals around education, career, behavior and support opportunities. The ILP is the local measure to ensure students have access to a broad course of study.|Quarterly progress reviews of the goals on the ILP are conducted by counselors and teachers with students. During these reviews, counselors, teachers and students identify any barriers that may exist for accessing courses. Intervention and supports are provided for students to access courses as needed. All school sites have a broad course of study as defined by the LEA.|Given the results of the tool and measures, no barriers were found in preventing the LEA from providing access to a broad course of study for all students.|The LEA will be implementing new online curriculum courses to provides students with blended learning approaches and to prepare students with technology and 21st century learning skills.|Met||2018
24102490106518|Merced Scholars Charter|7|Each student meets with their teacher and school academic counselor to develop an Individual Learning Plan (ILP) that includes both short- and long-term goals around education, career, and support opportunities. High school students also develop a Four Year Plan to determine the courses needed for graduation and their post-secondary career based on the goals set forth in the ILP and on previous transcript history, if available. The ILP and Four Year Plan is the local measure to ensure students have access to a broad course of study.   Progress reviews of the goals on the ILP and progress on the Four Year Plan are formally conducted by the school counselor and teachers with students two times per school year. During these reviews, counselors, teachers and students identify any barriers that may exist for accessing courses. Intervention and supports are provided for students to access courses as needed. Students and parents are also able to meet with the school counselor at any time to discuss their course of study and any changes/modifications that they may require to ensure greater success. To ensure support for English Learners and their families, both the school counselor and career tech can communicate in Spanish to assist students and their families. The special education teacher works with the school counselor and teachers to ensure that all students with an Individualized Education Program (IEP) are able to learn in the least restrictive environment. Students with IEPs are be able to access a broad course of study through the implementation of accommodations and/or modifications to support their education.|Students who attend MSCS are provided with a course of study that best prepares them for their post-secondary lives. MSCS is able to offer college prep courses for students who wish to attend a four year college upon graduation. To better prepare students for work and career, the school has implemented additional Career Technical Education (CTE) courses to provide students the necessary skills to prepare them for work upon graduation. Also, the school provides a dual enrollment option with Merced College to allow students a wider breadth of courses to explore their interests and passions.  As an added option, MSCS has purchased online curriculum to provide students with even more areas of study to better serve their interests and desires. The online platform provides options in the core subject areas, but also provides several options for students in the electives area. The online platform will provide students even more options at the school site and allow for an even greater choice of what topics they wish to study.|Given the options of the traditional school curriculum, online curriculum, CTE courses, and availability of college courses, there are no apparent barriers that prevent students at MSCS from accessing a broad course of study.|Based on the information provided, MSCS plans to continue with the current course of study with greater availability being provided to all students through the purchase of additional electronic devices and technology to allow students access to the curriculum both in and out of the school site.|Met||2018
24656310000000|Atwater Elementary|7|Atwater Elementary School District utilizes the AERIES data management system to track student enrollment in their courses of study.  At the elementary levels, teachers communicate schedules of courses to administration to ensure that students are receiving the appropriate amount of minutes for each core subject.  Minute requirements are tracked at the district level for state and local compliance.  At the junior high level enrollment is tracked through AERIES and the school's master schedule.|At the elementary level all students receive instruction in English/Language Arts, Mathematics, Social Science, and Science. All elementary sites also receive STEAM (science, technology, engineering, art, and mathematics) monies to bring academic experiences to students in these courses of study.  For elementary physical education, PE teachers have been hired to provide the required amount of physical education minutes for students in grades 1-6, but Kindergarten is also included in the physical education curriculum to support health and development even thought this is not a requirement for this age group.  For elementary health education, the English/Language Arts curriculum contains components of health in various units of study, and every year the fourth, fifth, and sixth grade students receive lessons from district nurses regarding growth and development.  At the elementary level and junior high level visual and performing arts is addressed through our VAPA program partnership with Merced Playhouse, which brings a beginning to end theater experience to students who have interest in this area.  Additionally, students in grades five and six have access to join their school band and receive instruction in music education.  At the junior high level, all students are enrolled in English/Language Arts, Social Sciences, Physical Education, Science, and Mathematics.  There are three junior high schools in the district, two fully developed and one in its first year as a junior high currently serving seventh grade students only. All junior high schools have access to the applied arts and the visual and performing arts through additional STEAM funds, band, and our VAPA program.  Offerings of courses such as foreign language and career technical education are available as teacher credentialing allows.  Two of our smaller junior high schools offer STEAM as a separate course of study and our larger comprehensive junior high school offers career technical education courses, foreign language courses, and applied arts.  All courses offered at the junior high school outside of English/Language Arts, Mathematics, Science, and Social Science are driven by student interest and teacher credential availability.|At our elementary sites, the barrier to providing the health and visual and performing arts as separate courses of study in the school day is the lack of time to complete all required core areas as well as addressing needs in English Language Development and the need for intervention blocks for remediation and re-teaching.  Junior high schools face the barrier of limitations in course offerings in foreign language, applied arts, and career technical education due to a lack of teachers credentialed in multiple areas of study.|The district is always seeking highly qualified teachers to bring the best educational experience to our students.  At the elementary level, schools are working to integrate health education through subjects such as English/Language Arts and Physical Education in order to meet course requirements and address limited time.  For the visual and performing arts, the district will continue to provide opportunities through our VAPA partnership with Merced Playhouse.  At the junior high level, students are polled for interest in electives and administration works to offer courses that will maintain high interest as well as develop future skills that students will need in higher education and in their future careers. The district will continue to use our LCAP to explore further actions to provide specialized areas of study such as foreign language, applied arts, and career technical education.|Met||2018
24656496025381|Ballico-Cressey Community Charter|7|The district utilizes 1 to 1 digital instruction. All students have a Chromebook issued to them along with a dedicated BCSD domain email. This is tracked within a  Google Spreadsheet managed by the administration and that all staff has access to. This same information is tracked as well as in our SIS. 100% of all students have the same digital access. All curriculum that addresses the Common Core State Standards in all content areas (ELA, Mathematics, Social Science, and Science) is digital. Students have individual accounts for all content areas. This can be measured through invoices for the digital curriculum as well as through the administrative dashboards for all curriculum areas. Teacher placement is also used to measure to student access for Physical Education and Visual and Performing Arts.|Based on the tools above the district ensures that 100% of all students have access to the Common Core State Curriculum through the digital curriculum. Teacher assignments allow us to know that all students are enrolled in a Physical Education Class. Teacher Assignments also allow us to know that all students have access to visual and performing arts through Taiko instruction offered during and after school.|At this time the only course of study that is not offered within our district is a foreign language study course. That being said students have access to foreign language instruction independently through websites and apps by way of their digital devices.|The district is looking at offering electives that would allow additional access in areas of visual and performing arts, technical studies, and language acquisition.|Met||2018
24656800000000|El Nido Elementary|7|El Nido Elementary School District is a single school district with approximately 180 students enrolled.  There is 1 teacher per grade level, all classrooms are self contained, and all teachers are highly qualified.  All unduplicated student groups and individuals with exceptional needs are mainstreamed in the classroom with very little pull out services per IEPs.  El Nido has chromebooks for 1:1 learning and access from grades 2-8 and 1 computer lab to support  all grades.|All students including unduplicated student groups and individuals with exceptional needs are mainstreamed in the classroom with very little pull out services per IEPs.  Technology has been a priority of the school board so students have access to etextbooks and supplemental supports.  All subjects are taught daily with board adopted materials aligned with California Common Core State Standards.|Since we are a single school district, we are proactive as a team to ensure that all students are enrolled and have access to a broad course of study|El Nido will continue to ensure that all students are enrolled and have access to a broad course of study.|Met||2018
24656980000000|Hilmar Unified|7|Hilmar Unified School District tracks the extent to which all students (including unduplicated student groups) have access to, and are enrolled in, a broad course of study in the following ways: for TK-5 students, each site principal collects each teacher’s daily class schedule to ensure that every class addresses all core subjects; for 6-12 students, the site administrator uses the master schedule and class rosters to ensure that all students have access to a broad course of study. Additionally, students in grades 6-12 also are able to self-select all of their classes, and the district does not limit (via prerequisites or placement assessments) which students may enroll in Honors or Advanced Placement courses at Hilmar High School. Furthermore, at the TK-5 level, all students are given access and opportunity to enroll in any enrichment offerings like chorus and instrumental music.|Based on the locally-selected measures of class schedules (for TK-5) and master schedules (for 6-12), all students have access to a broad course of study.  Data will need to be gathered to identify participation of disaggregated groups in various classes.  Focus will be on Hispanic students, English Learners, and Socio-economically-disadvantaged students.|Although access is provided to all students, we will need to evaluate the data by student groups to determine whether all student groups are taking advantage of the access they have.  If they are not, we will need to identify the barriers contributing to their lack of participation and develop a plan that addresses those barriers.|HUSD will develop a plan based on the results of the data gathered.  The district is currently involved with an outside educational partner (California Education Partners) that has already started doing this work.|Met||2018
24657220000000|Le Grand Union Elementary|7|LEA uses master schedule for 7th-8th-grade classes, and lesson plans from teachers in grades K-6.|All students have access to NGSS and adopted history standards as well as STEAM lessons and projects. The frequency of access varies from teacher to teacher. Starting in 2017-18, all students have access to the school STEAM Lab where they receive instruction in Science, Technology, Engineering, Art and Math. Beginning in 2018-19, all 7th-8th-grade students have access to additional classes beyond required courses (ELA, Math, Science, History). Courses students have access to are Junior Medical Academy, Ag Science, Art & Art History and Publications (Journalism & Yearbook).|"Our small size limits the number of teachers and sections we can offer (electives). Staff recognizes the need for students to have a well-rounded education and are working towards strategies of how to integrate a ""broad course of study"" into core subjects."|Beginning in 2018-19, all 7th-8th-grade students have access to additional classes beyond required courses (ELA, Math, Science, History). Courses students have access to are Junior Medical Academy, Ag Science, Art & Art History and Publications (Journalism & Yearbook). All teachers are beginning professional development in the Next Generation Science Standards and the LEA is looking into a history and science adoption for the 2019-20 school year.|Met||2018
24657300000000|Le Grand Union High|7|The district developed a self evaluation tool where we determine the percentage of students (including unduplicated and exceptional needs students) that have access to each required course of study.  This percentage is evaluated at each grade level and for each required course of study per Ed Code EC 51210 and 51220.  These percentages are then aggregated to give the district a percentage score on the access that students have to the broad course of study.  The self evaluation tool for the 2018 school year gave a score of 100%.|The self evaluation tool for the 2018 school year gave a score of 100%.  There is only one site per grade range; therefore, there are no access differences across sites.  It was the determination of the district while using the self reflection tool, that both the unduplicated sub group and the students with exceptional needs sub group had the same access to the broad range of study that the general population had.|In LGUHSD there is one main barrier to providing a broad course of study to all students, that is the limited number of teachers within the district.  With only 24 teachers it is a challenge to provide adequate access in areas like foreign language and applied arts.|The district has worked in the previous three years at increasing student access to visual and performing arts, and career technical education.  To this end the district initiated and Ag Academy as well as a Medical Academy to help prepare students in CTE.  Now that these initiatives have been successful, the district plans to increase dual enrollment classes with Merced College and West Hills.  Specifically two additional section of dual enrollment or AP classes will be offered.|Met||2018
24657550000000|Los Banos Unified|7|We monitor our a-g completion rates and graduation rates on a yearly basis for our 3 main student groups: Low-income Youth, English Learners and Foster Youth.  The progress our special needs students and African American students are also monitored in these areas.|If we have any students from the 5 groups mentioned above struggling academically we plug them into (and give them priority over other students if a program or needed course are impacted by enrollment) any and all available supports.  We then continue to monitor progress and make changes to supports as needed.|There are not any barriers to us providing a broad course of study to all students with maybe the exception of finances that are needed to hire additional qualified teachers when academic programs are begun or expanded.|While we offer a broad course of study at all sites we are always looking at ways to more efficiently monitor our course offerings.  We have increased the number of AP course that are now offered at both of our comprehensive high schools and increased STEM based elective offerings at the Jr. High and High School sites.|Met||2018
24657630000000|McSwain Union Elementary|7|To track the extent to which all students have access to, and are enrolled in, a broad coarse of study, based on grade spans, unduplicated student groups, and to individuals with exceptional needs served, the LEA uses multiple measures.  The LEA uses our master schedule, CALPADS and student data system to guarantee students are appropriately enrolled in a broad course of study.|100% of our students have access to and are enrolled in a broad course of study.  Per EdCode 51210 and EdCode 51220(a)-(i), our students have access to the following:  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the governing board.  In order to maintain 100% access, we hire highly qualified educators and paraprofessionals to meet the needs of our student population.  We use LCFF to principally direct funds to unduplicated students in order to service them best, but we also guarantee that the rest of our population has the same access as our unduplicated students.|Given the results of our locally selected measures, our only barrier is funding.  We are at 38% unduplicated so we receive limited LCFF dollars.  It is a struggle for us to increase services without increasing costs, but we are still able to provide access to a broad course of study for all students.|In response to the results of the locally selected measures, the LEA will continue to focus on increasing services through the staff we have rather than on purchasing new programs.  By utilizing the resources of our highly qualified staff, we will continue to increase the effectiveness of programs through student data.|Met||2018
24657710000000|Merced City Elementary|7|Locally selected measure to monitor the extent to which students in all grade spans (all, Unduplicated, Exceptional Needs) have access to and are enrolled in a broad course of study is maintained in the District's Student Information System (SIS).  The SIS is used to report percentages of participation of all students, as well as specific groups of pupils.|In 2017-2018 85% of Unduplicated students participated in extended day activities , inclusive of English, Mathematics, Social-Science, STEAM, Visual and Performing Arts, Health and Wellness, Physical Education and Career/Technical Education.  This is an increase of 3% from prior year.  100% students from all 18 campuses participated in science-based activities hosted in the District's new STEAM Center during its introductory year.  The progress toward the development of Maker Spaces and Innovation Labs at individual campuses varies from site to site, based on the District's cycle/plan of implementation.|Limits contributing to student access have included voluntary attendance/participation for extended day activities, as well as adequate staffing to offer the courses.|Monitoring of offerings, through the SIS has confirmed a general trend of increased participation.  Refinement of offerings, based on student needs has prevailed in the last 3 years, on a site by site basis.|Met|The District offers several programs that ensure a broad course of study to all students that are not funded through the LCAP:  Outdoor education, Every Kid in a Park, Merced Symphony, local opera and theater performances and grade level specific learning excursions to support many areas of study.|2018
24657890000000|Merced Union High|7|MUHSD utilizes the AERIES student management system for scheduling and monitoring student access to courses as well as interventions, attendance, discipline and special program progress.  The AERIES Analytics tools, available on all campuses in 2018-19, display each students' schedule by subject as a standard list including elective, English, foreign language/ fine arts, etc. A graduation tracker with credits required and an A-G course completion tracker is also a part of the Student Indicator Details on AERIES Analytics.|All students at all school sites have access to a broad course of study, including student groups such as students with disabilities and English learners.The master scheduling process is the same at all sites.  Progress has been made over the past 3 years to assure that both groups are completing coursework that earns credits toward graduation rather than excess elective credit. State dashboard data from 2017 demonstrated that the district as a whole needed to improve in this area. This year, 2018-19 seven-period day schedules were implemented at all comprehensive school sites. This gives students four more opportunities to earn credit within their high school careers, providing more course access to students who need support classes as a part of their day.|In the past, a broad course of study was prevented for English Learner students at the lower levels of English acquisition by 3-period blocking of designated ELD Reading, Writing and Conversation classes. In 2017-18, ELD students were given the option of enrollment in a CTE course with language supports rather than their third period of ELD that earned them elective credit. That pattern has continued into this school year as well as an extra period being provided.  Classes offering English and Math credits for students with disabilities have been added over the past 2 years to provide access to graduation.|Implementation of a 7-period day at all comprehensive sites is new for 2018-19. At the end of the school year, data will be gathered and disaggregated with special emphasis on student groups who once had barriers to a broad course of study. Changes and revisions in terms of scheduling and support will be created based on the outcomes. One practice that is already planned is for more training for co-teachers who partner to provide support for students with disabilities and bilingual paraprofessionals who serve with teachers to support English learners.|Met||2018
24658210000000|Planada Elementary|7|The district developed a self evaluation tool where we assign a evaluate the percentage of students at each grade level (including unduplicated and exceptional needs student) who have access to the score to the number 7 or 9, depending a grade level, different courses of study.  These percentages are the aggregated to give the district a percentage score on the access that students have to the broad course of study.  The self evaluation tool for the 2018 school year gave a score of 93.75%.|The self evaluation tool for the 2018 school year gave a score of 93.75%.  The only courses of study that fell short of 100% access were foreign language and applied arts and the 7th and 8th grade levels.  There is only one site per grade range; therefore, there are no access differences across sites.  It was the determination of the district while using the self reflection tool, that both the unduplicated sub group and the students with exceptional needs sub group had the same access to the broad range of study that the general population had.|In PESD there is one main barrier to providing a broad course of study to all students, that is the limited number of teachers within the district, especially at the middle school.  With only 15 teachers it is a challenge to provide adequate access in areas like foreign language and applied arts.|The district has worked in the previous three years at increasing student access to visual and performing arts, physical education, and career technical education.  The district added a music teacher and a physical education teacher.  In addition, the district initiated a medical academy that has been successfully running for several years now.  Now that these initiatives have been successful, the district will look at increasing access to foreign language and applied arts at the middle school level.  The district did start a dual immersion spanish/english program in kindergarten  this year, but it will be several years before those students will be ready for foreign language study at the middle school level.|Met||2018
24658620000000|Weaver Union|7|"As a K - 8 District, all of our students, including unduplicated student groups, are assigned and enrolled in a broad course of study in which we call ""core"" curriculum that includes, ELA/ELD, Math, Science, Social Studies and Physical Education. Individuals with exceptional needs are served through Individual Education Plans that provide academic support to the core curriculum."|All of our students are enrolled in a broad course of study.|N/A|N/A|Met|"Our District has created a ""Local Dashboard"" that provides more specific information on our local measures. See link: http://weaverusd.lcapdashboard.org/ on our District Website or cut and paste LINK to your browser."|2018
24658700000000|Winton|7|Winton School District (WSD) is a TK-8 school district.    To ensure students have access to and are enrolled in a broad course of study, students in grades 1-5 are in self-contained classes whereas students in Grades 6-8 are in enrolled in courses by periods.  Using the student information system, AERIES, the district is able to track students’ enrollment/courses.  At the end of the year, a Course Section Completed is uploaded and certified in CALPADS.|WSD students in grades 1-5 at each of our elementary schools receive access to a broad course of study in their assigned self-contained class taught by teachers who are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching.  Through our LCAP, the district offers music at each of the elementary school sites and allocates funding to enrich their Visual and Performing Arts Performances.  Students in grades 6-8 at middle school receive access to the following courses:  English, History/Social Science, Physical Education, Science, Mathematics, and Music.  The quantity of courses offered for students in Grade 6-8 is driven by student enrollment, English Learners, and needs of students with disabilities subgroup.  WSD offers an opportunity for 6th graders to attend outdoor education at Camp Green Meadows.  During the 4 day long outdoor education, the students gain hands-on experience learning about topics such as ecology and natural history.  In the spring, all students in Grades 6-8 enjoy Career Day on campus where different occupations are at the site for students to learn about.  Students in Grade 8 spend a week learning about career pathways and one day listening to presenters share their occupation.  The occupations presented are based on the students’ interest. With our After School Education & Safety (ASES) Program, students receive access to instructional lessons, physical education activities and electives.  Electives include but are not limited to book club, coding, computer science, Zumba, and arts/crafts.|WSD may have to consider offering electives for Grades 6-8 students to choose from; however, this may impact the middle school’s master schedule by decreasing the number of minutes in English Language Arts and Mathematics.  There is a lack of time during the regular school day that prevents our students to access the courses offered.|Students do not have access to Foreign Language Courses, Applied Arts, and Career Technical Education as WSD is only a TK-8 school district.  There is also the barrier of finding teachers who are appropriately assigned and fully credentialed to teach a foreign language, applied arts, and Career Technical Education.|Met||2018
24736190000000|Gustine Unified|7|Gustine Unified School District tracks progress in meeting Priority 7 standards by reviewing Data Quest, county office Williams Visit reports, master schedule course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Aeries reports provide course enrollment for all students in a broad course of study, unduplicated student groups, and students with disabilities.|For students in grades TK-5, a Broad Course of Studies includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the governing board. In Grades TK-6 all students have access to standards aligned instructional materials as reported in the Williams Act visits by the county office of education.  All students have established instructional minutes as identified in school schedule.  All students have access to physical education as noted by the daily schedule.  During the 2017-2018 school year, for students in grades 7 through 12, a Broad Course of Studies includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education as evidenced by the course catalog and master schedule.  Gustine High School offers 75 courses that meet UC/CSU requirements.  English Learner students have access to the curriculum as it is an integrated part of their core curriculum in ELA as well as designated ELD time. Special education teachers and instructional aides push into the regular education classes in order to provide support to Students with Disabilities as they receive instruction in the core classes.|Some barriers are including Visual and Performing Arts into the regular school day for TK-5 students.  Gustine Unified School District partnered with an outside performing arts company to provide performing arts at each elementary school.  Students who participated in the play performed in front of school and parents.  A barrier is that not all students were able to take advantage of this after school activity.  A barrier for 7-12 grade is having access to a foreign language program that begins by grade 7, according to Ed Code.  Another barrier is access to Career Technical Education Courses in other areas in addition to the agricultural CTE pathways that are currently offered.|Gustine Unified School District will research the language programs to be offered in grades lower than ninth.  The elementary schools will incorporate Visual and Performing Arts into regular class time.|Met||2018
24737260000000|Merced River Union Elementary|7|"The Merced River School District is a rural school district composed of 9 self-contained classrooms of one class per grade level. All students across all grade spans have access to all curricular areas.  All students classified as English Learners have access to all curricular areas and what was formerly known as English Learner strategies, but now are referenced as ""Best Practices."" All staff has been trained in using these Best Practices to best support all students in all content areas. Our students on Individualized Education Plans (IEPs) receive both push-in and pull-out support provided by our resource support teacher and two classroom aides. Our curriculum for the various academic areas contains support strategies to best support English Learners and students on IEPs."|In 2015-2016, the district made a commitment to provide 1 full-time teacher per grade as it implemented a rigorous Language Arts and Math program.  At that point, the district had combination classes and felt the need to maximize the LCFF funds to hire additional teachers to best carry-out the programs.  Additionally, in 2015-2016, the district was using its Resource teacher to teach a class for half-day.  In order to best support its students on IEPs, the district used LCFF funds to hire a full-time Resource teacher to best support students on IEPs.  The district has since committed itself to bring on additional support for our students on IEPs and hired additional support staff and created a push-in and pull-out schedule to best help those students meet their IEP goals and receive support during the core grade-level instruction. Although the district does not have any students identified as Foster Youth, the district has built into its LCAP that it will provide services and resources to students who will be identified as Foster Youth in the future.|There are currently no barriers preventing the district from providing students access to a broad course of study. The district is committed to ensuring that ALL students be provided with access to all programs with additional supports, as needed, to help them progress academically.|The district will look into additional Intervention Programs to help students who are struggling to meet grade-level standards. The district is providing an after-school program to provide support services fro students needing homework assistance. Additionally, the district has allocated funding to offer a summer school program and will target students not meeting grade level expectations.|Met||2018
24753170000000|Dos Palos Oro Loma Joint Unified|7|All students have access to and are enrolled in a broad course of study that includes adopted courses of study for all grades. Some locally selected measures or tools utilized in the district to track the extent to which all students have access, and are enrolled in, a broad course of study are: Aeries (student information software), CALPADS (a K-12 education data system that allows for tracking a student’s academic performance over time), and the Special Education Information System (SEIS). These tracking tools are informational systems that the district uses to track student’s attendance, academic information and course enrollment.   Counselors and administrators track student’s access and enrollment in a broad course of study by annually assessing all students, including students with an IEP, 504, and/or ELL levels. ELLs are listed as an unduplicated group, along with the Socio-Economically Disadvantaged (SED) and the foster youth which also have access to a broad course of study.   DPHS has a 4 year Planner that tracks a student’s courses and grades to determine who is on track for graduation or remedial/intervention support. DPHS also tracks all student groups to determine what career path they are interested in and what CTE coursework they should enroll in every semester.|All students have access to and are enrolled in a broad course of study that includes additional courses of study for all grades. The differences from site to site are evident since the district only has one site for the elementary, intermediate, middle, high school, and alternative education.   The district implements the basic courses of study in TK-5 with the addition of intervention, PE, afterschool, and English Language Development (ELD). All of the students have access and are enrolled in computer courses either in a lab or in the classroom. All of the classrooms are equipped or have access to a 1:1 technology.   There is a difference between the elementary schools and the Middle School. Master schedules are developed scheduling students for the required “core” courses in addition to the elective courses available, including ELD. All students have access and are enrolled in a broader course of study on a quarterly basis. All of the students are enrolled in the required “core” classes and they also have access to elective courses such as band, computers, art, agriculture, nutrition, yearbook, after school coursework (including STEM), STEM after school and intervention. CAASPP scores, teacher recommendation, and placement test determine their placement.   At the High School, the difference widens due to the broader courses of study offered to all students, including the foster youth, socio-economically disadvantaged (SED), and ELLs.  Master schedules are developed enrolling students to be on track for graduation. Students are enrolled in “a-g” classes, Advanced Placement classes, Career and Technical Education (CTE) courses and ELD. Some of the CTE courses includes agriculture, computers, auto, wood, business and medical. The CTE courses gives high school students the chance to get a head start on preparing for college and careers. The high school also offers afterschool tutoring, intervention, unit recovery, band/music, art, and Spanish.  The Alternative Education site provides an educational program to Middle and High School students. The major difference is that the site is small in size and houses approximately 60 students, therefore the classes are limited. Academically, they are fully aligned with the curriculum of the Middle and High School and they do offer elective classes such as: Industrial Arts, Technology, Journalism, PE, Unit Recovery and ELD.|There are barriers when accessing and enrolling students in a broad course of study at each site.   In the elementary grades, the barriers are in the form of providing a Science and History/Social Studies curriculum with outdated adopted materials. This 2018-2019 school year, will be the year to purchase History/Social Studies curriculum and begin the process of reviewing the new approved Science curriculum. Another barrier is the absence of funding that would fund courses such as Art, Music, and other arts at the sites.  The Middle and High School barriers are equally felt since funding is also limited when it comes to the arts. Both sites share a music/band teacher which makes it difficult to enroll more students in the music/band program at both sites. The lack of credentialed single subject teachers is also a barrier, it is difficult to find credentialed teachers that can be hired to provide additional coursework, such as additional language courses (the high school only offers Spanish) or courses in the arts. Despite the barriers, all students, including the unduplicated groups have access and are given equal access to the broad course of study at the Middle and High School.|In the elementary grades, a needs assessment is conducted annually during the development of the LCAP to determine the needs of both sites: Elementary and Intermediate. For example, after a needs assessment was concluded last year, it was determined that the elementary sites were in need of intervention coursework taught by credentialed teachers. Intervention coursework was implemented at both sites which included curriculum that was aligned at both sites regarding mathematics and language arts. Summer school is also offered to all students wishing to enroll in a STEM or TK-8 summer school that targets all grade levels, to assist the students that need or want additional assistance with mathematics, language arts or ELD. Another need is in the arts, when funding is made available, stakeholders (parents, staff, and community) will be involved in determining a broader course of study at each site.  The Middle and High School also conduct a needs assessment that is conducted annually during the development of the LCAP. The Middle school offers intervention during the school day and additional after school intervention and enrichment coursework. The High School conducts multiple surveys throughout the year gathering information from parents and students to determine the need for other coursework, other than the “core”, that the High School can provide. The High School monitors the enrollment of each of their additional courses to determine the need to keep or replace it with another requested and needed course. A student survey is conducted when students are enrolling during the registration process to determine the interest level for each additional course. The High School CTE Business instructor also conducts a “job market analysis” which helps in determining what CTE pathways should be added or changed so that the students are prepared for the future when they enter the job market.|Met||2018
24753660000000|Delhi Unified|7|The District ensures all class schedules in Elementary grades reflect the core instructional program, including Physical Education and Music for all students in grade TK through 6. The same applies to middle school, where our master schedule reflects a full core instructional offering, including PE, Music, and Career and College Club elective courses. The Junior Academy of Medical Sciences, as well as the Delhi Medical Academy of Sciences are also an active part of the middle school and high school program, respectively. Delhi High School also offers courses in Agriculture, Business, and Public Safety.|All students have access to and are enrolled in a broad course of study, across all schools and student groups.  English Learners have a designated time for English Language Development (ELD). Non-English Learners who may be in need of language development may participate in Designated ELD.  Students with special needs participate in least restrictive environments allowing for students to remain in the general education classroom where Special Education Teachers are able to push-in and provide support. With the majority of the population coming from households where Spanish is spoken, both the English Language Arts and Math curriculum are provided in both languages for students and parents to access online for additional support.|As a District we continue to ensure all students have access to and are enrolled in a broad course of study, across all schools and student groups.  As needs are identified, groups of students are pulled out of music during one quarter of a semester in order to receive intervention in the content areas of need. On a different note is the absence of a Newcomer (non-English speaking students) component to the recently adopted Benchmark Advance program for English Language Arts and English Language Development, which causes a barrier for the rapid development of English for this group of students.  This issue also applies to middle and high school since Pearson MyPerspective, the adopted curriculum for ELA/ELD, does not include a Newcomer component.|We will continue to take any necessary steps and make needed revisions to ensure all students continue to have access and are enrolled in a broad course of study, across all schools.  As an example, elementary students are provided with Corrective Reading instruction after school. This allows them more time for music, while giving them more access to the ELA curriculum.  Additionally, the district has purchased Launch Into Literacy, a Newcomer program meant to address the basic language skills of non-English speakers. The respective teachers are being trained and the program will be provided to Newcomers in seventh to twelfth grade as a result of an influx of newcomers to the district in these grade levels.  We will continue to look at our TK-12 program.|Met||2018
25658960000000|Surprise Valley Joint Unified|7|Surprise Valley Joint Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed by the school counselor  and staff identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 year, 100% of Surprise Valley Joint Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|At this time there are no barriers.|Currently, Surprise Valley Joint Unified School District is looking at consolidating school sites.  Because of this transition all courses will be evaluated to make sure we are meeting the needs of the students.|Met||2018
25735850000000|Modoc Joint Unified|7|We use course offerings to determine how this area is being met.|Being a district with single sites for elementary, middle, and high schools, all sites work very hard to ensure students have equal opportunity to enroll in all classes.|The barriers revolve around school size.  Certain classes are only offered once in the school day and conflicts are impossible to avoid.|We continue to provide students with courses they indicate interest.|Met||2018
25735930000000|Tulelake Basin Joint Unified|7|The local LEA tool is PowerSchool.  With the use of the tool we can see that all students are enrolled in a broad course of study for their grade, ability, and exceptional need.|All students have access to a broad course of study including core classes and electives.  Students with exceptional needs also get what they need and have access to a broad course of study.  With only one elementary school and one high school there really isn't a difference in our district.|The tool shows no barriers for access.|The changes the LEA have implemented include pushing almost all SPED services into Gen Ed classrooms.  There are only three classes that are not in the General Education class.  Basic Math, Basic English, and Life skills.  This includes a total of three kids.|Met||2018
26102640000000|Mono County Office of Education|7|Mono County Community Schools are using regular individual review of ILPs (Individual Learning Plans) courses and transcripts, high school graduation requirements (200 credits) and graduation rates to track the extent that our students are enrolled in a broad course of study. Last spring, we received our WASC accreditation. Additionally, our students have access to concurrent enrollment classes at Cerro Coso Community College, where they can earn high school and college credit simultaneously.  Having such a small number of students makes it possible to constantly adjust to individual student needs as well.|The decision of what classes are being taught each school year are generally based on the graduation needs of the seniors who need those classes to graduate that year. All students have the opportunity to earn 35 units per semester.  Most classes are taught by the teacher to the whole class, but if a student has already met their requirement in that subject, they work independently on a subject that they need for graduation.  If students are interested in taking an online college class and they are committed to completing the work, they may enroll in a concurrent enrollment class at Cerro Coso Community College.  New for the 2018-2019 school year, our students also have access to core classes and electives online via Edmentum Courseware. Many of the Edmentum courses meet the University of California A-G course requirements.|Currently, we have not identified any barriers preventing our students from access to a broad course of study. For the 2017-2018 school year, all of our students enrolled at Mono County Community Schools earned credits and we had 5 students meet their graduation requirements of 200 credits and graduate from our schools.  No students dropped out of school.|A new action implemented for the 2018-2019 school year is that our students also have access to core classes and electives online via Edmentum Courseware. Edmentum Courseware currently has 200 courses that meet the University of California A-G requirements.|Met||2018
26102640124990|Urban Corps of San Diego County Charter|7|As a credit recovery, alternative high school serving adults, the LEA has selected the CA Department of Education's basic  high school graduation requirement measures.  All students are enrolled in the courses which they need in order to complete these high school graduation requirements in the most expedient way.  Course enrollment reports, transcript records, and student achievement data within the enrolled courses allow the LEA to ensure all students have access and are working towards the state's  basic graduation course of study.|All students across all sites are enrolled in the appropriate courses required of the state's basic graduation requirements.  There are no inequalities across sites as reported by enrollment data.|There are no barriers to access as the LEA is a basic graduation requirement program, designed specifically for credit recovery.|As there are no issues with access, no revisions, decisions, or new actions are necessary.  Should such issues become evident, the school leadership team would look to restructure the bell schedule and hire more highly qualified teachers to provide students access to any lacking courses.|Met||2018
26736680000000|Eastern Sierra Unified|7|K-8th students have access and instruction in all core subjects as evidenced by review of students’ schedules, teacher lesson plans, and principal’s observations. 9-12 students have access to core subjects and access to online curriculum through the local community college. They also are able to take courses through distance learning within the district, and online high school courses. The district staff arranges at least eight Expansive Learning Experiences for k-12 students each year. These range from interdisciplinary camping and outdoor education trips, to place based field trip to local areas, and project-based learning in classrooms. The community liaison coordinates many opportunities for students to learn from local partners, and lessons include, local history, preservation, ecology, and service. Students schedules are verifiable through the AERIES student reporting system.|Given the challenges of being a small, remote and geographically diverse district, ESUSD provides a broad course of study for all of its students. This includes programs highlighted in the district’s LCAP, access to all state adopted classes in core subjects’ 1:1 devices in grades 9-12 and 1:1 in classrooms grades 2-6; Expansive Learning Experiences, which include Place Based Education. Also, 10-11th graders attend a college trip each year to different regions of the state, and students participate in travel during academic competitions of Math Counts and Mock Trial. Distance Learning is offered between LVHS and CHS for selected courses.|The geographic distance across the district and remote, rural setting, shortage of qualified teachers, shortage of substitute teachers, and limited secondary educational opportunities are barriers that face the district in all matters. The district does not see these barriers as insurmountable and works hard to ensure students are receiving all possible education opportunities.|The ESUSD will continue to try to expand opportunities for students in the area of Expansive Learning, CTE, online college courses, distance learning and technological innovations. As technology becomes more reliable and complex, opportunities for students in the district will increase. A broader course of study will become attainable.|Met||2018
26736920000000|Mammoth Unified|7|Being a small school district with small schools, it is easy to track the extend to which all student have access to and are enrolled in a broad course of study.  At elementary school, the principal collects the daily schedule from teachers outlining the times when the required courses are covered. In addition, there are enrichment field trips and assemblies that all children participate in.  Students with exceptional needs are mainstreamed into the general education classroom with support to the extent that they receive educational benefit.  At secondary, the master schedule reflects the rich offerings for students, especially at high school where students can take in-seat classes, online classes and concurrent and dual enrollment classes. The principal tracks the number of students by ethnicity that are enrolled in AP and concurrent enrollment college courses.  The middle school master schedule reflects that courses are no longer tracked or leveled.|At Mammoth Elementary School, a 90/10 dual immersion program is offered.  This year an additional class was opened in kindergarten. Equitable ratios of English Learners and English Only students have been established based upon research.  In the past, when seats were limited they were filled on a random drawing basis by EL or EO.  This year, with the additional class, all children per the ratio, were able to enroll including students with exceptional needs.  At middle school, in previous years, mathematics was tracked by level.  This practice has been abolished and is reflected in the master schedule.  English Learners and students who need support are scheduled into the regular academic program and receive additional support during sixth period.  The master schedule at the high school reflects a rich and rigorous course offering for students. Intentional recruiting of non traditional students has resulted in increased enrollment in these courses and a balancing by ethnicity, improving each year while maintaining results.  Our local community college where a large number of students attend through concurrent enrollment and directly after high school has reported that their need for remediation courses no longer exists.  This reflects that all students are leaving our K-12 program college and career ready.|The District is able to provide all students with a broad course of study.  At times, there are students with significant disabilities that prohibit them from success at high level academic work.  Social and emotional issues can be barriers for student success.  Continued intentionality is needed to insure that all students have the support needed to be successful|The LEA abandoned tracking at middle school math this year and did the same with ELA about three years ago.  The high school continues to offer algebra fundamentals and is rethinking this course with a possible summer program for students entering 9th grade.  A bio essentials class is also something the high school needs to consider as to its value in ensuring access to rigorous coursework.|Met||2018
27102720000000|Monterey County Office of Education|7|Alternative Programs tracks progress in meeting Priority 7 by undertaking a qualitative and quantitative review of course offerings, class schedule, and school schedules to asses the extent to which all students have access to and are enrolled in a broad course of studies.  Additionally, course enrollment reports developed in the district's student information system identity access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in broad course of studies were constructed.|For the 2017/18 school year, 100% of Alternative Education students had full access to a broad course of studies as defined by Ca Education Code 51210 and 51220 (a)-(i).|Alternative Education secondary students have access to a broad course of studies within their school offerings.  While some schools offer different specific pathways and specific programs within a course of study, secondary students can attend schools based on interest and need relative to course offerings and program design.  For example, Alternative Programs has programs that specialize in aviation, digital arts, outdoor science-based education, credit recovery, and workforce entry / re-entry. Some sites are very interactive and collaborative while other sites allow students to individually focus on their academics.  Realistically, Alternative Programs provides a broad course of study to each student.  It really depends on the student's desire to attend the programs and take advantage of what is offered.|Alternative Programs currently uses digital and paper-based curriculum taught by high qualified teachers.  We are in need of math teachers who want to continue developing a math program to meet the needs or our students and all teachers who specialize in academic language development and English literacy.  Alternative Programs continues to examine course offerings mapped to CALPADS that includes a course outline and syllabus.  We are committed to align curriculum and instruction to meet student needs and prepare all students for college and career by ensuring a broad course of study is available.|Met||2018
27102720112177|Monterey Bay Charter|7|All MBCS students receive daily access not only to Common Core based curriculum in math, science, history, and language arts, but are also enrolled in a variety of enrichment courses to ensure a broad course of study. These include Spanish (grades 1-5), outdoor education, physical education (Games), movement, handwork (knitting, sewing, weaving, fiber arts, etc.), and music (vocal music in all grades, instrumental music beginning with violin in fourth grade). In grades 6-8, additional enrichment courses are available as electives. Each student chooses two electives from a list including yoga, technology, outdoor education, band or orchestra, dance, and choir. All students, regardless of their level of need, achievement, or support is enrolled in the same required courses and offered the same electives. Additional support for students with special needs is provided as needed depending on the course content and the specific student according to 504s and IEPs. Some courses are included in every grade level (handwork, movement, singing), while others are taught based on developmental appropriateness to certain age groups (Spanish, instrumental music, independent projects, environmental education, woodworking, blacksmithing, and electives).   Academic instruction includes the in-depth study of cultures and philosophies from around the world, sciences that range from botany to zoology to physics and chemistry; literature includes classics as well as contemporary writing in poetry, fiction, and informational texts across disciplines, and creative approaches to teaching mathematics.  In addition, all middle school students have access to extracurricular activities including Model United Nations, Math Club, sports programs, and student government. Many of these take place during lunch and recess times to ensure that students with after school scheduling limitations have the opportunity to fully participate.   MBCS prioritizes a wholistic, well-rounded educational experience for all children, which includes equitable access to a broad course of study beginning in kindergarten and continuing through 8th grade.|As referenced in the previous section, all students have equitable access to broad course of study across all academic areas, as well as multiple enrichment and non-academic courses both during and after school. Although our school is located at two different sites, those sites are divided by grade (K-1 and 2-8). While kindgarten has its own schedule and course content, all the grades are provided the same course of study according to grade level, with subject teachers traveling between the two campuses to ensure that all students receive instruction in courses such as handwork, Spanish, and movement, in addition to their core academic work.  MBCS has worked steadily toward an inclusion model for all students with exceptional needs, so that every child may fully participate in the many core curricula, Common-core-based subjects and classes that are implemented and/or offered as supplemental beyond the Common Core-based classroom program . All first grade and kindergarten classes have a full-time aide in addition to the class teacher, in order to facilitate successful engagement of all students. In addition, many students with more moderate/severe special needs have inclusion facilitators working with them one/one directly for all or part of each day  in order to help them effectively access the diverse curriculum. We have striven to minimize pull-out services as a means of providing support, and have actively and conscientiously worked toward keeping all students in the classroom not only for academic and curricular purposes and equal access opportunities, but to ensure their healthy and appropriate social engagement and development. While this has necessitated an increase in the number of inclusion facilitators, it has also resulted in the desired outcome of the full presence and increased participation of all students.   We have also worked diligently to significantly reduce suspensions as a disciplinary procedure, and created a variety of alternative disciplinary approaches, such as Restorative Justice, and in-house consequences in the effort to keep children in class and engaged in the curriculum as much as possible. This has been a schoolwide goal for several years for all students regardless of grade level or level of need.|All students have equal access to the curriculum.|The school will continue to build on existing programs that have produced excellent results to effectively serve all students. An area of growth is to provide more training in differentiation of instruction in the classroom and training on  how to optimally meet  the needs of special education students across the broad course of study.|Met||2018
27102720124297|Bay View Academy|7|Bay View Academy tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 year, 100% of Bay View Academy students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|None at this time.|None at this time.|Met||2018
27102720125765|Millennium Charter High|7|MCHS uses curriculum that is grounded in the California state standards, current digital media technology for both classroom learning, and artistic expression. The focus on collaboration, thematic projects, and interdisciplinary curriculum prepares students for the complexity of the modern world.  In order to provide a broad course of study students are able to participate in concurrent enrollment at the local community college and access classes through online courses of interest as well.|The percentage of students in the Career Technical Pathway and Concurrent Enrollment have increased.  Students are encouraged to enroll in coursework that will lead to their post graduation outcome.|One of the barriers that the LEA is facing is the implementation of a tracking measure to ensure all students are receiving a broad course of study.|The LEA will continue to seek out new opportunities and stay informed of educational trends, policies, and laws.|Met||2018
27102722730232|Monterey County Home Charter|7|Our unique non-classroom learning environment allows us to extend to all students access to the courses they need (both for academic support and for their individual graduation plans).  Furthermore, we prioritize registration in such courses for both our unduplicated student population and our population of students with exceptional needs.|Adding to the information included in the response to #1 (above), we listen to student and parent feedback and have significantly increased the amount of academic support and courses available to students; moreover, we continue in our endeavor to develop additional elective courses for students (Journalism was added in 2018-19) and to both augment and enhance our direct student support services (e.g., we have increased the number of math tutoring sessions available to students, extended the length of many classes from 55 minutes to 85 minutes, begun offering math and ELA support modules to any student in need, some science labs/workshops will now be offered on site, etc.).    Last, it must be noted that students in our unique non-classroom based educational setting receive an individualized learning plan, which customizes each student's academic experience per their needs, skills, interests, and college/career/academic goals.|While we feel that a broad course of study is offered to all students, it would be enhanced by access to the following two things:   1) additional instructional space; and  2) more time for teachers and other MCHCS stakeholders to develop new (elective) courses.|"The team will endeavor to develop two new elective courses during the 2018-19 school year; in addition, the team will continue its efforts to acquire additional instructional space (the ""book room"" was remodeled in the summer of 2018 and to create a small classroom)."|Met||2018
27659610000000|Alisal Union|7|The annual Williams Review process served to guarantee all students have access to the adopted curricular materials, and are enrolled in, a broad course of study, in all grade levels, unduplicated student groups, and individuals with exceptional needs served in the District. As required by Williams guidelines, reports were presented to the local Board of Education on the sufficiency of materials for 100% students served in the District.|The annual Williams Review process served to guarantee all students continued access to the adopted curricular materials, and are enrolled in, a broad course of study, in all grade levels, unduplicated student groups, and individuals with exceptional needs served in the District. As required by Williams guidelines, reports were presented to the local Board of Education on the sufficiency of materials for 100% students served in the District. There were no differences in access to resources or enrollment in a broad course of study between sites.|No barriers were identified through the Williams Review from providing access to a broad course of study for all students.|Through the Williams Review process, as well as through the LCAP development process, the District will continue to guarantee all students continued access to the adopted curricular materials, and are enrolled in a broad course of study, in all grade levels, for unduplicated student groups, and for individuals with exceptional needs served in the District.|Met|THIS REPORT WAS PROVIDED TO THE BOARD OF TRUSTEES AT AN OPEN SESSION ON THURSDAY, AUGUST 9, 2018. Through the Williams Review process, as well as through the LCAP development process, the District will continue to guarantee all students continued access to the adopted curricular materials, and are enrolled in a broad course of study, in all grade levels, for unduplicated student groups, and for individuals with exceptional needs served in the District.|2018
27659790000000|Bradley Union Elementary|7|Again, as a single school District, Bradley Union School District has an easier time of monitoring this type of data.  All curriculum used at the school is approved by the California Board of Education, and is as up to date as possible.  Bradley has a wide range of Ed. Tech curriculum, including Accelerated Reader, Edmentum Exact Path, Read Naturally Read Live, and Imagine Learning Math Facts.  Bradley School has also achieved a 1:1 student to technology ratio, and has made substantial investment into it's technology infrastructure.|Bradley School is a K-8, and is a small rural school, so a broad coarse of study is limited.  However, each year Bradley employs itinerant Music and Art teachers, to ensure rich educational opportunities for all students.  Bradley School also employs a part time counselor to help struggling students receive support.  Also, Bradley School participates in 8 - 12 educational field trips or on-site activities, such as week long science camp, museum, aquarium, and other hands on experiential learning opportunities.|Most restrictive factors to increasing the breadth and depth of the learning opportunities at Bradley are our small size, and rural location.  However, I believe we overcome this challenges every year.|Bradley School will always be looking for ways to increase it's ability to educate the 'whole child' with a new and increasing experiential learning opportunities.|Met||2018
27659790135111|Uplift Monterey|7|Uplift Monterrey provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|Uplift Monterrey makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
27659790136010|Uplift California South Charter|7|Uplift California South provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|Uplift California South makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
27659790136218|Uplift California North Charter|7|Uplift California North provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|Uplift California North makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
27659870000000|Carmel Unified|7|CUSD utilizes several tools to monitor enrollment including: CalPads & DataQuest  Aeries (SIS) Illuminate (new Data Dashboard) College Board (AP reports)|CUSD Provides a Broad Course of Study as specified in the CA Ed. Code, and MORE! Grades 1-8  ELA, Mathematics, History/Social Science, Science, VAPA &, PE PLUS  World Languages, Garden/Habitat, Library & Computer/Technology classes are accessible to all students.    The District focuses on an Inclusion (Co-Teach) Model in order to provide the least restrictive environment for students with special needs.   CUSD has open access to twenty (20) Advanced Placement courses. 71% of graduating seniors in 2018 participated in AP in high school.|We have identified a need to provide additional career focused coursework in addition to our robust college preparation coursework.|We are in the process of expanding our Dual Enrollment offerings.|Met||2018
27659950000000|Chualar Union|7|Chualar Union Elementary School District has an enrollment of approximately 300 students. This allows students to be enrolled in graded level courses by hand and monitored by using simple review. Students in grades kindergarten through third grade have the option of enrolling in an English-Spanish two way immersion course of study.  Student are placed according to parent indication of home language on the home language survey upon enrollment and parental preference. Upper grades (5-8) participate in rotation between teams of teachers by class. This ensures that no single student is unscheduled in any subject area.|Chualar Union Elementary School District has a single school site, therefore there are no concerns about enrollment across the district or access to classes.|Due to the small school enrollment, CUESD has limited fiscal resources.  This limits our ability to have extensive enrichment opportunities and to attract highly qualified teachers.|Using simple monitoring, it is evident that 100% of students have access to a broad course of study, and so no further revisions or actions are needed at this time.|Met||2018
27660270000000|Graves Elementary|7|NA|NA|NA|NA|Met||2018
27660350000000|Greenfield Union Elementary|7|We are proud to offer student access to a Broad Course of Study for all of our PreK through grade 8 students beginning in the elementary grades that continues through our strategic CCR master schedule at our Vista Verde Middle School. All of our students are taught a well-rounded education through daily teaching in the subjects of English language arts, English language development, mathematics, NGSS, History/social science, VAPA, PE, and other electives. All students (EO, EL, LTEL, FEP, SPED, SED, FY, Homeless, etc) are provided access to all subjects as to provide them with a broad course of study and experiences. Specific courses added to our middle school master schedule include: robotics, engineering, computer science, digital animation and media, and ethnic studies as examples.|"""All means All"" in GUSD. All elementary sites provide our students with a guaranteed and viable curriculum and equal access to our broad course of study in all of the same subjects listed above.  We monitor their successful access in all grades PreK-8 through our local data management system on a quarterly basis and annually through CAASPP. Quarterly analysis of local data provides our teacher teams of Professional Learning Communities the ability to respond with either interventions and/or enrichment opportunities."|At this time we have not identified specific barriers yet as we have implemented systematic PLCs districtwide during the 2018-19 school year and have added specific master schedule courses that will be analyzed for effectiveness at the end of this school year.|At the end of the 2017-18 school year, we analyzed the outcomes of our past courses and systematically eliminated unsuccessful courses that did not support a college and career bound future. We implemented NEW college and career access courses such as robotics, engineering, computer science, digital animation and media, and ethnic studies at our middle school and enhanced our PreK-6 experiences to include a focus on Informational Text, NGSS, STEM, and LEGO Education Robotics. These experiences will allow our students to build their skillset in preparation for CCR and post secondary success.|Met|This local indicator data and narrative was presented to our local school board and community in June 2018 and will again in February 2019.|2018
27660500000000|King City Union|7|King City Union School District tracks progress in meeting Priority 7 through the use of the district's student information system (SIS).  Additionally, administration and the counselor review course offerings, class schedules, and school schedules regularly to ensure that all students have access to and are enrolled in a broad course of studies, as well as make adjustments when necessary.|All students served in the elementary schools, TK - 5th grade, and the middle school, 6th - 8th grade, have access to and are enrolled in a broad course of study as defined by California Education Code 51210 and 51220.  In addition to the regular school day, extended day programs provide additional instructional and enrichment opportunities for students.|Barriers preventing the district from maximizing broad course of study offerings for all students include lack of additional instructional time during the regular school day.  As funding allows, primarily through extended day funded programs, additional access is provided after school.|The district has partnered with the community and an after school non-profit to expand the after school opportunities for all students.  This partnerships has increased the amount of funding available to provide programs across multiple schools with plans to continue to expand in the coming years.|Met||2018
27660680000000|South Monterey County Joint Union High|7|SRI/Read 180 and MI/Math 180 to support access to and achievement in ELA and Math; Illuminate quarterly benchmark assessments in ELA and Math; ELCAP to support reclassification criteria for EL.|Full implementation and/or sustainability:  Expanded OdysseyWare courses; expanded Project Lead the Way (PLTW) CTE course offerings in Computer Science and Engineering; initial implementation of NGSS to support preparation for CAST; piloting of E.L. Achieve’s Systematic ELD curriculum to support ELD students;|Internet limitations continue to challenge access to online curricula outside of school; teachers’ capacity for integrating instructional technology reflect broad spectrum of proficiency.|LEA will continue to support schools’ full implementation and sustainability of key instructional initiatives, as well as build capacity, especially in the area of instructional technology (e.g., EIA CIO team’s development of 1:Web technology plan), as well as improving our technology infrastructure.|Met||2018
27660760000000|Lagunita Elementary|7|The number of school-wide supplemental programs (instruction delivered outside of adopted and purchased curriculum) is one simple measurement; teacher participation and initiative in professional development that seeks to broaden the course of study is another.|All students have access to standards-based adopted and approved curriculum in the core subject areas. In addition, all nine grades receive weekly music classes and push-in STEAM lessons with the support of the Academic Coordinator. This year all students receive additional Art instruction through a collaboration with our county's Arts Council, and we've offered online classes as a pilot for the first time this year in order to support students with exceptional needs who had already completed our adopted Math curriculum.|Additional courses of study have been offered through after school clubs but these are not during our school hours, and not all parents are able to allow for participation. That said, one club consistently reached close to 50% of the student body last year.|We will consider expanding the pilot program for online courses to include additional students and subjects. We will continue to support teachers in accessing professional development to expand their areas of instruction and to foster improvement in specific areas or interest or need. We will continue to pursue our LCAP goal related to interdisciplinary support for STEAM as we pilot and adopt new Science curriculum.|Met||2018
27660840000000|Mission Union Elementary|7|The school is kinder through 8th grade all students are enrolled in all courses because this is a small school we have three combo classes from 3rd grade and up and all the students attend all subjects.|All students attend the academic classes and all students have access to art and music classes as well|this is none applicable|the school will continue to enroll all of the students in all courses|Met||2018
27660920000000|Monterey Peninsula Unified|7|The district selected Advanced Placement enrollment and completion as measures to track access to and enrollment in a broad course of study for secondary education.   Additionally, at the secondary level (middle and high school), the district implemented designated learning models to provide additional and increased access to a broad course of study as follows:   Los Arboles Middle School and Marina High School offer an Early College & Career and Linked Learning Model model where students can take college-level courses, earn college credit and graduate with the possibility of an associate of arts degree. At Central Coast High, students participate in robust career pathways, including hospitality, culinary arts, patient care, media/visual arts, and public safety.   Walter Colton Middle School and continuing into Monterey High School, the International Baccalaureate Middle Years and Diploma Programme model encourages students to make practical connections between their studies and the global world, preparing them for success in further service, study and in life.  At Seaside Middle School and Seaside High School, Project-Based Learning allows students to engage in learning through real-life projects and experiences. Each student is provided a districtwide Chromebook that is used at school and home to enhance the learning experience. Central Coast High also incorporates elements of Project-Based Learning as part of the educational experience.  All secondary students at the secondary level have access to a Chromebook, and this movement is expanding at the elementary grade level.  In the elementary grades, MPUSD offers visual and performing arts at all grades. The arts are essential to the district’s mission. Art and music are offered in every grade, with instrumental music expanded at elementary schools. Theatrical arts is offered in all MPUSD schools. Students also benefit from a variety of partnerships with arts-based non-profits. The district is also home to two national Turnaround Arts Schools – Martin Luther King: School of the Arts and Marina Vista Elementary Arts Academy.  While every MPUSD provides access to rigorous science and mathematics, the district has three designated STEAM (science, technology, engineering, arts, and math) schools - Crumpton Elementary, Marshall Elementary and Monte Vista Elementary.|In 2017-18, the district posted the following results for AP enrollment and completion rates:  ENROLLMENT  Marina High School 36% enrolled in one or more AP courses Monterey High School 58% enrolled in one or more AP courses Seaside High School 47% enrolled in one or more AP courses  PASSAGE RATE  Marina High School 78% passed all enrolled AP courses with a C- or better Monterey High School 93% passed all enrolled AP courses with a C- or better Seaside High School 75% passed all AP enrolled courses with a C- or better  ELEMENTARY The arts are essential to the district’s mission. Art and music are offered at all grade levels, with instrumental music expanded at elementary schools. Theatrical arts is offered in all schools. Students also benefit from a variety of partnerships with arts-based non-profits. The district is also home to two national Turnaround Arts Schools – Martin Luther King: School of the Arts and Marina Vista Elementary.|There are no barriers to access at MPUSD schools for a broad course of study. At the high school level, AP courses are offered and made available to ALL interested students. In addition to the availability of AP courses, students had the opportunity to take the PSAT and SAT assessments free of charge during the school day.  All MPUSD schools offer visual and performing arts at all grade levels in elementary school, and to those who are interested in taking them as electives in middle and high schools. Secondary schools also offer foreign language as a course of study.|An area of growth is the expansion of the number of AP course offerings at each high school, including increasing the number of foreign languages offered.|Met||2018
27660920129239|Dual Language Academy of the Monterey Peninsula|7|This K-8 school is unique in its dual immersion offering. It offers a broad course of study, including Spanish at every grade level, visual and performing arts with a full-time teacher, and middle school students having the opportunity exit the school taking the Advanced Placement Spanish exam.|This K-8 school is unique in its dual immersion offering. It offers a broad course of study, including Spanish at every grade level, visual and performing arts with a full-time teacher, and middle school students having the opportunity exit the school taking the Advanced Placement Spanish exam.|While there are no real barriers, the school is working toward offering new and diverse electives for middle school students.|The school is working toward realigning our two-way dual immersion 50/50 model to ensure all students benefit from English and Spanish teaching and learning. The school is also ensuring alignment with high school curriculum so that students leaving 8th grade are prepared for the academic rigors of high school.|Met||2018
27660922730240|Learning for Life Charter|7|Because we utilize a digitally-delivered curriculum in our independent study setting, all students have access to all courses offered at LFLCS.  The locally-developed Course Enrollment Tracking Tool is used to track the extent to which all students are enrolled in a broad course of study.  Annually we use it to calculate the average number of students enrolled in each course.  The tool can be used to calculate the percentage of students who are enrolled in a--g approved courses in each subject area.|As noted above, the structure of our program allows all students full access to a broad course of study.  The Course Tracking Tool shows that for 2018, an increasing number of students were enrolled in a--g courses compared to the prior year.|Our students have only limited access to CTE courses, and we do not have any CTE pathways established..|In cooperation with the local ROP and community colleges, we are developing CTE pathways.|Met||2018
27660926118962|International School of Monterey|7|ISM measures instructional minutes to track the extent to which all students have access to, and are enrolled in, a broad course of study. The instructional minutes are documented in the school’s Master Schedule by individual class, with all students at each grade level K-8 divided into two classes. All students in a class spend the same minutes on the same subjects, so minutes are tracked only by class and not by student. In grade 4-8 Spanish and grade 7-8 math, students are regrouped into different classes based on prior learning and overall subject preparedness; however, they still spend the same minutes on the overall subject.  ISM has integrated specific metrics for instructional minutes into its LCAP under Outcome 1.4. The ISM educational program includes regular, quality instruction in the arts, English language arts, math, physical education, science, second/foreign language, and social studies, with the IB Learner Profile and technology instruction integrated across all subjects.  Metric: Scheduled annual minutes of instruction ~ Target: 7,800+ for language arts, social studies, math, and science; 5,900+ for second language; 3,000+ for visual and performing arts, design, and PE/Health|Since the school opened its doors in 2001, access to and enrollment in a broad course of study has been a hallmark of an ISM education. All of the school’s charter petition iterations have included clear emphasis on this breadth, which has included all of the subject areas targeted by the California Education Code (EC). In some cases, ISM uses different titles for the subjects than the EC, with some of these variations driven by alignment of the ISM curriculum with the International Baccalaureate, which has authorized ISM as an IB World School.   Subject alignment between the EC and ISM is as follows:  EC SUBJECTS FOR GRADES 1-6                        ISM SUBJECTS FOR GRADES K-5 English                                                                Language Arts Mathematics                                                        Math Social Sciences, Science                                Unit of Inquiry Visual and Performing Arts                                     Visual Arts, Performing Arts Health, Physical Education                                 PE Other studies prescribed by the board                 Spanish  EC SUBJECTS FOR GRADES 7-8                         ISM SUBJECTS FOR GRADES 6-8 English                                                                 Language & Literature Social Sciences                                                 Humanities Foreign Language                                                 Spanish Health, Physical Education                                 PE Science                                                                 Science Mathematics                                                         Math, Algebra, Geometry Visual and Performing Arts                                 Visual Arts, Performing Arts Applied Arts, Career Technical Education         Design  Minutes of instruction for each of the subjects listed above meets the target designated in the LCAP under Outcome 1.4. The ISM educational program includes regular, quality instruction in the arts, English language arts, math, physical education, science, second/foreign language, and social studies, with the IB Learner Profile and technology instruction integrated across all subjects.  Metric: Scheduled annual minutes of instruction ~ Target: 7,800+ for language arts, social studies, math, and science; 5,900+ for second language; 3,000+ for visual and performing arts, design, and PE/Health  Actual (2017-2018): 8,100 average for language arts, social studies, math, and science; 5,940+ for second language; 3,960 for visual and performing arts, and design; 3,420 for middle years PE and 2,880 for primary years PE  Because all students in a given class at a specific grade level experience the same subjects at the same time, there are no differences across student groups in access to, and enrollment in, a broad course of study. The actual minutes listed above apply equally to all possible student groupings.|Simply put, there are no barriers. ISM has an 18-year history of offering a broad course of study. Moreover, because all students in a given class at a specific grade level experience the same subjects at the same time, actual enrollment “for all students” is a given.|Given its exemplary, long-term commitment to offering a broad course of study and ensuring that all students, regardless of background or ability, actually enroll in all subjects offered at their grade level, ISM plans no changes.|Met||2018
27661420000000|Salinas City Elementary|7|All teachers submitted daily instructional schedules to their site administrators for review. Administrators insured that students received instruction in all content areas.|Central Office administrators scheduled four site classroom visits between September and March to coach site administrators on constructive, rather than compliance driven or evaluative observation and feedback. While visits by site administrators individually were not all documented, 918 observations were recorded on Edivate Observe, our online professional development platform.  SCESD contracted with The Monterey Arts Council to bring local artists, both visual and performing artists, to classrooms for eight hours of art instruction. Our two music teachers rotated to all schools on 6-8 week cycles. In addition to vocal music, our music teachers offered enrichment sessions to students such as a Recorder Club, a Guitar Club, and digital music production.  Through our partnership with YOSAL (Youth Orchestra of Salinas) 157 students from seven different schools participated in their after school programs. 97 students participated in their summer programs.   SCESD was not able to hire credentialed Physical Education teachers. Physical Education instruction was provided by classroom teachers.|No barriers were identified.|Although no barriers were identified, SCESD will continue to expand the use of inclusive practices  for our students with disabilities. Additionally, after the sixth week of instruction in the 2018-19 school year, our transitional kindergarten and kindergarten students will move from a traditional half day (200 minutes) of instruction to an extended day (255 minutes).|Met||2018
27661590000000|Salinas Union High|7|Our district uses our course offering, graduation requirements, graduation rates, A to G rate, and AP enrollment to evaluate student access to a broad course of study.|EC 51220(a)-(i) defines a broad course of study.  When compared to our graduation requirements and 7th and 8th grade course offerings, our district requirements exceed the ones stipulated in education code.  The district has been identified as having a high graduation rate which indicates that a high percentage of our students are able to achieve a broad course of study.  There are gaps in graduation rates for students with disabilities, socio-economic disadvantaged students, and English learners, but the graduation gaps have noticeably narrowed over the past three years.|Achievement gaps reflected in graduation rates, A go G rates, AP enrollment and passage rates, state assessments, district assessments and grades indicate a need to continuously monitor and support students struggling academically.  Some barriers that exist for struggling students are low literacy and numeracy skills of students entering in 7th and 9th grade, economic and family challenges facing our students, the difficulty some parents face with supporting their students with the academics and students still in the process of learning English as they get older.|The district and sites continue to use LCFF resources to monitor, identify, and intervene with students who are struggling to achieve academically.  The LCAP lays out actions and resources for this process- intervention teams, academic coaches, professional development on teaching and intervention, AVID and Puente programs, are just a few examples- and staff continues to adjust the plan, resources, and actions with of goal of increasing the number of students who are on track and graduate college and career ready.|Met||2018
27661670000000|San Antonio Union Elementary|7|All San Antonio Union Elementary School District students in grades TK – 8 are enrolled in a broad course of study. In addition to core academic instruction, students receive instruction in physical education, art, and music in grades TK-5. 6th-8th-grade students are offered exploratory course to include Engineering/Robotics, Art, and Media Literacy. Performing arts are woven into the core curriculum for grades TK-8. Afterschool homework assistance, remediation, and enrichment is also available.|As a single TK-8 school and district, San Antonio Union Elementary students have access to all educational opportunities.|San Antonio Union Elementary School District continues to seek growth in supports and offerings for the English Language Learner students it serves.|In response to parent feedback, San Antonio Union Elementary School District has hired more bilingual employees to assist students in developing their English language skills and encouraging increased communication and parent involvement with non-English and English as second language parents.|Met||2018
27661750000000|San Ardo Union Elementary|7|The San Ardo Union Elementary School District is a small district of 110 students.  As such, there are five general education classrooms and one resource classroom.  Students receive the same broad course of study which includes: English language arts, English language development, mathematics, science, history social studies, physical education, health and nutrition, music, art, technology, and dance.|Due to the size and dynamics, there are no difference.|There are no barriers.|None.|Met||2018
27661830000000|San Lucas Union Elementary|7|San Lucas USD tracks progress in meeting Priority 7 standards by doing reviewing of course offerings, class schedules, and/or school schedules with the school staff, the School Site Council, and/or the annual LCAP meetings to assess the extent to which students have access to and are enrolled in a broad course of studies.|San Lucas USD is a single school site. All San Lucas USD students are enrolled in a broad course of studies. All students participate in English Language Arts, Math, and Writing programs in their general education classrooms. Students with special needs are all included in general ed and have access to specialized academic instruction, accommodations, and modifications (when necessary). All students receive 100 minutes of instruction per week in Science. Students in grades 3-8 have music instruction in guitar and violin. Students in grades K-8 receive visual arts presentations biweekly from local artists. All teachers are qualified to teach students who are English Language Learners. San Lucas offers a specialized English language development class. The After School Education and Safety program provides enrichment opportunities in gardening, physical fitness, dance, and cooperative project-based science activities, and homework club. Students go on classroom field trips 2-3 times a trimester for hands on learning experiences and sports events for grades 6-8, for enhanced physical fitness activities. Locations of the learning field trips vary based on age, and have included the pumpkin patch, the Aquarium, local theater performances, and the Tech Museum. Additionally, the school hosts 2-3 assemblies per year on waste management and recycling and bullying prevention.|Potential barriers that can prevent the LEA from providing access to a broad course of study are financial barriers and distance. The district applies for and receive grants and donations annually to cover may of funds for art instructors, field trips, after school program, science project materials, instruments, and gardening supplies. Additionally, the school has go long distances to reach destination points, so funding for the bus is integral to providing a broad course of study to San Lucas students.|Regular review of all available grants by the administration, plus dedicated time to apply for grants, is necessary to ensure the LEA may continue to provide a broad course of study to all students.|Met||2018
27661910000000|Santa Rita Union Elementary|7|"SRUSD's results on the California School Dashboard indicate areas of need for the district. While SRUSD has no area for which performance of any student group is two or more performance levels below the ""all student"" performance, the district acknowledges that we have performance gaps that are targeted through our LCAP. Our focus areas continue to be closing the achievement gaps in the areas of ELA and Math for all subgroups. While the Local Control Funding Formula (LCFF) can not be accounted for within the Special Education [SACs] resources for students with disabilities, district-wide services can be leveraged to support this group of students by contributing LCFF dollars within the context of our district-wide intervention strategies. Our subgroup of socio-economically disadvantaged students makes up 70.3% of our district enrollment. The district will continue to provide direction to ensure appropriate identification and application of supports and services, such as small group interventions and academic applications that allow for remediation of Math and Reading skills, with a focus on closing the achievement gaps and addressing the needs of our lowest-performing student groups. Along with continuing and growing our Character Education programming, the district will also work on building a system around Trauma Informed Care and Mindfulness in the Classroom to address the socio-emotional needs of students that have impact on both academic and personal success, particularly foster youth suspension rates."|SRUSD is committed to providing equitable services at all school sites. Adopted curriculum is aligned by across the sites, which allows teachers to effectively align curriculum and instruction both school-wide and district-wide. Each school sends representatives to participate in the district-wide Curriculum Council, which annually reviews curricula for adoption, supplemental materials, additional academic remediation and supplemental programming, as well as professional development needs.|Overall, our major concern is the stagnation or decrease in statewide testing scores for the district. Local measures indicted ongoing growth for students in Reading and Math; but there is a disconnect with student performance on statewide assessments. Individual school-sites did see some major growth in grades levels, especially in ELA. The district will continue to make improvements to developing skills for students; for example, Lexia will become a major part of Reading Intervention programming at each Middle School. Lexia is an online program for reading remediation that students access for 45 to 80 minutes a week, as needed.|Santa Rita Union Elementary SChool District is committed to maintaining compliance with Grade Span Adjustment (GSA) for grades TK -3 (24:1) and reduced class size grades 4-8 (26:1) as measured by class enrollment data. SRUSD will target a minimum of one grade level growth for all grades in English Language and Math as measures by State Assessment Data. Through Parent Involvement activities we will increase Parent Education Programs opportunities to deepen parent understanding on the Common Core State Standards. Increased Parent participation in ELAC/DELAC/SSC will deepen the LCAP culture of shared decision making. Increased quantity and quality of effective online communications with parents through the District Website and use of social media will create another forum for communication and review.  Increased Extended Learning opportunities for students throughout including tutoring outside of the school day, and Field Trips will continue to support our goal of engaging academics. The district will continue to focus on early childhood education by maintaining a State Preschool program and  full-day instruction for TK and Kinder students.|Met||2018
27662250000000|Spreckels Union Elementary|7|Considering the small size of the District-one elementary school and one middle school-the District relies on administrators' observations as to the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.|All elementary school students are exposed to English Language Arts (ELA), Social Studies, Science, Math, PE, and Music on a daily/weekly basis.  Additionally, all elementary school students have art on a regular basis.  At the middle school, all students take ELA, Social Studies, Science, Math, PE/Health, and either Literature or Spanish daily.  Band is offered before school and Choir is offered after-school.  In addition, various enrichment opportunities (art, leadership, sign language, video, etc.) are taught four times a week.   The District has made great progress in become more inclusive with its Special Education program, meaning all students regardless of disability take the Core classes on a daily basis.  Students with exceptional needs are only pulled from non-Core classes. Additionally, English Language Learners who require direct, pull-out services are pulled out during non-Core time.|At the middle school, only students who have non-District transportation can take part in Band.  Otherwise, all students have access, and are enrolled in, a broad course of study.|As mentioned, the District has made great progress in the past few years in becoming more inclusive and only pulling students from non-Core classes.  This has required careful scheduling and increased staffing.  The District will also continue to provide a wide-range of enrichment offerings for all students as stated in its Local Control Accountability Plan, Goal #3.|Met||2018
27662330000000|Washington Union Elementary|7|All students participate in all core areas of curriculum: Language Arts, Math, Science, and Social Studies. 100% of students have access to materials in all subject areas.|All students participate in all core areas of curriculum: Language Arts, Math, Science, and Social Studies. 100% of students have access to materials in all subject areas.|There are currently no barriers in providing access to a broad course of study for all students.|There are currently no barriers in providing access to a broad course of study for all students.|Met||2018
27738250000000|North Monterey County Unified|7|In elementary (TK-6), all students have access to and are enrolled in a broad course of study in the elementary setting that include English language arts, mathematics, science, social studies, physical education/health.  Grades 5/6 are offered instrumental music and all teachers/classes are working to incorporate arts integration teaching strategies into content.  Elementary students with special needs are served in least restrictive classrooms according to their IEPs with the majority of students receiving the same courses of study with appropriate accommodations.  Elementary students who are English learners receive English language development support and have an alternative program placement option for bilingual (Spanish) classrooms in grades K-2. The elementary level has developed instructional schedules for grade levels/classrooms for PE/health, library, computer lab, instrumental music and English Language Development.  All other courses of study are integrated into the classroom instruction provided by their assigned teacher at designated times. In Grades 7-12, the District approved course catalog outlines courses and guidelines, the Master Schedule, individual student Six Year Plans (developed during 7th grade for implementing 8th to one year post high), individual student transcript audit, and individual scheduling documents are the tools used to track to what extent all students have access to and are enrolled in a Broad Course of Study.  Data reports have been reviewed in looking at demographic representation within specific programs/courses to include:  AVID, MESA, Advanced Placement, Career Technical Education and Dual Enrollment.  In addition, progress of students within the Special Education and English Learner pathway courses is reviewed to monitor acceleration of learning and to make adjustments to placements.  Each quarter, a review of Ds/Fs by grade level and course is completed to monitor those who are “on academic watch” including the subgroups of Special Education and English Learner students. Additionally, data is gathered to track completion rates of A-G and GPAs of 2.5 or above for all students, and the subgroup of English Learners.  Advanced Placement scores are compared to grades earned within an AP course as well as tracking by individual student the number/type and results of AP tests and AP grades.  This information is used to determine program focus areas and to review from different perspectives how students are progressing academically. Adult Education also revised courses and has worked to provide a path of study for developing English as a second language, building literacy in Spanish, and developing technology literacy.   Career ready certificate earning courses, such as food safety handler also support career readiness in addition to earning a GED/Spanish GED or high school diploma.  Workshop series are provided to support parents' understanding of and participation in their child's educational experience.|The District has one middle school (7/8), one comprehensive high school (9-12), and two alternative schools: a continuation high school (Grade 10, 11, 12), and a K-12 independent studies school (a school of choice).  All schools follow the district-approved courses and guidelines for providing students with access to ensure they complete all requirements, as appropriate.  Students served in the two alternative schools have individualized plans for enrollment in courses of study and a pacing plan for completion.  Students in both schools may have a blended learning approach that include approved online courses for either credit recovery and/or initial instruction under the direction and oversight of a credential teacher.  Online courses are approved for A-G and meet all requirements for district like approved courses.  For example, students in alternative settings take an online PE course that requires students to complete lessons and maintain/document physical activities to meet the required minutes and standards. Students who are non-diploma per their Individual Educational Program (IEP) take Essential Courses that are standards-based differentiated for each student to earn their Certificate of Completion.  Students who are Newcomers and designated English Learners also have an EL pathway to ensure they are provided with Intensive ELD/ELA while receiving support in other content area courses.  Each student in grades 7-12 is enrolled in a full course of study for 6 periods during the school day; all courses fulfill credit requirements for graduation.  The middle (7/8) and comprehensive high school offer a broad range of elective courses to include Career Technical Education courses with several pathways that include:  Service Industries (health, culinary/hospitality, public service (law/fire).  The introductory course for Services Industries is a consumer education course.  Technology/Engineering and Design (Auto technology, Welding, Engineering/Design and Product Development), Computer Science/Programming/Robotics and Computer Applications/Media.  The introductory class for the Technology/Engineering and Design pathway is an Industrial Arts course. The middle school exploratory electives include:  MESA (Math, Engineering, Science Academy), Computer Science/Coding, Computer Applications, Multi-media Film (Youth Cinema Project), Journalism, Drama, Sports Passion and Student Leadership, Speech and Debate, Visual Art, Concert Band, and AVID-a college readiness elective.  The high school offers Spanish and Spanish Language Arts courses for Foreign Language and students can also take online courses for other languages, should they choose to.  Online language courses are open to all students attending the three high schools within the district.  All schools are involved in an arts integration initiative that supports the use of art forms and art learning principles in teaching all content standards/courses to increase student engagement in lessons.|The barriers or limitations of offering additional courses to students are the following: 1. The 7-hour teacher contracted workday.  Many school districts have a 7 ½ hour teacher contracted work day. 2. A teacher contract that outlines a six period schedule in Grades 7-12.  Many schools have a 7 period day or alternative schedule such as an 8 periods A/B schedule, or other flex schedule that provides students with more courses and options in their schedule.   3. Limited or no teachers at the middle school with a credential to teach a Spanish elective.   4. Adding additional costs/sections for a teacher to offer Driver’s Education the high school level when we need to use all of our staffing allocations to offer A-G and other CTE courses for college/career readiness and keep class sizes reasonable within a limited teacher workday and a 6 period day for students.|Our District will need to add an elective for foreign language, Spanish specifically, in Grades 7 and 8 for 2019-2020.  We will also explore options to provide students with access to Driver’s Education as a zero period option at the high school. In addition, our high school graduation requirement includes completing 45 hours of community service that will need to be incorporated into a course of study for 2019-2020.   These may require funding additional sections and possible splitting a position between the middle and high school for Spanish instruction.  In addition, health curricular units will be updated in elementary, middle and high school to meet recently added requirements.        The comprehensive high school will explore alternative scheduling options to address the limited options of a traditional six period day.  The middle school will continue to offer elective options for all students and will explore a seventh-period option after school for math support, additional elective courses such as jazz band, drama, and Spanish Language Arts.  Central Bay Continuation High School will continue to promote student enrollment in Career Technical Education courses offered at the high school campus while looking at options to add courses on the Central Bay campus.        The NMC Center for Independent Studies school will have a master schedule created to track all courses that students are enrolled in and taking within the student information system, as it is currently tracked on individual student planning documents developed and monitored by their “homeroom” teacher and reviewed by the academic guidance counselor.  Independent Study students are able to enroll in dual enrollment and CTE courses offered at the comprehensive high school, as well as directly at their local community college, as appropriate.  The NMC Center Independent Studies school will also explore options to continue offering math and writing tutorials and possible project-based elective courses to promote social interaction and collaborative opportunities between students.       Elementary schools will review instructional schedules to provide more opportunities for instructional supports specifically in math, English Language Development, and the continuation of arts integration by incorporating units of study with specific instruction in various art forms such as visual art, dance, and theater.  In addition, there is work being done to update the district’s English Learner Master Plan with a focus on a biliteracy pathway TK-12 grade with possibly a dual language model for heritage speakers.  The newly adopted instructional materials for ELA/ELD provides curricular structures to support a dual language program beyond the current early exit bilingual program that serves K-3.|Met|As a district that serves students age 0 to adult, it is essential that our courses of study vertically align and support our student population and ensure college/career readiness. The District has made significant progress in updating the courses offered, ensuring appropriate courses are approved for A-G, and revising the Career Technical Education courses/pathways offered.   Annually updated course catalogs with information regarding courses, graduation and college requirements, options for earning a high school diploma and specific information regarding dual enrollment courses, Advanced Placement courses, and other pathways defined for students who need more individualized plans are available in English/Spanish.  A 6-year planning document for each student grades 7-12 is updated twice annually and is used as a communication tool for the student, counselor, and parent/guardian regarding individual goals and overall plan to ensure progress toward college/career readiness. The student-driven master schedule is key to aligning resources as each cohort progresses from grade to grade until graduation. Each 9th grader takes a 21st Century Skills course incorporating college/career planning with appropriate use of technology.   The academic counseling program was revamped to track and monitor students with specific grade level programming in 7th grade through 12th grade and work collaboratively with “grade level” teachers to ensure students are being supported and successful.|2018
27751500000000|Big Sur Unified|7|Big Sur Unified has a teacher with a special education certificate. They also have a speech pathologist who works with students once a week, staff and the superintendent discuss students successes and needs at every staff meeting. With very small class sizes, students receive nearly 1 to 1 instruction with their teach. AP classes are offered and instruction is differentiated to allow individualized instruction to each student.|Students have access to a broad course of study through field trips, bringing in guest speakers from the community, and project-based learning assignments that allow students to better understand their local environment. The South Coast Community Land Trust offers students educational scholarships that crosscut a variety of curriculum strands. If students apply, they are guaranteed to receive a scholarship. The Red Cross, along with assistance from South Coast Community Land Trust stock a 20 foot metal ConEx box which will provide emergency services if needed in this remote area. Students are also able to develop their visual and performing arts skills through a yearly winteer program, where a music and performing arts teacher comes and prepares the program , casting all students in grades TK-12.|The remote location of Big Sur Unified poses a barrier to students having full access to a broad course of study. Communication systems can be affected by rain and wind,salt air, and other natural phenomena that Big Sur Unified is exposed to.|In Big Sur Unified, if students need something, the superintendent is dedicated to purchasing any and all necessary materials to provide a well-rounded educational program. This includes providing their own breakfast and lunch programs for all students, including using fruits and vegetables from their own garden.|Met||2018
27754400000000|Soledad Unified|7|1. We track the number of English Learner students and Students with Disabilities in Cal pads. We also track our English Learners in Aeries and Ellevation. The Special Education students are also tracked in Aeries and Siras. 2. Soledad High is working with their Freshman to implement 4-year course plans. 3. Soledad High School is monitoring the student course plans by having two of their counselors working with the 9th and 11th graders and two of the counselors working with the 10th and 12th graders. 4. The High School is also tracking students that need credits through Accelus that need to make up Ds and failing grades. 5. We have tools on Aeries that tag those students that are taking CTE courses and track their completion of the program. 6. Our Students With Disabilities are mainstreamed as much as possible into the regular education classes. 7. All regular education students in grades Kindergarten through 8th grade are exposed to the adopted materials in Reading and in Math that are aligned with the Common Core Standards. We are encouraging all of our Students with Special Needs to be included in the regular education program throughout the day. 8. All our High School courses meet the A-G requirements so most of our students have access to these courses to prepare them for college and career ready.|1. All our courses meet the A-G requirements at the High School so most of our students have access to these courses to prepare them for college and career ready. Those courses include all English classes, Science, Math, CTE course, Fine Arts, NJROTC, History, Foreign Language. Many of our elective classes, Psychology, Film Appreciation, advanced Math and Science courses, advanced Foreign Language courses.  2. At the Elementary level, we continue to work on including all our students with Special Needs into the regular classroom for Reading and Math. Our district is also attending the training that involves Multi-Tiered Systems of Supports, therefore; we are learning how to support students at all different levels in the classroom. Our goal is to implement these strategies as soon as possible at all of our schools so all students succeed.|Our Special Day Class and Newcomer students have some barriers to access the A-G courses. The hope is that eventually some of these students will be offered these courses as well. The idea is for the Newcomers to enter into the A-G classes as soon as they see fit. It is difficult for them to get caught up until they gain certain language skills. The RSP students are fully included into all the content classes with the support and accommodation set by our Special Education teachers. The High School does the push-in model for the most part. Dual enrollment classes such English 101, 1A and Administration of Justice Classes I and II are the courses we are adding this year to the Soledad High. They are also adding a US History and Counseling class this semester, and next semester we are adding an Art Appreciation class.|This year we have created and added 6 new classes of English 3 D to the High School to support our English Learners. We also added a Newcomer Class everyday for 26 students at Soledad High school as well as at the Middle School. The High School offers Winter and Summer Intersessions to help these students get back on track. The English 3 D course meets the English requirement for A-G classes so this helps those students not have to make up these classes. The RSP students are all pushed into the regular education classes with the support of the RSP teachers.  All our K-6 classes are required to teach designated English Language Development every day for 30 minutes. They are also encouraged to teach integrated English Language Development strategies throughout the day. All of our 4th-8th grade English Learners receive English 3 D instruction for at least 30 minutes a day.|Met|Get Focused Stay Focused is offered to all Freshman students at the High School as well as being offered to our Middle School students. It is a Career and Culture awareness program so that students get to know themselves better before making decisions about their choice of career after High School. They learn about budgeting and jobs selections that are available. At the end of the course they do a 10 plan moving forward. These High School students revisit their plan every year in 10th-11th-and 12th grade and revise it as needed .    Our district is also involved with Gear – Up which supports a cohort of students starting in 7th grade through their first year of college. They support implementing a 4-year plan, field trips, as well as supporting college requirements.    Upper Bound and Talent Search through CSUMB offer advising for higher education opportunities for our students.  They also check to see if they are meeting graduation requirements and provide parents with information for college as well as financial aide. Soledad High has 1 college field trip per grade level per year. The Freshmen go to Hartnell, Sophomores go to CSUMB, Juniors go to UC Santa Cruz and by 12th grade students select their own college.    The High School has 11 Pathways to expose students to careers and industry. Such as: Agriculture, Ag-Science, Ag-Science, Ag Mechanics, Horticulture, Animal Science, Film & Broadcasting, Culinary Arts, a Teacher Ed class, Wood Shop, Dental Career, & Robotics.|2018
27754730000000|Gonzales Unified|7|The Gonzales Unified School District has chosen the following measures for tracking all students access to, and are enrolled in a broad course of study;  1.  Number of graduates meeting UC/CSU requirements, 2.  Number (%) of graduates for Hispanic, EL, Foster Youth and SpEd student sub-groups, 3.  Course offerings at the secondary level, 4.  Enrichment offerings at the elementary level, 5.  Participation of exceptional needs students in the mainstream.|Based upon the measures Gonzales Unified has chosen, we do offer a broad course of study to the majority of our student population.  As an example, Gonzales Unified has a graduation rate of 98%.  This is a highlight that should be celebrated.  It also shows that ALL students have the opportunity to enroll in classes that will benefit them toward graduation including a healthy choice of electives.  As an example, at the elementary level we offer music to our students, at the middle school level we offer music, digital arts and drama, and at the high school we offer music, art, drama, ceramics and varied other elective choices.    Opportunities to improve include increasing the number of graduates that are meeting UC/CSU requirements (25.4% based on 16-17 data).  In addition, our continuation high school students do not have an opportunity to enroll in elective courses or participate in many of the options and/or activities the high school offers.|Gonzales Unified is committed to improving access to a broad course of study for ALL students.  The first area of opportunity to improve is around the number of graduates that meet UC/CSU requirements.  Our barrier has been that our high school counselors have not been as aware as they have needed to be in terms of scheduling students classes with UC/CSU requirements in mind.  We need to do more training and priority setting work with our high school counselors.    Our second area of improvement is around limited offerings to our continuation high school students.   The barrier is we have separated the continuation high school out from the comprehensive high school.  Our continuation high school is very small and has one teacher.  This does not lend itself to being able to offer a lot of choice.  The focus is on core classes and so there are minimal offerings beyond the core.  This limits our continuation students access to a broad course of study.|Gonzales Unified is working with its high school counselors to make the UC/CSU requirements more present in their thinking when creating student schedules and advising students on courses to take.  Part of this work is them learning and using a UC/CSU evaluation tool on our current student information system (SIS) when evaluating student transcripts.    Gonzales Unified is working to bring the small amount of continuation school students back to the comprehensive high school.  The continuation option will become a program within the high school instead of a separate school.  This will allow these students access to the full menu of classes and programs available at the comprehensive high school.|Met||2018
28102800000000|Napa County Office of Education|7|Napa County Court and Community students are in self-contained classrooms. 100% of students have access to all required courses and content needed for graduation. Student information system tracks credits earned in all required areas of study.|100% of students are offered credit recovery and/or coursework, AP courses, A-G, PE, and electives.|Currently there are no barriers to offering a broad course of study for all students.|Napa County Court and Community schools will continue to provide curriculum and technology that helps provide access to a broad course of study for all students.|Met||2018
28662410000000|Calistoga Joint Unified|7|The district uses the class lists from Calistoga Elementary School (grades 1-6) and the master schedule from Calistoga Junior/Senior High School (grades 7-12) as our tool for identifying the extent to which all students have access to and are enrolled in a broad course of study.|All students at Calistoga Elementary School are enrolled in self-contained classes and have access to a broad course of study which includes core subject areas, physical education, art, and music instruction.   Every junior/senior high school student has access to a board course of study except when they have to choose between classes that are only offered once in the master schedule. This is due to the fact that we have a small school of approximately 360 students. If students are in need of remediation in the subjects of math or English, they are placed in a strategic support class which can also limit their participation in other courses. Our English learners are provided with English Language Development (ELD) courses so they are transferred into A-G courses once they reach language proficiency|Our junior/senior high school’s small enrollment is the biggest barrier to providing a large variety of course offerings. We have some courses that are only offered once in the master schedule and at times can be a conflict with  other course offerings. Students who need academic intervention, special education services or English language support sometimes have limitations on their course offerings.|CJSHS added strategic math courses to the course offerings this year for students not meeting academic standards. The school is working to provide intervention courses simultaneously with A-G classes so that high school students can stay on track to be prepared for college and career.|Met||2018
28662580000000|Howell Mountain Elementary|7|All students have access to English, Mathematics, Social Studies, Science, Visual and Performing Arts and Physical Education. All physical education lessons are tracked by teacher lesson plans in their daily schedules. Daily/ weekly schedules also reflect 100% participation in music and art. CAASPP scores are monitored and reflect access to a Broad Course of Study. English Language Learners are monitored through ELPAC assessments in the spring. Because Howell Mountain is a K-8 district we do not administer the High School Exit Exam or The Early Assessment of Progress, College Readiness Test.|All students have access to English, Mathematics, Social Studies, Science, PE, Art and Music. This is reflected in teacher lesson plans, weekly schedules and school-wide performances. Music participation is also reflected on the report cards. Teachers will continue to implement a school-wide assessment system consisting of at least the following: DIBELS (1-8); Lexia (K-8); My Math (K5); California Math (6-8); Reading Wonders (K- 6); Study Sync (7-8); Houghton-Mifflin Reading Inventory and JiJi Math/Fluency.|Howell Mountain provides access to a broad course of study for all students. A barrier that we have identified is refining our on-going monitoring and support of reclassified English Learners; as well as providing language acquisition support for English Language Learners to secure continuous progress of English Proficiency. We are addressing this barrier through a thorough analysis of local academic measurements of student progress, intervention schedules and additional support.|We are addressing language acquisition support for English Language Learners and reclassified English Learners through a thorough analysis of local academic measurements of student progress, intervention schedules and additional support.|Met|All staff and students participate in a school climate survey. Parents are invited to respond to a parent/ school climate survey. The results of the survey are used to inform school climate actions and decisions. Howell Mountain's address is 525 White Cottage Rd. N. Angwin, CA  94515. The district web site may be found at: hmesd.org. The district's LCAP is an additional tool located on the school website for reference.|2018
28662660000000|Napa Valley Unified|7|In NVUSD progress toward implementing access to a broad course of study involves a review of course schedules, various program participation, and state-level indicators like; CAASPP, and College & Career Readiness.|"To determine whether NVUSD students are participating in a broad course of study, we used state-level data and queries from our own student information system, as tools, for examining enrollment in various programs:  Diploma In NVUSD 88.1% of all seniors receive a regular high school diploma, including; 69.8% of ELs, 63.6% pf of Foster Youth, 73.5% of Homeless Youth, 69.3% of Migrant students, 65% of Students with Disabilities, and 83.3% of Socioeconomically Disadvantaged students. Among ethnic groups; 88.2% of African American students receive a diploma, along with 93.5% Asian, 98.3% Filipino, 84.5% Latino, 90.6% White, and 91.1% of Two or More Races. A-G NVUSD current A-G completion rate is 51% up from 49% in 15-16 (most recent data is 16-17). English Learners graduate A-G compliant at 3%, up from 2.8%. Socio-economically disadvantaged students complete A-G requirements at a rate of 38%, up from 36% in 15-16.  AP In NVUSD, 4399 students participated in AP courses in grades 10 through 12. 1009 of those were tested. Of those, 512 scored 3 (minimal pass), 301 scored 4 (competitive pass), and 91 scored 5 (highest score).   CTE In NVUSD, approximately 17% of all students considered ""Prepared"" on the College and Career Indicator, have completed A Career Tech Ed pathway. Of those; 12.5% were African American, 23.5% Asian, 11.9% Filipino, 16% Latino, 18.4% White, 19.4% Two or More Races, 13.5% English Learners, 18.3% Socioeconomically Disadvantaged, 36.4% Students with Disabilities, and 28.9% Homeless."|One of the largest barriers to students experiencing a more broad course of study has been the de-centralization of services. Some schools have programs to assist all students in accessing a broad course of study; such as rich CTE opportunities, dual enrollment, and sheltered courses for English Learners which are developed to give access to core content but with an eye toward the strategic supports necessary for ELs. Other schools have had less support, and therefore, have not developed as many opportunities or systems of access for students to engage in a broad course of study.|In order to support students having access to a broad course of study, a committee of counselors and administrators are presently developing a system for identifying dual enrollment participants within our Student Information System. This will allow students who have an interest in participating in college level classes, but perhaps weren't sure if it would support their efforts toward graduation, more easily access these opportunities. Additionally, new ELA and ELD materials have been adopted an implemented in grades K through 8. The investment in these materials is, in large part, a strategic decision to better equip teachers with highly-effective materials for supporting ELs in acquiring English. In this way, they can reclassify out of EL status, thereby not requiring an ELD course in secondary, which would expand their abilities to participate in a broad course of study.|Met|In addition to establishing some universal curriculum and instructional practices, we have also convened a committee to outline a district-wide approach to Dual Enrollment. This spring we will finalize the work this committee, aligning current course-participation through the local community college and other post-secondary programs, to the CalPads codes for Dual Enrollment. This will increase opportunities for students to have access to a broad course of study, through the option of participating in college level courses. Finally, NVUSD participates with the Napa Arts Council in a coordinated effort to provide Visual and Performing Arts at all schools. Our students participate in band, choir, Digital Arts, theater, orchestra, jazz, video production and media arts, jazz dance and ballet. In NVUSD, every single school offers some form of art instruction to students.|2018
28662660108605|Stone Bridge|7|Guided by the Core Principles of Waldorf Education, our course of study is broad by nature of the pedagogy. Looking at our daily and weekly schedules, as well as our block rotations, it is evident that our students receive a broach course of study.|The schedule is inclusive of all students.|We are currently offering a broad course of study for all students. Barriers may exist based on funding or availability of experienced, skilled teachers.|No revisions, decisions, or new actions planned at this time.|Met||2018
28662666026983|Napa Valley Language Academy|7|Napa Valley Language Academy tracks progress in meeting Priority 7 by undertaking qualitative and quantitative review of course offerings and class schedules to assess students access to a broad course of studies.|NVLA offers Susuki violin lessons to all of our K-3 student during the school day.  When students enter the 4th grade, students can continue with the violin or the can choose cello.  In 5th student can stay with violin/cello or chose a band instrument.  We currenlty offer flute, clarinet, trombone, and trumpet.  If a student choses a wind instrument in 5th grade, they will continue with this instrument through 6th grade here at NVLA.  In addition, we offer a variety of after school enrichment classes for free including music, band assemble, cello, ballet folklorico, ballet, hula, hip hop, cheerleading, chess, coding, lego building, and jewelry making.|NVLA provides a rich broad course of study thanks to our dedicated staff and our partnering non-profit PTO called CLASE (Cultural, Language Arts and Student Enrichment).  In K-2 all students are provided access to a violin for their weekly Susuki violin lesson free of charge.  In 3rd-6th grade, NVLA has partnered with CLASE and NVUSD's Music Connection to provide reduced rental prices for all of our families.  We do offer support for students who are receiving free/reduced lunch and are in need of a full scholarship.|CLASE ensured that every student had access to an instrument that is affordable and in good working order.  In the 5th and 6th grade classes we had affordability issues with our band instruments as most rentals stores charge between $35-$60 a month for these instruments.  Thanks to CLASE, they purchased all the flutes, clarinets, trombones, and trumpets this year needed for our band students.  As a result, students now pay $10 a month to rent an instrument the Music Connection. In return, Music Connection takes care of the rental process, takes care of repairs during the year, and provide maintenance over the summer so that they are ready for the following school year.|Met||2018
28662666113302|River Charter|7|As a smaller Charter School, all of our students are enrolled in the same course of study.  All students take: Social Studies, English, Math, Science, PE and Art all three years.  Additionally, all students take an elective enrichment class based on the offerings they are interested in.  This is the time period where students who are English Learners receive their services, as well as students with IEP's.  Because of the size of the school, and our flexibility as a Charter, we are able to team students, there are two teams in the 6th grade, and two teams that combine 7th and 8th grades as well.  This team structure allows for students to build relationships with peers and teachers, and allows for consistency in the curriculum.  Our master schedule ensures that all students take the same offering, with English, Math, History, Science, PE, Art and Advisory.|All of our students are enrolled in the same broad course of study.  The only place where there is divergence from this is the Enrichment period, which changes every trimester for students.  This period is when students receive ELD instruction and when students with IEP's receive directed studies services.  Because of the small size, the structures we have set up all of for all of our students to have the same academic experience, with needed enrichment or intervention built in without taking away from the core program, which includes arts education.|There are a few barriers that need to be overcome.  First is a desire to increase enrollment, which is currently being blocked by our facilities.  We are in the process of moving to a new site, possibly by January 2020.  This growth will necessitate the need to increase our teamed structure, and maintain the consistency of the academic program.  This will necessitate more electives teachers, and will put a strain on the finances of the school.  Moving sites and maintaining the same program will come with a hefty price tag that may be beyond the funding we receive from the state.  Additionally the structure of using the 7th period intervention for English Learner and Special Education services may keep them from some much needed engagement opportunities.|As we enter into our Charter Renewal year, it will be critical to determine the elements of our program that are critical, as we look at expanding and needing to pay the costs of new facilities and increased staffing needs.  This process will need to go through our Governing Board, teachers, students, and parents.  This will allow us to ensure that all students experience access to a high quality, and broad course of study.  This will be ongoing, but will be reported in the minutes of each board meeting.|Met|We believe that we have created a structure that equitably provides access to a high quality education and broad course of study, that does not force students with additional needs to miss any of the core program, including art.|2018
28662820000000|Pope Valley Union Elementary|7|Pope Valley Union Elementary School District is a single TK-8 district.  As reported to CALPADS through student student information system, all students are enrolled in general education, self-contained courses. These courses meet the requirements of Priority 7.|For the 2017-2018 year, 100% of Pope Valley Union Elementary School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|All students in grades TK – 8 are enrolled in a broad course of studies.  Additional curriculum such as visual and performing arts, are offered within the regular school day and after school. Choir and drama are offered periodically after school. Currently, there are no identified barriers preventing Pope Valley from maximizing broad course of study offerings to all students.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
28662900000000|Saint Helena Unified|7|Selected measures that are used for tracking access to, and enrollment in, a board course of study are as follows: -Measures for Academic Progress (MAP) benchmark data given 3 times per year in all grades to ALL students -AP class enrollment per student sub-groups -AP test pass percentage of 3+  -A-G completion rates (UC/CSU qualifications) -CTE pathway or program of study completion -Early Assessment Program (EAP) completion rate -Seal of Biliteracy completion -Golden Seal of Merit -100% of classrooms will continue to implement content and performance standards for all students including ELLs -100% of students will have access to a broad course of study in subject areas described in section 50210|All student have access to a board course of student, however Hispanic students in SHUSD are not enrolled in AP classes at the same percentage as the White students counterparts. A-G completion rates are not above 70% for CSU/UC admissions. Early Assessment Progress scores for the ability to take college level math are extremely low and a focus area for the district.|Many students in St. Helena Unified fit into more than one sub-group of an ELL, socioeconomically disadvantaged, and/or special needs. Any one and/or combination of sub-groups place these students at-risk of academic struggles due to language barriers, special needs and environmental obstacles. In the Fall 2017, the California Accountability Dashboard identified these sub-groups continue to perform in the red or orange range for ELA achievement and Math achievement per CAASPP. Growth was noted in academic performance, based on the dashboard, for the sub-groups but not far enough to move any of the groups into the yellow range on the dashboard. Strategies provided in 2017-18 started the process of intentional planning and support for our unduplicated student populations, however, the focus and energies within the district still need to be directed towards these sub-groups.|1.     Continue building the Professional Learning Community (PLC) structure TK-8 in order to use multiple measures to inform instruction 2.     Train staff in Universal Design for Learning (UDL) to assist with lesson planning to support all student to achieve academic success 3.  Maintain enrollment with open access to Advanced Placement classes in all subgroups 4.  Increase opportunities for dual enrollment and/or industry certification standards 5.    Meet or exceed the University of California and California State University graduation requirements 6.  Increase number of students who are ready for college coursework based on Early Assessment Program (EAP) results in English and Math 7.  Increase number of students who received the Golden Seal of Merit diploma and the Seal of Biliteracy 8.  Increase number of students who complete CTE pathway or program of study 9.      Begin the process of creating a multi-tiered system of support (MTSS) plan|Met||2018
29102980000000|Nevada County Office of Education|7|Our measure is tracking the percentage of students showing evidence of earning at least .3 credits per day in a broad course of study toward high school graduation and course completion, including unduplicated students and students with exceptional needs.  A-G requirements, EAP and AP testing are not applicable metrics without our alternative programs.  Due to a lack of student cohorts, high school graduation rates and drop-out rates are also not applicable for our student population.|100% of students in grades 7-12 enrolled in both our Earle Jamieson Education Options program for students who have been expelled or referred through probation or the county SARB board, and Sugarloaf Mountain High School at our Juvenile Hall facility have access to standards aligned instructional materials and a broad course of study.  Student access to career counseling activities, including the Career Café presentations are also offered to all students.|Barriers preventing us from providing access to a broad course of study for all of our students include emotional issues, motivational issues and absenteeism.  We serve students who are at risk and come to us having experienced some form of trauma in their lives and providing a continuous course of study to all students can be challenging, especially since students are rarely with us for more than 2 semesters.  It is important that we continue to provide individual learning opportunities to meet the needs of each of our students.|As stated in our LCAP, we will continue to provide individual learning programs to meet the needs of all of our students.  One revised action in our curriculum materials is to remove a program entitled, Adaptive Intervention Solutions as a math intervention program as it did not meet the needs of the students.  We will continue to utilize the math program entitled, Study Island for individual instructional needs.  To help meet the emotional needs of our students, we will continue to provide counseling and group social skill work.  We will continue to reach out to our parent population to engage them to participate in our programs and surveys so their voices are heard.  We will continue to reach out to families to help improve attendance concerns using incentives and conducting family meetings where resources can be offered.|Met||2018
29102980114314|Bitney Prep High|7|A key part of Bitney’s philosophy and approach as a Big Picture Learning School is the development of Individualized Learning Plans for all of our students.  These ILP’s include both long range and shorter term coursework planning to insure that all students are following the course of study specified by California Ed Code. Review of student ILP’s including assessment of each students progress in meeting the state mandated course of study is completed by Student Advisors and the Dean of Academics is completed on an annual basis.    All students, including unduplicated students and students with exceptional needs have access to all course offerings including University of California A-G rated courses.  Further, our individualized approach to meeting the educational of all students includes support classes and accommodations that help to insure that all students can access the curriculum.  Our class schedule and course offerings are available to our community through our website.  School administration annually reports to Charter Council on the accessibility of a broad course of study for all of our students.  Feedback from students and parents regarding the availability and accessibility of a broad and rigorous course of study is sought as part of an annual survey of school climate.|2.  Bitney Prep High School is a single site LEA so there are no differences in the availability  of coursework by school site.    In addition to the availability of a broad, comprehensive course of study, Bitney Prep has expanded the classes that are available to our students by negotiating an MOU with the Nevada County Campus of Sierra College to allow our students broad access to college level courses through their Academic Enrichment Program.  Administrative staff documents participation and success in the coursework undertaken at Sierra by Bitney Student.    The Internship Program, that all Bitney Prep students have access to and participate in, greatly expands the access of all students to a broad course of study that is specifically tied to career and post-secondary planning and participation.  Regular review of internships through our Advisory Program insures that all students have the opportunity to benefit from the opportunities available through this program.  In each of the three years during which the Internship Program has been in place, student placement in internships has increased.  Currently, 90% of our students are regularly placed in internships.|3.  Work to insure continued participation of all students in a broad and appropriate course of  study is ongoing and tracked on an annual basis.|Bitney Prep is currently in the process of updating our courses included in the UC A-G  system.  As a part of our process we are developing a system of tracking the participation and success rate in these courses.|Met||2018
29102980114330|Nevada City School of the Arts|7|For academic access NCSA uses the Orton-Gillingham curriculum, the Developmental Reading Assessment, and Writing By Design for ELA, and Math In Focus for Math as state approved curriculum and assessments. Teachers use the State History Standards and the Next Generation Science Standards as guides for teaching those subjects.  NCSA integrates the Arts into everything we teach and students have access to multiple art classes including weekly dance and movement classes. To ensure students have physical access to a broad course of study we use parent surveys regarding safety, our FIT review, student surveys regarding diversity and bullying, staff surveys, and attendance rates to determine if all students are able to access their education on a daily basis.|All students are progressing well in academics including our unduplicated pupils (please see LCAP for details). According to our survey 90% of parents feel their child is receiving an appropriate education, our facilities are in good repair, overall student satisfaction in our Middle School is 75%, and our chronic attendance improved by 2% from 27% to 25%.|Attendance for low income students seems to be our biggest challenge, (53% of those chronically absent are low income) but we are improving.  We assist parents in finding transportation and find county support when needed.  We would like our overall middle school satisfaction rate to improve as well.|We continue to incentivize attendance and have done in-depth training on inclusiveness and equity to ensure all students are being seen for their unique character.  The middle school staff is also working on school climate by creating multi-grade level lunch groups each week to encourage relationship building.|Met||2018
29102980126219|Forest Charter|7|Forest Charter school does not have a specific tool to track student access to a broad course of study. As a non-classroom based school 100% of our students have access to every course in our course catalog. Further if a student discovers that a course does not exist in our course catalog the school will work with the family if the course can be added to the current list of course offerings.|a. As a non-classroom based school 100% of our students have access to every course in our course catalog. Further if a student discovers that a course does not exist in our course catalog the school will work with the family if the course can be added to the current list of course offerings. b. CTE courses are available through Placer County CTE program as well as through Sierra College.  These options can serve all of our learning centers.  We are looking to expand these CTE options in the future.|a. Due to Forest Charter School’s non classroom based structure there are no barriers. All students have 100% access to all courses offered through Forest Charter School.  b. The costs and logistics of running our own CTE program are possible barriers to implementing our own CTE program.|a. Currently there are no revisions or actions are required.|Met||2018
29102980126227|Twin Ridges Home Study Charter|7|All students are assigned a supervising teacher who oversees the educational goals, along with the student's parents.  Supervising teachers assign work in a broad course of study, covering English/language arts, mathematics, science, social studies, physical education, as well as in the arts and foreign languages.|All students at all sites are equally overseen by a supervising teacher and assigned work in a broad course of study.  Our Wheatland/Beale site is the only site without an onsite curriculum library, but those supervising teachers bring materials as needed when requested by students and their parents.|There are no barriers to providing access to a broad course of study.|We have had no new actions taken.|Met||2018
29102982930147|John Muir Charter|7|Locally selected measures for JMCS include, but are not limited to, TABE (Test of Adult Basic Education), RenSTAR (grade level growth test in ELA and mathematics), schoolwide surveys (instructional practices, professional development, curriculum, others), PowerSchool student level data (course enrollment, career pathways, credits/grades, other), curriculum purchase records, teacher credential and induction data, technology surveys and use data, and IEP service records. Some state assessment metrics  are not applicable to JMCS due to its unique nature and population served.|100% of students have access to a broad course of study, including unduplicated students and those with special needs. In addition, 100% of teachers are appropriately credentialed or have waivers for their teaching assignment in accordance with DASS requirements and 100% of students have access to standards-aligned curriculum.|N/A - all students have access to a broad course of study.|JMCS will continue the same actions and expenditures necessary to continue to ensure 100% of students have access to a broad course of study.|Met||2018
29663160000000|Chicago Park Elementary|7|All students in Grades TK-8 have access to state adopted curriculum and are enrolled in all core subject areas.|As a comingled school District (two school on one site with each class containing charter and public school students), there are no differences between sites or student groups because all students are enrolled in core academic subjects and have access to state adopted curriculum.|As a small school District with zero EL students and a relatively low socio economic population, we are not challenged with the barriers of providing access to a broad course of study for all students.  Evidence of this is demonstrated by no subgroups below a Green rating.|The LEA will continue to analyze local and states assessments, monitor ELPAC progress, and continue to implement research based effective teaching strategies to assure access to a broad course of study for all students.|Met||2018
29663240000000|Clear Creek Elementary|7|All students in Grades K-8 have access to state adopted curriculum and are enrolled in all core subject areas.|As a one school District, there are no differences between sites or student groups because all students are enrolled in core academic subjects and have access to state adopted curriculum|As a small school District with only one EL student and a relatively low socio economic population, we are not challenged with the barriers of providing access to a broad course of study for all students.  Evidence of this is demonstrated by no subgroups below a Green rating.|The LEA will continue to analyze local and states assessments, monitor ELPAC progress, and continue to implement research based effective teaching strategies to assure access to a broad course of study for all students.|Met||2018
29663320000000|Grass Valley Elementary|7|Students and parents participate in the Annual LCAP Survey that is administered each February. Over 90% of parents indicated that they strongly agreed or somewhat agreed that their child had access to instruction that will prepare him/her to be proficient in the California Common Core Standards and prepare them for college and/or career. At the middle school level the school master schedule and student enrollment in these courses is used to measure access to a broad course of study.|Students with disabilities participated in general education to the maximum extent possible. Educational needs in Mathematics and English Language Arts were driven by IEP goals for each student. Centralized programs were available for placement of students with severe special needs that required specialized services.|As stated in #2. above, students with disabilities participated in general education to the maximum extent possible. Additional time and focus was made to address the educational needs in Mathematics and English Language Arts and were driven by IEP goals for each student. Because more time was required to address these educational needs, some students did not have as much access to a broader course of study.|The LEA is continuing to analyze ways to meet the educational needs of all students with special needs and adjust schedules to ensure these students have access to a broader course of study.|Met||2018
29663326111140|Grass Valley Charter|7|"As an EL Education school, Grass Valley Charter is able to provide access and opportunity to all students.  Standards based learning expeditions provide every student with the opportunity to achieve mastery of knowledge and skills.  A well developed adventure program challenges all students in all grade levels to show growth in character development -- a dimension GVCS holds side by side with mastery of knowledge and skills.  Additionally, every student at Grass Valley Charter is expected to and given the necessary tools to produce high quality work exercising craftsmanship in the work they do.  Students attend fieldwork as part of their learning expedition where they don't just observe an experience, but take on expert roles using hands-on experiences to deepen content knowledge and make learning applicable to the outside world.  All students at GVCS have access to technology via ipads, ipods, chromebooks, and our computer lab.  Kindergarten through fifth grade students attend STEM, classes in the Science Garden, and lessons in the computer lab on a weekly basis.  Middle school students have access to a plethora of electives and take part in middle school intensives, a highly engaging week long intensive course of study that is anchored in academic content.   With school leadership dedicated to teacher development through hiring a full-time instructional guide and holding regular professional development trainings, the certificated and classified staff hold a unifying vision of student achievement.  In addition to differentiation that is naturally embedded in learning expeditions, GVCS has three full-time employees in the learning center that ""push-in"" to classrooms providing support to students as well as a full-time counselor."|"All students engage in student led conferences at GVCS.  Additionally, all students have a leadership role in GVCS's Celebration of Learning.  Celebration of Learning is similar to a traditional ""open house,"" but instead of parents coming and perusing teacher created spaces, students walk parents through their classroom explaining what they've learned and provide evidence of that mastery.  Eighth grade students petition their learning in passages where they provide evidence to their growth over the course of many years at GVCS to a panel of educators, community members, and family members.  Celebration of Learning, Passages, and student led conferences are authentic opportunities students have to showcase that they are truly leaders of their own learning.  Teachers create structures and procedures that support students to create, maintain, and present portfolios demonstrating growth and achievement during student led conferences, passages, and celebration of learning.  All students at GVCS participate in district-wide math benchmark assessments several times a year measuring their growth in grade level math.  Leaders use this data to leverage instructional strategies on site as well as compare scores across the four schools in the district.  Additionally, GVCS does AimsWebplus assessments throughout the year to gauge academic content growth in language arts and math."|The most challenging barrier GVCS faces in providing access to a broad course of study for all students is school size and school locale.  As a kindergarten through eighth grade school and only two grades per class, it is sometimes challenging to provide a great degree of opportunity to a vast number of students.  In addition, being located in a rural area, GVCS sometimes has difficulty in luring teachers with diverse backgrounds and diverse teaching styles to our locale.  Not being able to recruit a diverse teacher population limits the exposure we can offer students.|GVCS leadership will continue to prioritize teacher development and improve instructional practices.  Investing budgetary resources to maintaining an instructional guide, providing professional development twice a month onsite, and allotting for offsite development will improve instructional strategies preparing teachers to support students in improving achievement in mastery of knowledge and skills, character development, and exercising craftsmanship in producing high quality work.  Teachers and leaders will continue to engage in instructional rounds, provide rubric-based feedback in a quality work protocol, and curate strong instructional strategies through engaging with the EL Education network.|Met||2018
29663400000000|Nevada City Elementary|7|PowerSchool is the Student Information System (SIS) that our district uses. This system is able to track individual student schedules, as well as master schedules to ensure that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|We strive to provide a high quality educational experience for all of our students. With that in grades 1-6 English, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education, and STEAM (prescribed by governing board) courses are scheduled and all students have access to, and are enrolled. Grades 7-8 study English, Social Studies, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and prescribed by governing board STEAM and Health.|Barriers that are identified are quickly remedied if possible. Creating master schedules at the middle school level can be challenging as unlimited staff and time are obviously not feasible. However all students have access to, and are enrolled in a broad course of study. Administration endeavors each year to create a master schedule that enables students the opportunity to also engage in a wide range of electives that go above an beyond the basic courses.|Leadership will discuss master schedules yearly to ensure that barriers are identified and remedied so that all students will continue to have access to, and enroll in, a broad course of study.|Met||2018
29663406112593|Nevada City Charter|7|Home School model.|Home School model.|Home School model, so parents may not choose.|Individual meetings with families.|Met||2018
29663570000000|Nevada Joint Union High|7|"The locally selected measure that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of study is a question on the LCAP survey, phrased as ""Students have equal access to a variety of courses and programs at their school site (ex. math, English, electives, extracurricular programs, etc.).  This question appears on the survey for Parents, Students, Certificated Staff, Classified Staff, and Community Members."|In response to the 2018 survey question articulated above, 82.1% of parents, 87.6% of students, 78.6% of certificated staff, and 68.1% of classified staff, and 45% of community members report students students have equal access to a variety of courses and programs.  As compared to survey results from the 2017 LCAP survey, the following increases/decreases exist -- parents (-2.1%), students (+.2%), certificated staff (+2.1%), classified staff (-9.8%), and community members (+36.6%).  Generally speaking, all students have access to course offerings in the district.  Master schedules are built around student needs and course requests.  Appropriate aide support (students and/or staff) is provided to students with exceptional needs in the general education setting.  Traditional schedule conflicts come into play, at times forcing students to decide between one course offering or another.|"Barriers identified anecdotally during our LCAP committee discussions include 1. the limitations of a 6 period traditional bell schedule; 2. inherent limitations in course/elective offerings for alternative and continuation school sites; 3. differing bell schedules across the district (i.e. the two comprehensives have different bell schedules, prohibiting the ability for students to access courses at other sites); 4. schedule conflicts, specifically surrounding ""singleton"" classes; and 5. funding for additional sections."|Given the results of the information that we have collected (both anecdotally and through our survey process) the district will continue to support and encourage the exploration of a new bell schedule.  The two priorities with identifying a new common bell schedule are 1. a way to offer students more than 6 classes per school year, and 2. a common schedule between comprehensive sites with alignment to our continuation school site.  This second priority will enable students to access CTE course offerings from another school site, as well as create distance learning opportunities for students to access course offerings from other sites that have low student enrollment numbers.  Lastly, this would enable the district to share teachers across school sites, which is currently prohibited by our differing schedules.|Met||2018
29663570124834|Sierra Academy of Expeditionary Learning|7|SAEL examines local measures to ensure we are supporting all students to have access to a broad course of study and to be college and career ready. All students at SAEL are supported to fulfill graduation requirements which include the UC a-g requirements. We examine progress toward graduation and credit accumulation as evidenced on our transcripts. Our Site Council examines LCAP data throughout the LCAP process every year that looks at graduation rates, college application rates, and rates of students on track to graduate. The LCAP has a goal for college and career readiness that clearly documents these data points and our Site Council examines these to ensure all students are progressing toward graduation and therefore have access to a broad course of study to do so. In addition, the Site Council considers budgeting and funding for school personnel and program as related to LCAP goals which means we are always considering how best to offer all students access to these courses which are required for graduation and UC a-g eligibility. All IEP meetings have the IEP team examining student progress toward goals and graduation as well as looking at the course of study proposed. The Special Education Department meets regularly to prepare for and debrief IEP meetings with a focus on student progress toward graduation as evidenced by credits accumulated, current class enrollment, and future class enrollment for students. The Core Council, or Instructional Leadership Team, considers the schedule and teacher assignments as data every year before it is finalized in order to ensure all students are being offered the appropriate and broad course of study which will have them college and career ready and eligible. This includes ensuring our a-g portal is up to date and reflects the classes currently being offered to all students in order to support every student to graduate having met these requirements.|All students at SAEL are enrolled in a-g coursework in order to meet our graduation requirements, which mirror UC a-g requirements. This means every student is supported to engage in college preparatory coursework from core to elective subject matter. The Class of 2017 and Class of 2018 were our first graduating classes since our launch in school year 14-15 and every student has fulfilled the a-g requirements as well as engaged in an annual Crew (or Advisory) class, Senior Project, 3 years or 30 credits of Adventure / PE classes, electives such as Intro Tech, Visual Art,  Climbing, Child Development, Yoga, Dance, Soccer, The Whole Athlete, Marine Biology and Film, Nature in Literature, and International Sports and Culture. All students considered in the unduplicated count have access to the full course of study in meet SAEL graduation requirements, fulfill a-g requirements, and therefore be eligible to apply to a 4 year college. Students with IEPs and 504s can be engaged in Study Support for Specialized Academic Instruction during some elective time, but it never disallows them from fulfilling the VAPA or foreign language requirements for UC a-g, the 3 year Adventure/PE, 4 year Crew, or one semester Senior Project requirements. The majority of students with IEPs and 504s also have access to at least one additional elective as well as the opportunity to engage in Enrichment Intensives. All students have the option to engage in Enrichment Intensives for two weeks at the end of the semester which allow further elective classes to occur for students who are already demonstrating mastery in all their coursework. Some students may need Academic Support Intensives instead, which means they will not engage in additional Enrichment during this time. It instead allows for a deep differentiation to occur for students who need more support while others need a new challenge. The Site Council looks at LCAP goals and graduation rates, college application rates, college readiness standards, data about enrollment in Academic Support vs Enrichment Intensives and directly relates this to the course of study, specific classes, and staffing offered. This is directly related to budget and LCAP decisions each year. The Special Education Department also looks at courses of study for students with exceptional needs during every IEP to ensure the student is on track to graduation as well as annually as a department as a whole to look for discrepancies, issues, or concerns. The Core Council reviews the schedule every year to ensure that it is meeting all student needs. The SAEL Survey asks directly about course of study access and feedback. All students in 11th and 12th grade have access to honors level and AP coursework as well. CTE courses were launched this year with 3 different options for all students which allows for students to begin the entry level coursework in CTE this school year.|We launched our school in 14-15 with ~70 students in grades 9 and 10. We have grown our school to over 180 students in grades 9 – 12. This meant it took some time for the program to fully develop with the Class of 2017 being our first graduating class. The school did launch ensuring all students had access to the requirements for graduation, UC a-g, and college readiness, but we did not have a clear plan for implementing CTE pathways as well. In the fifth year of our program this year we are offering 3 CTE pathways and supporting the NCTIP program for 3 new CTE teachers who will be able to offer intro level CTE work this year to eventually build to the full 3 year sequence moving forward. This means our Class of 2021 will be the first to have eligibility to the full CTE three level coursework completion in these three new strands.|As stated above, In the fifth year of our program this year we are offering 3 CTE pathways and supporting the NCTIP program for 3 new CTE teachers who will be able to offer intro level CTE work this year to eventually build to the full 3 year sequence moving forward. This means our Class of 2021 will be the first to have eligibility to the full CTE three level coursework completion in these three new strands. This coursework is accessible to all students moving forward and it means all students in the Class of 2022 will have the option to complete all 3 strands. At this point, some students are engaging in the entry level for some of the strands, but the Class of 2022 will be able to take advantage of them all and plan accordingly in their class scope and sequence.|Met||2018
29663730000000|Pleasant Ridge Union Elementary|7|Pleasant Ridge Union School District reviews annually the course offerings that each school offers to all students.  One of the tools given to students in Grades TK to 2nd grade to measure their skill ability is Education Software for Guiding Instruction.  This software assists teachers to assess each student with the required adopted standards.  Teachers use this tool the entire year and change instruction to assist students who struggle with grade level standards.  Grades 3rd through 8th use Measures of academic progress.  This assessment is given three times a year to measure student's growth for the entire year. When students have not met or exceeded grade-level standards then teachers will reteach, support in small group targeted instruction or look for alternative means so students will be provided skill-appropriate instruction.  This also includes students that may be advanced for their age or grade level.|Pleasant Ridge Union School District provides standards-based curriculum for all students.  Students have access to all classes, this includes core, elective and academic support classes.    Students at the primary levels, who struggle with reading comprehension are provided with small group targeted instruction with a certificated teacher.   Students at the middle school levels are provided with support classes that address academic gaps within English Language Arts and Math classes. For students who are advanced in their academics in mathematics are offered the opportunity to take the next grade level math class.|No barriers are identified that limit access for all students who attend Pleasant Ridge Union School District.|Pleasant Ridge Union School District will continue to transition to a comprehensive Multi-Tier Systems of Supports in order for the identification of students in need of socio-emotion education as well as academic supports for continuous growth annually.  Students will be provided with targeted instruction that will insure continuous annual growth.  The MTSS will ensure all students will have the ability to access the adopted core curriculum as well as any new adopted support programs.|Met||2018
29664070000000|Union Hill Elementary|7|Union Hill School District uses a variety of local measures to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Master schedule/student schedules and parent/student surveys collect data that provides input and informs decisions.|For each year of the LCAP all students, including specific subgroups, have been monitored for access to the curriculum.  Accommodations and modifications are made where appropriate and all students' - inclusive of foster, homeless, low performing, special education, and English learner - programs are reviewed and access to all the schools have to offer is guaranteed through scheduling and support resources.|There are not any barriers currently to providing access to a broad course of study by any students/subgroup.  Through the annual development of student schedules individual and group access is considered and ensured by school administration and teachers.|The district will continue to involve school staff who represent foster, homeless, low performing, special education, and English learner students in the process of master schedule building and assignment of student schedules.|Met||2018
29664076027197|Union Hill Elementary|7|Union Hill School District uses a variety of local measures to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Master schedule/student schedules and parent/student surveys collect data that provides input and informs decisions.|For each year of the LCAP all students, including specific subgroups, have been monitored for access to the curriculum.  Accommodations and modifications are made where appropriate and all students' - inclusive of foster, homeless, low performing, special education, and English learner - programs are reviewed and access to all the schools have to offer is guaranteed through scheduling and support resources.|There are not any barriers currently to providing access to a broad course of study by any students/subgroup.  Through the annual development of student schedules individual and group access is considered and ensured by school administration and teachers.|The district will continue to involve school staff who represent foster, homeless, low performing, special education, and English learner students in the process of master schedule building and assignment of student schedules.|Met||2018
29664150000000|Twin Ridges Elementary|7|The Twin Ridges Elementary School District has approximately 100 students. With such low numbers we do not have any specific tools to measure or track access these things for our students. However, the administration communicatse with each teacher directly to ensure all students have access to, and are enrolled in, a broad course of study.|Please see the above response. In addition to our low teacher-to-student ratio we bring in specialist and elective teachers in enhance the offerings to all students.|We have no barriers to providing a broad course of study for all students. Please see question #1.|Please see above.|Met||2018
29768770000000|Penn Valley Union Elementary|7|All student have access to core and supplemental curriculum adopted by our Board of Trustees.  All programs are up-to-date  and can be found on the State approved lists.  We have excess copies for new students enrolling throughout the year to ensure  full access daily.  Materials are checked out to each student upon enrolling in our schools and return materials either when they  dis-enroll or at the end of the school year.  Students engage in the correct number of instructional minutes each day as required  by State law that includes all of the required subjects including Physical Education.  Our model is to push-in supports as much  as possible in order to leave students in the least restrictive environments.|Student access to materials and courses is the same across the District. Students check out materials in the same fashion and have access the day they enroll in any of our schools.|N/A|N/A|Met||2018
30103060000000|Orange County Department of Education|7|Student transcripts are requested at enrollment for all students.  The teacher reviews the transcript to ensure the proper classes are assigned to the student.  An Individualized Learning Plan (ILP) is completed by the student and teacher to gather input from the student regarding learning goals, interests, and transition plans.  School Counselors and Transition Specialists are also available to support student access to a broad course of study.|All students have access to the core curriculum and electives required for graduation.  Because ACCESS is in the implementation stages of expanding Career Technical Education courses, not all CTE classes are held at each school site, but the option to attend is open to all students.  Transportation remains a challenge, however.  To address this, the program is at the implementation stage of incorporating mobile labs, designed to provide a broader course of study to more sites, thus increasing accessibility.|The primary barrier is the current high number of ACCESS school sites- over forty- which make providing equitable resources a challenge.  A restructuring plan is in place, which will relocate and, in many cases, consolidate school sites, with the goal of maximizing resources and ensuring consistent accessibility to a broad course of study for all students.|The action being taken is the implementation of mobile labs so that all students have access to a broad course of study, including robotics, science labs, and video production.  Additionally, new, consolidated school sites are being obtained to increase accessibility by reducing the number of sites, while maximizing the resources and accessibility to a broad course of study for all students.|Met||2018
30103060126037|Samueli Academy|7|Samueli Academy provides its students with a transformational learning environment to underserved and foster teens that offer consistency, stability, support, and a community in which to belong, thrive, and grow into successful, independent adults. Samueli Academy serves a student population where approximately 66% qualify for free/reduced lunch; 27% of parents are high school dropouts, and 26% have earned a college degree.  In order to ensure that the school meets its mission, Samueli Academy takes an active role in preparing every student for success from day one.  The entire school environment exudes a culture of high expectations and college-going culture.  Samueli Academy’s high school graduation requirements far exceed UC A-G eligibility requirements.   Samueli Academy has implemented Link Crew, comprised of 11th and 12th grade students whose purpose is to welcome incoming freshmen prior to the start of the school year and serve as mentors during the school year, in order to ease the transition from middle school to high school.  Freshman students also participate in “job shadowing,” a component of the work-based learning experience, where students experience the application of knowledge and skills in the workplace and have the opportunity to explore various aspects of an industry as part of career exploration. Twice per year, students participate in a Career Exploration Tour of an industry that can range from business, engineering, technology, environmental science, or law.  Students spend a half-day at the worksite learning about the company, career opportunities, etc.   Samueli Academy believes that, in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, VAPA, Foreign Language, and Physical Education, including unduplicated students and students with exceptional needs. This is measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by counselors, Advisory teachers, students and parents/guardians to monitor if the student is on track to graduate.  This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Samueli Academy, all students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education. In addition, our students also have access to and enroll in college preparatory electives, CTE Career Pathway Course, Foreign Language, Fine Arts, and an internship, as part of the school’s high school graduation requirements. There are no differences to accessibility to courses across student groups at Samueli Academy.|Currently 100% of the students have access to a broad course of study and Samueli Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Samueli Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
30103060132613|Vista Heritage Global Academy|7|"Through our master schedule, all students are enrolled in rigorous academic classes with a highly qualified and effective teacher.  We also provide all students the opportunity for targeted intervention and enrichment options twice each week through our ""Eagle Hour"" flex period.  Finally, we provide a fully-included special education setting with consistent push-in support from our para-professionals and Education Specialist."|As mentioned above, one thing that is new since last Spring and is unique to Vista Heritage, is our Eagle Hour flex period.  In this period, all teachers choose a specific set of students to provide intensive, standards-based intervention to promote skill development, while other students who don't require the extra intervention have the opportunity to choose from various enrichment options, such as Virtual Reality, Cooking, Japanese, and Entrepreneurship that are not able to be offered elsewhere.  All students have access to and participate in Eagle Hour.|This year, more than any year in the most, Vista Heritage has a larger population of English Learner newcomers, in which this is their first year in the United States and speak little-to-no English at the moment.  We are working to provide extra support to our teachers in all content areas learn and apply effective English Learner strategies and programs, including SDAIE, Kagan Structures, Nearpod EL, and Lexia for word study.  However, all students, including our EL newcomers have full access to a broad course of study.|Vista Heritage will continue to focus on and analyze data to determine the effectiveness of our newly-applied strategies and programs, including Nearpod EL, Lexia, integration of a globally-based curriculum, and our new math curriculum.  This will be collected through stakeholder surveys, observations, instructional rounds, and student achievement data.|Met||2018
30103060132910|College and Career Preparatory Academy|7|Student transcripts are requested at enrollment for all students.  Upon enrollment, students are assessed utilizing the I-Ready online diagnostic in the areas of math and reading and are also given a career assessment. The school counselor and teacher review the transcript to ensure the proper classes are assigned to the student.  An Individualized Education Career Service Plan (IECSP) is completed by the student, school counselor and teacher to gather input from the student regarding learning goals, interests, and transition plans.  A school counselor is available to support student access to a broad course of study. In addition, each student is enrolled with a federally funded workforce provider that offers job readiness skills and career pathway opportunities.|All students have access to the core curriculum and electives that are required for high school graduation.  Students also have the ability to dually enroll at local community colleges, exploring career pathways identified in their IECSP. CCPA students also have the opportunity to take advantage of CTE courses offered within the ACCESS program at various sites and workshops, apprenticeships and internships offered by the federally funded workforce providers.|The primary barriers for CCPA students in taking advantage of the various broad course of studies offered to them are every-day life issues that affect young adults. These issues include transportation, daycare, work schedules, and family responsibilities.  To address these challenges, CCPA offers a very flexible schedule, bus passes and has attempted to secure non-public funds to support students.|CCPA has expanded its workforce development partners to include the Orange County Conservation Corps (OCCC), giving its students a location in the city of Fullerton on the OCCC’s campus. It continues to support Taller San Jose/Hope Builders in providing an educational component aligned with their CTE programs in their Santa Ana and Anaheim locations. CCPA works very closely with all the federally funded workforce partners to ensure student success.|Met||2018
30103060133785|Oxford Preparatory Academy - Saddleback Valley|7|Oxford Preparatory Academy uses a variety of assessments and student data tools to assure that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Teachers utilize Illuminate to analyze demographic and assessment data in order to differentiate curriculum and instruction to meet the needs of our diverse student population.|All students are enrolled in Math, ELA, Social Studies, and Science. Additionally, al students have access to courses in world language, physical education, STEM, and music. In the middle grades, students are able to take accelerated math options. Using assessment data, curriculum is differentiated for all student groups and all students have access to all courses. Students with special needs and English Learners are provided instruction through a full inclusion model.|Teachers require additional professional development opportunities in differentiation and inclusion, which are both a focus of our current professional development plan.|Increased professional development for teachers in mathematical practices, differentiation, and inclusion.|Met||2018
30103060133959|Unity Middle College High|7|Unity Middle College is using both the UC A-G Course requirements as well as California Community College AA, transfer, IGETC certification, and CTE pathway measurements to ensure all students have access to a broad course of study. As a middle college high school with a strong MOU, Unity has access to the vast majority of community college courses as well as the comprehensive academic program offered onsite by Unity. This is differentiated based on student readiness, interest, post-secondary goals, and community need.|In 2017-18, 100% of Unity students were provided a broad course of study of A-G curriculum and 60% of Unity students participated in dual enrollment courses in Spring 2017. Of the students who participated in college, 40% of English learners and 40% of students with learning differences took college. 100% of both student population subgroups passed their first college course. The student population at Unity is 60% young women and 40% young men, which also aligns to the gender demographics aligned in college. Based on the overall implementation of an UC A-G curriculum as well as dual enrollment, all students have access to a broad course of study in both high school and college.|The only barrier Unity faced in increasing course offerings was staffing versus students in year one with approximately 40 students. As student enrollment increases, Unity will continue to expand language, art, music, and other electives to further expand the broad course of study.|In 2018-19, Unity will expand the course offerings both for UC A-G high school courses and college courses at Santiago Canyon College. The A-G course expansion will include: English 11, Geometry, Spanish 1, and Art. The dual enrollment courses Unity students will enroll in in 2018-19 will vary but will include: American Sign Language, Speech and Debate, Spanish 101, College Algebra, Pre-Calculus, Calculus, Music Appreciation, Intro to Chemistry, Astronomy, and more.|Met|Board approved 11-14-18.|2018
30103060133983|Ednovate - Legacy College Prep.|7|To graduate from Legacy College Prep, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted for each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help us to measure and ensure our students’ success in broad courses of study: College Rigor, Critical Thinking, and Purpose.|Our College Rigor metric is purely academic focused and enables us to measure student progress across subject and grade. In particular, we administer pre and post-ACTs as well as quarterly interim assessments, which measure student learning and growth in English, Math, Reading, and Science. We then do rigorous analysis of the data across all different subgroups to identify what supports students need and help to ensure we are serving all students well.  Our Critical Thinking metric is built around project-based learning - students must complete Performance Tasks, in which they synthesize what they are learning in class with real world and/or creative applications. These projects happen multiple times annually, and culminate with a graduate capstone, in which our seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom.  Finally, our Purpose metric tracks the 10 required community service or internship hours each student must complete each year. This again, helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and the impact they may have on the world around them.   Across all of these metrics, we ensure there are appropriate supports in place for all types of students. Our Director of Special Education works closely with instructors across campuses to ensure all students are being served well and have rich and rigorous academic experiences.|Legacy College Prep is committed to identifying and overcoming any and all barriers to the students' education. Although we continuously evaluate our programs to improve upon them, there are currently no barriers preventing the LEA from providing access to a broad course of study.|Ednovate schools ensure a broad course of study through rigorous academic curricula as well as extracurricular activities. Readiness for promotion and graduation is measured across Ednovate’s research based Academic College Readiness Indicators, which include College Rigor (academics), Critical Thinking (project based learning), and Purpose (community service). We are committed to reviewing data consistently to tailor our approaches and resources in response to student needs.|Met||2018
30103060134056|Orange County Academy of Sciences and Arts|7|All students have access to a broad course of study at OCASA.  These courses include ELA, Mathematics, Science, Social Science, Physical Education, and Visual and Performing Arts.  All core courses are aligned with California state standards and curriculum/instruction supports these standards.    All students have access to curriculum and supplies which allow them to have access to this broad course of study.  Students who require additional supports in order to access the curriculum (e.g., students in special educational and unduplicated student groups) are provided with these supports through curriculum scaffolding, computer-aided supports, and teacher support in the classroom.|As indicated above, all students have access to and are enrolled in a broad course of study.  This access and enrollment is reflected on grade reports as well as assessment results on standardized assessments such as NWEA, ESGI, and CAASPP.    We use budgeting priorities to ensure that all students have access to all curricular materials and supports, including unduplicated student groups and students with exceptional needs.  These supports are provided as needed for all students.|There are no barriers which prevent OCASA from providing access to a broad course of study for all students.|OCASA will continue to prioritize our budget to ensure that all students have access to a broad course of study and that our teachers have access to Professional Development which supports such access in the classroom.|Met||2018
30103060134239|EPIC Charter (Excellence Performance Innovation Citizenship)|7|The locally selected measures or tools that Epic is using to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served is listed below: -  Pending course roster within Epicenter -  Course schedules and transcripts within Pathways -  Weekly RYG reporting|All grade level bands are offered a course of study that covers the core content areas.  Epic Charter School has an extensive offering of elective courses.  All students have an individualized learning plan created based on their learning style and specific educational areas of need.  Students are matched with the most appropriate curriculum based on their unique needs.   Throughout the year, students' course progress is closely monitored by Epic's internal accountability processes.|None.|Epic will continue to utilize the tools available, respond to needs as they arise.|Met||2018
30103060134288|Scholarship Prep Charter|7|We use enrollment data, class rosters, student surveys, parent surveys, cumulative file reviews, and individual conversations to ensure that all students are enrolled in a broad course of study.|All of our students are enrolled in the same broad course of study, regardless of grade span, unduplicated groups, or disability status.|There are no barriers preventing us from providing access to a broad course of study for all students.|We will continue to offer our entire program to all students.|Met||2018
30103060134841|Orange County Workforce Innovation High|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
30103060134940|Citrus Springs Charter|7|Our charter petition requires students to be enrolled in a broad course of study.  To ensure this happens when K-8 students enroll, they are placed in the required courses of study.  For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas beginning as soon as possible.  This ensures that all students are not only enrolled in each required course of study, but also complete their graduation requirements with their cohort.  The school’s Math Placement Test (8th grade) ensures that students are placed into math courses that are appropriate for their skill level and provides the support or acceleration needed for each student.  In addition, the Director of High School Programs regularly reviews program schedules to ensure students are enrolled in a broad course of study.|The Math Placement Test (completed prior to 9th grade; preferably 8th) has shown that many students do not have the foundational skills needed for high school mathematics.  This finding also shows that SWD and EL students are disproportionately represented in this group.  Administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.|Barriers for math include: lack of a universal diagnostic, insufficient curriculum scaffolding, and inadequate access to tutors.  Barriers to passing the LOTE courses had been that the online course management portal was difficult to navigate, and scores were reported in bulk rather than assignment by assignment.  This made it difficult for parents and students to receive effective feedback on student achievement.  This is all currently being rectified by staff.|School leadership is in the process of implementing a system that identifies student needs, provides appropriate scaffolding, and brings them up to grade level in our 9th grade courses.  This will ensure that all students have the skills to enroll in higher level math courses.   The school also adopted Rosetta Stone as an option in the LOTE category.  Students are being much more successful in this program since its format and reporting features are much easier to both navigate and understand, and the program provides adequate support and resources for families who are on independent study.|Met||2018
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|7|Tomorrow’s Leadership Collaboration (TLC) Charter School opened fall 2018 serving grades TK-4, with the following student demographics: 36% Hispanic, 2% African-American, 45% White, 5% Asian, 3% 2+ Races, of which 22% English Language Learners, 38% Students with Special Needs, and 31% who qualify for free/reduced lunch.   The mission of TLC is to educate diverse students through a rigorous, standards-based, college-preparatory program to become conscientious, caring, and responsible 21st Century citizens. TLC is grounded in an inclusive vision of teaching and learning in which the diverse experiences and spectrum of abilities students bring to the school are honored.  Through a rich educational program based upon constructivist and project-based approaches to learning, students at TLC will be guided to develop 21st Century knowledge and skills such as problem-solving, critical thinking, creativity, communication and cooperation and collaboration with diverse peers.    TLC Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Tomorrow Leadership Collaboration’s educational program, outlined in its charter petition.   TLC Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.  In addition,? this will be verified by the principal during classroom observations and scheduled to verify schedules are being followed.|An analysis of the measures listed above demonstrates? that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Tomorrow’s Leadership Collaborative Charter School, all students in grades TK-4 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Music, Art, Social Learning and Handwriting.  There are no differences to accessibility to courses, across student groups at TLC Charter School.|Currently, 100% of the students have access to a broad course of study and TLC Charter School will continue to monitor this to ensure no barriers arise to change access.?|As stated earlier, TLC Charter School is in its first year of implementation and as it expands by grade level annually it will utilize the tools mentioned earlier, to continue to provide all students with access to a broad course of study.  Currently, no changes are planned, however,? this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
30664230000000|Anaheim Elementary|7|"A broad course of study is defined by the state as English, Math, Social Sciences, Science, VAPA, Health, Physical Education. Access is defined by the state as both ""enrolled in"" and ""able to understand"" a broad course of study.  In our elementary school setting each student is assigned to a self-contained classroom with a teacher holding a multiple subject credential equipped to teach each subject matter.   Stakeholder Input:  In order to remove barriers and improve students’ access, stakeholder input was collected at in-person  English Learner Services Council; District Advisory and District English Learner Advisory Committee (DAC-DELAC); Curriculum, Instruction, and Assessment (CIA) committees; and Leadership Team meetings  via an open-ended question, “How can we improve our students’ access to a broad course of study?”    Analysis of Distinguished Practices:  Additionally, an analysis of the Distinguished Practices (Project-Based Learning, Dual Language Immersion, Global Communication, Civic Engagement, Health and Fitness, Visual and Performing Arts, STEAM) offered by each school was conducted to determine whether the degree to which each subject matter was emphasized in classrooms from site to site was equitable.  This analysis supported the ""enrolled in"" definition.    OPAL:  The measure to be used to determine the comprehensibility of the content, the degree to which students are ""able to understand"" is the Observation Protocol for Academic Literacies (OPAL) walk through tool."|"Stakeholder Input: Recommendations from each stakeholder group fell into the following broad categories:  Extended Learning Opportunities through Preschool/Before/After School Programs, Online Access to Curriculum, Small Group/Differentiated Instruction, Integrated ELD, Professional Development, and Parent Education.    Analysis of Distinguished Practices:  An emphasis on Visual and Performing Arts was available to all students at 5 schools, STEAM to all students at 9 schools, Health and Fitness to all students at 6 schools, Project Based Learning to all students at 1 school, Global Communication to all students at 1 school, Civic Engagement to all students at 1 school, and Dual Language Immersion was available to all students in the district, but a transfer to 1 of 6 schools would be required to enroll.  Additionally, our student-to-device ratio from school to school ranged from 1:2 to over 1:1.  OPAL:  Based on an initial pilot of the use of the OPAL walk through tool at three schools, the mean score in the category of ""Comprehensibility"" was a 4.0 (scores range from 1-6, 1 being the lowest implementation of strategies that support comprehensibility and 6 being the highest). The range was 1-6 at each of the three pilot schools, indicating that comprehensibility of content isn't consistent from classroom to classroom."|Barriers for improving students’ access are not insurmountable.  They include a reallocation of time, personnel, and financial resources to provide training, support, and additional purchases.|Stakeholder Input:  Training and resources will be developed to support Integrated ELD in subject matter beyond English Language Arts and Mathematics.  Our Multi-Tiered Systems of Supports (MTSS) leadership team will develop a plan to roll out Universal Design for Learning (UDL) strategies in PK-6th grade classrooms.  These strategies will improve the “able to understand” definition of access.  Analysis of Distinguished Practices:   Individual Distinguished Practices will be reorganized under the broad umbrella of “e²STEAM-D” which stands for Science, Technology, Engineering, Arts , Mathematics, and Dual Language.  Over the course of the next year-and-a-half each school will receive tailored training to become e²STEAM-D certified, expanding access to dual language, music, and coding to ALL students at ALL schools.  Additionally, student devices will be redistributed across schools throughout the district in order to ensure each student has access to their own digital curriculum, resources, and tools throughout the day (a 1:1 student-to-device ratio at every school).This will improve the “enrolled in” definition of access.    OPAL:  Use of the  OPAL walk through tool will grow to all school sites over the course of the next three years in order to support the continuous cycle of inquiry around the comprehensibility of instruction in each subject matter.  This will improve the “able to understand” definition of access.|Met||2018
30664230131417|GOALS Academy|7|Teachers of scholars in Grades TK through 6 develop and submit year-long pacing guides in the areas of English-language arts, mathematics, science, and social studies to ensure that all scholars have access to a broad course of study across the curriculum. Additionally, all scholars participate in VAPA, as well as STEAM through project-based learning. English learners participate in all aspects of the curriculum, with support as needed. Scholars with exceptional needs are mainstreamed into the regular classroom, and services are predominantly offered through a push-in approach.|All scholars have access to, and are enrolled in, a broad course of study. There are no differences across scholar groups during the school day. After-school programming is also open to all scholars with a focus on VAPA, STEAM, and Life Skills. Since this elective programming is voluntary, participation is determined by each parent in collaboration with each scholar.|There are no barriers at GOALS Academy to providing a broad course of study for all scholars.|At this time, there are no barriers. However, GOALS Academy consistently seeks to refine its educational program. Because of the long waiting list for our school, it is hoped we can expand our school's enrollment for the 2020-2021 school year. However, this will require a larger space than what we currently have, which is our main challenge.|Met||2018
30664236027379|Palm Lane Elementary Charter|7|Palm Lane Elementary Charter School opened fall 2018 serving grades K-6, with the following student demographics: 85% Hispanic, 5% African-American, 4% White, 3% Asian, 3% 2+ Races, of which 78% English Language Learners, 10% Students with Special Needs, and 95% who qualify for free/reduced lunch.   Palm Lane Elementary Charter School’s mission is to help historically underserved students in this traditionally low-performing community transform their academic trajectory with a new educational program that will prepare them toward college and career success. Our students will be provided a well-rounded education with a focus on Science, Technology, Engineering, Arts, and Math (STEAM) in a digital learning environment that will empower and accelerate learning for all students in order for them to meet and surpass grade level standards. Students will successfully meet the common core standards through instruction that is tailored to meet their unique needs through evidence based pedagogical strategies that include: inquiry-based, differentiated instruction, Cooperative Learning (Kagan) and multiple methods of assessing students on a daily basis to check for understanding, and to inform instruction. The STEAM model is very appealing to learners who have difficulty understanding abstract concepts because it offers opportunities for them to conceptualize ideas through concrete representations and activities. It also fosters the use of higher order thinking skills to solve problems and provides opportunities for authentic or real life learning.   Palm Lane Elementary Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Palm Lane Elementary Charter School’s educational program, outlined in its charter petition.   Palm Lane Elementary Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.  In addition this will be verified by the principal during classroom observations and scheduled to verify schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Palm Lane Elementary Charter School, all students in TK-6 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Art, Character Development, and STEAM Education.  There are no differences to accessibility to courses, across student groups at Palm Lane Elementary Charter School.|Currently, 100% of the students have access to a broad course of study and Palm Lane Elementary Charter School will continue to monitor this to ensure no barriers arise to change access.|As stated earlier, Palm Lane Elementary Charter School is in its first year of implementation and as it expands by grade level annually it will utilize the tools mentioned earlier, to continue to provide all students with access to a broad course of study.  Currently, no changes are planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
30664310000000|Anaheim Union High|7|The Anaheim Union High School District (AUHSD) has several measures for measuring student access to a broad course of study:  a. AUHSD Graduation Requirements paint a broad brush of content area offerings and educational experiences for all students. To graduate from AUHSD, all students must complete the State Core requirements (Social Science, English, Mathematics, Science, Physical Education, and Health), but also requires a Fine Art or a World Language, a career education course, and several elective credits of the student’s own choosing.    b. AUHSD has embraced the University of California (UC) A-G completion status as its “default” curriculum and one of the indicators for measuring student access to a broad course of study.  The A-G list of college prep courses spans the core subjects of Social Science, English, Mathematics, Science, World Language, Visual & Performing Arts, and an elective from any of the above content areas.   c. Over a ten-year period, AUHSD has developed and refined a robust Career Technical Education (CTE) Pathways program. All students have access to exploratory CTE pathways at the junior high that then continue into the feeder high school as CTE Industry Pathways, and for some, further articulation with our feeder community colleges. AUHSD offers career pathways across 12 of the 15 officially recognized industries. They are: Arts, Media & Entertainment; Building & Construction Trades; Business & Finance; Education, Child Development & Family Services; Engineering & Architecture; Health Science & Medical Technology; Hospitality, Tourism & Recreation; Information & Communications Technology; Manufacturing & Product Design; Marketing, Sales & Service; Public Services; and Transportation.   d. AUHSD offers a wide array of World Languages to all students, including courses for heritage language speakers, Advanced Placement (AP), and International Baccalaureate (IB).  These languages are:  French, Spanish, Japanese, Korean, Mandarin, Arabic, Vietnamese, and American Sign Language.  AUHSD also offers the California Seal of Biliteracy to any students who completes the State criteria.   e. AUHSD has an extensive offering of Visual Arts & Performing Arts (VAPA) programs. All students have access to pursue the VAPA field of their choice. The VAPA programs align the junior high offerings to the high school offerings.   f. AUHSD offers the required Physical Education 7-10 grade level courses, but also offers electives that compliment the PE courses, these are:  Athletics (14 separate sports, boy and girl teams), Lifetime Fitness, Song & Cheer, JROTC, etc.|All sites adhere to the AUHSD Graduation Requirements and offer the array of programs listed above.  However, according to a 2017 A-G Course Completion: Predictive Analysis study conducted by one of our partners, Hanover Research, measurement results showed a discrepancy of student enrollment into a broad course of study across the District.  Students with Disabilities (SWD), English Learners (EL), and Hispanic students were identified as the subgroups that are not earning A-G status or graduating at the same rate as other subgroups.  A follow-up to this study resulted in forming two District task forces to address the discrepancies: EL Task Force and a Students’ with Disabilities Task Force.   These two groups did a “deep dive” into the data, which included case studies of individual students and transcript evaluations of students within these subgroups.    To ensure progress over time, data is collected by the Education Division and is consistently monitored and shared with key stakeholder groups, especially site administration responsible for the educational placement and experience of all students.|The major barrier to all students having access to a broad course of study is student placement.  Through the annual registration process, counselors are not enrolling the targeted subgroup of students into specific courses, (i.e.: English Learners are not being given the opportunity to take a world language, such as Spanish for Spanish Speakers). A number of our SWD students are also English Learners; they too are not being enrolled in Spanish for Spanish Speakers. In addition, students are not enrolled into the rigorous “D” level science courses.   The mindset of some sites limits students taking the full A-G courses, believing that A-G is for college-going students only.  Other identified barriers are grading policies of teachers that result in a high D/F rate and discourage students for trying to earn the A-G status; poor attendance, and a high mobility rate.|The work of the EL and the SWD Task Force resulted in recommendations that were shared with all stakeholder groups and are now mandated for supporting these student subgroups. The recommendations are embedded into the Local Control and Accountability Plan (LCAP) and each site’s School Plan for Student Achievement (SPSA).  The Education Division audits the site master schedule in the Spring and again at the start of the school year to ensure implementation with fidelity.    EL Recommendations • EL site team needs to review placement and course enrollment of each EL annually.   • EL parent conferences in the 9th grade to review 6-year plan.   • EL site team needs to review EL student transcripts annually.   • Establish JHS to HS transition meeting with EL site teams to ensure appropriate placement.   • Targeted Saturday Academy, afterschool seminars, and summer bridge programs    • EL summer options for 7th and 8th grade students.   • Expand access and enrollment in Spanish for Spanish speakers courses to build bi-literacy skills for EL students.   • Teachers will integrate ELD Standards into all content areas. • District-wide agreed upon EL best practices, such as:  • classroom instruction includes collaboration. • intentional lesson design allows EL students to speak approximately 30% of the period.  • EL students are given an opportunity to write daily.    • Monitoring student learning and adjusting instruction while teaching.  SWD Recommendations • Develop and implement a district-wide system for consistent and regular progress monitoring. • Develop and implement a district-wide professional learning plan to support SWD. • Establish a SWD site team for the purpose of analyzing data, monitoring SWD progress, and implementing the LCAP recommendations for SWD. • Intentional lesson design that embeds SWD accommodations, modifications, and instructional strategies that support students’ needs, including: o Implementation of procedures and routines that support student learning.  o Strategic seating and grouping of SWD to support monitoring and peer interaction. o Intentional use of wait time. o Use of visuals. o Consistent use of repetition, checking for understanding, and re-teaching within the class period.  o Chunking of lesson. o Monitoring student learning and adjusting instruction while teaching.  • When there is co-teaching: a) co-planning time for UDL, b) both teachers actively engage in lesson and c) both teachers monitor accommodations and modifications for SWD. • Instructional Assistants are prepared, i.e., are aware of lesson, have appropriate materials, implement accommodations and modifications, and know goals. • Expand access and enrollment, with appropriate support, in world languages for SWD. • Expand access and enrollment, with appropriate support, in CTE Pathways for SWD. • Expand engagement of parent and families of SWD in Parent Leadership Academy.|Met||2018
30664490000000|Brea-Olinda Unified|7|The LEA works to ensure that students have access to a broad course of study.  Course enrollment is monitored and A-g rates are evaluated.  At the secondary level, students and parents are engaged in the course selection process to ensure the offerings meet the needs of all students.  A-g courses, CTE courses and ROP courses have been added to the schedules.  Students with special needs or exceptional needs have access to a comprehensive program of study that exists K-12.  English learners have specialized  courses for those who need English instruction.  Special attention is given to unduplicated students and their needs are addressed K-12.  In the elementary setting, the LEA has LCFF instructional assistants and intervention teachers.|The LEA works to ensure that students have access to a broad course of study.  At the secondary level, students and parents are engaged in the course selection process to ensure the offerings meet the needs of all students.  A-g courses, CTE courses and ROP courses have been added to the schedules.  Students with special needs or exceptional needs have access to a comprehensive program of study that exists K-12.  English learners have specialized  courses for those who need English instruction.  Special attention is given to unduplicated students and their needs are addressed K-12.  In the elementary setting, the LEA has LCFF instructional assistants and intervention teachers.|Limitations exist in a small school district such as BOUSD.  Funding is an issue for the LEA.  Additional courses at the secondary level or programs at the elementary school can be costly with only 9 schools and limited funding so resources are used carefully.|The LEA is working with North Orange County ROP to secure additional funding for the secondary schools.  In addition, the LEA seeks block grant opportunities to secure funding. We are also partnering with local colleges to provide access to college courses.  At the elementary level, we are creating specialized programs throughout the District.|Met||2018
30664560000000|Buena Park Elementary|7|1. The Buena Park School District uses a variety of measures and tools to track the extent that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  For grades 7-8, the District reviews the junior high school master schedule.  All junior high school students are required to take English, Mathematics, Science, History, Physical Education, and an Elective.  English Learners are required to have an English Language Development course.  Students with exceptional needs are pushed into classrooms as often as their Individualized Education Plan dictates, and have access to all courses.  In order to free up the master schedule, the junior high has zero periods, in which students have additional opportunities to take courses that interests them.  At the elementary schools, grade level or individual classroom schedules are reviewed by site principals to ensure that language arts, mathematics, science, history, physical education, and the arts are taught.  For classrooms with English learners, English Language Development is a subject area that needs to be taught, in which the site principal monitors.  The report card also reflects the subjects taught, as students receive grades in each of the subject areas.  Students with exceptional needs are pushed into classrooms as often as their Individualized Education Plan dictates, and have access to all courses.|2. Based on the selected measures and tools, all students have access to, and are enrolled in, a broad course of study.  At the junior high, based on the master schedule, the students all take core academic courses: Language Arts, Mathematics, Science, Social Studies, and Physical Education.  Students also have one elective class to choose.  For English learners, they have an English Language Development class.  For students with exceptional needs, they take courses as dictated in their Individualized Education Plan.  All students have access to courses and programs at the school.  For the elementary schools, the principals work with teachers to develop grade level or individual classroom schedules.  Principals ensure that students are enrolled in, and have access to, a broad course of study.  All students take Language Arts, Mathematics, Science, Social Studies, Physical Education, and Visual and Performing Arts.  English learners receive English language development.  Students with exceptional needs take courses as dictated in their Individualized Education Plan.  All students have access to courses and programs at the school.|3. At the junior high, one barrier to course access is providing electives for students taking specialized courses, such as English language development or intervention courses.  As a result, the school implements a zero period (a class offered before school starts) so that students can take both their specialized support class and an elective.  This, however, adds another class on to students’ schedules, which can result in more homework, increased study time, and heavier workloads.  At the elementary schools, one barrier to course access is school activities, such as awards assemblies, instructional field trips, and other school wide events that interrupt the daily schedule.  However, it is important that students receive a well-rounded education that consists of a variety or learning experiences.  Teachers also integrate the core subjects into these special events.|4. There are no new revisions or actions for the selected measuring tools, as they are currently working.  One area that the district emphasizes is management oversight of the schedules, so principals make sure teachers are teaching all subjects and that all students have access to a broad course of study.|Met||2018
30664640000000|Capistrano Unified|7|The District reviewed course offerings in elementary, middle and high school which displays that students in the District have access to and are enrolled in a broad course of study.|It was found that some students in mod-severe classes have limited access to visual and performing arts instruction.  It was also found that students in an alternative program have access to visual arts but not performing arts.|The District has not yet provided training for special education teachers in self-contained classes on the delivery of VAPA content.|In response to these findings, the District has partnered with the Orange County Department of Education to apply for a Title IV Grant which if awarded would provide teacher training on the delivery of VAPA content and add a music course at the alternative high school.|Met||2018
30664640106765|Capistrano Connections Academy|7|N/A|N/A|N/A|N/A|Met|Capistrano Connections Academy does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to Capistrano Connections Academy.|2018
30664640123729|Community Roots Academy|7|Community Roots Academy currently serves a total of 707 students in grades K-8 with the following student demographics that include: 70% White, 15% 2+ Races, 7% Hispanic, 5% Asian, and 1% African-American; of which 12.3% are Students with Disabilities, 9% Socio-economically Disadvantaged; and 1.4% English Learners (EL).   Community Roots Academy (CRA) is a learning community that embeds meaningful real-world context.  Students are taught to see the connections between their formal education and the world. Our school combines curiosity and application, leading to a deep understanding of content, self-motivation and confidence.  These skillsets empower students to take on the challenges in order to be who they want to be and excel to their fullest potential. Community Roots Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Community Roots Academy educational program.   Community Roots Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student led conference, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At CRA, all students in grades K-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades K-5 have access to and are enrolled in Music, Drama, Beginning Orchestra, and Science Lab.  100% of students in grade 6-8 have access to and are enrolled in the following courses: Fitness, Advisory, Cyber Civics, Digital Media Productions, Technology/electronics, Theatre, and Intermediate Orchestra.  During the Advisory course, students and their Advisor also review academic grades, course enrollment, academic progress and also discuss the high school courses they will need to enroll in in order to meet UC A-G requirements. There are no differences to accessibility to courses, across student groups at CRA.|Currently, 100% of the students have access to a broad course of study and Community Roots Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Community Roots Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
30664640124743|Oxford Preparatory Academy - South Orange County|7|Oxford Preparatory Academy uses a variety of assessments and student data tools to assure that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Teachers utilize Illuminate to analyze demographic and assessment data in order to differentiate curriculum and instruction to meet the needs of our diverse student population.|All students are enrolled in Math, ELA, Social Studies, and Science. Additionally, al students have access to courses in world language, physical education, STEM, and music. In the middle grades, students are able to take accelerated math options. Using assessment data, curriculum is differentiated for all student groups and all students have access to all courses. Students with special needs and English Learners are provided instruction through a full inclusion model.|Teachers require additional professional development opportunities in differentiation and inclusion, which are both a focus of our current professional development plan.|Increased professional development for teachers in mathematical practices, differentiation, and inclusion.|Met||2018
30664646117758|Journey|7|Journey School measured progress towards this priority through report card/progress report results, data from ELPAC testing, student behavior data, Student Study Team (SST) assessment data, Title I targeted intervention program results, and IEP data/progress towards IEP goals were used to evaluate the extent to which ALL students have access to, and are enrolled in, a board course of study.|Inherent to Journey School’s unique program, all students have the opportunity to participate in a rich offering of academic classes including music, art, gardening, knitting, woodwork, PE, science, history, foreign language, technology literacy.  Mathematics and language arts interwoven into these classes scheduled throughout the week, yet periods of study are devoted to core academics daily to give students adequate practice.   To support access to these classes, the school employs Positive Behavior Intervention Strategies (PBIS), a Response to Intervention framework (RTI), Universal Design (UD) and Strategic Academic Intervention (SAI).|We recognize that state funding has increased dramatically over the past many years, yet it continues to be the major barrier and challenge for Charter schools to ensure staffing to support ALL students towards access and proficiency in core academic areas.  Employing PBIS, RTI, UD, SAI and other strategies in the classroom requires additional support staff in order to be exceptionally effective, yet charter schools do not have the staff numbers in comparison to those in district offices supporting those efforts.|Journey School is in the process of developing a Multi-Tiered System of Support MTSS to strengthen the school's response to a variety of student needs and to better ensure that the school provided access to a broad course of study for all students.|Met|This local indicator does not apply to Journey School, in terms of state accountability purposes, because it is not a goal or priority specifically articulated in the school's charter petition.|2018
30664646120356|Opportunities for Learning - Capistrano|7|The personalized learning model that aligns with the OFL-Capo’s mission of serving the needs of the individual student allows each student to tailor his or her work pace to meet individual academic and post-secondary goals. Students are assigned coursework to complete each week and attend regular appointments with the teacher for instructional support, clarification on content, and assessment. In addition, direct instruction courses are offered and encouraged in core subjects to ensure extra support for students struggling in those particular subject matter. Each student is required to complete a minimum number of units each four-week learning period to stay on pace for cohort graduation. Students who are in need of credit recovery or who are seeking to graduate early may complete more units per academic school month. Each student’s self-guided units will be completed in student activity workbooks (SAWs) and through completion of critical thinking performance tasks embedded into the coursework. SAW’s contain rigorous curriculum and include Internet activities, graphic organizers, essay writing, and other various methods of assessing student learning per subject matter. In addition, students take a diagnostic assessment, RenStar, to determine appropriate course placement. Students assessed as below grade level in math and English are placed in intervention/ foundational courses, such as Accelerated Math and Achieve 3000. In addition, they are given extra time to work with OFL-Capo’s Intervention Specialists.   Teachers and Student Advisors analyze students transcripts to ensure proper course placement. As a team including parents and students the staff works together to pace the academic course-work to meet the student post-secondary goals. Course work ranges from A-G approved, NCAA approved, foundational strategies, Advanced Placement aligned and an online platform ( Apex) with a more digital component.    Students that hold an Individual Education Plan work with general ed Teachers as well as work with a Special Education Specialist with the additional support of a Paraprofessional to meet all their academic and transitional goals. English Language Learner students meet and work with a regional EL Coach in addition to their general ed Teacher to ensure language development and academic success. Foster, homeless and socio-economic disadvantaged students work with general ed Teachers and Student Advisors to ensure that their basic necessities are met to ensure students can focus on their academic success.|OFL-Capo uses the Star Renaissance assessment when a student first enrolls and then two to three times each year to measure growth in English and Math. Staff takes time to analyze the scores of each student and make intervention plans for student that score below grade level. With the support of Intervention Specialist, support staff and foundational course work, the goal for students to show growth. In addition, the growth SGP (standard growth percentage) is also a metric in OFL-Capo’s LCAP goals.  Teachers make academic plans for each individual student with their post-secondary goals in mind. All students are enrolled in a constant math and English course with the student having more options with electives they wish to take. Each student has at least three to four classes given to them at a certain time frame. Once a course is completed, the teacher revisits the plan and gives course work accordingly. Parents and students have constant access to the plan and are giving updated ones at parent conferences at least twice per year. Additionally, EL and Special Education students requiring differentiated instruction to support their learning needs have access to curriculum through RenStar Accelerated Math and Achieve 3000 courses.     OFL-Capo is one school, one charter so student demographic differs from student to student. OFL-Capo’s Admin take time to look through data that can be pulled from our data operating system Tableau to adjust policies and procedures to suit OFL-Capo’s student demographic.|Barriers preventing access to a broad course of study very from student to student, largely dependent on student demographics.  For example, technology needed to access online APEX, or online activities embedded into the Student Activity Workbooks (SAW’s) courses may be an issue for some students mostly identified as FRMP. Another barrier to a broad course of study is transportation to participate in Direct Instruction courses. Transportation can also be a barrier for a student who wishes to attend a direct instruction class offered at a time different from their schedule time with their general ed Teacher. OFL-Capo being one school can offer the small individual instruction, however with only 3 Teachers the course offering for Direct Instruction can be limited.|OFL-Capo’s staff and admin regularly meet and strategies the academic needs of the students. Direct Instruction courses are geared toward academic success of students through a whole year of coursework. In addition, hiring an English tutor this school year 2018-2019 ( that speaks Spanish) supports students taking English, extra EL support and even support for students enrolled in Spanish coursework. OFL-Capo continues to use MathLish every week 2 of the grading period, however with the support of the Math Intervention Specialist and driven focus on math progression each week. Students must check in and have their reviews and performance tasks graded and passed by the Math Intervention Specialist before students are allowed to test to earn credit. This ensures that students are getting help along the way from their Teachers or the Math Intervention Specialist.|Met||2018
30664720000000|Centralia Elementary|7|The Centralia school district is using a daily schedule, aligned to the state’s instructional minute time guidelines, to ensure all students have access to and are enrolled in a broad course of study.  Additionally, the local benchmark assessments and the standards-based report card are used to track the implementation of a broad course of study.|Based on our elementary setting, all teachers are credentialed with the appropriate multiple-subject credential to meet the needs of students and access to a broad course of study. Our elementary programs are multi-disciplinary and integrated.|There are no barriers identified that prevents our students to access a broad course of study.|Centralia school district will continue to utilize our local measures to ensure access to a broad course of study.|Met||2018
30664980000000|Fountain Valley Elementary|7|Fountain Valley School District is committed to ensuring all students have access to a broad course of study that is appropriate to their grade span.  This commitment to access includes mandatory participation in the core instructional areas of English-Language Arts, Math, Science, Social Studies, and Physical Education.  In addition, FVSD is committed to providing students with a broad course of study that includes student-choice options for participating in Visual and Performing Arts, Foreign Languages, Applied Arts, and Career Technical Education.   In grades K-5, FVSD utilized the following measures to define a Broad Course of Study: • Student access to Board-approved Instructional Materials • Student access to Physical Education Instruction • Student access to Intervention Support • Student access to Arts-related Instruction • Teacher professional development In grades 6-8, FVSD utilized the following measures to define a Broad Course of Study: • Student access to Board-approved Instructional Materials • Student access to Physical Education Instruction • Review of Middle School Master Schedules for number of sections and number of students enrolled in those sections with a particular focus on course titles related to Visual and Performing Arts, Foreign Languages, Applied Arts, and Career Technical Education • Teacher professional development The ongoing analysis of these tools help inform FVSD as to the ongoing progress being made to ensure equitable access to programming that drives high levels of achievement for all students.|For grades K-5, 100% of students have access to Board-approved Instructional Materials for English Language Arts, Math, Science, Social Studies, and English Language Development, and 100% of students participate in Physical Education instruction provided by their classroom teacher.  FVSDs cadre of certificated music teachers provide 100% of students access to music instruction, while classroom teachers also ensure that students engage in ongoing Visual Arts-related instruction that is connected to content area instruction.  During the 2017-18 school year, FVSD focused on building reading intervention programs for primary grade students that were struggling to become readers.  At each of FVSD’s elementary sites, Intervention Teachers, provided supplemental instructional for students that struggle with learning to read.  FVSD is deeply committed to the professional development of teachers.  During the course of the 2017-18 school year, teachers participated in multiple professional development activities related to literacy instruction and CGI.  School sites also received allocations of LCFF funding for site-based professional development.  For grades 6-8, it was determined that 100% of students have access to Board-approved Instructional Materials for English Language Arts, Math, Science, Social Studies, and English Language Development.  In addition, 100% of students have access to Physical Education instruction.  Review of each middle school’s “master scheduled” demonstrated that 100% of students had access to course titles that specifically address Foreign Language, Visual and Performing Arts, Applied Arts, and Career Technical Education courses.  Courses were also available as elective options for students in need of additional instructional support in order to achieve proficiency in English-Language Arts and Mathematics.  Across FVSDs three middle schools, there are 6 sections of Foreign Language course offerings that serve approximately 180 students, 21 different sections dedicated to VAPA-related content serving over 550 students, and 4 sections of Robotics sections that serve approximately 70 students.  In addition, there are 41 sections of grade level-specific “Exploratory” courses, which provide students with access to a range of content including Robotics, Wood Shop, Home Economics, Music Appreciation, Art, and Keyboarding on a rotational basis throughout the school year.  The “Exploratory” sections serve approximately 995 students. During the course of the 2017-18 school year, teachers participated professional development related to literacy instruction, math instruction, and the introduction of Depth & Complexity Prompts for use across all content areas.  In addition, departmental teams participated in training specific to their content area throughout the school year, and each of the school sites received allocations of LCFF resources for site-based professional development.|Although the analysis of the results demonstrate convincingly that students encounter very few barriers to accessing a broad course of study in FVSD, the District is committed to constantly pursuing avenues for increasing opportunities for students that either improve instruction in existing areas through professional development of teachers.  It is also committed to expanding opportunities for content that students encounter during their K-8 experience in FVSD, with opportunities they will encounter upon matriculation to high school, college/university, and the workforce.  At the elementary level, FVSD works diligently to ensure to the greatest extent possible that students receiving supplemental reading instruction in our Reading Intervention Program do not miss core instruction in the content areas.  At the middle school level, one barrier that students may encounter is the fact that a 6-period instructional day can limit their opportunity to pursue interests in multiple fields of study.  A second barrier at both the middle school and elementary levels is the need to procure resources to support Robotics programs - specifically, robotics materials and ongoing professional development for teachers.|Fountain Valley School District is committed to mitigating any barriers students might encounter and expanding access to a broad course of study for all students.  In order to accomplish this task, FVSD engages in an ongoing process of reflecting on current practices, identifying opportunities to improve, seeking out research-based practices to address any barrier, and implementing solutions that improve student achievement.  At the elementary level, our part-time reading intervention teachers in the Reading Intervention Program work in partnership with the District’s literacy TOSAs, classroom teachers, and site principals to build schedules that minimize the impact of participation in the program on access to other areas of the curriculum.  At the middle school level, FVSD pursues opportunities to extend learning beyond the confines of the traditional school day by offering “zero-period” sections for some elective courses.  For the 2018-19 school year, FVSD has dedicated significant funding to each middle school and elementary school to purchase Robotics instructional materials.  In addition, FVSD is working in partnership with the County Office of Education to pursue ongoing professional development opportunities for classroom teachers.|Met||2018
30665060000000|Fullerton Elementary|7|FSD utilizes the CALPADs system for tracking students enrolled in courses, specifically related to students enrolled in both Middle and Junior High Schools.  Additionally, the Illuminate Student Data system provides information on student achievement by subgroups including EL, GATE, SES, Ethnicity and Gender and gives school sites the ability to place students in various groups, including intervention groups, to track progress.  Students are assessed using multiple measures to determine best placement in courses offered at each school.  Multiple measures include iReady diagnostic assessments, universal screening and progress monitoring assessments, GATE assessments, Thrively, common formative assessments, and classroom grades/progress to determine placement in interventions, AP classes, and GATE/Honors placement.|All school sites in the district offer students required courses as well as the opportunity for enrichment and interventions.  Each school has a full time Response to Intervention teacher that works with students who have been identified as needing intensive intervention in ELA.  There is a process in place for students and families that may need further support, once identified, for special education services. Schools implement both MTSS and PBIS to provide the systems necessary for academic, behavior, and social success.  All schools provide students with mental health services when necessary. A Homeless liaison provides assistance to families that may need services.  English learners are supported through instructional programs including summer enrichment through the arts.  All students are provided lessons in VAPA through local artists.  There are 1:1 technology programs offered to all students to ensure access and engage in 21st Century learning skills.  Students who qualify are offered GATE and Honors courses.|Based on our parent/community survey data and student achievement data, FSD is not currently experiencing barriers that prevent students from accessing a broad course of study.  FSD continues to expand and revise courses based on identified goals and student needs.|FSD will continue to expand programs to ensure the EL population continues to make growth on state and local assessments.   After school intervention programs and summer programs will be extended to ensure that more students have access.|Met||2018
30665140000000|Fullerton Joint Union High|7|The District uses several tools to evaluate the extent to which all students have access to, and are enrolled in, a broad course of study: 1.  The master schedule is reviewed to make sure all students have access to honors, AP, IB, and CTE courses.   2.  DataQuest is used to support analysis of the master schedule to determine the balance between male and female students in all       classes. 3.  Aeries is the District student information system and it is used to determine the extent to which unduplicated student populations       are enrolled in a broad course of study 4.  Individual Education Plans (IEP) and 504 plans are reviewed to make sure students with special needs are offered a free and       appropriate public education in the least restrictive environment and mainstreamed when appropriate to the student’s       developmental needs.|Utilizing the locally selected tools, the District has determined that all District students are enrolled in a broad course of study that varies according to students’ unique learning needs: 1.  Students who, by reason of their unique learning needs and who are not on a diploma track, still take a variety of courses that       address the various core academic areas in a functional environment as detailed in their IEP. 2.  English learners (EL) who, by reason of their temporary acquisition of English being less than fluent English proficient, still take all       courses required for graduation but are further supported through English Language Development elective courses. 3.  Students who, by reason of their disability, are unable to perform the physical requirements of some courses, still have access to       facilities and equipment that will allow them to perform, with adaptive equipment, a broad course of study.|1.  There remain some facilities in the District that are inaccessible to students with physical disabilities. 2.  Sufficient staff to work directly with EL students and parents to accelerate the acquisition of English with the goal of getting        students redesignated as fluent English proficient.|1.  The District has renovated old buildings to provide access to students under ADA regulations and continues to improve        facilities to meet the needs of students with disabilities. 2.  The District has hired four teachers on special assignment (TOSA) to, among other related goals, increase the speed at which EL        acquire English so that they may be redesignated as fluent English proficient and be mainstreamed in their classes as soon as        possible.|Met||2018
30665220000000|Garden Grove Unified|7|The Garden Grove Unified School District (GGUSD) places a priority on ensuring equity and access to a broad course of study for all students. As part of our ongoing improvement efforts, GGUSD conducts an annual review of progress toward goals using state metrics and locally selected outcome and process measures.    Outcome measures include: high school graduation rates, middle school and high school dropout rates, a-g subject requirement completion, CTE pathway completion, and Advanced Placement (AP) enrollment and pass rates.  This data is included in our Local Control and Accountability Plan.    Process measures include: the placement guidelines (including appropriate supports for unduplicated student groups and individuals with exceptional needs), a-g course alignment, California College Guidance Initiative (CCGI) implementation in grades 7-12, and College & Career Mentoring Program implementation in grade 6.    At the elementary level, K-6 teachers are credentialed to teach multiple subjects.  Teachers plan lessons to cover all subjects required by California Education Code (EC) 51210 for grades 1-6: English, mathematics social sciences, science, health, and physical education. Visual and performing arts is taught by a credentialed music teacher.   At the secondary level, 7-12 teachers are credentialed to teach single subjects.  GGUSD intermediate school students take two years of English, 2 years of mathematics, 1.5 years of history/social science, 2 years of physical education, and up to 1 year of visual and performing arts or applied arts or intervention.  GGUSD high school graduation requirements include 40 credits of English, 30 credits of mathematics, 30 credits of history/social sciences, 20 credits of science, 10 credits of visual and performing arts or applied arts, 20 credits of physical education, 2.5 credits of health, and 67.5 credits of other electives, which include options for career technical education and foreign language.  These subjects are aligned to the course of study for grades 7-12 as defined by EC 51220 (a)-(i). Courses such as leveled English Language Development (ELD), Companion, Advancement Via Individual Determination (AVID), AVID Excel, Academy, Resource Center, and Inclusion provide access and support unduplicated pupils and students with exceptional needs.  The GGUSD secondary placement guidelines are intended to assure that students are placed in a broad course of study based on multiple academic measures.  This centralized system of composite scores and cut points creates a matrix used districtwide to place students in appropriate courses, including companion courses. The Office of Secondary Education is able to monitor student placement based on the matrix with actual placement patterns.  Using our student information system, course audits are used to review the number of sections and number of students enrolled in all courses.|District Goal Three focuses on the importance of college/career readiness and success.  Starting in elementary school, student are provided with a rigorous and supportive academic experience that motivates all learners to meet high expectations.  In secondary schools, all students are encouraged to complete a course of study that meets the a-g subject requirements, to meet UC/CSU eligibility.  The Course Catalog lists all the courses offered in GGUSD secondary schools: https://www.ggusd.us/departments/7-12-instruction/course-catalog/   High School Graduation Rates GGUSD graduation rates continue to exceed state and county averages.  The decrease in 2017 rates is a result of the state’s new methodology for calculating rates. California: 80.4% (2013); 81.0% (2014); 82.3% (2015); 83.8% (2016); 82.7% (2017) Orange County: 87.5% (2013); 88.6% (2014); 90.0% (2015); 91.0% (2016); 88.8% (2017)  District overall: 89.2% (2013); 89.7% (2014); 91.8% (2015); 92.2% (2016); 91.7% (2017)  UC/CSU Entrance Completion Rates (a-g subject requirements) Most courses in GGUSD are a-g eligible. English learner students have opportunities to advance through ELD courses, and ELD C can be used to meet one year of the English requirement. Special Education students have opportunities to enroll in Inclusion courses, which allow them access to a-g eligible content courses, with the support of a special education teacher. GGUSD a-g completion rates exceed the county and state averages.  California: 36.1% (2006); 35.5% (2007) ? 45.4% (2016); 46.8% (2017) Orange County: 44.9% (2006); 39.1% (2007) ? 51.1% (2016); 52.0% (2017) District overall: 28.9% (2006); 32.8% (2007) ? 51.6% (2016); 57.5% (2017) Bolsa Grande: 34.3% (2006); 35.6% (2007) ? 54.35 (2016); 62.9% (2017) Garden Grove: 26.1% (2006); 33.5% (2007) ? 49.5% (2016); 51.0% (2017) La Quinta: 38.6% (2006); 40.2% (2007) ? 69.7% (2016); 73.9% (2017) Los Amigos: 23.2% (2006); 36.0% (2007) ? 45.5% (2016); 54.1% (2017) Pacifica: 38.4% (2006); 36.6% (2007) ? 57.8% (2016); 58.0% (2017) Rancho Alamitos: 26.2% (2006); 28.6% (2007) ? 47.9% (2016); 53.7% (2017) Santiago: 27.9% (2006); 29.4% (2007) ? 45.8% (2016); 57.6% (2017) Across student groups, the Hispanic /Latino student group has the lowest rates of a-g completion (43.4%).  The district and school guidance office regularly reviews progress toward a-g completion and provides school year and summer school credit recovery and D-validation opportunities.  Advanced Placement (AP) GGUSD also has an open access policy for Advanced Placement courses.  Parents and students are able to make informed decisions around course enrollment using multiple measures of academic achievement and the advisement of administrators and the guidance counseling team at the school.  In 2018-19, the following counts represent the number of AP subjects offered at schools: Bolsa Grande (20); Garden Grove (22); La Quinta (24); Los Amigos (16); Pacifica (19); Rancho Alamitos (18); and Santiago (17).|GGUSD engaged in ongoing monitoring of placement, assessment of courses and grading practices, and effective collaboration around use of student achievement data.  Data is used to reflect on student growth, determine gaps, and plan for use of formative assessments.  Practices are adjusted based on the analysis of data.  By analyzing district data, we are able to identify areas needing improvement and consider any barriers preventing progress.  District teams review data by student groups, compared to the overall district average, to identify potential equity gaps in access to a broad course of study.  At the elementary level, students receive instruction in all courses as required by California Education Code (EC) 51210 by assignment to a teacher with a multiple subjects credential.  At the secondary level, the district placement guidelines provide for a system of course placement based on multiple measures of data.  Through Aeries and CALPADS, we are able to use course identifiers to track and determine which students have completed a broad course of study, including a-g subject completion, AP course enrollment, and career pathways as indicators of college/career readiness. Secondary counselors host grade level assemblies to provide an overview of the process and opportunity to enroll in a broad course of study.  GGUSD offers a broad course of study, which is articulated with post-secondary systems, aligned with state and national trends on course offerings, and based on research and labor indicators.  Equity gaps and barriers related to access still exist, between student groups and schools.    Identified barriers to access include: • English learner status: Ongoing academic gaps in reading, writing, and language levels have presented challenges for students.   • Growth mindset: Student learning is impacted by a lack of growth mindset.  High expectations for learning is also a factor that affects student outcomes.  • Dual enrollment: The district needs to improve the system for measuring, monitoring, and tracking students simultaneously enrolled in high school and college coursework. Students are able to enroll in college courses and earn high school credits simultaneously with college credit.   • World language course offerings: Students transitioning from intermediate school to high school had limited opportunities to enroll in appropriate courses based on assessed level of language proficiency. Upon matriculation to the high school, students did not always have access to AP courses at 9th and 10th grade.|Through yearly monitoring and the course audit processes, district teams review areas of growth in closing the achievement gap and areas where continued growth is needed.  This analysis supports recommendations at both the site and district level.  To help ensure access to a broad course of study, GGUSD is implementing the following actions:  • English learner status: The district has identified a need to address students classified as long-term English learners, and how to improve access to core content when students’ English proficiency is still limited.  The district is focusing on offering teacher professional development to support English learners and has developed new progress monitoring systems to track English learner achievement levels and growth over time.  In addition to the progress monitoring for English learners, the district is developing a plan to implement a Multi-Tiered System of Support (MTSS) to improve academic, behavioral, and social-emotional resources, programs, supports, and services utilizing a coherent framework that engages all systems leading to improved student outcomes. • Growth mindset: The district has increased awareness on the impact of personal skills (‘non-cognitive’ skills) through the Strategic Plan and implementation of the FAR Model (focus-act-reflect). Professional development in this area is ongoing.  Qualitative measures in this area are measured by the annual administration of the Strategic Plan Survey for students in grades 3-12, staff, and parents. • Dual enrollment: Students are able to enroll in college courses and earn high school credits simultaneously with college credit.  The district has initiated new partnerships with local area community college districts and have aligned college level courses with certain high school courses, so that students may participate in dual enrollment opportunities. • World language course offerings:  To address the opportunity gap for students to participate in AP world language courses in 9th and 10th grade, the district has identified and trained teachers to teach AP courses and worked with counselors to identify students that would be appropriate for the courses based on the results of a heritage Spanish diagnostic test.  • Ethnic Studies: The district has begun to offer new courses in Ethnic Studies, open to all students. • California College Guidance Initiative (CCGI): CCGI an initiative to support student access to a broad course of study in grades 7-12.  The system-wide implementation of CCGI allows students to develop an interest profile to identify strengths and interests.  This information is used to help guide the development of a pathway or sequence of courses tailored to the student, based on their strengths and interests.|Met||2018
30665300000000|Huntington Beach City Elementary|7|the Huntington Beach City School District is committed to the careful monitoring of student access to a broad course of study. This metric is tracked through the Aeries Student Information System (SIS) using various reports and data summaries for this purpose. The only variances in student access to a broad course of study are noted when a student has need and recommendation for enrollment in an intervention program or specialized course based on specific Individualized Education Plan (IEP) goals or English language development goals. Students learning progress in specialized courses are carefully monitored and course placement is adjusted as needed based on individual student needs, and, in collaboration with parents/guardians.|For grades 1-6, all students have access to an appropriate course of study which includes English-language arts, English-language development when appropriate, mathematics, social sciences, science, visual and performing arts, health, and physical education. In grades 7-8, the course of study reflects all of the above referenced courses and is expanded to include foreign language, applied arts, and career technical education as election options. Core classes within the broad course of study are consistent at all school sites. Minor variations exist between middle school elective offerings based on community interest,  teacher credentialing, and specific feeder high school career pathways.|As a district, we do not possess any data to indicate that our course placements have created barriers to students accessing a broad course of study. For select students with unique needs, course placement decisions are mutually agreed upon in the best interest of the student with parents/guardians and the school education team. Monitoring of all students, and particularly English learners, reclassified students, and students with IEPs, is ongoing to ensure that the most appropriate and rigorous placement occurs for each student, during each term of the school year.|As a district, we are committed to continuing the development and/or enhancement of Career Technical Education (CTE) pathways through articulation with the Huntington Beach Union High School District on a regular (typically monthly) basis.|Met||2018
30665300134221|Kinetic Academy|7|Kinetic Academy is a direct-funded charter school that was established in Fall 2016, authorized by Huntington Beach City Elementary School District.  Kinetic Academy provides students with a rigorous standards-aligned STEAM educational program through Project-based learning. Our school currently serves 300 students in grades TK-5 with demographics that include: 9% Students with Disabilities; 1% English Language Learners; and 8% Socio-economically Disadvantaged, 61% White, 18% Hispanic, 8% Asian, 1% African-American, and 12% 2+ Races.  Through an interdisciplinary educational experience, Kinetic Academy seeks to prepare students for 21st century careers as members of a democratic society through an interdisciplinary educational experience that provides them with a foundation for their lifetime.   Kinetic Academy’s educational program emphasizes multicultural understanding, foreign language acquisition and academic achievement for college readiness. For native Spanish speakers, this vision includes opportunities to develop proficient reading, writing, speaking, and listening skills in Spanish, to enhance this natural asset for their personal and professional benefit. Kinetic Academy also deepens students’ commitment to public participation through community service learning and student government. To accomplish these goals and to help students meet the California State Standards, Kinetic Academy focuses on an integrated curriculum, global and multicultural themes, real world learning applications, community service and leadership opportunities, a strong foreign learning program and an academic advisory program. Kinetic Academy’s small school model provides a nurturing and supportive learning environment for each child to ensure academic success.   Kinetic Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Kinetic Academy’s educational program.   Kinetic Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (trimester), report cards, student presentations, parent teacher conferences, and student-led conferences. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Kinetic Academy all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in Spanish and Art. There are no differences to accessibility to courses, across student groups at Kinetic Academy.|Currently 100% of the students have access to a broad course of study and Kinetic Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Kinetic Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
30665480000000|Huntington Beach Union High|7|HBUHSD selected measures and tools include the following: 1). UC/CSU requirements; 2). Four-year cohort graduation rates;    3). College readiness (Early Assessment Program); 4). Number of non-grads due to credit deficient as of June graduation date; 5). Career Technical Education pathway offerings and completion rates; 6). Dual enrollment; 7). Advanced Placement exams;    8). HBUHSD survey results; 9). Co-teaching classes|During the past five years, HBUHSD has focused resources and time on improving access for all students to a broad course of study. The number of students taking Advanced Placement Exams has increased by 538 students from 2013-14 to 2017-18. The number of co-teaching classes has increased offering more Students with Disabilities access to general education classes. Through our A-G audit, we continue to identify and remove barriers to increase the A-G completion rates for all students and subgroups. We will continue to provide and expand our Dual Enrollment Program, providing courses for all students and subgroups. We remain focused on preparing all students to qualify for and succeed in baccalaureate degree programs and certificated or career training.|Identified Barriers include: 1). Homework/Grading practices; 2). Early interventions/credit recovery options for all students, 3). Visual Performing Arts (VPA) credits earned outside HBUHSD not included on transcripts; 4). Career Technical Education (CTE) marketing and awareness; 5). Reaching all subgroups including English learners, Students with Disabilities, and Low Income.|Implemented Actions include: 1). Commitment to know the 'Name, Face, and Story' of each student; 2). Expand early intervention and credit recovery options for all students; 3). Add VPA credits earned outside of HBUHSD onto student transcripts; 4). Expand Dual Enrollment; 5). Added a District CTE Teacher on Special Assignment (TOSA); 6). Continue to utilize release periods for Multi-Tiered Systems of Support (MTSS) teachers at the six comprehensive school sites; 7). Continue to support co-teaching classes; 8). implementation of Chromebooks for each student districtwide (2019-20); 9). Convened a District committee to determine Homework Best Practices|Met||2018
30665550000000|Laguna Beach Unified|7|To measure access to a broad course of study, LBUSD collected input from students, staff, and parents/guardians. The data came from surveys, course completion, and performance outcomes. The data was disaggregated by school, student group, and role.|LBUSD students have access to and success in a wide range of student-driven courses. Three-quarters of all students graduate with the academic grades and completed courses required to be UC/CSU eligible. Additionally, more than 50 percent of graduates take an Advanced Placement (AP) course and pass the aligned assessment. As measured by the Early Assessment Program (EAP), 74 percent of high school students were “ready or conditionally ready” for college in ELA and 57 percent in mathematics.  Utilizing individual survey feedback, on average, 79 percent of students, staff, and families agreed or strongly agreed that LBUSD provides a sufficient number of technology tools at school…high quality VAPA classes and resources…a variety of elective courses…interesting clubs and organizations at school…rigorous curriculum in all subject areas…high-quality STEAM classes and resources…and challenging courses.  Across all four schools, feedback was generally within 5 to 10 percent. In regards to student groups, the most substantial percentage gap related to access a broad course of study existed for students with disabilities.|The most significant barriers found in providing access to a broad course of study for all student groups were related the secondary bell schedules and number of programs providing within the elementary school day. These structures limit flexibility and time available for a diverse range of subject areas.|The District continues to explore variations and options for scheduling more diverse and connected classes during the school day. Research of best practices and sample bell schedules is conducted in collaboration with Hanover Research and Challenge Success (Stanford). Further research and feedback will be collected during this school year.|Met||2018
30665630000000|La Habra City Elementary|7|LHCSD annually reviews course offerings at both the elementary and middle school level to track the extent to which all students have access to, and are enrolled in, a broad course of study.  In addition, a specific mapping tool is currently being implemented in partnership with the Kennedy Center to gather a baseline on the visual and performing arts in all nine schools.    Physical Education minutes are monitored at the site level for TK-6 students and all 7th and 8th grade students receive daily PE.|In our analysis, LHCSD finds that all students have access to English, Mathematics, Social Sciences, Science, Health and Physical Education.  While the visual and performing arts offerings differ at each school, all students have access to some form of visual arts, music and dance.  Currently only middle school students have access to theater during the school day and only two elementary schools offer an after-school theater program.  Career Technical Education electives are available at both middle schools.|Currently, funding is the primary barrier preventing LHCSD from providing all students with the same level of access to the visual and performing arts.  Also due to funding, foreign language is currently only offered at one middle school.|To continue to ensure a broad course of study for all students, the District is in the process of selecting a social emotional learning curriculum to support instruction of the Health Standards.  In addition, LHCSD recently underwent a major reconfiguration that includes the development of magnet programs at every school.  Once fully developed, these magnet programs will increase access for all students to a broad course of study.|Met||2018
30665890000000|Magnolia Elementary|7|Magnolia Elementary School District uses school-level schedules and student enrollment data to track the extent to which all students have access to a broad course of study.  This data includes specific grade level information as well as an analysis of programs and services to support the success of English learners, low income students, foster youth, and those with exceptional needs.|An analysis of this information shows that all students receive the following daily instruction: -At least two hours of English/Language Arts instruction -At least 30 minutes of targeted English-language Development instruction -Mathematics instruction for 60-75 minutes -Social Science and Science instruction of 30-60 minutes, including lesson integration with English-language arts -Visual and Performing Arts Instruction, including a semester of weekly music, opportunities for band and performing arts participation, and arts integration experiences at every grade level that vary across domains of Visual Arts, Music, Dance, and Theater.   -Instruction in Physical Education and Health for 100 minutes weekly -Additional targeted instruction and intervention blocks based upon individualized learning needs|As an elementary school district, Magnolia School District is able to maintain a consistent course of study across grades Kindergarten through grade six that encompasses all content areas.  The Governing Board and District staff maintain a strong commitment to providing a rich and multi-faceted course of study that includes the arts, social-emotional learning, and technology in spite of budgetary challenges that exist in all California school districts.    Differentiation of specialized arts and music services in order to meet the needs of exceptional learners, particularly those with moderate to severe disabilities, is a need that staff is working to address through ongoing collaboration, program refinements,  and professional development.|An analysis of student participation and performance data reveals an ongoing need to increase instructional rigor and active participation in hands-on learning opportunities with students with moderate or more severe learning disabilities.  Professional development for instructional and support staff as well as refinement of services within the District Multi-tiered System of Supports (MTSS) is underway to support students with exceptional needs in inclusive general education settings, beginning in preschool.|Met||2018
30665970000000|Newport-Mesa Unified|7|- Graduation Rates - Cohort Outcomes - Students meeting UC/CSU Requirements (A-G Requirements) - Career Technical Education pathway offerings and completion outcomes - LCAP Survey results - VAPA Opportunities (TK-12)|Elementary: The default instructional program for all elementary students includes the required course of study, including: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education.  Elementary students have access to PE and science through both their teachers-of-record and additional instruction provided by PE and Science Specialists. They also have access to music instruction provided by Music Specialists. English Learner students are provided Designated ELD according to proficiency levels for 30 minutes or more; however, the remainder of their instruction is with their English Only and Reclassified Fluent English Proficient peers with regular, ongoing access and enrollment in the broad course of study. This is also true for students with an IEP. Students with mild-moderate disabilities are included in classrooms with their age-level peers. Students with moderate-severe disabilities are provided a Broad Course of Study through Unique Learning Systems (a complete, standards-aligned functional curriculum for students with significant disabilities) in an appropriate setting designated by their IEPs.  Secondary: For secondary students, the default instructional program includes the required course of study intended to lead to graduation meeting A-G requirements: English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education (as applicable). Results are from the most recently publicly available data:  Graduation Rates - Cohort Outcomes: All: 90.6%; EL: 74.4%; Low-Income: 86.4% Graduating Seniors meeting UC/CSU Requirements (A-G): All: 60%; EL*: 4.5%, Low Income: 43.3%. *Data are not available for students who were ever English learners. This data would provide a complete picture of a student who matriculated through the N-MUSD system. A student who is an English Learner in grade 12 faces significant challenges in meeting the rigorous A-G requirements. In 2017-18, N-MUSD offered eight Career Technical Education pathways and there were 113 completers. The eight Career Technical Education pathways are: Business Management, Digital Visual Media Arts, Engineering Design, Food, Service & Hospitality, Patient Care, Production & Managerial Arts, Residential & Commercial Construction, and Software Systems & Development. In 2017-18, N-MUSD offered 187 unique secondary Fine Arts classes throughout the district.  2017-18 LCAP Survey: 75% of students responded they are encouraged to have a four-year academic plan focused on college and career goals. 67% high school respondents reported they are encouraged to take A-G courses. 51% of high school respondents reported they are encouraged to take technical and career preparation/ROP courses. 71% of students reported they can take more challenging or rigorous courses if they want to.|- Limited options to make up failed core courses present challenges for some students to meet prerequisites for subsequent courses - Inconsistent access to during-the-day reading/writing and math intervention  - Varied grading and homework practices throughout the district - Students who have recently arrived to the U.S. schooling system with gaps in educational experience need additional, intensive instruction in basic English skills. These students have limited access to understanding the content delivered in core courses.|- Continue to provide a Broad Course of Study as the default program for elementary students  - Continue to provide an A-G aligned course of study for secondary students - Continue to provide CTE pathways that lead to a certificate and meet high levels of college and career readiness  - For students who struggle in reading and mathematics, continue to provide tutorial support at the secondary schools in a variety of in-class and center-based formats, as well as summer remediation and enrichment   For Special Populations: - To the extent possible, provide multiple intensive classes of Designated English Language Development and reading for secondary students new to the country  - Also provide access to content area courses (delivered in English) using scaffolds and supports known as an Integrated English Language Development approach  - Continue to explore scheduling options for English Language Development Levels 2 and 3 to deliver English Language Arts and Designated English Language Development courses in tandem  - For students with an IEP, continue to refine the Learning Center Model, where students with mild to moderate levels of disability are included in classrooms with age-level peers, supported by special education instructional staff pushing into the classroom, in addition to providing pull-out targeted instruction in areas of deficit.  - Consistent collaboration between general education and special education teachers to ensure students access to a Broad Course of Study.|Met|Results were reported to the Board of Education on November 13, 2018.|2018
30666130000000|Ocean View|7|Annually, at the beginning of each school year, departments and school sites verify the appropriateness of student placement in classes to ensure access to the adopted course of study.  All students, including those who are in the unduplicated group and individuals with exceptional needs, are monitored using the Aeries Student Information System.|Class schedules are reviewed for English Learners to ensure students are enrolled in core classes. For English Learners, the core includes English Language Development, as well as English Language Arts.  School sites quickly resolve scheduling issues, should one arise.    Within the Special Education Department, the SEIS Data System is utilized to ensure student programming and placement meet the needs identified within each Individualized Education Plan (IEP).  SEIS provides centralized online management of IEPs and Special Education records.  In addition to SEIS, a database is maintained that identifies the caseloads of each teacher within the continuum of special education programming.  A Change of Placement process is utilized when IEP teams are looking at a more restrictive placement to ensure all educational programming within the least restrictive environment has been exhausted. In regards to access to the core curriculum, inventory is taken at the beginning of each year to ensure that all special education staff has access to the core instructional materials.  All students with the exception of our moderate/severe population have access to the core curriculum.  Our students who require moderate/severe programming have access to Unique Learning System (ULS).  ULS is an online, interactive, standards-based curriculum specifically designed for students with special needs.  Foster and Homeless Youth are provided the same access to rigorous curriculum, interventions, and supports as all students. There are no identified barriers for Foster and Homeless Youth. Students are enrolled immediately even when lacking documents. Students also continue at their school of origin, when identified homeless, so that students received a continuous education.  Ocean View School District continues to focus on improvement efforts by developing electives and English Language Development classes that are multidisciplinary and engaging.|No barriers exist.  All students have a broad course of study.|All students have a broad course of study.|Met||2018
30666210000000|Orange Unified|7|Orange Unified School District (OUSD) has made considerable strides as we have transitioned to the new state standards, assessments and 21st Century teaching and learning strategies. As a district of excellence, we have committed a multitude of resources to the following areas: o College & Career readiness o Education support systems and intentional design o Engaging learning approaches o Equitable student access o Student acquisition of 21st century knowledge and skills o Partnerships for sustainable success  OUSD utilizes a variety of measures and tools to track our progress to which all students have access to, and are enrolled in a broad course of study, which include the following: o Percent of students at standard met/exceeded on SBAC in ELA and Math o Percent of students meeting A-G Requirements o Increase of students in Expository Reading Writing Courses (ERWC) o Increase of students in Advancement Via Individual Determination (AVID) sections and classrooms o Increase of Co-Teaching in Secondary School Settings and Inclusive Schooling at the Elementary Schools o Increase of students in Orange Live (online learning) Courses o Increase of students participating in Visual & Performing Arts Courses o Percent of students enrolled in Summer School opportunities o Percent of students enrolled in APEX online credit recovery program o Percent of students being classified as GATE o Percent of English learner students showing growth on the ELPAC o Percent of students showing growth on local assessments (Reading Inventory, Mathematics Inventory, and curriculum embedded assessments/diagnostics) o Enrollment/Completion of a Career Technical Education Pathway o Enrollment/Completion of Dual Enrollment Courses o Facilitation of Elementary Collaborative Academic Support Team (CAST) meetings at all elementary schools o Decrease in suspension rates o Increase in graduation rates o Surveys of teachers, administrators and parents o Various Focus Group/Task Force input that centers on curriculum/adoption/program implementation|OUSD places a great emphasis in ensuring that all students are engaged in rigorous, relevant learning opportunities that prepare them for post-secondary success. Based on data from the above noted measures/tools, OUSD students do have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. OUSD began the Stakeholder Engagement process early in 2018, with an annual review of all student achievement outcomes at both the District level and Site level involving multiple constituent groups. Significant stakeholder meetings were held to discuss LCAP priorities and goals, a review of relevant data and survey/input dialogue. Based on the myriad of dialogues facilitated and survey/focus group input gleaned from all stakeholders, including students, it can be stated that OUSD does offer a broad course of study for all students. The greatest progress is noted in the following areas: o Increased enrollment in Advanced Placement courses for all subgroups. 2,745 in 2016-2017 and 2,935 in 2017-2018. o Increase in the number of students earning a 3 or higher in various AP subject tests. 59.6% in 2016-2017 and 64% in 2017-2018. o Increase in the number of students being classified as CTE Pathway completers. 427 in 2016-2017 and 529 in 2017-2018. o Increase in the number of students enrolled in CTE courses. 6,092 in 2016-2017 and 6,908 in 2017-2018. o Access to new pathways such as Construction, Performing Arts, Digital Audio and College & Career Readiness Labs at all middle schools. o Facilitation of AVID at all school sites o Increase in the number of students participating in VAPA. 5,620 in 2016-2017 and 7,515 in 2017-2018. o Increase in the number of students enrolled in Orange Live on-line courses. 652 in 2016-2017 and 1,365 in 2017-2018. o Increase in the myriad of STEAM labs, makerspaces and robotic programs across the district o Increase on the English Learner Progress Indicator (ELPI) from 74.7% to 78.2%         Our greatest areas of need include the following: o Access in rigorous, standards-based core curriculum and aligned interventions for our students with special needs  o Strategic targeted interventions in the area of Mathematics for all K-12 students|OUSD fully fosters the belief that barriers are merely challenges that once conquered will lead to academic, social, and emotional growth for all involved. One of the challenges that has been identified is that of “Fixed Mindset”.  In regards to mathematics, many of our teachers have had negative experiences with the content growing up thus, they believe that they cannot develop into that mathematical expert. We of course have witnessed fixed mindset with various students as they engage with mathematical concepts and other difficult content. We have also faced the challenge of breaking down systems and structures that may have worked in prior years yet, are now not encompassing of impactful teaching and learning methodologies. This has been witnessed in the decrease of special education classes towards full inclusion. Growth mindset is key as we continue to address the underlying beliefs and assumptions that staff have about learning and intelligence. Research has shown that teacher practice has a big impact on student mindset, and the feedback that teachers give their students can either encourage them to persevere with grit or fail. Another challenge that OUSD faces is the lack of number of substitutes. The district has developed a robust professional development plan yet, we are limited in its’ execution as we can only secure 20-30 subs a day M-TH. This forces us to be very calculated with what PDs to facilitate.|OUSD is fully committed to meeting the needs of all students through Multi-tiered Systems of Support (MTSS). Reflective, collaborative discussions have been pivotal to refining our current practices, programs, and strategies to ensure that students are provided with a comprehensive, integrated and aligned system of support. Emphasis is being placed on professional development that focuses on the Universal Design for Learning (UDL) within the inclusive learning environments and Co-Teaching sections that we have established and continue to expand. OUSD will also be incorporating UDL in professional development for all other general education teachers so that they are facilitating multiple means of opportunities for students to acquire information, demonstrate knowledge, and engage with the curriculum. At the secondary level, OUSD curriculum staff and instructional specialists are currently working on augmenting the new core adoptions so that it can meet the needs of our courses that are populated with our Special Day Class Students. In these Professional Learning Communities, teachers are working in grade level cohorts to design theme aligned units. This is a big change for our Special Education teachers as they have always utilized a different core curriculum for their students than the General Education teachers. This change is quite impactful for it allows our students full access to rigorous, relevant standards-based curricula and enables all of our teachers at a school site to collaborate and participate in PD and PLCs that are meaningful. Mathematics continues to be an area of growth for OUSD. Currently OUSD is facing the barrier of “fixed mindset” through high- quality professional development that reflects best practices in teaching and learning. We have put great emphasis on the need for all K-12 teachers in understanding the importance of implementing small group instruction to fill the identified gaps in learning. At the high-school level, trainings are explicitly detailing formative assessment in addition to problem solving. They are receiving multiple opportunities for coaching through instructional rounds and feedback loops. At the elementary level, SBAC scores showed that our main focus for Professional Development had to target 5th grade teachers. PD has been strategically designed to focus on logical reasoning, visual patterns, and the conceptual understanding of fractions. Additional district office sponsored PD for elementary teachers will focus on revisiting their grade level math standards. They are looking at the framework to understand how they are assessed and more importantly how they align with the Envision curriculum. Teachers will then be able to incorporate all the strategies in their instructional toolbox once they have strengthened the pedagogy. Finally, all elementary teachers will be trained on incorporating WICOR strategies into mathematics, which will support student attainment of concepts and procedures.|Met||2018
30666216085328|Santiago Middle|7|Santiago utilizes a diverse toolbox of measures to evaluate and assure students receive the appropriate supports and educational path of study. We utilize both summative and formative assessments and a tiered pyramid of supports through MTSS to make sure all students receive the support needed to be successful.|Implementation of 21st century learning for college, career and life is clearly articulated in a variety of foundational documents for Santiago. Twenty-one years ago, Santiago’s Charter was founded on the principle of providing students a unique opportunity to engage in and build skills that would better prepare them for the life after Santiago. This concept is articulated in our Charter, our Strategic Plan and as a guide for our LCAP. Our LCAP Survey directly asks stakeholders for feedback in the area of college and career readiness. Are we providing opportunities for our students to build skills and engage in communication, collaboration, critical thinking and creativity to express thoughts and show understanding of concepts? Each year, over 90% of stakeholders agree that we do an exceptional job of preparing students for college and career. Our students promote to high school with a distinct advantage, as having had unique exposure to opportunities that prepare them for success in secondary and postsecondary education and life.|It is essential, in reflecting upon the California Accountability Dashboard, that performance gaps are identified and looked into to provide appropriate intervention and enrichment to provide equitable access to curriculum and success.   Within Priority 6: School Climate, our English Learners scored within the orange range for suspension counts while our school overall was indicated by green.  Within Priority 4: Pupil Achievement in ELA students with disabilities and English Learners scored Orange while the overall student performance was indicated by green.   Santiago Charter Middle School is taking a variety of steps, inclusion of stakeholder input, to determine the steps required to address performance gaps. These steps include targeted professional development and instruction, inclusion of technology and 21st century skills, and an increase of opportunities for students to better prepare them for high school and their future.|We are very proud of the progress from one year to the next in the indicators identified on the California School Dashboard.   Greatest Progress by indicator:  1. Our suspension rate indicator moved from yellow in 2016-2017 to green in 2017-2018. This positive progress is a result of implementation of restorative justice and further tiered interventions that address behavior prior to it reaching the point of suspension.  2. Our English learner progress indicator progressed from yellow in 2016-2017 to green in 2017-2018. This is a result of continued focus on EL achievement and growth during their time receiving Santiago EL Support.  3. Our academic indicators also progressed significantly from  2016-2017 and 2017-2018; math moved from red to orange, and ELA moved from orange to green.   In addition to the positive progress with the identified indicators, Santiago is incredibly proud of the Stakeholder Culture/Climate Survey provided to over 300 stakeholders. In the Culture/Climate Survey provided to Santiago's Stakeholders, inclusive of community members, students, staff and parents: - 98.4% of survey takers indicate Santiago is providing its students with a quality educational opportunity - 95.9% of survey takers indicate the technology at Santiago is appropriate for providing students with experience preparing them for college and career opportunities  - 94.3% of survey takers indicate that students are excited about going to Santiago each day - 97.6% of survey takers indicate the students of Santiago are safe - 97.6% of survey takers indicate that the staff and administration of Santiago put the needs of the students first and truly care about the progress of students   On a daily basis, students are challenged academically and reaching successes previously thought unattainable. In addition to this, students, as a whole, feel safe and really enjoy the experience Santiago has to offer.|Met||2018
30666470000000|Placentia-Yorba Linda Unified|7|At the elementary level, a broad course of study is measured through daily schedules and classroom observations.  The student database for master scheduling is used to examine courses of study for secondary students. Both course access and enrollment are annually analyzed for all grade spans.  This data is also disaggregated by student groups.|As evidenced by the metrics listed above, students enrolled at PYLUSD elementary schools, receive a broad course of study including: English Language Arts/English Language Development, Math, History-Social Science, Science/Health, Physical Education (PE), and Visual and Performing Arts (VAPA).  Instructional time periods vary for the afore-mentioned content areas, with the exception of PE where students at the elementary grades receive 200 minutes of instruction every two weeks.  When examining sections for courses of study at the middle school level, access to classes remains relatively static.  The number of honors course offerings has increased by eight sections when comparing data for the past two years.  It was noted that there are no World Language classes at Valadez Middle School Academy.  Additionally, an analysis of the data for this grade span revealed enrollment from 16/17 to 17/18 remained relatively unchanged with the exception of the number of Unduplicated Pupils (UPs) enrolled in VAPA courses which increased by 338 students.  High school data regarding course access indicated the number of sections for Advanced Placement (AP), International Baccalaureate (IB), Career-Technical Education (CTE), VAPA, and AVID have increased.   However the number of sections for World Language classes has decreased.  Alternative school settings offer CTE and VAPA courses through concurrent enrollment.  When comparing trends on enrollment data, there were increases for the Unduplicated Population at all high schools.  This proved especially true for SED students, where the enrollment in AP, IB, CTE, VAPA, and AVID increased by over 750 SED students from 16/17 to 17/18.|A focus on vertical articulation PLC meetings among teachers is needed, along with a focus on the placement of student group populations in all courses. Explore reclassification rates among middle school and high school students, focusing on whether limited vocabulary development among 4th grade ELs and above is preventing students from advancing. Our focus on Dr. Kinsella’s 5 for all norms will assist in this goal.|PYLUSD will examine the following practices and activities to promote enrollment across all student groups  Collaborate with administration, teachers, and counselors to share best practices for recruitment to strengthen of ELs in AVID courses  Expand opportunities for students with impacted schedules Implement World Language at all middle school sites.  Identify potential barriers that are preventing student groups from accessing higher level coursework.  Build awareness among staff through unconscious bias trainings; ALL students can learn|Met||2018
30666700000000|Santa Ana Unified|7|SAUSD has deliberately designed a core academic program that provides a broad course of study for all students.  Specifically, the core program includes access to standards-aligned study in ELA, Mathematics, Social Sciences, Science, Visual & Performing Arts (beginning in 3rd grade), Health (beginning in 4th grade), and Physical Education.|In addition, SAUSD considers preparation for College and Career readiness to encompass a wide variety of pathways.  While all students may not be on the same pathway, our already broad core academic program assumes access for all students to a pathway that culminates in college and career readiness.  These pathways include CTE programs, AP programs, IB programs, Dual Enrollment programs, Dual Language programs, and other standards-aligned, rigorous courses of study.|Given the results of the self-reflection tool, barriers preventing the broad course of study for all students include, the need for standards aligned science curriculum TK-12, as well as content expert support at the District level.  In addition, SAUSD continues to address the challenge to support 71% of students entering our schools as English learners by providing them access to high quality designated and integrated English language development instruction.|In order to ensure students can access a broad course of study, SAUSD’s Multi-Tiered System of Support will utilize an Early Warning System along with a data dashboard to tailor interventions to address individual student needs.  SAUSD is in the early stages of reviewing Science and social studies curriculum to ensure all students have access to standards aligned science and social studies curriculum.  In addition, SAUSD is in the process of hiring one science curriculum specialist and one social studies curriculum specialist.|Met||2018
30666700101626|Edward B. Cole Academy|7|Edward B. Cole Academy (EBCA) partners with the community, nurturing and empowering lifelong learners, to achieve excellence in academics, 21st century skills, and personal growth. Our school’s vision is to prepare and motivate students to pursue higher levels of education, collaborate with families and stakeholders as our educational team, and to instill in our scholars a sense of responsibility and commitment to their community.  Edward B. Cole Sr. Academy provides all students with a rigorous standards-aligned curriculum, with elements of Project-based learning and provides a 1:1 student to laptop ratio.  Edward B. Cole Sr. Academy’s educational approach and programs (academic, life skills and character development program, integrated intervention and safe and family-centered school culture) are the reason why parents select our school for their child.   Edward B. Cole Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Edward B. Cole Academy’s educational program, outlined in its charter petition.   Edward B. Cole Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At EBCA, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in meet the Masters Art Program. There are no differences to accessibility to courses, across student groups at EBCA.|Currently, 100% of the students have access to a broad course of study and Edward B. Cole Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Edward B. Cole Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
30666700106567|Nova Academy|7|All students have access and are enrolled in a broad course of study offered at NOVA Academy, and over 50% of students graduate meeting a-g requirements.  Annually, NOVA Academy Early College High School tracks the number of students enrolled in Honors, AP, and college courses by grade.  From 2016-17 to 2017-18, enrollment in AP courses increased by 179%, while the pass rate on the AP exams remained the same (38%).  Enrollment in Honors courses increased 224% during the same time, and enrollment in college courses remained the same, at 227 in both 2016-17 and 2017-18.  Students with exceptional needs are served in AP, Honors, and college courses.  Students may start taking college courses as early s 9th grade.|Students qualify to take college courses if they earn a 2.85 GPA or higher.  Students are able to enroll in AP and honors courses at NOVA with either a teacher or counselor recommendation or parent request.  All students, including those with exceptional needs, are enrolled in the general, college preparatory curriculum.|All students are enrolled in a broad course of study in a college preparatory curriculum.  Some students struggle academically and are not inclined to enroll in honors, AP, or college courses.  All students participate in targeted tutorials and have access to teacher office hours for additional support to help raise grades.|NOVA Academy staff contacts a parent for each student with a grade below a C at each progress report to remind parents and students of the support programs available to help students achieve goals.|Met||2018
30666700109066|Orange County Educational Arts Academy|7|OCEAA uses several measures to support program improvement, including its charter petition, CAL Schools Surveys, Guiding Principles for Dual Language Education, and SWIFT Fidelity Inventory Assessment. OCEAA's charter petition outlines a broad course of study to be made available to all students regardless of language, ability, economic status, or other characteristic; all students participate in a broad course of study aligned with this foundational document. Data from our parent and student surveys provide information on their perceptions of program rigor and relevance.  Rubrics from the Guiding Principles for Dual Language Education help us implement best practices for biliteracy outcomes. The SWIFT Fidelity Inventory Assessment assists us in reflecting the implementation of inclusive practices and multi-tiered systems of support.|In Grades 1-6 all students participate in broad courses of study as evidenced by: 1) established instructional minutes and schedules that are aligned with a 90:10 dual language immersion program model; 2) initial literacy instruction begins in the partner language (Spanish), with formal English literacy instruction beginning in third grade; language allocation reaches 50:50 in 5th grade; 3) science and social studies content are integrated with literacy instruction; 4) health education is delivered in partnership with an outside agency as well as integrated during physical education time; 5) all grade 1-6 students have a weekly music class and a weekly arts rotation class; 6th grade arts rotations focus on applied multi-media arts; 6) integrated ELD supports ELs in all core classes taught in English; designated ELD time is scheduled in grades 1-3; 7) Resource Specialist Program teachers and paraeducators push into the regular education classes in order to provide support to students with disabilities as they receive instruction in the core classes; 8) differentiated instruction by classroom teachers throughout the day allows course access.  In Grades 7-8 all students are given schedules that include all courses of study as evidenced by: 1) established instructional minutes and schedules that include at least two core classes taught in Spanish to continue the dual immersion pathway; 2) health education is delivered in partnership with an outside agency as well as integrated during physical education time; 3) all grade 7-8 students have a have an arts elective; 4) Career and Technical Education is integrated into science, media arts, clubs and advisory; 5) integrated ELD supports ELs in all core classes taught in English; 6) Resource Specialist Program teachers and paraeducators push into the regular education classes in order to provide support to students with disabilities as they receive instruction in the core classes; 7) differentiated instruction by classroom teachers throughout the day allows course access.|Per its charter, OCEAA does not track or otherwise direct students away from access to a broad course of study. The dual immersion model promotes equity of access and academic achievement in two languages for both English learners and Spanish learners. A potential barrier is lack of knowledge about how to navigate high school and college preparation among our Title I and Title III parent populations to ensure that after leaving OCEAA their students are not losing access to a broad course of study. Both parent and student responses to questions about course relevance and access to meaningful work indicate students may not be fully accessing the curriculum due to lack of engagement. This data coincides with the identification of a need to increase content integration from our reflection on best practices for dual language program outcomes. Finally, our SWIFT FIA results show students may not be fully accessing the curriculum due to need for systematically applied differentiation and interventions in Tier 1 instruction.|High school and college navigation workshops will be scheduled as part of our Title I and Title III parent engagement programming. As part of ongoing curriculum mapping efforts, grade levels and grade spans will be supported to find meaningful content integration pathways and create opportunities for students to work on issues and topics that are relevant to their lives. This work is also supported by OCEAA's ongoing partnership with EL Education professional services and training from Cal State Fullerton in multicultural education. School Leadership Team members will attend Universal Design for Learning training this year in order to build capacity for subsequent teacher training in differentiated instruction.|Met||2018
30666700135897|Advanced Learning Academy|7|ALA has deliberately designed a core academic program that provides a broad course of study for all students. Specifically, the core program includes access to standards-aligned study in ELA, Mathematics, Science, Social Science, Visual and Performing Arts (beginning in 3rd grade), Health (beginning in 4th grade), and Physical Education.|In addition, ALA considers preparation for College and Career readiness to encompass a wide variety of pathways. While all students may not be on the same pathway, our already broad core academic program assumes access for all students to a pathway that culminates in college and career readiness. These pathways include CTE programs, Dual Enrollment programs, and other standards-aligned rigorous courses of study. At present, 28% of students at ALA-Early College are Dually Enrolled in classes at Santa Ana College.|Given the results of the self-reflection tool, barriers preventing the broad course study for all students included, the need for standards aligned math and science curriculum K-12, as well as content experts on staff to facilitate high school level math (algebra, geometry, algebra 2) and science (biology, chemistry, physics). At present, this metric is met by utilizing online courses with virtual teachers. In addition, ALA continues to address the challenge to support 32% of students identified as English Learners by providing them with access to high quality designated and integrated English language development instruction.|In order to ensure students can access a broad course of study, ALA’s Multi-Tiered System of Support will utilize an Early Warning System along with a data dashboard to tailor interventions to address individual student needs. ALA is working alongside SAUSD to review science and social studies curriculum to ensure all students have access to a standards aligned science and social studies curriculum. Additionally, ALA is in the process of hiring a high school math teacher.|Met||2018
30666703030723|OCSA|7|At OCSA we utilize the following measure to define and track student access to a broad course of study:  -A Curriculum Handbook that provides students with several opportunities to meet the A-G requirements -Coursework that includes English/Language Arts, math, science, social science, world language, health, physical education, and performance based or applied arts -199 courses that meet the UC/CSU entrance requirements -A-G Readiness Rate|All 7th-12th grade students have access to a curriculum handbook that provides students with several opportunities to meet the A-G Requirements for UC/CSU admission. We currently have 199 courses that meet the UC/CSU requirements.  100% of our students in 7-12 have access to courses in English/Language Arts, math, science, social science, world language, health, physical education, and performance based or applied arts.  We have a 91.6% A-G Readiness rate for 12th grade students overall and 73% A-G readiness rate for students with special services.|Given that all students have access to a broad course of study, there are not many identified barriers.  One barrier that may be preventing students from meeting A-G requirements is performance in upper level math and science classes, specifically Integrated III, Chemistry and Physics.|OCSA will continue to revise the Curriculum Handbook to ensure it provides access to a broad course of study for all students and find ways to create intervention/support classes for students to successfully complete upper level math and science classes.   Additionally, OCSA is researching a Dual Enrollment Program with Santa Ana College which may expand course offerings in the performing and applied arts.|Met||2018
30666706119127|El Sol Santa Ana Science and Arts Academy|7|El Sol Science and Arts Academy tracks all of its students and the coursework they are enrolled in through grade 8. In addition to enrollment figures and power school course tracking, teachers and administrators host trimester meetings to track and document any movement within and across classes. Schedules are made readily accessible to all staff and administrators via multiple outlets including power school, excel spreadsheets, bell schedules, and course syllabi. Lastly, in combination with locally designed assessments and benchmarks and Fountas and Pinnell reading, accelerated reader, Moby Max and writing assessments - students are placed in appropriate grade level coursework.|All students in grades TK-6 have regular and consistent access to mathematics, science, physical education, art/music, english/english language development and social studies (or as determined by grade level standards/codes). Students at the secondary level in grades 7 and 8 have grade appropriate instruction in all content areas in addition to access to electives. Students in grades 6-8 also have access to differentiated and accelerated coursework including  honors level classes and advanced level mathematics such as algebra and geometry. Students who need remediation, as determined by locally selected measures such as Fountas and Pinnell, benchmarks, and other assessments are assigned to classes that support and meet the specific needs and skills. Student progress is tracked throughout the course of the school year and schedule and coursework adjustments are made periodically to meet the needs of all student groups.|Providing students access to a broad course of study demands that our LEA takes into account multi-tiered systems of support. Although our program offers both in school and out of school resources to students such as an after school program, enrichment and extracurricular opportunities, pairing these tools with the proper need takes time. Therefore, some of the barriers include meeting the needs of all English Learners and their diverse language needs. Providing students with special needs in our dual language setting with access to highly qualified bilingual support personnel. Also, supporting families with diverse needs and providing them with the necessary tools to support their children in a language other than their own. Lastly, finding resources and personnel that understand the unique needs of our school community and that are prepared to support the socio-emotional needs of a changing student population.|Currently, our LEA is providing our teachers with intensive training in a multi-tiered systems of support. Recently, we have provided our teachers with the opportunity to attend and implant a conscious discipline approach to socio-emotional development and regulation. We have partnered with agencies in our community to support families and students with resources such as food and other day to day necessities. We are in the process of revamping our data dialogues and internal assessment system target specific student needs across grade levels, including but not limited to creating data teams and strong grade level teams. Lastly, we are in the implementation stage of teacher reflective learning walks and parent reflective learning walks to provide our students with opportunities to extend the learning both in and out of the classroom.|Met||2018
30666960000000|Savanna Elementary|7|All students enrolled in Savanna School District have access to a broad course of study.  The District has established the Standards for Achievement & Grade Level Materials used as a tool to ensure all students are engaged.  This includes unduplicated student groups as well as students with special and exceptional needs.|All students and teachers have access to standards and materials/textbooks in the following areas: ELA/ELD, Mathematics, History/SS, Science, Health, Physical Education, Visual and Performing Arts, and Technology. All materials align with the current content standards and the California academic frameworks, including goals, objectives, and expected outcomes at each grade level. The curriculum includes periodic assessments to monitor student learning in addition to administrator observations in classrooms. Additionally, there are intervention programs across K-6 and supplementals for exceptional needs students.  MTSS has been introduced integrating both RTI and PBIS to reach the whole child. Both academic and behavior supports are in place to encompass and reach each child.  English Learners are taught using both Integrated and Designated ELD instruction.  Students who are reclassified are monitored to ensure success.|Given the results, there is a barrier to access NGSS curriculum/materials.  As NGSS materials become available, the new curriculum will be adopted, followed by an adoption of History/Social Science materials. An additional barrier determined was social emotional well-being.  As social emotional well-being encompasses many aspects of student learning, we are challenged to help each and every child feel safe and emotionally ready to learn.|Based on results, there is a need for support in social emotional learning.  Savanna School District will implement a district wide SEL program to address these needs, in addition to our PBIS program in place. Savanna School District strives to create a learning environment that is equitable for all students to ensure access to a broad course of learning opportunities.|Met||2018
30667460000000|Westminster|7|Self-Assessment and Reflection Tools a. Comprehensive review of all course offerings in grades TK – 8 to include courses specified in CA Ed Code 51210. b. Middle School Master Schedules c. Student course enrollment review to ensure equitable access for all students to core curriculum and a broad course of study.|Summary of Findings a. All elementary schools offer the required courses in Ed Code 51210 and provide equal access to these courses to all students, including unduplicated student groups and students with disabilities.   b. Middle school master schedule provides access to most students to the required courses.   Unduplicated student groups that are enrolled in academic intervention classes are excluded from other elective courses due to the limitations of the master schedule.  Students with disabilities are allowed access to some, but not all, elective options.|Identify Barriers a. In elementary settings, a comprehensive visual and performing arts curriculum is not fully implemented.   Not all classroom teachers are not trained in this curriculum.  Adjunct physical education teachers and music teachers provide this course three hours monthly.  Several elementary teachers across the district have been trained over the past five years at all sites.  However, the curriculum is not fully integrated into the school instructional day by all staff at all grade levels. b. Most students in middle school have access to visual and performing arts electives.  However, students that are enrolled in academic intervention classes are sometime excluded from these electives.  In addition, students in SDC classes may not have access to the full range of elective options.|Informing the development of the LCAP a. Through the LCAP development process, stakeholders complete a LCAP survey and attend site and district meetings to review programs offered at each site and district wide.   b. The information from the stakeholders is used to prioritize goals and action items on the LCAP.   c. Course access action items are included in the LCAP review and revision process. Actions taken or in progress: 1. Dual Language Immersion Programs 2.  STEAM programs and Code to the Future Schools 3.  Arts Advantage District Trainer Of Trainer Teachers to increase integrated arts instruction in the elementary grades.   4.  Visual and Performing Arts program:  Cadre of music and PE teachers 5.  After school enrichment programs to allow more elective options for students in intervention courses and options for students with special needs.   6.  School innovation labs for project based learning to support learning across disciplines.|Met||2018
30736350000000|Saddleback Valley Unified|7|Our SVUSD Local Control and Accountability Plan (LCAP) Goal 2 focuses on Access to a Broad Course of Study.  LCAP Goal 2 metrics include: completion of UC/CSU “a-g” college entrance requirements, cohort graduation rate for all students and subgroups, students enrolled in a Career Technical Education (CTE) Pathway, and Advanced Placement (AP) exam results.  Additional measures include subjects on elementary report cards, elementary pacing calendars, and elementary and secondary school schedules.|Completion of UC/CSU “a-g” college entrance requirements has increased for 4 years (48.6% in 2013-14 to 53.4% in 2016-17).  The cohort graduation rate for all students (93%) is higher than Orange County (89.5%) and California (86.6%).  The cohort grad rate of subgroups varies from 73% for English Learners to 87.8% for Socioeconomically Disadvantaged.  In 2016-17 3,280 students were enrolled in a CTE Pathway, including 1,965 CTE Participant, 938 CTE Concentrator, and 377 CTE Capstone.  AP exam results have increased for the past 3 years in the number of students (1,888 to 2,179), number of exams taken (3,048 to 3,658), number of exams passed (2,282 to 2,835), and percent of exams passed (75% to 78%). Additional evidence of students being provided access to a broad course of study includes all subjects included on elementary report cards, elementary pacing calendars for all subjects, and all subjects documented in elementary and secondary school schedules.  Access continues to be a focus and we are pleased that access has continued to increase.|Barriers continue to be related to identifying the best use and implementation of limited resources (staff, support staff, time, funding, etc.).|Actions & services in our current LCAP plan to support access to a broad course of study include: development and implementation of an effective Multi-Tiered Systems of Supports (MTSS) prevention/intervention program, incorporating support for struggling readers grades 1-3, universal screener grades K-6, and on-track grade 9 program; expansion of social emotional learning curriculum and training for teachers; expansion of behavioral training for teachers and administrators; providing an effective College & Career Readiness infrastructure with counselor and guidance staff; increased access to, & awareness of, “a-g” approved courses and increased number of “a-g” course offerings; site-based support for unduplicated student subgroups; expansion of student learning opportunities via alternative & specialized programs (expansion of our virtual academy school and implementation of two new magnet programs); and increasing CTE program completers.  The SVUSD Assessment & Accountability website contains the Local Indicators Progress Report provided to the Board of Education at the 11/8/2018 Board Meeting and the data collected for the report: go.svusd.org/a-a|Met||2018
30736430000000|Tustin Unified|7|The Tustin Unified School District Board goals and priorities highlight the District commitment to ensuring that each student optimizes individual achievement through challenging and exciting curricula and inspiring personalized instruction. The District utilizes the LCAP to outline a broad course of study including programs for all students. Data from CAASPP; CALPADS; UC/CSU preparedness; SARC; College Board; District Checkpoints; the California Dashboard; graduation, attendance, and discipline rates; parent and student surveys; enrollment in special programs; along with Technology resources such as Aeries, Illuminate, and Naviance, ensure that all students are afforded opportunities to enroll in broad array of courses. The District supports high levels of student engagement through a variety of actions, including offering a wide variety of career technical education programs at middle and high school levels, elementary music, dual immersion and STEM programs, AVID programs, summer programs for low income K-8 students, GATE programs, access to technology for all students, robust extracurricular and sports opportunities, as well as wellness programs available at all levels.|All students within Tustin Unified School District are provided an opportunity to and enrolled in a broad course of study. TUSD is extremely proud of its graduation rate of 98%. Students are exceeding high school graduation requirements by completing the rigorous a-g coursework required by UC/CSU systems. 69% of high school seniors met the a-g requirements. TUSD plans to maintain its progress by providing all students with quality first time instruction of highly engaging strategies and supported by technology integration in the classroom.  Over the past 4 years the percentage of high school students taking four years of math classes continues to increase, with 79% of high school students taking 4 years of math and 68% taking advanced math courses. Also indicative of a broad course of study, the percentage of students, especially from underserved communities, taking AP exams and scoring a 3+ continues to rise; in the 2017-18 school year, 2260 students took 4711 AP exams;  while the number of students taking the SAT increased to 1691 from 954 two years earlier. The reclassification rate for English Language Learners continues to climb to 19% in 2017-18, while additional resources such as ASES after school tutoring is made available at all Title 1 schools to support student success. The emphasis on teacher professional development and teacher coaching enables educators to provide high quality instruction for students. Parents surveys indicate that parents appreciate the emphasis on student balance between rigorous academics and connectedness to school through extracurriculars, CTE pathways, arts, and athletics.  While students are offered a broad range of courses, an achievement gap persists for English Language learners, socioeconomically disadvantaged students, African American, Hispanic, and homeless students. In grades 3-8 these subgroups experienced a decline in CAASPP scores. The graduation rate African-American students at 91.9% is below the District average. TUSD has identified a need to increase systemic levels of support for the above-mentioned? students. All schools will participate in a review and revisions to their Multi-Tiered Systems of Support during the 2018-19 school year to ensure timely interventions and supports are provided to students in an effort to narrow the achievement gap.|Tustin Unified School District continues to provide a broad course of study for all students as indicated through various metrics. The District continues to invest in teacher professional development; coaching; STEM at all levels; elementary music programs; CTE programs; expand access to and participation in AP coursework and exams, the PSAT, and SAT; increase the number of students taking four years of advanced math at the high school level; increasing participation in the State Seal of Biliteracy; expanding the dual immersion program; ensuring access to summer enrichment and afterschool programs, extracurricular activities, and sports. Providing students access to a wide variety of curricular and extracurricular activities engages students in a broad course of study.|To ensure student success within the broad course of study offered through Tustin Unified School District, the District is addressing the performance gaps identified through the various measures. To begin, all schools will participate in a review and revisions to their Multi-Tiered Systems of Support during the 2018-19 school year to ensure timely interventions and supports are provided to students in an effort to narrow the achievement gap. English language learners will receive supports through increased instructional strategies offered through newly developed positions of English Language Coaches (ELC). ELCs will work directly with classroom teachers to increase effective instructional supports and monitor student progress. Additionally, secondary teachers will have an opportunity to participate in a two-year Language Academy focused on supporting the long-term language learners in core content classrooms. Traditionally, the District provide all 11th grade students free access to the PSAT, while socioeconomically disadvantaged students were offered highly discounted access to the SAT; to further support students in accessing the SAT the District is evaluating how to make the SAT available at no cost to all socioeconomically disadvantaged 11th and 12th graders. Using the metrics outlined in section 1, the District will continue to ensure not only student access to a broad course of study, but also provide the necessary supports for increased student success and achievement within the broad course of study.|Met||2018
30736500000000|Irvine Unified|7|1. What measures will the LEA use to assess itself? (data from 2016-17 unless noted) a. UC/CSU requirements (66.8%) b. Graduation requirements and graduation rates (96.8%) c. College/Career readiness (70.2% prepared, 14% approaching prepared) d. Career Technical Education Pathway offerings and completion rates (11 pathways, 3125 participants, and 840 completers in 2017-18) e. Blended learning offerings and participation rates by district and site (21 courses developed by IUSD staff and four in development, 806 participants 2017-18 and 1719 participants summer 2018) f. VAPA opportunities at all levels TK-12  g. IUSD Annual Survey results|During the past four years IUSD has focused resources and time on improving access for all students to a broad course of studies that exists across the district. An overview of measurement data indicates that while many students are performing at very high levels, the district needs to particularly focus on increasing access for the following groups: African American, Hispanic, socio-economic disadvantaged, and students with disabilities.  The district is most proud of the work that has been done to develop College and Career resources and programs and progress in developing blended learning opportunities designed and taught by IUSD staff. The addition of CTE pathways at all of our high schools and providing exploratory options at middle schools has also increased options for all students in accessing a broad array of courses.  Annual survey results show that students and parents indicate that they have access to programs, approximately 70% of students indicate that they have access to AP and advanced classes, blended learning and electives, athletics, and clubs and organizations.|3. Identify barriers that impact access to a broad course of study? a. Workload and grading practices b. Limited prevention and early intervention programs c. Enrollment size  d. Prerequisites to classes e. Teacher and student beliefs and mindsets f. Variety of electives offered  g. Reaching all subgroups including African American, Hispanic, socio-econmic disadvantaged, and students with disabilities|4. How will this information inform the development of the LCAP? The district will continue to engage site leaders and stakeholders in conversatoins on how to leverage resources to address barriers and develop practices and programs that will lead to ALL students having broad access to a broad course of study.  The continued funding of strategic LCAP programs and the addition of new programs and resources will assit the district in reaching this goal.   Explore funding new actions: • Implementation of Equal Opportunity Schools  • GradeSlam - online 24/7 tutoring opportunity for secondary students • Increase availability of College Readiness Courses  • District sponsered PSAT and pre-ACT testing • Expand flexible learning options such as blended/online learning and dual enrollment Consider district actions: • Review graduation requirements and other corresponding policies and practices • Professional Learning Communities explore grading practices, common assessments, prerequisites,  differentiation, and homework practices • Expand flexible learning options such as blended/online learning, CTE pathways, schedules, and dual enrollment|Met||2018
30739240000000|Los Alamitos Unified|7|Los Alamitos Unified School District provides students with a well-rounded education that includes robust course offerings.  During the 18-19 school year the District will be offering customized benchmarks that align with the scope and sequence for every math and English class in grades TK-8, 11 and Algebra I.  In addition, Los Alamitos High School has been named on the AP Honor Roll seven years in a row and has 65% of Griffin Graduates who complete at least one AP course.  The goal is for all students to complete A-G requirements by the time of graduation and the District currently has an A-G completion rate of 76%.  In the graduation class of 2018, Los Alamitos High School had 37% of students qualify for the State Seal of Biliteracy.  The district has a graduation rate of 84.9% for students with exceptional needs.  Los Alamitos High School has done a great job of increasing the number of CTE courses offered to students.  In the 17-18 school year Los Alamitos High School offered seven different pathways for students that included video production, child development, American sign language, engineering, sports medicine, computer science and fire technology.  The District also looks at the enrollment of students who take Algebra I in eighth grade as a predictor of the level of math students could complete prior to graduation.  In 17-18 the District had 51% of eighth grade students enrolled in Algebra I.  In grades K-5, the District uses Fountas & Pinnell assessments to measure students reading levels.  The Fountas & Pinnell assessment as well as other metrics are used to place students in the appropriate structured intervention.|Los Alamitos Unified School District prides itself in offering free bus transportation to students during the school year as well as during summer school.  In grades K-5, the Fountas & Pinnell assessment as well as other metrics, is used to recommend students for summer school. In grades 6-12 the District offers summer bridge programs to prepare students in English and math. In the summer of 2018, the District enrolled 9% of students for summer school in grade K-5, 9% in grades 6-8 and 12% in grades 9-12.  Of the 10% of students enrolled in summer school 2% of the students were socioeconomically disadvantaged and 7% of the students were classified as English Learners.|Los Alamitos Unified School District has a goal of all students completing A-G requirements.  Predictors of this are the number of students who successfully complete Algebra I in the eighth grade as well as students reading at grade level.  The District annually reviews CAASPP data for students in grades 6-8 who are not proficient in English or math.  These students are provided additional intervention to improve in English and math, so they can be successful in high school.|Based on the review of data for 17-18, the District decided to start a Secondary Math Collaborative that focuses on math at the 6-12 level.  This is a group of teachers and administrators who meet regularly to collaborate about best practices and explore math opportunities.  The goal of this collaborative is to discuss topics in math instruction, lead vertical discourse to maintain alignment in curriculum at all levels, bridge collaboration between math and science and provide mentoring for new teachers in grades 6-12.  In English, teachers in grades 6-8 have adopted Reading Plus with students to improve fluency, reading and comprehension.|Met||2018
30768930130765|Magnolia Science Academy Santa Ana|7|MSA-SA designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-SA strives to offer a well-rounded education to our students.  MSA-SA provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include AP US History,AP World History,AP Language & Composition,AP Stats,AP Computer principles All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-SA offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements. MSA-SA had a one-year cohort graduation rate of 100% last year where 100% of our graduates completed courses that satisfy the UC/CSU requirements.|MSA-SA  provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-SA will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-SA will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-SA will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-SA provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest.|2018
31103140000000|Placer County Office of Education|7|PCOE tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.   All secondary students participate in the development of an Individual Learning Plan that includes courses needed to support attainment of a high school diploma.  Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs      PCOE Court and Community programs offer access and enrollment in the areas identified as a broad course of studies as prescribed by Ed Code and Board policy.  All students, including unduplicated and students with special needs, have access to and are enrolled in a broad course study.       PCOE Court and Community schools typically serve students for less than one year. Students are placed in specific programs due to court order, expulsions, probation referral or voluntarily through the School Attendance Review Board (SARB) process.  The course needs of our students can be extremely variable due to the transient nature of the student population. Most students who attend these programs are not enrolled long enough to complete a Career Pathway or the UC/CSU requirements. Students do have access to A-G coursework through an available on-line platform, which also provides Foreign Language and Visual and Performing Arts courses. Several schools provide Career Technical Education courses and one school has a Career Technical Education Pathway in Information Communication Technology.  All students, including unduplicated and students with special needs, have access to and are enrolled in a broad course study.|All students have access to the same broad course of study.  In 2017-18, we expanded our CTE course offerings and our elementary site continues to develop robust performing arts enrichment courses.|Barriers preventing PCOE from maximizing broad course of study offerings to all students include our small and often transient student population.  Each student arrives with specific course requirements in order to attain a high school diploma.|Regular analysis of enrollment helps to inform PCOE as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.  PCOE will continue to broaden CTE course offerings and enrichment options and support Cyber High to support students in earning their A-G requirements.|Met||2018
31103140119214|CORE Placer Charter|7|All Core Placer students are enrolled in specific courses based upon student need, academic requirements, parent requests, and resource availability. The Pathways program is used as a LMS and as a SIS to create courses, register students, and keep track of academic accomplishments. Assessments via iReady,Acellus,core subject publishers are given to each student upon entry to the program and then at regular intervals to measure progress and determine placement needs. Each student has a PLT (Personal Learning Teacher) who meets with the student and family on a regular basis to review progress, prescribe learning activities, and make recommendation for support services. Parents and students have the opportunity to choose the courses and curriculum that best meets their learning styles and needs. Students identified as needing extra academic or social/emotional support are also assigned a learning specialist or additional support programs. Additional optional specific enrichment or remediation learning opportunities for students are offered on a weekly basis and students are encouraged to participate. Students in high school have access to a wide range of courses based upon interest and learning style including foreign language, the arts, technology, leadership, design, CTE and a-g courses. Student completion of courses are monitored by the individual PLT’s and the Director of Academics and Technology. Student progress is reviewed following each grading record period and revisions to the instructional program are made.|As stated above and measured by individual student Learning Records, Master Agreements and transcripts  via School Pathways, all students have access to a large variety of courses, including A-G, remediation, CTE and NGSS, that meet their individual needs and interests. In the core content areas, student growth is measured by iReady and Acellus, and for students with special needs, progress is measured by gains on special assessments as identified on their IEP's. In addition, due to the nature of the school, parents and students are encouraged to seek out local vendors to provide access to instruction and;or activities that are not offered directly through the list of subscriptions and materials, at the school expense. List of approved vendors are made available to all students and families upon entry to the program, and that list is constantly updated based upon need and availability.|The only barrier sometimes faced is that of internet access for students at home or transportation to enrichment/remediation activities and/or parent meetings. This was addressed in the 2018/19 LCAP and wireless MiFis are provided to those in need, while funds have been allocated to provide transportation to activities, events and meetings.|As noted above, Core Placer has allocated funding to provide  technology tools including wireless digital access to all online programs as well as additional funding to provide transportation to families to attend classes, activities, meetings and special events. In addition Core Placer continues to seek our vendors and programs to support student needs and interests.|Met||2018
31103140126904|Placer County Pathways Charter|7|Pathways Charter tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.   All secondary students participate in the development of an Individual Learning Plan that includes courses needed to support attainment of a high school diploma.  Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs      All Pathways Charter students in grades 1 – 8 are enrolled in a broad course of studies. Our elementary school offers access and enrollment in the seven areas identified as a broad course of studies as prescribed by Ed Code and Board policy.  All students, including unduplicated and students with special needs, have access to and are enrolled in a broad course study.       Pathways Charter secondary schools typically serve students for less than one year. Students are placed in specific programs due to court order, expulsions, probation referral or voluntarily through the School Attendance Review Board (SARB) process.  The course needs of our students can be extremely variable due to the transient nature of the student population. Most students who attend these programs are not enrolled long enough to complete a Career Pathway or the UC/CSU requirements. Students do have access to A-G coursework through an available on-line platform, which also provides Foreign Language and Visual and Performing Arts courses. Several schools provide Career Technical Education courses and one school has a Career Technical Education Pathway in Information Communication Technology.  All students, including unduplicated and students with special needs, have access to and are enrolled in a broad course study.|In Pathways Charter, we have one elementary and one secondary site.  All students have access to the same broad course of study.  In 2017-18, we expanded our CTE course offerings and our elementary site continues to develop robust performing arts enrichment courses.|Barriers preventing PCOE from maximizing broad course of study offerings to all students include our small and often transient student population.  Each student arrives with specific course requirements in order to attain a high school diploma.|Regular analysis of enrollment helps to inform PCOE as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.  PCOE will continue to broaden CTE course offerings and enrichment options and support Cyber High to support students in earning their A-G requirements.|Met||2018
31667616031009|Bowman Charter|7|Ackerman Charter School District uses two tools to measure and track the extent to which all students have access to and participate in a broad course of study. These are the annual CHKS survey administered yearly to parents, teachers, and all students in 5th and 7th grade, and our District Parent Survey that aides us in building our LCAP, and directing funding to meet the needs of all students. We also use data provided by CAASPP to help us make sure all students have access to programs that meet their needs.|Ackerman Charter School District is a small district serving approximately 600 students. Our measuring tools provide us with data that indicates how our students are performing, and what parents and families desire for their child's academic career. Since we have one school within our boundaries, the programs offered here are offered to all students as allowed by chronological age. For example extracurricular sports programs are only offered to 6-8 graders.|Since we are a small school district with only one school, we really do not have any barriers that prevent us from providing access to a broad course of study to all students. In the past facilities, amount of space has been an issue, fortunately we have successfully completed a brand new multi-million dollar building for athletics, band and choir.|In response to our selected measures, Ackerman has been able to provide cutting edge technology both in the classroom with voice enhancements, interactive BenQ boards, and in the students' hands with 1:1 Chromebooks at grades 1-8. We offer music education grades TK-8. Twice weekly in grades TK-4 and daily in grades 5-8. Wellness is also been indicated as a priority for our students, thus we offer Physical Education, taught by a credentialed physical education teacher TK-8 for 100 minutes per week.  In our middle school setting we continue to build our elective offerings that include culinary, coding, AVID, forensic science, sculpting, and STEAM courses. Our students' education is further enriched with the many field trips taken to bring learning to the of experiencing.|Met||2018
31667790000000|Alta-Dutch Flat Union Elementary|7|With Alta-Dutch Flat School having only 110 students enrolled, we are able to closely monitor and observe all students academic needs and access. We provide interim assessments in Math and ELA throughout the school year for grades 1-8. Also, we have developed enrichment opportunities with coding, conversational Spanish, and Destination Imagination as choices throughout the school year. All groups of students have equal access to course work and support. Along with teachers, aides work with students in small group settings and 1:1 as needed.|As mentioned earlier, having an enrollment of approximately 110 students offers our staff the ability to stay in close contact with all students. We have recently adopted TCI for the  history/social studies 2018 State adoption. Alta-Dutch Flat continues enhance our technology platforms with 1:1 chromebooks, classroom voice enhancement systems, and BenQ boards. These upgrades have created equal access for all students and offered more options for teachers during instruction. Also, the classroom settings reflect a commitment to collaborative learning with the addition of flexible seating and desk units that are built for groups and collaborative units within the classrooms.|Any barrier that may exist is due to the scope and size of our school. With a limited number of students, our teaching staff of 5 teachers have combination classes. Grades 1-2, 3-4, 5-6, 7-8, are all taught by individual teachers in a combo-class setting. Our school does struggle with enhanced curriculum needs such as a music program and academic electives. We do have enrichment opportunities which continue to grow in scope and involvement.|All students at Alta-Dutch Flat School have equal access to programs and courses of study. With the support of our teaching staff and aides, our students have hands-on, robust, and rigorous course work. Students do not slip through the cracks at our school. Each student at all grade levels are know by their first name. Parent support is helpful and welcome. Familes are important to us and are an additive ingredient to our formula of success. By having a small school and district, we are able to offer an educational experience for our students that is data-driven, evidenced based, and developed uniquely for each student's needs. RTi (Response To Intervention) for students who need additional academic support and pull-out, works to keep student needs top of mind. With the support of PCOE and the programs that are offered, our school continues to perform at a high level and each student has the opportunity for academic and socio-emotional support.|Met||2018
31667870000000|Auburn Union Elementary|7|In order to track the extent to which all students have access to, and are enrolled in a broad course of study, master schedules for school sites and daily schedules for classrooms will be utilized.  Teacher assignments will also be used for this purpose.|All students have access to and are enrolled in a broad course of study.  At the elementary level, TK-5, all students have access to all core content areas.  In addition, a certificated music and physical education teacher provide instruction to students mainly in grades 4 and 5.  In some sites, students in the primary grades also have access to instruction by these certificated staff members based on scheduling availability.  Through art docents, many students have access to art activities outside of the normal classroom experiences.  Through multidisciplinary units of study based on ELA/ELD standards, this is another way to provide students with access to a broad course of study.  At the middle school level, grades 6-8, students also have access to a broad course of study.  In addition to content area classes, students also have access to a variety of electives including music, choir, technology, drama, art, etc.  At all levels, students have access to additional activities outside of the school day through clubs and other opportunities such as Destination Imagination.|Due to limited resources and contractual obligations, not all students have equal access to the music and PE teachers at the elementary level.  Also, due to transportation and other factors, some students are not able to participate in after school activities.|We will continue to provide a broad course of study to all students and create master schedules accordingly.|Met||2018
31667870126664|Alta Vista Community Charter|7|With a modest ADA of 140 students, AVCCS is able to use the School Accountability Report Card to track the extent to which all students have access to and are enrolled in a broad course of study, including standards-aligned instructional materials, PE instruction, Art instruction,  supported through teacher and para-professional professional development in Project-Based Learning, Literacy, Social/Emotional Learning, and Standards-Based Assessment & Grading.|100% of AVCCS students have access to standards-aligned instruction in English/Language Arts, Mathematics, Science and History/Social Science and Physical Education/Health.  Additionally, 100% of AVCCS students have limited access to Visual and Performing Arts instruction and intermittent access to World Languages.|AVCCS is a small school serving each grade level with one classroom. Authorized in 2012, the charter school is just emerging from common start-up challenges such as building a reserve fund, fully populating each classroom to capacity, and adhering to district union contracts. As a result, limited discretionary funds and available space have had an impact on the breadth of VAPA and World Language offerings we are able to provide to our students.|In the 2016/17 school year, AVCCS developed a retinue of weekly enrichment offerings which are available to 100% of its students, including Culinary Lab, Life Lab, MakerSpace Lab, Forensics, Improvisation/Theater, Hip Hop Dancing, Multi-Media/Journalism, Coding and Robotics.  Some of these classes are offered year-round while others are on a weekly rotation.  AVCCS has invested in Sombrero Time Spanish Language curriculum and is actively seeking funding and an instructor to implement world language instruction in the coming year.|Met||2018
31667950000000|Colfax Elementary|7|In grades TK-8, we utilize the following measures to define a Broad Course of Study: Student Access to Board Approved Instructional Materials in English, Mathematics, Social Sciences, and Science Student Access to Visual and Performing Arts Instruction Student Access to Physical Education Instruction Student Access to Health Instruction The SARC is a data source that 100% of our students in grades TK-8 have access to curriculum-aligned instructional materials in English, mathematics, social sciences, and science. The master schedule provide a data source that 100% of our students in grades TK-8 have access to enrichment and specifically art. Additionally, individual teacher planners in grades TK-8 are a data source that illustrates student access to the performing arts.  Our Master schedule provides a data source for 100% of  students in grades TK-8 access receive physical education instruction.|As a one-school school district, we are fortunate to offer Physical Education with a fully credentialed teacher who provides PE for grades TK-8  school-wide weekly.  We are also fortunate to have been able to hire an art teacher for all students as well as an enrichment schedule in 6th-8th grade that provides STEM, Computer Science, Coding, Spanish and other electives each day.|As a small school, we feel fortunate to be able to provide both P.E. and Art to all students with credentialed teachers.  Barriers are difficulty finding part time employees with specialized credentials to serve on a part time basis.  Credentialed positions such as school nurse, special education, OT, APE , Math, Science, Foreign Lanaguage and Music are difficult to fill. With limited funding as a small school these must be part-time positions which make them difficult to fill.  .|We will continue to monitor the budget in order to be able to provide students access to a broad course of study at Colfax Elementary.  We will continue to strive to look for funding opportunities and collaborative efforts with nearby school districts to increase our course of study opportunities for enrichment and extension courses such as music and Spanish.|Met||2018
31668030000000|Dry Creek Joint Elementary|7|The Dry Creek JESD uses several methods to track and measure the extent to which all students have access to, and are enrolled in, a broad course of study.  In order to ensure our students have access and are enrolled, we build master schedules at both the 1-5 and 6-8 grade levels maximizing time in the school day for each course.  In addition at the middle school level, students are enrolled through our student information system, PowerSchool, and schedules are monitored closely by our school counselors and site administration in order to meet the needs of each student.  Yearly, we monitor enrollment of students in college and career aligned courses, Gifted and Talented Education and Advanced Math courses, which are reported in our LCAP, Goal 2.  Our students and parents are surveyed annually in order to gather feedback and help with the update and planning process of our LCAP.|Access to and enrollment in a broad course of study for all students is a focus for Dry Creek JESD.  The District has been diligently ensuring student groups across the District receive the highest level of services.   Our school sites serving both 1-5 and 6-8 work to create an optimal learning environment, in which students have access to and are enrolled in broad courses of study, as well as, receive intervention or enrichment services, to improve or increase access.  Each school site has a fully implemented Tier 1 program covering the required standards-based programs.  In addition, Tier 2 and Tier 3 supports are offered K-8 to ensure students have access to courses of study and are able to meet proficiency.  Our District schools serve diverse populations and our staff is diligent in working to meet their needs and ensure they are receiving the Tier I grade level curriculum.  Schedules are monitored and designed by counselors, teachers and administration to meet the individual needs of students.    Our 5 Title I school sites have additional staffing to support students with attaining grade level proficiency within their courses of study. Likewise, sites with high numbers of English Learner students have additional staffing and schedule designated English Language development instruction within the school day to support language acquisition without denying access to grade level courses of study.    In addition to required courses, DCJESD has implemented new college and career focused exploratory courses.  With the focus on Career Technical Education (CTE) at the high school level, DCJESD felt that it was important to build a pathway for our students connecting them to CTE courses.  All 6-8 students have access to Project Lead the Way courses.  These courses align with those of our feeder high schools and include Design and Modeling, Robotic and Medical Detectives.  The total number of 6-8 students enrolled has increased over the last two years.  The number of unduplicated students enrolled in the courses is monitored in LCAP Goal 2.|DCJESD currently provides a broad course of study for all students.  In developing programs, the District works to eliminate barriers that our students may face.  Some of these barriers include socio-economic status, English Learner needs, special education needs, homelessness, and irregular attendance.  In order to ensure these barriers do not prevent students from accessing broad courses of study, DCJESD provides numerous supports to ensure students participate.  Supports to increase access for our students include during the school day interventions and enrichments, SST processes, increased technology, counseling services, transportation, attendance support processes and teams and after school academic support. Supports specific to English Learners include Road to Reclassification, Pathway to Biliteracy, specialized English Language development instruction, Guided Language Acquisition Design (GLAD) training for staff District wide, home to school technology usage and additional after school support as needed.  At the 6-8 level, students with exceptional needs are supported in the general education classroom course through co-teaching.|DCJESD will ensure access to a broad course of study for all students.    Increased learning opportunities for college and career readiness to include but not limited to: Project Lead the Way Exploratory courses STEAM opportunities Advanced Math Pathway  GATE              Provide GLAD training for new and current TK-8 certificated staff; to include refreshers and a team of certified GLAD trainers.     Increase supports for students through our District-wide Multi-tiered System of Supports (MTSS).  Fully implement both Academic and Social-Emotional Tiered supports to ensure students access to their courses.  Funds will be given directly to sites in order to provide specific programs and supports to meet the identified needs of our EL, SED, Homeless, Foster Youth, and At-risk students.  Provide universal screener to be used for monitoring student progress throughout the year.  Funding to provide summer Academic Bridge program for at-risk and unduplicated students.  Implementation of multiple attendance awareness and support programs.  Provide professional learning to build general education and EL specialist capacity to teach ELD.  This will include training on the ELD standards, strategies, lesson design, use of Road to Reclassification process and integrated and designated instruction.  EL specialists will participate in regular monthly meetings to address improvement of our program, strategies and resources and build capacity within the team.    EL specialists will collaborate with general education teachers to build a co-teaching model at sites.  Site administrators will complete the Blueprints for Effective Leadership and Instruction for English Learners’ Future (BELIEF) modules.  Hanover Research will conduct EL program evaluation.  Provide teachers and students with technology tools and access to enhance and support the appropriate curriculum. Develop TK-8 year-long learning outcomes in order to integrate technology standards in all curricular areas.|Met||2018
31668290000000|Eureka Union|7|The district primarily utilizes enrollment data to determine access of all students to enrichments and electives, and also to special programs like GATE.  As a small school district, targeted attention and progress monitoring of access of typically underrepresented students is comparatively easy to perform.  SIS data report generation indicated increased enrolment in the Junior High Schools for such courses as Spanish, Band, Choir, and PLTW (STEM courses) because of zero period PE.  GATE program has manifested increased enrollment for ELs and SpEd students.  All K-6 students have access to Spanish instruction at 30 minutes, 2 times per week. LCAP surveys of parents are also a used as a tool.|100% of our K-6 students have access to World LAnguage via our K-6 Spanish Enrichment Program.  Our JHS Elective enrollments have improved by 5-10% because of our offering Zero-Period PE.  Access to GATE programs and services increased for SpEd (from 1 student last year to 6 students), EL (from 1 EL to 7 ELs) and SEDs (from 0 student to 3 students).|Funding is always a barrier, as increasing access and options ultimately mean additional FTEs and materials.  Our Spanish PRogram, for example, cost about 160,000$ per year to implement.  Our music program requires continuous investment in equipment.  Art and Band require volunteers and materials.  EUSD is fortunate that it has an educational foundation that supports enrichment.  Over the years, however, this support has decreased significantly.|The district has explored: -Other options to identify gifted and talented students and capture underrepresented populations -Expanding Zero Period so not only PE is offered, but possibly other enrichment programs/courses -Looking for creative ways to continue offering K-6 enrichment in Spanish.   -Offering Spanish II at the junior high|Met||2018
31668370000000|Foresthill Union Elementary|7|FUSD utilizes multiple measures/tools to assess the extent to which all students have access to and are enrolled in a broad course of study including observation, walk-through, the California Healthy Kids survey (Parents, Students, Staff), and feedback from parents, students and staff.|All students in the FUSD have access to a broad course of study.  All students have access to textbooks and all adopted curriculum.  All students receive access to the State Content Standards.  Teachers submit curriculum maps outlining their courses for the year to ensure all State Standards are being covered throughout the school year.  Additionally, students have access to music, art and dance through classroom studies and projects or field trips.  There is only one school in this district so no differences between school sites an be noted.   Each year FDS collaborates with the local high school to continue to build program to ensure a successful transition to the high school program.|FUSD has identified barriers providing access to a broad course of study for all students.  Foresthill Divide School is a rural school with an average enrollment of 390 students.  Several attempts have been made to hire and maintain VAPA (music/Art) teachers in order to provide stand alone classes.  FDS has worked in conjunction with the local high school to support music education also.  Knowing this is a concern for staff and parents, FDS has incorporated music and art into the classroom structure.  To maximize exposure to all subjects, students in TK-4th grade participate in a winter musical program, while 4th-8th grade students utilize classroom plays, dramatic readings, festivals/fairs, and field trips to bring music and art to the students.  TK-6th grade have art with an art teacher twice per month.  Dance in incorporated into the physical education program and students participate in a dance contest in the Spring.  6th-8th grades students participate in enrichment classes each Friday including technology courses.  All students have access to the on sight computer lab and/or one to one devices.  Sports programs are offered to 6th-8th grade students.  To support all students and families transportation is provided to most events outside of the district.  After school tutoring programs are available for all students 1st-8th grade.  However, due to transportation limitations not all students who should attend do as they would not have transportation after the end of the school day.|As mentioned above, knowing our deficit in visual and performing arts classes, FUSD has worked diligently to incorporate as many music, art and dance lessons into the general education classroom.  Students in SDC class and Resource join their peers for these lessons and participate fully in all special events.  Additional field trips, with provided transportation, are scheduled for students with special needs.  Having 43% free and reduced population, FUSD supports families that may struggle with payment for field trips.  All students have equal access to all events that are school sponsored.|Met||2018
31668450000000|Loomis Union Elementary|7|LUSD uses our student information system, Aeries, to enroll all students TK-8 into a broad course of study.  Aeries, is also used to track unduplicated student groups and their enrollment in offered courses.  In addition, Special Education Information System (SEIS) provides a more detailed look at course access for students with disabilities.|LUSD provides all students, in grades TK-8, access to core subjects (math, ELA, social studies, and science) as well as Physical Education, and health.  LUSD meets all state requirements for instructional minutes in these areas and aligns courses to California content standards and curriculum frameworks.  In addition, LUSD provides Spanish instruction for grades 2-8 and music education for grades TK-6 during the school day.  As elective courses, choir is offered for grades 4-8, and band for grades 7-8.  All LUSD schools, on an as needed basis, provide intervention to students during the school day to support their success in their educational program.  To determine which students are in need of intervention, LUSD staff uses a data driven decision making model called academic conferences to identify, analyze, and progress monitor students.  Academic conferences also focus on subgroups (such as English Learners and students with disabilities) in order to ensure access to the core curriculum.  In addition to these courses and structures in place at all sites, LUSD has additional supports that vary from school to school.  These differences include programs such as International Baccalaureate, Positive Behavior Intervention and Support, Title One, STEM, and additional visual and performing arts opportunities.|LUSD continues to work on removing language barriers for families of English Learners and meeting the social-emotional needs of all students in order to provide greater access to a broad course of study.|In order to increase access for students and families of English Learners, LUSD has added additional District English Learner Advisory Committee meetings and professional development around language acquisition instructional strategies for all staff members.  In order to address social-emotional barriers for our students, LUSD is currently working on an action plan of tiered supports.  Also, LUSD staff has increased communication with families in need of support through collaboration with local community resources.|Met||2018
31668450117150|Loomis Basin Charter|7|LBCS, as a school in LUSD, uses our student information system, Aeries, to enroll all students K-8 into our program.  Aeries is also used to track unduplicated student groups and their enrollment in offered courses.  In addition, Special Education Information System (SEIS) provides a more detailed look at course access for students with disabilities.|All students at LBCS have access to core subject, including Math, Language Arts, Science, and Social Studies. LBCS meets all state requirements for instructional minutes in these areas and courses align with California content standards.   Additionally, the Middle Years Program requires a minimum of 50 hours of instruction in all core subjects; Language and Literature, Science, Mathematics, Individuals and Societies, Spanish, Physical and Health Education, Design, and Art. The Charter School Director and IB Coordinator monitor class placement and course hours to ensure this standard is met yearly.|LBCS continues to work with LUSD to ensure that the needs of our English Language Learners and those with social-emotional needs are being met to ensure access to our educational programs.|In order to increase access for students and families of English Learners, LBCS works with LUSD to participate in the District English Learner Advisory Committee meetings and professional development around language acquisition instructional strategies for all staff members.  In order to address social-emotional barriers for our students, LBCS is working on an action plan of tiered supports with our school counselor and school psychologist.    Additionally, teachers meet with the principal two times yearly for academic conferences. During these conferences, all student data is analyzed and plans are put into place for students who are not growing at the rate we would expect. Each academic conference is followed by a progress monitoring meeting about 8 weeks later to check in on student progress and make changes to the plan if needed. If students are on an IEP or receive additional support, the support providers are included in the plan to support those students.|Met|The International Baccalaureate program is designed to be accessed by all students. It is part of the philosophy of IB that all students, regardless of primary language, learning disabilities, socio-economic needs should receive an education that provides the skills, knowledge, and qualities necessary to participate successfully and actively in their communities and beyond.|2018
31668450121418|John Adams Academy|7|The Academy uses a combination of tools to measure broad course access including but not limited to iReady, Lexile, Fountas & Pinnell,  Smarter Balanced Interim Assessments and Curriculum Map as well as a close review of supports and interventions for English Language Learners and unduplicated scholars.|At this time, there are no known deviations in access to or enrollment in the broad course of study offered at the Academy for all learners, unless specified by grade span appropriateness such as Latin Enrichment offered for grades 3-12. All scholars have access to or are enrolled in a broad course of study that includes, Art, Music, Visual and Performing Arts, Latin Enrichment (Grades 3-6), Latin (Grades 7-12) Science, Math, English Language Arts, History, Physical Education, Foreign Language (Grades 7-12) VAPA (7-12). The Academy will continue to offer its wide-ranging classical education to all scholars.|To date, the Academy has been able to offer a broad course of study for all scholars but reports indicate that the Academy will need to procure additional resources such as Chrome carts, EL resources and additional supports as interest and scholar populations grow.|The Academy has recently added a full time credentialed teacher to assist with EL supports and added an additional Secondary School Counselor to assist scholars with college readiness and class selection. The Academy will continue to add additional resources as identified needs arise.|Met||2018
31668520000000|Newcastle Elementary|7|Because of the small size of the school population, with all students in grades TK-8 totaling less than 500, and no more than 2 teachers per grade level, tracking our student enrollment in classes and courses of study is an uncomplicated process for the district and the school site.  Students are identified and tracked through the master schedule, Aeries, teacher credentialing and teacher assignments.  All students, including English language learners, foster and homeless youth, socio-economically disadvantaged students, and special education students are enrolled in the same classes and attend those classes side-by-side general education students without variation to experiences or curriculum unless specifically indicated through an IEP.|Using the master schedule, Aeries, and teacher assignments, the district is able to identify and track all students and placement within classes throughout the school year.  Because there is only one school site, both Newcastle Elementary and Newcastle Charter students experience identical access to the course of study.  The small school population ensures that students in each grade level are taught the same curriculum and that there is no variation to the courses they are enrolled in.  All students, including English language learners, foster and homeless youth, socio-economically disadvantaged students, and special education students are enrolled in the same classes as all general education students and differentiation takes place within the classroom at the direction and instruction of the credentialed teacher. Over the past two years all students have had increased access to Spanish and music classes as those have expanded the grade levels which they cover.  Courses of study have been board adopted, aligned with California Education Code and reviewed annually through the LCAP process.|Based on the results of the locally selected tools used to track student access to courses, the district has been able to ensure equal access to the required courses of math, social science, science, visual and performing arts, health, physical education, career and technical education and others, that prepares them for college and careers.  Because our school is a TK-8, it takes additional evaluation of grade level coursework to ensure students are receiving college and career lessons and many of them are integrated into the English language arts, mathematics, and science curriculum.  And while performing arts is a class for all TK-5 grade students, there is additional evaluation to ensure visual arts are taking place in the classroom and that 6-8 grade students are receiving performing arts integrated into the subject specific curriculum.  These are reflected in lesson plans and observation notes taken each trimester and are also reflected in development of the LCAP annually.|In response to the results that have been analyzed by the district, few revisions will need to take place.   First, a district form will be created to ensure access and equability to course access for the few pieces of the arts and college and career preparedness components that have been previously identified through administrator observations and submitted lesson plans.  And second, when reviewing the data provided by DataQuest, there were numbers reflected for the school site that did not match student population and this information, though not critical to our analysis, will be important to be disaggregated as previous data included charter schools that are now independent and should no longer be grouped into our information.|Met|Not applicable.|2018
31668520109827|Newcastle Charter|7|Because of the small size of the school population, with all students in grades TK-8 totaling less than 500, and no more than 2 teachers per grade level, tracking our student enrollment in classes and courses of study is an uncomplicated process for the district and the school site.  Students are identified and tracked through the master schedule, Aeries, teacher credentialing and teacher assignments.  All students, including English language learners, foster and homeless youth, socio-economically disadvantaged students, and special education students are enrolled in the same classes and attend those classes side-by-side general education students without variation to experiences or curriculum unless specifically indicated through an IEP.|Using the master schedule, Aeries, and teacher assignments, the district is able to identify and track all students and placement within classes throughout the school year.  Because there is only one school site, both Newcastle Elementary and Newcastle Charter students experience identical access to the course of study.  The small school population ensures that students in each grade level are taught the same curriculum and that there is no variation to the courses they are enrolled in.  All students, including English language learners, foster and homeless youth, socio-economically disadvantaged students, and special education students are enrolled in the same classes as all general education students and differentiation takes place within the classroom at the direction and instruction of the credentialed teacher. Over the past two years all students have had increased access to Spanish and music classes as those have expanded the grade levels which they cover.  Courses of study have been board adopted, aligned with California Education Code and reviewed annually through the LCAP process.|Based on the results of the locally selected tools used to track student access to courses, the district has been able to ensure equal access to the required courses of math, social science, science, visual and performing arts, health, physical education, career and technical education and others, that prepares them for college and careers.  Because our school is a TK-8, it takes additional evaluation of grade level coursework to ensure students are receiving college and career lessons and many of them are integrated into the English language arts, mathematics, and science curriculum.  And while performing arts is a class for all TK-5 grade students, there is additional evaluation to ensure visual arts are taking place in the classroom and that 6-8 grade students are receiving performing arts integrated into the subject specific curriculum.  These are reflected in lesson plans and observation notes taken each trimester and are also reflected in development of the LCAP annually.|In response to the results that have been analyzed by the district, few revisions will need to take place.   First, a district form will be created to ensure access and equability to course access for the few pieces of the arts and college and career preparedness components that have been previously identified through administrator observations and submitted lesson plans.  And second, when reviewing the data provided by DataQuest, there were numbers reflected for the school site that did not match student population and this information, though not critical to our analysis, will be important to be disaggregated as previous data included charter schools that are now independent and should no longer be grouped into our information.|Met|Not applicable.|2018
31668520120105|Creekside Charter|7|This is very easy for a small school such as Creekside Charter to ascertain.  We cap our classes at 22 students.  All students have an individual master teacher and the master teacher is responsible for administering the CA approved course of study in that grade.  As stated in Priority 1.  We annually look at CAASPP testing, internal assessment measures, and formal and summative testing in the respective grades to make sure students have access and are achieving at high levels.  Creeksie was designated as an honor roll school by Educational Results Partnership.  This honor roll status indicates our students are achieving at a very high level.|We utilized UDL and have provided professional learning in this area  We have an RTI support team as well as an interventionist  We support emotional access through our Nueva SEl program  Our curriculum is CA common core aligned  We support special education through our RSP and in conjunction with our authorizer and SELPA   All students have access to all CA core subjects, music, Spanish, art, and nature.   One area of growth would be health and sexual education standards.  We are currently partnering with an outside provider, but would like to do more PD in this area.|"I do not believe we have any barriers as all of our students have the same access.  This is indicated by our school scoring in all ""blue"" areas on the state indicators."|NA:  We have met this goal at 100%|Met||2018
31668520127928|Rocklin Academy Gateway|7|Rocklin Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies for all students in all grades.  This includes students with disabilities, socioeconomically disadvantaged, foster youth, homeless, and English learner students.|As a single LEA, as stated above, all students have access to a broad course of study.  There are no differences for any students or students groups in accessing a broad course of study at our school.|No barriers have been identified at this time which would prevent students from accessing a broad course of study.  We will continue to regularly evaluate our course offerings, class schedules, and master schedules to ensure that all students, including unduplicated student groups and students with disabilities have equal opportunities to access a broad course of study and meet standards for Priority 7.|Rocklin Academy will continue to provide a broad course of study to all students.|Met||2018
31668520138008|Golden Valley Tahoe|7|GVCS is under a mega waver from the CA Education Code and provides a much broader curriculum with a Waldorf approach.  Our daily schedule, report cards, and intervention programs all reflect a commitment to broadening the courses of study.|GVCS has a Waldorf course of study which includes all Common Core subjects, as well as practical arts, foreign language, drama, movement, fine arts, and music.  All students receive the same instruction.|Because charters receive a lower level of funding and have to cover high rent expenses, there is less money for additional programs.  However, no student is excluded from any program.|"GVCS maintains an array of general education and special education staff who can ""push-in"" to classes and make sure everyone has access."|Met|GVCS is a K-8 program.  We offer common core plus seven additional subjects within a week that all students have equal access to.|2018
31668860000000|Placer Hills Union Elementary|7|The District administers a variety of informal assessments to students and tracks progress throughout the year in the areas of math and ELA.|All students receive the interventions based on areas of need. Students are served in the least restrictive environment so as to have access to general education curriculum, and peers, while receiving appropriate support.|Small districts have greater challenges due to smaller numbers of students, but Placer Hills Union School District ensures all students have access to a broad course of study.|The District is always evaluating the effectiveness of current programs and how to improve services to students.|Met||2018
31668940000000|Placer Union High|7|Through the LCAP process, PUHSD has created three goals, along with individual actions that will be implemented those goals.  The goals include: 1) Increase number of students college, career, and life ready; 2) Strengthen the achievement of all students including special populations; 3) Provide a safe, healthy and engaged learning environment for all.  Within these goals are specific actions that address the issues of a broad course of study for all students.  To measure the progress in these areas, each site analyzes their outcomes using an LCAP Progress Tool.  This tool requires each site to identify their achievement in each action and provide data as evidence.  The analysis also includes data and evidence of our special population of students.|All of the PUHSD comprehensive sites offer a a broad course of study including the a-g courses along with a variety of AP courses, dual enrollment courses, CTE courses, and VAPA courses.  The larger schools, Del Oro and Placer, offer the broadest range of courses due to their size, while Colfax and Foresthill have fewer options.  The district has created distance courses with the goal of allowing students at different sites, especially the smaller schools, the opportunity to take courses they otherwise would not have had the opportunity to take.  These distance courses have included both AP courses and dual enrollment courses.  Even with the attempts to provide more opportunities for the smaller schools, logistical issues prevent access in its entirety.  Last year the district increased its dual enrollment offerings to 24 across the district and hopes to increase that number in the future.  Outside of the core content areas in 2018, PUHSD had 106 CTE courses, 21 AP courses, 19 VAPA courses, and 38 art courses.  Furthermore, 60% of all the graduates met a-g requirements, up from 54% the prior year, and 41% of our socioeconomic disadvantaged graduates met the a-g requirement, up from 35% the previous year. PUHSD has also taken measures to address access for special populations.  We have created co-taught classes in most of our core content areas so we can ensure our special education students are receiving the supports they need.  Along with co-taught classes, we also support the students with a Study Skills class.  Additionally, our EL students are also provided targeted support to ensure they have access to curriculum The counselors at each site conduct a diagnostic review of every student’s transcript before creating their schedule.  This process results in creating a master schedule that meets the needs of all of the students and ensures placement in courses that will help the students meet college and career requirements|The biggest barrier exists on the smaller campus and is a result of the logistical limitations of the master schedule.  Outside of the logistical barriers, the district has identified a number of courses in which students most often need to remediate due to D’s and F’s.  These course get students off the a-g track and also limit their ability to take elective courses.  The current barrier to increasing CTE courses is appropriate credentials.|PUHSD has a number of initiatives that have emerged as a result of our analysis of the data.  Last year, PUHSD  begun the process of analyzing our student outcomes in terms of course grades and its impact on access to courses and the ability of students to meet college and career requirements.  To this end, we have embarked upon analyzing our grading practices and implementing an initiative to ensure accurate and equitable grading.  PUHSD is also in the process of implementing a competency-based system which would increase student opportunity and access to a broad course of study.  Three of the four schools (Del Oro, Foresthill and Colfax) have either implemented an intervention schedule or are in the process. The intervention system targets students who need more time and support to meet course requirements.  The district is also in the process of revising expected learning outcomes (ELOs) to create a more uniform curriculum and allow for a more targeted and strategic intervention.|Met||2018
31669100000000|Roseville City Elementary|7|The Roseville School District utilizes a student management system to monitor and track course access for students in grades 1-8.  Site administrators, teachers, and site counselors work closely to monitor and evaluate each student’s placement to best meet his/her needs.  These considerations are based on student interest surveys, site data collection, and input from teachers and parents.  Annually the district surveys the parents and community in order to measure the level of satisfaction from the parents and students for the current course offerings as well as survey as to what suggestions they may have to improve our programs and course offerings.  This data is taken into consideration as we continue to plan for improvement and allocate our resources to meet the needs of our students.|The Roseville City School District site administrators, teachers, and counselors monitor and develop course schedules for all students in grades 1-8.  Students in grades 1-5 have self-contained classrooms where they are provided with a rigorous education that covers the Common Core State Standards, music, art, and PE.  These schedules are tracked through our Student Information System.  The course assignments/master schedule for students in grades 6-8 are closely monitored and audited by the site administrators, in order to provide equitable access and best meet the diverse needs of each student.  Throughout the 2017-2018 school year, Roseville City School District worked with the teachers and parent community to reevaluate access criteria for accelerated coursework in an effort to provide equitable access for participation.  The addition of AP History-Social Studies courses have been added for 2018-2019 at three middle school campuses.   The district has worked closely with each of the four middle school sites, as well as the feeder high school district, to develop Career Technical Education programs to better engage students and to encourage and support career pathways from middle school to high school and beyond.  There are additional specialized programs offered at a few schools throughout the district. Both Sargeant Elementary (in the certification process) and Warren T. Eich Middle School offer an International Baccalaureate program. Woodbridge Elementary, Vencil Brown Elementary, and Buljan Middle School offer Advancement Via Individual Determination (AVID) for their students.   The Roseville City School District annually surveys parents to gather feedback on levels of satisfaction with the course offering.  In the LCAP survey for 2017-2018, 69% of parents were pleased with the addition of world language course offerings and 84% of parents reported that the supports and opportunities provided within the Roseville City School District are very effective.|Through ongoing data analysis on state and local assessments, the Roseville City School District recognizes the challenges that socioeconomically disadvantaged students and English Language Learners struggle in reaching proficiency levels.  In recognition of this data, the Title 1 sites and four middle school sites have been provided with counselors in an effort to support student and family needs. The counselors reach out to families to support them in understanding courses, grading, homework, and provide resources. Middle school counselors continue to support socioeconomically disadvantaged students and English Language Learners in selecting rigorous courses, planning for a biliteracy diploma, and getting necessary intervention support.  Some of the obstacles continue to be engaging students in necessary interventions while being able to provide these same students with electives.    The Title 1 elementary sites have also participated in GLAD training in an effort to support their students more efficiently in reaching proficiency, and therefore providing more access and opportunity for their students in the future. Two of the elementary schools and one middle school are AVID trained in an effort to help students organize and prepare for rigorous coursework opportunities as they progress through middle and high school. Title 1 elementary schools have also added an assigned Intervention teacher at each site to help with students’ ability to access the curriculum, and professional development supports for teachers.   Annually parents and students are surveyed in order to measure growth in the area of course offerings as well as take in suggestions for future offerings.|For the 2018-2019 school year,  RCSD will offer more rigorous coursework opportunities to challenge students that are meeting or exceeding standards. In 2018-2019, all middle schools will provide: 7th and 8th-grade Pre-AP History-Social Studies opportunities at three middle schools. All middle schools will provide at least one Career Technical Education (CTE) elective class that offers hands-on training in a chosen program and real-world experience.  The middle school elective courses align with the feeder high school district's CTE pathways.  Every spring, academic data, and master schedules are analyzed by counselors to ensure that LI, FY, and EL students are both encouraged in face-to-face meetings and supported in signing up and successfully taking advanced middle school coursework.  RCSD will continue to have counselors at all four middle schools, and at the three Title I schools to support academic, behavior, and social-emotional needs.  RCSD will continue to have reduced class sizes for all TK-5 classes in Title I schools. RCSD will redesign and implement a comprehensive Student Study Team (SST) manual, including protocols and procedures, to ensure a coherent tiered support system for all students.  RCSD will provide an intense summer program for students entering Kindergarten for the 2018-2019 school year at Woodbridge Elementary School.  RCSD will increase intervention for Homeless and Foster Youth, by Youth Liaisons, in academics to ensure foundational resources, such as books and project resources, are in place for students to learn.  Both Kaseberg and Cirby Elementary School staff will be GLAD trained and certified to support the needs of English Learners better.  RCSD will provide Parent Institute for Quality Education (PIQE) to both qualifying immigrant education families as well as Low-Income families.|Met||2018
31669280000000|Roseville Joint Union High|7|The Roseville Joint Union High School District utilizes the graduation rate to monitor it's progress to insure all students have access to, and are enrolled in, a broad course of study.  The graduation course requirements adhere to state mandates and encompass 170 credits in a curriculum program that requires a range of 220 to 260 credits to earn a diploma.  This means students are expected to earn an additional 50 to 90 credits while in our school system.  Students are encouraged to pursue additional coursework that aligns with their post-secondary plans and prepares them for success.  Data regarding unduplicated student groups is disaggregated and monitored to insure appropriate measures are taken to close any achievement gaps that may exist.|The Roseville Joint Union High School District has examined data around graduation rates by school and by unduplicated student groups.  As a district the graduation rate for all students in the 2016-17 school year was 93.9%.  The English Learner graduation rate was 78.4%, the Homeless Student rate was 84.3%, the Socio-economically disadvantaged (SED) rate was 90.4%, the Students with Disabilities rate was 56.4%.  As you can see from these rates we have some work to do in the district to close gaps.  When we look at our comprehensive school sites we see the following unduplicated student graduation rates: Antelope = All Students 98.4, English Learners 94.7, Homeless 96.1, SED 89.8, SwD 75   Granite Bay = All Students 97.3, English Learners * , Homeless 66.7, SED 90.8, SwD 66.7 Oakmont = All Students 96.8, English Learners 86.4, Homeless 89.5, SED 95.7, SwD 50 Roseville = All Students 91.8, English Learners 47.8, Homeless 72.7, SED 86.1, SwD 54.3 Woodcreek = All Students 96.4, English Learners 76.9, Homeless 90.9, SED 92.2, SwD 51.9  The gaps by unduplicated student groups are apparent across the district and remedies to address the gaps are in progress.|"The Roseville Joint Union High School District is a traditionally high performing school district that regularly has graduation rates in the mid to high ninety percentiles, close to 94% in 2016.  The average graduation for the state of California according to EdSource is 83%. The efforts by the district to address the achievement gaps detailed in the previous narrative will have to overcome a certain level of complacency related to previous success. The understanding that meeting the needs of all students really means ALL students is a new challenge for the RJUHSD,  Author Jim Collins cites in his book, Good To Great, that for many organizations, ""good is the enemy of great""."|Culturally Responsive Teaching, Wellness Centers, Digital Equity|Met||2018
31669440000000|Tahoe-Truckee Unified|7|"Per the CDE, the four essential components of a strong curriculum are:  1. The standards, goals, and milestones for instruction; 2. The media and materials that provide multiple ways for diverse learners to access learning expectations; 3. The specific instructional methods and student engagement practices that tap into learners’ interests, offer appropriate challenges, and increase motivation; and 4. The means of assessment to measure student progress, identify students’ additional learning needs, and modify instruction.   TTUSD is addressing component one via a districtwide process of identifying and agreeing upon common priority standards for all subject areas and grade levels.  Priority standards represent the assured student competencies that each teacher needs to help every student learn, and demonstrate proficiency in, by the end of the current grade or course” (Ainsworth, 2013, p. xv). Supporting standards are “those standards that support, connect to, or enhance the Priority Standards."" From these districtwide priority standards, TTUSD has begun to develop proficiency scales for each priority standard. A proficiency scale is a learning progression used by teachers and students to determine a student's current level of progress toward meeting a priority standard. Proficiency scales indicate student achievement as it relates to a priority standard and uses a four-point system where a score of 3.0 means proficiency within a standard.  TTUSD is addressing component two and three via the adoption of standards-aligned instructional materials and integration of strategies that promote critical thinking. To date, TTUSD has adopted standards-aligned math materials and will be implementing standards-aligned materials beginning in the 2019-2020 school year. For other subjects such as Science, Physical Education, and History/Social Studies, educators continue to review and implement standards-aligned lessons and units developed by other districts across the nation. Component three is also being addressed by the focus on the TTUSD Instructional Framework for Student Learning. This framework outlines the district's vision of instruction and provides a frame for focused job-embedded professional development and goal setting.   TTUSD continues to address component four through the use of multiple formal and informal assessments. In addition to CAASPP student achievement data, educators use local assessments such as STAR Reading and Math, Fountas and Pinnell Reading Records, student writing, portfolios, and SBAC resources."|All students currently have access to a broad course of study, and with the improvements outlined above, TTUSD students across the district will have access to a guaranteed and viable curriculum to ensure no matter who teaches a given class, the curriculum will address certain essential content (Marzano, 2003).|There are currently no barriers to all students having access to a broad course of study.|See #1 above for an outline of actions the district will continue to develop and implement.|Met||2018
31669510000000|Western Placer Unified|7|WPUSD uses multiple measures to track the extent to which students have access to, and are enrolled in, a broad course of study.  ELEMENTARY Elementary teacher schedules are monitored to ensure students are getting instruction in all core areas.  Elementary Intervention/ELD schedules are reviewed to ensure, if a pullout model is used, all students have full access to ELA, Math, and PE.  Special Education pullout schedules ensure students with disabilities are accessing core to the degree that it is educationally appropriate.  WPUSD has science and music specialists at all elementary schools, guaranteeing access to music and science for all elementary students.  Their weekly instructional schedules note minutes of instruction by grade level.  SECONDARY Student course requests drive secondary master schedules, which encourages a wide range of course offerings.  Additionally, WPUSD’s graduation requirements guarantee that students participate in a take a variety of coursework throughout their four years in high school. Lastly, student enrollment in elective, A-G, and Honors/AP courses (and prerequisites) is regularly audited to ensure equitable access for all student subgroups.|The extent to which students have access to a broad course of study is consistent among grade-level spans and across all schools.  Some district-wide practices that impact students’ access to a broad course of study are as follows:  - Elementary students needing academic interventions are sometimes pulled out of music, social science, or science instruction. - Moderate-to-severe special education students have varying degrees of access to the general education setting due to their disabilities. - At the secondary level, mild-to-moderate special education students have traditionally been taught math and ELA in a self-contained setting, which has limited their access to grade-level appropriate coursework.  Over time this has impacted both our high school graduation rates and our A-G completion rates. - At the secondary level, intervention and/or ELD courses limit students’ electives choices, which decreases their access to VAPA, CTE, etc. - High school students attending continuation high school (due to credit deficiencies) have limited access to a broad course of study due to their shortened instructional day.  Over the past three years, the district has begun making changes to some practices in an effort to increase students’ access to a broad course of study.  WPUSD has made progress in the following areas: - implementing tighter parameters around when elementary students can be pulled from class for academic interventions/ELD - eliminating remedial, non-A-G coursework options for incoming freshmen and sophomores - offering co-teach classes in Math and ELA at the high school level for students with mild-to-moderate disabilities|There are some barriers that are preventing WPUSD from fully providing access to a broad course of study for all students.  First, students who need extra academic support in ELA and Math don’t have enough time in their school day to receive both the extra support and access electives courses. Second, the district would like to implement the co-teach model at the high school and middle school level; however, full implementation is costly.  Last, as WPUSD moves to mainstream more students with disabilities, there has been some staff resistance to the shift.|Most significantly, WPUSD is moving to change the high school graduation requirements to guarantee a more broad course of study for all students.|Met|As a district, WPUSD has always committed to a well-rounded education for its students.  We have science and music specialists at all elementary schools, and we maintained VAPA and CTE at grades 6-12, even when other districts were cutting during the recession.|2018
31669510135871|John Adams Academy - Lincoln|7|The Academy uses a combination of tools to measure broad course access including but not limited to iReady, Lexile, Fountas & Pinnell,  Smarter Balanced Interim Assessments and Curriculum Map as well as a close review of supports and interventions for English Language Learners and unduplicated scholars.|At this time, there are no known deviations in access to or enrollment in the broad course of study offered at the Academy for all learners, unless specified by grade span appropriateness such as Latin Enrichment offered for grades 3-12. All scholars have access to or are enrolled in a broad course of study that includes, Art, Music, Visual and Performing Arts, Latin Enrichment (Grades 3-6), Latin (Grades 7-12) Science, Math, English Language Arts, History, Physical Education, Foreign Language (Grades 7-12) VAPA (7-12). The Academy will continue to offer its wide-ranging classical education to all scholars.|To date, the Academy has been able to offer a broad course of study for all scholars but reports indicate that the Academy will need to procure additional resources such as Chrome carts, EL resources and additional supports as interest and scholar populations grow.|The Academy has recently added a full time credentialed teacher to assist with EL supports and added an additional Secondary School Counselor to assist scholars with college readiness and class selection. The Academy will continue to add additional resources as identified needs arise.|Met||2018
31669513130168|Horizon Charter|7|Horizon uses multiple measures to ensure students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  Recommended and state approved standards-based curriculum orders are tracked through the Curriculum Warehouse Center.  As an independent study charter school, each student's Master Agreement is tracked through the school’s Student Information System to ensure access and enrollment in a broad course of study for all students. For grades 8-12, a learning management system additionally tracks student access to curriculum and instructional needs by course of study.  The guidance department annually updates a thorough course catalog that includes elementary, middle and high school courses and requirements.  Additionally, the course catalog contains all information relative to graduation requirements, HS course pathways, dual enrollment/CTE offerings, Advanced Placement (AP), and CSU/UC admissions requirements.  Participation in all high school programs above are tracked within the guidance department. Guidance Counselors develop 4- year course plans for all high school students. A full sequence of UC and NCAA- approved courses are offered to high school students along with 5 Career Technical Education (CTE) Pathways. Grad Surveys are given and tracked through the guidance department annually and data is reviewed by the school community. Vendor and enrichment activity participation is tracked through the contract programs department in collaboration with the online purchasing system (OPS).  Student engagement in English Language Development (ELD) required instructional minutes are tracked through an online tracking form used by both teaching and administrative staff. Horizon has a developed Multi-Tiered Systems of Support (MTSS).  Through the use of Individualized Learning Plans, the school staff collaborate, track, and monitor student progress regularly. Interventions and student learning supports are tracked through MTSS and include the use of strategies and support of Universal Design for Learning (UDL).|All students have access to and are enrolled in a broad course of study using a variety of learning modalities including but not limited to:// textbooks, online classes, learning center classes, group educational activities and parent guided education activities .  As an independent study charter school, students have differing local opportunities within their geographical areas of residence.  For instance, students in Placer County have convenient access to learning center opportunities whereas students living in surrounding counties would incur a longer driving distance to access the same learning center opportunities.  Meet-ups and enrichment activity opportunities differ throughout each geographical region depending on vendor availability and field trip locations.  Students in more remote geographical locations may struggle to keep a strong internet connection given the landscape of their hometown.  This difference can impact the students ability to consistently access school online course opportunities.   To combat connectivity issues, the school issues wireless routers to students whom have internet connectivity issues.  While this has improved access, technology barriers still exist and the school continues to make progress annually to address such barriers.|Horizon faces a few barriers that impact access to a broad course of study for all students.  Technology/internet access, student geography, transportation, and parent participation have been identified as key areas of focus by the school.  Student’s with limited wifi or technology due to geographical home of residence face the greatest impact. Horizon’s primary method of English Language Development (ELD) utilizes an online platform.  If students struggle with internet connectivity their access to ELD instruction may be impacted.  Horizon enrolls students across 6 counties. All physical buildings operated by the school; including the learning centers, administrative offices, curriculum resource center, Lincoln Montessori, and warehouse all reside within Placer County.  This barrier could impact students who lack reliable and consistent transportation.  The school prides itself on parent outreach and strong lines of communication between school and home. An identified barrier the school experiences is parent participation in workshops, meet-ups, and school sponsored events. Sign-in tracking of parent participation has identified that parent participation is significantly improving but still remains an identified area for growth.|The following LCAP goals and actions have been identified to ensure access to a broad course of study for all students: LCAP Goal 1, Action 2- Continue to provide and improve English Language Development (ELD) support services to all English Language Learners. LCAPGoal 4, Action 7- Create a school wide Technology Plan that includes all school wide technology, training and customer service support.  LCAP Goal 5, Action 5- Refine, expand, and support the Parent Network.  LCAP Goal 5, Action 6a- Continue to increase and evaluate communication with all stakeholders by: improving communication with parents regarding the schools academic progress. LCAP Goal 3, Action 13- Coordinate opportunities for Early College/College Connection for high school students. LCAP Goal 3, Action 10- Some AP Exam fees for Horizon Charter School students enrolled in AP courses to be funded by the HCS Educational Foundation and College Readiness Block Grant.  LCAP Goal 3, Action 7- All high school core content areas will continue to be supported by CA standards-based curriculum available in both print and virtual formats.  Additionally, the school has implemented the following to ensure access for all students: 1)Increased bandwidth for the student mobile router/wifi access devices. 2)Purchase of a mobile unit to increase outreach and services to student in all geographical areas. 3)Purchase of Samanage (online IT ticketing and tracking system) to address technology needs. 4)Increased student access to science labs through the partnership with science vendors regionally. 5)Increased and improved services and supports for ensuring access to technology and curricular supports for Socio-Economically Disadvantaged students (SED). 6)Increased and improved services to students below grade level standards as defined by both state and local measures via MTSS. 7) Maintain and improve participation in school English Learner Advisory Committee (ELAC).|Met||2018
31750850000000|Rocklin Unified|7|Rocklin Unified ensures all students have access to, and are enrolled in, a broad course of study that includes adopted courses specified by California Education Code 51210 for grades 1-6 in English Language Arts/English Language Development, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education and other subjects such as Social Emotional Learning and Digital Citizenship as prescribed by the Board of Trustees in our Local Control Accountability Plan (LCAP).  Additional courses for grades 7-12 include World Language(s), Applied Arts, Career Technical Education and Driver Education (Education Code 51220). Some highlighted actions to accomplish this include: adopting standards-based curriculum, providing training to implement the curriculum with integrity, regularly monitoring student performance data, engaging in Professional Learning Communities, and providing a multi-tiered system of supports and interventions to ensure all students develop a foundation of enduring skills.  One tool Rocklin Unified uses as a means to understand the percentage of students who have access to, are enrolled in, and complete a broad course of study is the A-G Readiness Report as defined by the University of California (UC)/California State University (CSU) system’s A-G course completion available in the Aeries Analytics LCAP Dashboard, the district student information system. Students are disaggregated by group to indicate students’ ability, language, socio-economic and foster status to identify those students or groups who are on track for completion as well as those who are not on track for completion.  This data informs areas where the District and school sites can improve services and support to ensure equitable access for all student groups.|According to the A-G Readiness Report for 2017-2018, data shows 71.3% of students are accessing and completing a broad course of study across the district, with 66.2% at Rocklin High School, 78.7% at Whitney High School, and 0% at Victory High School. 58.6% socio-economically disadvantaged, 20% homeless, 11.1% English learners, and 8.5% of students with disabilities are accessing and completing a broad course of study according to this measure.  The gaps indicated provide an opportunity for RUSD to critically look at students’ experiences, collect data, and develop improvement cycles that result in meaningful change. Since this is the first time the District has monitored this data, progress over time will be measured going forward.|The District has established a secondary workgroup to identify the root causes and barriers to all students having access to and enrolling in a broad course of study to be college and career ready as well as meeting UC/CSU entrance requirements. Some of the barriers that have been identified include students who are in special education who take basic courses that do not meet A-G qualifications, as well as some students who are struggling with completing the second course of World Language.|Over the 2018-2019 school year, teams will begin participating in improvement science approaches in order to identify and enact possible interventions that can improve student access and success in A-G courses, specifically World Language(s). In addition, Rocklin Unified has investigated a co-teaching model for college preparation courses provided by general education and special education teachers to support students with disabilities. The District is also exploring best practices for teaching World Language’s, particularly for students who struggle with language processing. Finally, school sites are exploring ways to support students who are taking Integrated 1 Mathematics as 9th graders, and for improving interventions at the middle and high schools.|Met||2018
31750850114371|Rocklin Academy at Meyers Street|7|Rocklin Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies for all students in all grades.  This includes students with disabilities, socioeconomically disadvantaged, foster youth, homeless, and English learner students.|As a single LEA, as stated above, all students have access to a broad course of study.  There are no differences for any students or students groups in accessing a broad course of study at our school.|No barriers have been identified at this time which would prevent students from accessing a broad course of study.  We will continue to regularly evaluate our course offerings, class schedules, and master schedules to ensure that all students, including unduplicated student groups and students with disabilities have equal opportunities to access a broad course of study and meet standards for Priority 7.|Rocklin Academy will continue to provide a broad course of study to all students.|Met||2018
31750850119487|Western Sierra Collegiate Academy|7|Western Sierra Collegiate Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies for all students in all grades.  This includes students with disabilities, socioeconomically disadvantaged, foster youth, homeless, and English learner students.|As a single LEA, as stated above, all students have access to a broad course of study.  There are no differences for any students or students groups in accessing a broad course of study at our school.|No barriers have been identified at this time which would prevent students from accessing a broad course of study.  We will continue to regularly evaluate our course offerings, class schedules, and master schedules to ensure that all students, including unduplicated student groups and students with disabilities have equal opportunities to access a broad course of study and meet standards for Priority 7.|Rocklin Academy will continue to provide a broad course of study to all students.|Met||2018
31750850128561|Rocklin Independent Charter Academy|7|Rocklin Independent Charter Academy (RICA) ensures all students have access to, and are enrolled in, a broad course of study that includes adopted courses specified by California Education Code 51210 for grades 1-6 and in English Language Arts/English Language Development, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education and other subjects.  Additional courses for grades 7-12 include World Language(s), Applied Arts, Career Technical Education and Driver Education (Education Code 51220). Some highlighted actions to accomplish this include: adopting standards-based curriculum, providing training to implement the curriculum with integrity, regularly monitoring student performance data, engaging in Professional Learning Communities, and providing a multi-tiered system of supports and interventions to ensure all students develop a foundation of enduring skills. RICA continually monitors master schedule course offerings including core subjects and elective course offerings and works to provide students access to, and enrollment in, a broad course of study to the highest extent possible considering small school limitations of human and fiscal resources.|During the 2018-2019 school year, all students at RICA have access to core subjects, as part of the on-campus offerings as well as via OdysseyWare, part of our blended online learning solution.  Since students are on-boarded individually, the counselor and administrator can case manage students and address their individual needs, scheduling students into appropriate courses.|Identified barriers to providing access to a broad course of study include a students’ access to a variety of elective courses due to the limitations of human and fiscal resources available in this small school environment.  Students who desire access to a broader number of electives have the ability to enroll in a District’s comprehensive high school via the Academic Pass process.|RICA will annually monitor students’ access to a broad course of study to ensure the site is utilizing all avenues available within the school and school community to provide students with a variety of experiences that develop enduring skills, develop passion as learners, and ensure they are college and career ready upon graduation.  Additionally, RICA is working in conjunction with the neighboring High School to offer CTE opportunities for its students.|Met||2018
31750850137927|Placer Academy Charter|7|Placer Academy tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings and class schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the school’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|All Placer Academy students in grades K – 8 are enrolled in a broad course of studies with enrollment in the seven areas identified as a broad course of studies. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.|Barriers preventing Placer Academy Charter from maximizing broad course of study offerings to all students include a lack of time during the regular school day.|Regular analysis of enrollment in broad course of study courses helps to inform Placer Academy Charter as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
31750856118392|Rocklin Academy|7|Rocklin Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies for all students in all grades.  This includes students with disabilities, socioeconomically disadvantaged, foster youth, homeless, and English learner students.|As a single LEA, as stated above, all students have access to a broad course of study.  There are no differences for any students or students groups in accessing a broad course of study at our school.|No barriers have been identified at this time which would prevent students from accessing a broad course of study.  We will continue to regularly evaluate our course offerings, class schedules, and master schedules to ensure that all students, including unduplicated student groups and students with disabilities have equal opportunities to access a broad course of study and meet standards for Priority 7.|Rocklin Academy will continue to provide a broad course of study to all students.|Met||2018
32103220000000|Plumas County Office of Education|7|The locally selected measure is Education Code 51220: Access to/enrollment in a broad course of study (English, social science, foreign language, physical education, science, mathematics, visual and performing arts, applied arts, career technical education and automobile driver education). EC 51220|All Students: Met Unduplicated Pupils: Met Individuals with exceptional needs: Met|Throughout school enrollment, all students have access to a broad course of study.  Barriers include limited staffing and scheduling.|Master schedules and staffing needs are reviewed annually to ensure access to a broad course of study.|Met||2018
32669690000000|Plumas Unified|7|The locally selected measure is Education Code 51220: Access to/enrollment in a broad course of study (English, social science, foreign language, physical education, science, mathematics, visual and performing arts, applied arts, career technical education and automobile driver education). EC 51220|All Students: Met Unduplicated Pupils: Met Individuals with exceptional needs: Met|Throughout school enrollment, all students have access to a broad course of study.  Barriers include limited staffing and scheduling.|Master schedules and staffing needs are reviewed annually to ensure access to a broad course of study.|Met||2018
32669693230083|Plumas Charter|7|PCS offers many program options constituting a broad course of study (English, Social Science, foreign language, physical education, science, mathematics, visual and performing arts, career technical education, driver's education, and a diverse set of elective courses.  Courses are offered through a variety of venues including a comprehensive set of online curriculum, concurrent enrollment with local community colleges, small group instruction at the centers, A-G courses and CTE courses.  PCS offers equal access program options for all students, unduplicated students, and students with exceptional needs.  Upon enrollment and through regular meetings throughout the school year, students and parents are counseled as to the variety of program and course options available to them.  Selections are made as to which courses a student would like to take that will enhance their program as a whole.  Enrichment activities are offered at each of our centers with regularity.  These are offerings are reviewed annually, and families are surveyed as to their satisfaction with the course offerings. The tracking mechanism the school uses for enrollment in the variety of course options, is our school data base School Pathways.  Each student's schedule of courses is entered into the the program.|PCS has learning centers in three communities throughout Plumas County.  The center based programs in each community differ according to student need, although base core instructional programs are inherent to each center.  All students across our centers have access to any course offering at any site, as well as access to the comprehensive online curriculum and concurrent enrollment at local community colleges.  Because we are a Personalized Learning School, students and their families choose the courses and program options that best suit their needs.  All course enrollment is tracked in our student data base.|There are two primary barriers we face in ensuring comprehensive access to all course options, and they are internet functionality and transportation.  Aligned with our technology plan, we are systematically replacing outdated equipment to enhance our internet access, and we also seek each year to increase the capacity of our network in order to best support the many online course options available to students.   Transportation is the other barrier that can prevent students from accessing all courses available to them.  PCS does not offer regular transportation for students at this.  While we do not plan to do this on a larger scale, we have increased available transportation to students through school vans and the local transit system.  We are currently working with the local transportation company to provide discounted student bus passes.|As mentioned above, there are two barriers that affect access to the broad course offerings at PCS; transportation and internet.  We are take steps annually to improve our internet and network services, and while we do not plan to offer regular transportation for students, we have increased the available transportation and are seeking to offer students reduced priced bus passes through the local transit system.|Met||2018
33103300000000|Riverside County Office of Education|7|RCOE Alternative Education utilized Aeries course scheduling reports to analyze student enrollment in courses. Course approval forms are used to enroll students in the specific courses to meet their individual preferences for electives and the graduation requirements. All students, including unduplicated pupils and individual with exceptional needs, are enrolled in UC a-g approved core academic courses based on their age and credit completion. The graduation status report is used to monitor grade-level course completion of the courses in order to meet the required 200 credits for high school graduation.|For the 2017-2018 year, 100% of RCOE’s students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). RCOE Alternative Education utilized the Aeries courses scheduling report and the course approval form to ensure all students had access to a broad course of study across school sites. Transcript and graduation status analysis using the built in features in Aeries assist in the creation of ensuring that the courses offered to a student will specifically target their individual credit and college/career readiness needs.  The process of enrolling students includes the use of the RCOE Prospectus, Course Reference Guide, and the course approval form to ensure that students are enrolled in a broad course of study.|No barriers were identified.  Solutions are in place to utilize technology to overcome any geographical barriers that would exist across sites.|RCOE implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. RCOE Alternative Education provides English learners with challenging curriculum and instruction that maximize the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitate student achievement in the County Office of Education's regular course of study. Students who are classified as English learners shall not be denied participation in the standard instructional program of a school. The standard instructional program means, at a minimum, core curriculum courses, as defined in clause (i) of subparagraph of paragraph (6) of subdivision (b) of Section 33126, courses required to meet state and local graduation requirements, and courses required for middle school grade promotion. A middle school or high school pupil who is classified as an English learner shall not be denied any of the following: (1) Enrollment in a full course load of courses that are part of the standard instructional program. (2) Enrollment in courses that are not part of a school’s standard instructional program that either meet the subject matter requirements for purposes of recognition for college admission pursuant to Section 66205.5 or are advanced courses, such as honors or advanced placement courses, on the sole basis of a pupil’s classification as an English learner. Pursuant to federal law, the pupil’s course of study is designed to remedy any academic deficits incurred during participation and that the pupil’s course of study is reasonably calculated to enable that pupil to attain parity of participation in the standard instructional program within a reasonable length of time after he or she enters the school system.|Met||2018
33103300110833|River Springs Charter|7|Our charter petition requires students to be enrolled in a broad course of study.  To ensure this happens when K-8 students enroll, they are placed in the required courses of study.  For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas beginning as soon as possible.  This ensures that all students are not only enrolled in each required course of study, but also complete their graduation requirements with their cohort.  The school’s Math Placement Test (8th grade) ensures that students are placed into math courses that are appropriate for their skill level and provides the support or acceleration needed for each student.  In addition, the Director of High School Programs regularly reviews program schedules to ensure students are enrolled in a broad course of study.|The Math Placement Test (completed prior to 9th grade; preferably 8th) has shown that many students do not have the foundational skills needed for high school mathematics.  This finding also shows that SWD and EL students are disproportionately represented in this group.  Administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.|Barriers for math include: lack of a universal diagnostic, insufficient curriculum scaffolding, and inadequate access to tutors.  Barriers to passing the LOTE courses had been that the online course management portal was difficult to navigate, and scores were reported in bulk rather than assignment by assignment.  This made it difficult for parents and students to receive effective feedback on student achievement.  This is all currently being rectified by staff.|School leadership is in the process of implementing a system that identifies student needs, provides appropriate scaffolding, and brings them up to grade level in our 9th grade courses.  This will ensure that all students have the skills to enroll in higher level math courses.   The school also adopted Rosetta Stone as an option in the LOTE category.  Students are being much more successful in this program since its format and reporting features are much easier to both navigate and understand, and the program provides adequate support and resources for families who are on independent study.|Met||2018
33103300125237|Riverside County Education Academy|7|LCAP goal 1 seeks to ensure that students have access to courses that prepare them for college/career.  All RCEA core courses used to meet graduation requirements are A-G approved.  Students also have access to A-G approved electives, military leadership courses, and AVID.  These courses are available to all RCEA students including foster youth, English learners, and students with exceptional needs. Tools to measure the extent that students enroll and complete these courses include course requests, student schedules, 4 year plans, graduation/transcript checks, and UC/CSU A-G completion reports.|In general, students are enrolled in courses according to grade level.  For example, 10th graders are enrolled in world history, 12th graders in government. Each grade level enrolls in courses from different subject areas that meet graduation requirements and UC/CSU A-G requirements.  This is the same for special student groups.|The size of RCEA limits the amount of electives that can be offered within the master schedule.  Additionally, more resources are needed to offer a career/CTE pathway.|RCEA is working on establishing partnerships with Moreno Valley community college to give more students access to concurrent enrollment in college courses.  Research needs to be conducted to find a viable career/CTE pathway that works with community partnerships. As the student population grows in number, the master schedule can accommodate more elective courses.|Met||2018
33103300125385|Imagine Schools, Riverside County|7|All students have access to the following broad course of study:  ELA, SLA, Math, ELD, Science, Social Studies, Art, and PE.  The tools that we are using to track the extent to which students have access to a broad course of study is lesson plans and our school charter.|All students participate in the broad course of study at ISRC.  There is only one school site in our LEA.|At this time, there are no barriers preventing ISRC from providing access to a broad course of study for all students.|ISRC will continue to provide ELA, SLA, Math, ELD, Science, Social Studies, Art, and PE.  Teachers will continuously participate in professional development in these areas to assure a broad course of study for all students.|Met||2018
33103300128397|Come Back Kids|7|RCOE Alternative Education utilized Aeries course scheduling reports to analyze student enrollment in courses. Course approval forms are used to enroll students in the specific courses to meet their individual preferences for electives and the graduation requirements. All students, including unduplicated pupils and individual with exceptional needs, are enrolled in UC a-g approved core academic courses based on their age and credit completion. The graduation status report is used to monitor grade-level course completion of the courses in order to meet the required 200 credits for high school graduation.|For the 2017-2018 year, 100% of RCOE’s students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). RCOE Alternative Education utilized the Aeries courses scheduling report and the course approval form to ensure all students had access to a broad course of study across school sites. The process of enrolling students includes the use of the RCOE Prospectus, Course Reference Guide, and the course approval form to ensure that students are enrolled in a broad course of study.|No barriers were identified.  Solutions are in place to utilize technology to overcome any geographical barriers that would exist across sites.|RCOE implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. RCOE Alternative Education provides English learners with challenging curriculum and instruction that maximize the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitate student achievement in the County Office of Education's regular course of study. Students who are classified as English learners shall not be denied participation in the standard instructional program of a school. The standard instructional program means, at a minimum, core curriculum courses, as defined in clause (i) of subparagraph of paragraph (6) of subdivision (b) of Section 33126, courses required to meet state and local graduation requirements, and courses required for middle school grade promotion. A middle school or high school pupil who is classified as an English learner shall not be denied any of the following: (1) Enrollment in a full course load of courses that are part of the standard instructional program. (2) Enrollment in courses that are not part of a school’s standard instructional program that either meet the subject matter requirements for purposes of recognition for college admission pursuant to Section 66205.5 or are advanced courses, such as honors or advanced placement courses, on the sole basis of a pupil’s classification as an English learner. Pursuant to federal law, the pupil’s course of study is designed to remedy any academic deficits incurred during participation and that the pupil’s course of study is reasonably calculated to enable that pupil to attain parity of participation in the standard instructional program within a reasonable length of time after he or she enters the school system.|Met||2018
33103300128777|Gateway College and Career Academy|7|"GCCA uses the annually reported ""college units at graduation"" metric to measure progress on this indicator."|GCCA students have access to a broad course of study no matter which demographic groups or special programs they may belong to. One of the most beneficial features of our early college design is the tremendous access to high quality courses offered by our community college partner. All students have access to the general education high school level courses offered by the charter school and the entire Riverside City College catalog of courses. Students are able to access different types and quantities of courses depending on what they have already completed at previous high schools and if they have a particular college/career pathway that interests them. School counselors put together individualized educational plans that move students toward meeting graduation requirements while earning as much relevant college credit as efficiently as possible. EL students and students with disabilities have equal access to all courses and have assigned support personnel to help them maintain access and have success.|There are no barriers currently identified.|GCCA is focused on increasing the number of college credits completed while students are in the school. The average number completed for the 2018 graduating class was 15 credits, our goal is to have that number rise to at least 20 credits.|Met|This indicator is not particularly well suited to be applied to a school such as GCCA, where students arrive after falling off track from graduating in traditional schools. Students arrive with an average of 90 high school credits completed by their 12th grade year, severely credit deficient and with lots of gaps on their transcripts. The GCCA counseling faculty work on identifying the most efficient and engaging educational plan for each individual student, making each course of study somewhat unique.|2018
33103300134320|Riverside County Education Academy - Indio|7|LCAP goal 1 seeks to ensure that students have access to courses that prepare them for college/career.  RCEA  core courses used to meet graduation requirements are A-G approved. Students also have access to military leadership classes, AVID, and other electives. These courses are available to all RCEA students, including foster youth, English learners, and students with exceptional needs. Tools to measure the extent that students enroll and complete these courses include course requests, student schedules, 4 year plans, graduation/transcript checks, and UC/CSU A-G completion reports.|In general, students are enrolled in courses according to grade level.  For example, 10th graders are enrolled in World History, 12th graders in government. Each grade level enrolls in courses from different subject areas that meet graduation requirements and UC/CSU A-G requirements.  This is the same for special student groups.|The small size of RCEA limits the amount of electives and sections that can be offered within the master schedule.  Additionally, more resources are needed to offer a career/CTE pathway.|RCEA is investigating ways to establish a partnership with College of the Desert and adopt a career/CTE pathway.  As the student population grows in number, the master schedule can accommodate more elective courses and sections.|Met||2018
33103300136168|Temecula International Academy|7|All of our scholars, K-7 are receiving a broad course of study at Temecula International Academy. French is provided daily for all of our K-3 students.  4th grade-7th grade is offered both French or Spanish and makes the decision which pathway to choose during the first week of school.  Our French and Spanish is aligned with the California State Framework.  Teachers are required to submit detailed lesson plans and utilize our AERIES program to document grading.    In order to measure our ELA and Math performance, all of our scholars take the MAP assessment twice a year.  Also, each student, grades K-7 take the iReady Diagnostic during the first week of school, utilize the program on a daily basis, and work with their teacher to set goals based on their growth monitoring assessments. Our teachers all received training and staff development with both assessment programs.  For Math, we follow the Eureka-Great Minds program.  We have already tracked and documented significant growth and success with our iReady results and our scores on the Spring CAASP (Grades 3-6) in the spring of 2017.  For ELA, we utilize the Lucy Caulkins Reading and Writing Program as well as Classical Roots.  In addition to these two programs,  we are piloting a comprehensive ELA program that is closely aligned with the California State Standards.    Our teachers also provide one-on-one personalized learning plans for each student and all students lead their conferences in September and in March.|Our middle school program is designed with subject matter teachers and is not self-contained.  For grades 6th and 7th, our students have a Humanities, Science, and Math instructor.  They also take Foreign Language and have elective options (Journalism, Yearbook, Performing Arts, Ed Tech.)|n/a|All of our teachers work closely with all learners.  We are offering more intensive ELD time this year as well as before and after school tutoring for all students.|Met||2018
33103300137836|Pivot Charter School Riverside|7|Pivot Charter School uses multiple online curricula across its grade spans that is able to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a board course of study for each grade span and all student groups.|Elementary students access core coursework online and additional coursework while attending the on-site program at the resource center. The elementary teacher is able to supplement the online curriculum with projects, group work, and topics not covered by the curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental program. For the 2018-19 school year, Pivot Charter School is adopting a new curriculum for its elementary students that will also provide access to art and music courses online.  Middle school students access core coursework online and additional supplemental courses when attending the on-site program at the resource center. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental courses. For the 2018-19 school year, Pivot Charter School is adopting a new curriculum for its middle school students that will also provide elective courses to students online.  High school students access core coursework online and additional supplemental courses when attending the on-site program at the resource center. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental courses. For the last few years, Pivot Charter School has been offering high school students a wider variety of courses that span the CTE, technology, and VAPA categories.|Elementary students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study. Additional elective courses offered through the new curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s virtual students. Field trips are offered to all students and encouraging virtual students to participate in these field trips is another way to create excitement around attending the on-site program at the resource center.  Middle school students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study. The new elective courses offered through the new curriculum can help provide a broader course of study to Pivot Charter School’s virtual students. Field trips, clubs, and workshops are offered to all students and encouraging virtual students to participate in these is another way to provide access to a broad course of study.  High school students that don’t attend the resource center program have the greatest barrier to accessing a board course of study. Field trips, clubs, and workshops are offered to all students and encouraging virtual students to participate in these is another way to provide access to a broad course of study. Additionally, Pivot Charter School encourages all high school students to concurrently enroll at their local community college and provides access to a college counselor to help them apply.|Pivot Charter School has already adopted new curricula for both the elementary and middle school grade spans. Previously these grade spans had no options for elective courses and only had access to the core courses. Starting in the 2018-19 school year, all students will have access to elective courses online. There is no policy that a student must take an elective course but that may be considered in the future.  Pivot Charter School has also expanded its on-site elective options, offering high school credit for courses like Work Experience, Excursions, and others. Offering credit for these courses encourages students to participate in a broader course of study.|Met||2018
33103300137851|Julia Lee Performing Arts Academy|7|We use enrollment data, class rosters, student surveys, parent surveys, cumulative file reviews, and individual conversations to ensure that all students are enrolled in a broad course of study.|All JLPAA students are enrolled in the same broad course of study, regardless of grade span, unduplicated groups, or disability status.|There are no barriers preventing us from providing access to a broad course of study for all JLPAA students.|We will continue to offer our entire program to all JLPAA students.|Met||2018
33103300137869|Excelsior Charter School Corona-Norco|7|Excelsior Charter Schools Corona-Norco (ECSCN) employs a dedicated Staff Mentor who reviews transcripts and course placement for graduation requirements and A-G completion while considering special education plans and AB 216 eligibility; Personal Life Plan completion by grade level which includes: Education Plans, College/Career Readiness Indicator check sheet, CAASPP scores, and other post secondary goal items.  All students have access to the entire course catalog and are encouraged to complete a college ready course of study. In addition, ECSCN offers a plethora of enrichment opportunities including, but not limited to, video game design, entrepreneurship, engineering, visual and performing arts, and medicine.|Course audits conducted on every student to ensure they are properly enrolled in a broad course of study.  Every student meets with a credentialed teacher monthly for plan and review what Excelsior refers to as the Personal Life Plan (PLP).  This plan is developed with input from the educational team consisting of the parent, student, and credentialed teacher centered around the students interests, learning styles, and aptitudes.  The plan is maintained throughout the student's academic career at ECSCN.|Barriers include: parent transportation, parent schedules, reading levels, student motivation, student academic readiness, students who do not have a defined Personal Life Plan, home language, student mental health and/or trauma, students who face outside challenges: socioeconomic, family, foster, unaccompanied, homeless.|Excelsior Charter Schools Corona-Norco provides bus passes, provide reading and math assessments, ELPAC testing, PLP rewards, performance recognition and rewards, Test to Be the Best academic incentive program, relationships with local resources: crisis team, TAY center, 24 hour walk-in clinic, school McKinney-Vento Huddle with county resources, DMCC counseling on school site, NSLP program, student clubs, athletics, ASB, and other electives, following all AB 216 mandates and continuous education for staff.|Met||2018
33103300138024|Journey|7|Student schedules, organized by grade level, are used to track the extent to which all students are enrolled in a broad course of study.|Students with exceptional needs and unduplicated student groups receive the exact same access to all courses, and are enrolled in identical courses, as their peers that are not part of those groups. The school does not differentiate between student groups for course access. All students in the same grade level receive access to, and are enrolled in, the same course of study. Additional academic support is provided to unduplicated student groups and individuals with exceptional needs during an intervention period scheduled during the regular school day.|We do not currently have barriers to providing a broad course of study for all students.|The LEA will not be implementing new actions this year, as all students have access to a broad course of study, as outlined in the charter petition.|Met||2018
33103300138602|JCS - Pine Hills|7|JCS-Cedar Cove keeps data on English Learners to ensure they have access to designated ELD time and curriculum. Reclassified English Learners are tracked for two years using local assessments, and as needed, additional supports are put in place. Special education staff ensure that all students with disabilities have access to grade level curriculum through the IEP team process.|"JCS-Cedar Cove uses local assessments to track student progress and provides ""drill down"" assessments to identify areas of need for tiered support. Home study: ELD students meet weekly online with the EL coordinator to assess their oral language skills. Students with IEPs come to learning centers to receive services, and special education staff work with EFs and parents to ensure students have appropriate grade level curriculum in addition to intervention curriculum. Home study students in need of additional support are encouraged to come to learning centers for tiered support. Academies: ELD time for English Learners is integrated into the class so students remain integrated throughout the day. Students with IEPs and students in Tier 2 support for MTSS receive as much support in the general classroom as possible to increase access to general education curriculum."|The only barrier to ensuring access to a broad course of study comes from the willingness of home study parents to implement interventions recommended by staff. Our team continuously refines our MTSS through communication and professional development to ensure students are making progress.|At our October forum professional development was completed for all staff on the following topics: MTSS; trauma-informed practices; the needs of unduplicated groups (English learners, foster/homeless youth); 504 accommodations; special education accommodations & modifications. Additional training will be provided for teachers with English Learners to look at ELPAC tasks in relation to the ELD and ELA standards.|Met||2018
33669770000000|Alvord Unified|7|Alvord Unified School District uses quantitative and qualitative measures such as elementary classroom schedules, course offerings, and secondary master schedules to track the extent to which all students are enrolled in a broad course of study.  In addition, Student Information Systems tracks enrollment in courses and shares the reports with schools.  These course enrollment reports are beneficial in tracking access based upon grade spans, unduplicated student groups and students with exceptional needs.|All Alvord students in grade TK- 5 are enrolled in a broad course of studies.  All elementary schools offer access and enrollment in the seven areas identified as a broad course of study.  Elementary students can access music education both within and outside of the school day.   All secondary students in grades 6-12 have access to a broad course of studies within their school offerings.  Each comprehensive high school offers different and specific pathways and programs within a course study.  Students also have access to participate in Honors, Advanced Placement, and International Baccalaureate courses.  Over time, AUSD has increased the number of options students have in selecting specific courses that meet he broad course of studies parameters. AUSD has significantly enhanced the offerings available to students.  Visual and Performing Arts offerings within schools across the district to expand opportunities for students to access a more robust fine arts curriculum.  There has been an increase in Career Technical Education pathways, as well as the inclusion of College Credit courses being offered.  Dual Language Immersion continues to serve as a value added offering for our students.|Barriers preventing AUSD from maximizing broad course of study offerings include the length of the school day, program participation by students, and the number of available periods in the school day.|n response to addressing the barriers, AUSD is investigating online course options for initial credit to expand the time and length of day students have to access their courses.  AUSD is also investigating tools to analyze transcripts in an automated fashion, thereby allowing the counselors and other support personnel to work directly and individually with the students who are at-risk of not accessing and/or succeeding in a Broad Course of Study.|Met||2018
33669850000000|Banning Unified|7|Banning Unified School District (BUSD) tracks progress in meeting Priority 7 standards by reviewing course offerings, and student enrollment in all classes annually.  The District Office also takes an active role in collecting and reporting data in regards to student groups enrolled in a wide variety of classes in order to assure that all students are allowed equal access to a broad selection of courses.|For the 2016-2017 school year we had 194 students in Honors/Advanced classes, 275 student in Advanced Placement (AP) classes, and 492 students in Career Technical Education classes (CTE).  In the 2017-2018 school year we BUSD had 304 student in honors/ advanced classes, 309 student in AP classes and 309 students enrolled in CTE classes. All BUSD students are enrolled in a broad course of studies.  Each elementary school site focuses on the course of study addressed in California Education Code 51210, which includes English, Math, Physical Education, Science, and Social Studies.  BUSD also offers a Dual Immersion program at Central Elementary to all students entering our school district.  Nicolet Middle school also offers the Dual Immersion program with classes in History and Math for the 16-17 school year and in Math and Science for the 18-19 school year.  Pathway awards are given to students in fifth and eigth grade in recognition of their bilingualism and biliteracy skills.  Nicolet Middle School offers honors classes in History, Math, Language Arts and Science as well as Robotics, Virtual Enterprise, Choir, Drama, Orchestra and Band.  Banning High School (BHS) offers Advanced Placement courses in the following: Physics, Biology, Chemistry, World History, Psychology, Physics, Spanish Language, U.S. Government, and English Literature and honors classes in: Biology, English 9, English 10, Chemistry, and Biology.  BHS offers the following Dual Enrollment courses: Spanish 101 and 102; English 101, 103, and 111; Math 105, 110, 211 and 212; and History 111 and 112, as well as a CSU Expository Reading and Writing Course.  BHS also offers Career Technical Education pathways in Entrepunerership, Protective Services, Patient Care, Building Trades and Construction, and Production and Managerial Arts.  The State Seal of Biliteracy is also offered to all eligible students at the High School.|Banning Unified offers a wide variety of courses that are available to all students.  There are no barriers at this time.|Banning Unified offers a wide variety of courses that are available to all students.  There are no barriers at this time.|Met||2018
33669930000000|Beaumont Unified|7|Beaumont Unified School District students are exposed to a variety of courses.  All students have the ability to enroll in Career Technical Education (CTE) courses including Law Enforcement, Culinary Arts, Medical Technology, Coding and Gaming, Engineering, Sports Medicine, Virtual Enterprise, Business Math, Digital Media Production, Robotics, Underwater Sea Perch, Computer Science, and Project Lead the Way (PLTW) Design and Modeling.  Furthermore, we offer Visual and Performing Arts (VAPA) courses including Choir, Stage Production, Theater, Digital Art, Studio Art, 3D Art, Music Appreciation, Band, Marching Band, Wind Ensemble, and Jazz Ensemble.  We also offer courses in Advanced Placement (AP), Honors, Cadet Corps, and Junior Reserve Officer Training Corps (JROTC).   Students who are interested in developing a second language are encouraged to enroll in our World Language program that extends from TK-12th grade.  For students who are interested in college, we offer Advancement Via Individual Determination (AVID) district-wide, comprehensive AP and A-G coursework and provide an extensive Dual Enrollment program in a partnership through MSJC.   In order to track students access to courses, we heavily rely on our Student Information System.  This system allows us to run reports, determine levels of participation, evaluate trends and determine any access issues based on student groups.  Additionally, we utilize CALPADS for Perkins reporting which measures our CTE participation, concentrator, and completer rates. Through this, we are able to address access issues including non-traditional CTE student enrollment trends, enrollment for students with disabilities, and technical attainment skills rates.    As an AVID District, we ensure that all AVID related data is compiled into each school’s Certified Coaching Instrument through the elementary and secondary data collection forms.  Additionally, our high school is required to input senior data collection to determine any equity concerns.  We utilize College Board to monitor AP, PSAT, and SAT Results. Finally, our Community College partner sends us quarterly reports regarding participation in our Dual Enrollment program.|Over the course of time, Beaumont USD has been able to increase our broad course of study for all students.  We have made a concerted effort to increase our CTE Pathways at all secondary sites.  Additions made to our schools this year include; launching a Medical Technology pathway at BHS; beginning Project Lead the Way (PLTW) Design and Modeling at MVMS; adding AP Computer Science at BHS; Creating an Advanced Manufacturing Program at BHS; designing a dual enrollment Criminal Justice course at BHS; and building a STEM lab at SGMS.  Two years ago, we were able to launch a Digital Media Production program at BHS and add Virtual Enterprise to our CTE Pathways.                 In order for students to gain equal access to our broad course of study, we have shifted to an online registration process.  All students have access to Chromebooks in Beaumont USD and families without home internet access are provided a “hotspot” as requested. Students now have real-time access to courses and the ability to register for courses they are interested in.               Every year, BHS hosts an event called Elective Rush.  This event allows students and teachers to showcase their academic and enrichment programs.  The purpose is to provide insight for middle school students entering the high school in order to gain background knowledge on what programs exist, what the expectations are, and what skills they will learn.  Additionally, the CTE department and the Art department have teamed together over the past two years to conduct an annual CTE & Art Showcase.  This event is open to the community, parents, and students, and allows the CTE and ART students to showcase what they have learned in their programs.  Students organize the event and are able to demonstrate their skills through projects they have built and the equipment they have utilized.               Finally, we have launched a new Workability program at our Adult School to assist our students with disabilities who are transitioning into the workforce.  It is our goal to provide all of our students with the skills they need to become college and career ready.|The biggest struggle in offering a broad course of study in Beaumont USD is access to resources.  Currently, our district is experiencing tremendous growth in the community and in our schools.  Growing at an annual rate of 5-6%, the District is faced with many challenges in facilities, personnel and program development.                 The District faces the challenge of identifying and hiring qualified staff who are credentialed in specialized areas such as Engineering, Math, World Language, Science and Special Education.               Beaumont is a growing community.  It is difficult to find the physical space needed to expand course offerings.  If we had access to unlimited program funds, we would still be challenged with the physical space limitations of our schools.  In order to build new programs and offer a broader course of study, there can oftentimes be extensive rules and regulations that are needed to be adhered to that can slow or eliminate progress.               As in many other school districts, it is a challenge to secure business partnerships to assist in developing courses that meet the employable needs of industry.  Aligning Postsecondary courses can be difficult in regards to planning, securing teachers with the proper credentials and developing a true program of study.  We are thankful to have excellent postsecondary partners although these hurdles can pose a certain level of difficulty in ensuring we are developing a broad course of study for students.  See the District LCAP at https://www.beaumontusd.us/ for more detailed information.|In terms of seeking additional resources, we have applied for and/or secured many different grants.  Most recently, we have arranged a committee to complete the Student Support and Academic Enrichment grant where we have requested $2.7 million dollars to supplement our VAPA and NGSS programs in Beaumont USD.  Additionally, we have every intention of participating in the new K-12 Strong Workforce Partnership Grant along with the CTE Incentive Grant 2.  If we are successful in these endeavors, we plan to add a CTE College and Career Guidance Tech position who will be tasked with creating internships, apprenticeships, and externships for our CTE programs.               We have reached out with our local businesses and created partnerships with the International Brotherhood of Electrical Workers (Local IBEW 440) who sponsors an annual Electrician’s Bootcamp.  Additionally, we have re-launched our Work Experience Program and have created new internship programs for students.  Additionally, to support our students academic achievement, we have added ten secondary teachers to reduce class size in ELA and Math.  This has allowed our teachers the extra time needed to establish relationships with students to ensure student success.               Last school year, we added a new position titled Director of TK-12 Programs.  This position has been tasked with collaborating with teachers to adopt new curriculum the core content areas and support teachers through instructional coaches. It is our mission that every student be exposed to a rigorous curriculum, with supports for targeted student groups, through high impact instructional practices. In the 2017-18 school year, we implemented the Building Assets Reducing Risks (BARR) program at BHS which targets all 9th grade students.  This comprehensive approach has reduced failure rates, improved attendance and improved suspension numbers. This program has been supported through the LCAP with a fully funded BARR Coordinator.  This programs places students and teachers into “houses” with regular meetings to address student needs early and often.               Along with the BARR program, we have added the Alternative to Suspension (ATS) program at all secondary schools, which is already demonstrating a reduction in off site suspensions.  Finally, in order to address the needs of students struggling with trauma related disorders, we have added seven District counselors assigned to sites to support the social-emotional needs and well-being of our students.  These additions have all occurred in the last two years as we continue to meet the needs of our students and ensure that all students have access to a broad course of study.|Met||2018
33670330000000|Corona-Norco Unified|7|CNUSD uses various data points to measure the extent to which all students have access to and are enrolled in a broad course of study especially for unduplicated student groups and individuals with student needs.  These data points include: - Grades 1-6 - class rosters, class schedules and school schedules provide information that all students are enrolled in core classes including Physical Education (PE) and designated and integrated English Language Development (ELD), where needed.   - Grades 7-12 class rosters, class schedules and master schedule provide information that all students are enrolled in core classes including Physical Education (PE) and English Language Development (ELD), where needed. Additional data that supports student enrollment in a broad course of study is collected in the areas of students enrolled in Career Technical Education (CTE) courses, Advanced Placement (AP) courses, A-G completion and AVID participation.  Counselors use a district dashboard tool to monitor placement and enrollment with an eye to accessing a broad course of study for students.|CNUSD is committed to ensuring that all students have access and are enrolled in a broad course of study.   - Grades 1-6 - All students, as a matter of course, are enrolled in all core classes such as English Language Arts, Mathematics, Social Studies and Science.  All students take part in 200 minutes of PE based on 10 school days.  ELD instruction, both integrated and designated, is provided to support English Learners.  Students on IEPs receive grade level standards based instruction based on their IEP goals. Intervention is provided based on student needs in classrooms.  The Dual Language Immersion program is available at 5 elementary schools and the GATE Magnet program is available at 3 schools.  While we continue to add schools to the DLI program, the number of programs cannot meet the demand and some students are not able to be seated in the program.  The GATE Magnet program has been able to satisfy the demand for placement.       - Grades 7-12 - All students, as a matter of course, are enrolled in all core classes such as English Language Arts, Mathematics, Social Studies and Science.  All students take part in 400 minutes of PE based on 10 school days.  ELD is provided for all students who need this class.  Students in intermediate schools have options of programs that are focused in various areas such as Dual Language Immersion, STEM, and rigorous courses to prepare students for enrollment in AP and Dual Enrollment classes in High School.   In order to enroll in those programs, it is possible that students may need to transfer to a different school.  All high schools have a robust set of offerings for AP classes and a focus on A-G completion.  The CTE programs differ from school to school and students may need to transfer to a different school to have access to the program of their choice.  CNUSD has, over the last 5 years, kept track of numbers of students completing A-G requirements which are on the rise for Overall and for significant subgroups when examining the data during that time.  Students enrolled in AP classes have been on the rise for the last 5 years using the Equal Opportunity School Initiative with the exception of 2016/17.  During that year, calibration of data collection occurred and a drop was reported.  Additionally, 2 high schools have moved into offering opportunities for Dual Enrollment. One high school offers an International Baccalaureate  program.  CNUSD provides an opportunity for students to attend a Middle College High School that provides access to college level courses on a college campus.  Students at this school have opportunities to participate in athletics and clubs at their own school. Lastly, a hybrid school is available to students who desire a different high school experience.|While CNUSD provides a broad course of study, to all students some barriers have been identified.  For example, at the elementary level, the Dual Language Immersion Program is available at 5 schools with not enough space for all students who desire the program.  The same applies to one of our GATE Magnet Schools.   Regarding grades 7-8, the intermediate schools have each a focus program such as DLI, STEM, Middle Years Program (IB), and  rigorous courses to prepare students for enrollment in AP and Dual Enrollment classes in High School.  In order to access a program different than the one identified at the home school, space must be available and a transfer granted.  Therefore, students may not have access to a desired program.  However, all schools provide access to all core subjects, electives and  enrichment opportunities.  In the area of High School, each school has a marquis program, DLI, STEM, Agriculture, IB and various CTE pathways.  All schools provide AP courses and an emphasis on A-G completion.  As each school may have a different marquis program, every program is not offered at every school.  This may provide a barrier to a student who would like to engage in a program not at offered at their home school.|CNUSD is committed to providing a broad course of studies for all students, most particularly unduplicated students and students on IEPs.  As barriers have been identified, staff has been working to diminish those barriers.  Regarding the demand for Dual Language Immersion, we have expanded the number of schools offering this popular program from 4 elementary schools to 5 elementary schools, from 1 intermediate school to 2 intermediate schools and finally from 1 high school to 2 high schools. Considering the DLI program, information is being gathered regarding other programs that can be offered to fill the need.  Plans are in place to continue expansion of programs in Spanish as well as Mandarin for the future. Studying the CNUSD Career Technical Education program, the CTE course pathways continue to be increased from 7 pathways in 2013/14 to 14 in 17/18.  Numbers of CTE courses has grown from 204 in 2013/14 to 267 courses available in 2017/18.  When analyzing patterns of enrollment for the unduplicated students, it is clear that student numbers are growing.  Work will continue to expand programs and options for students in both DLI and CTE.  The number of High Schools offering Dual Enrollment continues to expand to meet need.|Met||2018
33670410000000|Desert Center Unified|7|All of our classes are self-contained and all students have access to every subject matter taught.|No differences.|No barriers.|Students will continue to receive the course of study provided to every student.|Met||2018
33670580000000|Desert Sands Unified|7|All students have access to and are enrolled in a broad course of study in Desert Sands schools. All students are offered the appropriate grade level content standards in the least restrictive environment, regardless of student group. A system of checks and balances to ensure student access include:  • Academic plans/4 year plans/graduation requirement checks • a-g audits to ensure all courses are approved by the UC/CSU system • IEP teams ensure the best placement and supports to best meet the needs of our Students with Disabilities • Student Study Teams and 504 teams support students to ensure they have the best supports in place to ensure student success • Language Appraisal Teams at each school review the needs and progress of our English learners in both designated and integrated ELD, to ensure they are receiving language acquisition support and scaffolds in all core classes  • Students have access to a tablet (TK-1) or chromebook (2-12) in all core classes with plans in the works for providing all students with a device and wi-fi. • Some sites are piloting a blended co-teaching model to support students with disabilities • Effective Professional Learning Communities in all schools leads to best first instruction, timely intervention and re-teaching within the classroom setting limiting the need for tier two and three supports • A culture of college and career readiness is supported at all schools to support students to make educated decisions about their future. At the secondary level, students have access to CCGI, a college and career planning tool. In addition, all students in grades 6-11 have access to to the PSAT, an early college readiness assessment.|Desert Sands schools offer open enrollment; with an approved application, students may request a transfer to any school within the district. This opens up opportunities for students that may show interest in specific programs that may be limited to one or more schools. Examples include: • International Baccalaureate programs at Amelia Earhart Elementary, John Glenn Middle, and La Quinta High. • Advance Placement Capstone Program at Palm Desert High and Shadow Hills High. • 19 Career Technical Education programs at all four comprehensive high schools and one alternative school. • Advancement Via Individual Determination (AVID) has been implanted at all secondary schools, but only two high schools have a program that spans all grade levels, Shadow Hills High and Indio High.  • Severely Handicapped and Deaf and Hard of Hearing students are enrolled in Desert Sands schools that offer the programs and are placed in the least restrictive environment per the IEP teams. Our English learner and Students with Disabilities are offered full access to standards aligned curriculum through inclusion, with support as needed. For our SDC students, the least restrictive environment is provided for the student.|Master schedules at the secondary level are limited by an inequity in class periods at some schools. Some DSUDS schools follow a six period day, seven period day or eight period day. Schools with six period days limit elective, advancement, and remediation options for students. This inequity also leads to higher student/teacher ratio’s in classrooms. Any possible changes must be within the negotiated DSTA contract day of 7 hours and 10 minutes.  Finding highly qualified teachers for programs and content areas such as special education, mathematics, science, and CTE are becoming more difficult to find.|Multi-tiered System of Support (MTSS) – The first cohort of schools participated in MTSS in 2017-18 and will continue into year two this school year. Also, a new cohort of schools will participate in their first year of MTSS. Academic and behavioral supports will ultimately lead to students being more engaged, connected, and in class.    The Connect One-to-the-World Initiative to twofold. First, every student will have a Chromebooks (grades 2-12), in addition to tablets for TK-1, meaning all students will have a device to support their inquiry and access to the internet to support student learning. Second, DSUSD Technology has secured a wireless infrastructure throughout the Coachella Valley to ensure all students have access to the internet at home. A few that live beyond the boundaries will be provided with a hotspot to ensure equal access.  New secondary English language arts curriculum with ELD scaffolds. The Study Sync curriculum will better prepare our students in grades 6-12 with access to standards aligned curriculum.  To support a continued college and career culture, DSUSD will provide access for all students in grade 11 to the SAT college readiness assessment. In addition, a new CTE academy, Emergency Management, was introduced this year.  In response to parent, student, and staff survey results, the high school counselor ratio declined from 500/1 to 400/1, allowing for more face time between students and counselors to support their needs. In addition, the elementary school counselors increased from a half day position to full time counselors at each elementary school.|Met||2018
33670586031959|George Washington Charter|7|All students have access to the curriculum. I am not sure that this priority applies to WCS|All students have access to a broad course of study. Not sure if this priority apples to WCS|Not applicable|None|Met||2018
33670586031991|Palm Desert Charter Middle|7|Palm Desert Charter Middle School (PDCMS) students each have a Humanities program, which includes English Language Arts and Social Studies, Mathematics, Science courses that include Health Science, PE, and an Elective course.  Our electives include: 6th Grade Wheel (Spanish, Robotics, Study Skills, Drama), World Language: Spanish, AVID, Study Hall, Robotics, Advanced Robotics, Broadcasting Panther News, Foods, Advance Foods, Engineering, Art, Advanced Art, ASB, Renaissance, Drama, Advanced Drama,  Photography, Yearbook,  Library Aide,  Office Aide, Teacher Aide, Beginning Choir, Advanced Choir, Beginning Band, Advanced Band, Concert Band, JV Jazz Band, Jazz Band, Marching Band,  Colorguard Workshop, JV Colorguard, Advance Colorguard, Sports Exploration, Dance, Intermediate Dance, Advanced Dance, and Advanced Gardening.  Additionally, we have extra support classes such as READ 180, Intro Humanities and Intro Math. We also have enrichment core classes such as Math HP, and Compacted Math and Enhanced Humanities.|All PDCMS students are enrolled in core classes, PE and an elective of their choice.  Some electives have prerequisites to participate in such as the Advanced Elective courses.  Placement in core subjects is based on grades, teacher recommendations, and CAASPP scores.|Based on a review of available courses at PDCMS, we offer a broad course of study for students. We value the class time for classes where more time allows students to have an in-depth experience.|This year, PDCMS is trying to address the time barrier by trying to generate interest in “ZERO PERIOD” electives and PE courses.  So far the Advance Gardening course is the only “ZERO PERIOD” class offered.  It is popular and may lead to more classes being offered before school in the future.|Met||2018
33670820000000|Hemet Unified|7|Hemet Unified School District uses the University of California A-G Requirements and Career Technical Education course completion as the primary outcomes measures related to access to a broad course of study.  At the Elementary Level, District leadership provides oversight in education offerings (both required and elective), evaluation of program implementation as well as direct site support in the implementation of adopted curriculum, supervision of instruction and assessment practices. Student outcome data is evaluated through the filters of California Dashboard student groups.  At the Secondary Level, audits in course offerings and scaffolded course progressions are conducted annually. These audits focus on open access to rigorous coursework as defined by the University of California A-G requirements and/or the necessary precursor coursework. District leadership provides oversight in education offerings (both required and elective), evaluation of program implementation as well as direct site support in the implementation of adopted curriculum, supervision of instruction and assessment practices. Student outcome data is evaluated through the filters of California Dashboard student groups.|All students in Hemet Unified have ad lib access to a broad course of study.  Systems are in place to ensure all students have access to grade level curriculum in addition to access to enrichment and advanced coursework.  Variation between sites has been mitigated by the installation of these systems.  Significant progress in this area has been made in the last two years with a purposeful restructuring of systems and processes in honor of the best intentions of Universal Access.|At this time, the Local Education Agency (Hemet Unified School District) has determined there are no systemic barriers to a broad course of study. Renovations to the system of course offerings, and associated student support service practices (discussed below) identify steps taken to remove/mitigate previously identified barriers.|The following represent some of the recent renovations in program offerings that promote open access to a broad course of study: - Increased alignment & quantity of course offerings of Career Technical Education course offerings to ensure increased opportunity for reportable CTE pathway completion - Re-organization of secondary math and English offerings with the objective of removal of non-A-G qualifying coursework as well as increased opportunity for acceleration to allow for increased access to Advanced Placement coursework. - Increased implementation of the “Push In” model of service delivery for students with disabilities designed to increase the overall percentage of exposure to general education settings.  Current District practices are designed to mitigate the variance in practice across sites in terms of services provided to students associated with open access to a broad course of study.|Met||2018
33670900000000|Jurupa Unified|7|Jurupa USD tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.   Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|All students in grades TK-6 are enrolled in a broad course of studies.  All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6.  Elementary students can access some courses, such as visual and performing arts, both within and outside of the school day.   All secondary students have access to a broad course of studies within their school offerings.  While some schools offer different specific pathways and specific programs within a course study, secondary students are free to attend schools within the district that offer courses within their area of interest.  For example, at one comprehensive high school students can participate in an Early College Program.  While at another high school, students can participate in an AP Capstone program.|Over time JUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters.|We have increased CTE and AP options for students as well as incorporated a new Guidance Coordinator/Counselor model that will support a-g completion and ensure course offerings meet the needs of the students.|Met||2018
33671160000000|Menifee Union Elementary|7|As a Preschool through 8th grade school district, Menifee USD offers a broad course of study to all students based on interest and need.  Menifee USD has utilized Thought Exchange and LCAP stakeholder meetings throughout the 2017-18 school year to gain information about the courses of study we offer to all students, including our unduplicated student groups and individuals with exceptional needs.  We also utilize master course directories through our student information system at our middle schools and elementary schools to monitor the implementation of the various courses offered. Furthermore, our middle schools utilize the district student information system to allow students to choose their first and second choice from available electives.|The students in Menifee USD have access to a variety of courses in our middle schools and elementary schools.  All students including unduplicated student groups and students with exceptional needs have access to courses aligned to current core content area standards for math, Science, English/Language Arts, History, and Physical Education.  Additional, a variety of courses were offered such as music and choir in grade 3-8, some sites offer Science, Technology, Engineering, Art, and Math (STEAM) labs grades 1-8, Advanced Technology, Video Production, and AVID (Advancement Via Individual Determination) at our middle schools.  We also offer Transitional Kindergarten to all eligible students.|As Menifee USD progresses is offering a broader course of study, the major obstacle has been teacher credentialing requirements for specific courses and scheduling limitations in our master course directories within middle school.|Based on the results of our LCAP stakeholder meetings and community surveys we have increased access for all students to electives in middle school such as Advanced Technology, Choir, and Video Production for the 2018-19 school year.  We have also provided Math Foundations courses at two of our three middle schools.  We have determined the Industry Sector courses with corresponding teaching credentials necessary to implement Career Technical Education (CTE) at our middle schools during the 2019-20 school year.|Met||2018
33671160109843|Santa Rosa Academy|7|Santa Rosa Academy staff utilizes Illuminate, a student information system, to track the extent to which all students have access to, and are enrolled in, a broad course of study. Data from the SARC and reports generated from Data Quest are also considered.|All students, inclusive of all student groups, have access to a broad course of study.  As a single site charter, our staffing and course scheduling decisions are based on the enrollment needs of our student population. The high school academic counselor ensures that all students are provided with access to courses to fulfill the A-G requirements of the CSU/UC system and are enrolled in courses that fulfill graduation requirements.  For example, for our students on our independent study track, enrollment in classes for lab sciences are offered on our campus so that those students can fulfill the requirements for eligibility to apply to CSU/UC universities.  In addition, for students with exceptional needs, transition plans are developed for high school and post-graduation planning as a part of their IEPs. For students who are designated as at risk, English learner, or have a learning disability, additional support and services are provided by designated support staff to meet their individual needs during the school day.  Students in the 9-12 grade-span who are enrolled in classes on campus are enrolled in college preparatory levels of all courses and additional classes are offered for students who have a learning disabilities and require additional support. All students, regardless of student group, are required to attend mandatory tutoring if they are not demonstrating progress in any of their classes.  As a result of participation with support in a broad course of study, we have had a 100% graduation rate for all students including students with exceptional needs who earn regular diplomas, and not certificates of completion. Additionally, 100% of students identified as having specialized needs complete the standardized CAASPP and not the California Alternate Assessment.|For our current enrollment, there are no barriers preventing the LEA from providing access to a broad course of study in both our home school and our site based programs.|Goal 2 Actions 1, 2, 3, and 6 will continue to ensure that students have continued access to and are successfully enrolled in a broad course of study. These actions include increasing CTE course offerings, providing additional support and services for unduplicated pupil student groups including English Learner and Special Education, providing additional services for at-risk student groups and monitoring their progress through Safety Net and SST.|Met|Results presented to the School Board October 18, 2018 - Agenda Item 10.1|2018
33671240000000|Moreno Valley Unified|7|Aequitas Q Student Information System is used to store student data including master schedule and transcripts.  This allows counselors to ensure that students have the best schedule that optimizes a students potential.  ELLevation is used to track the progress of English Learners, so that EL Coordinators at each site can monitor and develop plans for EL and Re-Designated Students.  SEIS is used to store IEPs for students with disabilities.  Goals are developed and monitored by the Case Carriers at each site to ensure students are placed appropriately.  CCGI (CA College Guidance Initiative) provides  students with an all inclusive guide for their college and career paths and enables educators to track their progress (californiacolleges.edu)|Elementary – Students are in multiple subject classrooms that feature instruction in ELA, Math, Science and Social Studies.  Weekly VAPA opportunities are provided by classroom teachers, including an elementary band program for 4th and 5th grade students.  Teachers ensure students are meeting the required Physical Education minutes weekly.  Secondary – The course offerings align to a-g criteria, career technical education pathways and graduation requirements.   Universal Access Support is provided TK-12 at the appropriate grade levels           EL Support – Integrated and Designate ELD           Dual Language Immersion – Available at 4 sites           Full continuum of Special Education Services including RSP, SLP, OT, PT, VI, mental health and Special Day Programs           GATE classes, honors courses, AP, IB Dual Enrollment, CTE|Designated ELD classes prevent other electives from being taken  Special Education Study Skills classes prevent other electives from being taken    Master Schedule limitations may prevent a student from taking a specific class  Program choice may limit a student’s option to participate in another course of study|Multi-Tiered System of Supports  SEL and school climate surveys  EL supports  SPED transition plans   Open access to all AP and Honors classes, IB at middle and high schools  Decrease in the counselor to student ratio to provide additional graduate and post secondary guidance  BARR and AVID programs to support students success  STEAM elective classes/learning activities offered at all schools, 2 pathways  Full inclusion options at the secondary level for students with disabilities  Elementary AVID at 8 school sites; Cloverdale, Creekside, Edgemont, Honey Hollow, Hendrick Ranch, Moreno, Sunnymeadows, Towngate|Met||2018
33671570000000|Nuview Union|7|All NUSD students in grades TK – 8 are enrolled in a broad course of studies. All schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-8. Elementary students can access some courses, such as STEM, both within and outside of the regular school day.|All NUSD students in grades TK – 8 are enrolled in a broad course of studies. All schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-8. Elementary students can access some courses, such as STEM, both within and outside of the regular school day.|Barriers preventing USD from maximizing broad course of study offerings to all students include a lack of time during the regular school day.|In addition to offering the STEM program, NUSD has offered several other courses to students before and after school. Regular analysis of enrollment in a broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7|Met||2018
33671573331014|Nuview Bridge Early College High|7|All NBECHS students are enrolled in a broad course of studies. Students also have an option to enroll in college courses through local colleges, as part of our Early College Program or traditional high school courses offered on campus. Using our student information system, our students are shown to have access to or are enrolled in all subjects listed in California Education Code 51220(a)-(i).|While all students have access to a broad course of study with high school classes, we examined the amount of students who have access and are enrolled in the Early College Program. All ninth graders have access to an introductory college course, Guidance 45. However, students must maintain a 2.5 GPA or higher to take college courses from there. While all students have access to the Early College program, a low percentage of the special education and English learner subgroups are enrolled in them, due to either their grades or by choice.|The barrier preventing the LEA from providing access to a broad course of study for all students is the agreement with the local colleges which limit the amount of NBECHS students who can enroll in one class and the GPA set forth by the college. The 2.5 minimum GPA was determined by the local colleges.|In response to the results locally selected measures, the LEA is implementing a CTE pathways,  Medical Patient Care, which is expanding our concurrent enrollment with the local colleges. The new pathway is set at a minimum GPA of 2.0, lower than the general minimum GPA of 2.5.|Met||2018
33671730000000|Palm Springs Unified|7|Palm Springs Unified School District utilizes internal and external services to monitor student access and enrollment in a broad course of study.  Monitoring reports are available to sites through the Synergy Student Information System, providing updates of the current status of enrollment, attendance, and course access.  New reports and queries are developed and made available regularly in response to new or refined inquiries.  Examples of these reports include middle school elective enrollment reports and master schedule reports.  Additional reports are generated through multiple data systems and reviewed by district departments and school sites to monitor progress for English Learners in receiving supports for language acquisition, and verification that students with exceptional needs are provided appropriate services.   CALPADS reporting is reviewed as part of determining course distribution and verifying that enrollment information is accurate.  Elementary physical education minutes are monitored through reporting forms and schedule verification at each school site.  PSUSD contracts with the University of California’s Transcript Evaluation Service, which provides regular reports of student progress towards meeting a-g eligibility requirements in high school.   Annually, PSUSD Educational Services presents a report focused on “Operational Expectation 10 - Instructional Program.”  Traditionally presented in a public Board of Education meeting in July, the Instructional Program report outlines the district’s current practices and progress towards meeting instructional program related board policies.  These policy topics include the implementation of an equitable instructional program, providing opportunities for students to develop talents and interests in specialized areas, and reviews of curricular materials and instructional minutes requirements.|All PSUSD elementary school students participate in multiple subject classroom structures, providing instruction in English Language Arts, mathematics, science, and social studies.  Visual and performing arts programs were conducted at all elementary sites, varying in content and interaction type by grade level.  Instruction in music aesthetic appreciation was provided via weekly lessons to all elementary students.  Physical Education Teachers implemented programs focused on physical fitness, health, and skills, which met all required physical education minutes at each elementary site. Courses are offered in all required content areas in the middle school and high school settings in order to provide access to the courses necessary for graduation and UC/CSU a-g eligibility requirements.  Enrollment reports indicate that student ethnicity group distribution mirrors overall district rates in most courses content areas.  Differentials in enrollment rates include middle school foreign language courses where African American and White populations were proportionally underrepresented, and secondary Special Education course sections where African American students were proportionally over-represented in 2017-2018.  In 2017-2018, 30% of high school students were enrolled in a CTE Academy or Pathway, 12% in AVID programs, and 6% in JROTC programs.   English Learners (ELs), Special Education students, and advanced learners (including gifted and talented students) are serviced at all school sites within PSUSD.  English Learners participate in Integrated and Designated English Language Development structures to support language needs, moving toward English Proficiency.  Specialized courses and intervention sessions are available for newcomer ELs in order to support content learning and accelerate language acquisition.  PSUSD offers a full continuum of services for Special Education students, providing supports aligned to a wide spectrum of individual student needs.  Resource specialist programs, speech-language pathology support, and mental health services are available at all school sites.  82% of school sites offer Special Day programs, with student transportation provided as needed to ensure access to specialized programs.  For advanced learners, PSUSD offers Gifted and Talented Education (GATE) programs at all elementary schools, and honors courses at all middle schools.  All high schools offer Advanced Placement (AP) and honors courses, and one high school features an International Baccalaureate (IB) program.  Dual enrollment courses are available at all high schools, often integrated into the offered CTE academy or pathway course sequence.|PSUSD has made a conscious effort to remove access barriers through the implementation of various plans and structures designed to support students in attaining educational goals.  Although content areas are available at all sites, historical district practices, individual, and community barriers do exist that may limit access to courses and programs of interest.   PSUSD has historically concentrated instructional efforts on ELA and mathematics instruction at the elementary school level.  At times, this has created a systemic barrier of access to some science and social science content in the elementary grade span.  In the high school setting, the district’s graduation requirements do not currently align with UC/CSU a-g entrance criteria, creating a gap between the course of study for a-g completers and other students.  Currently, PSUSD graduation requirements note do not require foreign language coursework, combining the content area with other subject matter.  As requirements are adjusted, students may continue to experience a system barrier in exposure and participation to all content areas as part of meeting graduation requirements.   PSUSD continues to improve instruction and support systems for all learners, however some PSUSD students experience barriers in course access due to prior academic performance in prerequisite classes.  Mobility patterns and high rates of chronic absenteeism compound these content-oriented barriers, in response to which the district provides academic intervention or credit recovery in order to access the content of the full spectrum of course and program offerings.  School connectedness, perceptions of school safety, and the perceived availability of support are also barriers that must be overcome through district efforts in the areas of school climate and social-emotional learning. PSUSD conducts an open transfer process, allowing students the ability to access programs of interest across the district.  Although the enrollment process in non-neighborhood schools may not be a system barrier, geographical distance poses a barrier for some students by limiting physical access programs of interest not offered at the local school due to facilities requirements or program resource distribution.  This situation most often occurs in the high school setting, where CTE programs, after school activities, and other course offerings may attract students to attend a school other than their local option leading to transportation challenges.  Students needing to attend a non-local school due to Special Education needs are provided transportation in order to remove this barrier for the group.|PSUSD continues to develop resources, programs, and actions to address student needs and provide a high quality education.  The open transfer system allows opportunities for students to move between sites in order to access different programs and opportunities.  Program awareness is also a focal point, including the CTE Showcase and 8th Grade Academy Awareness Day events that highlight quality CTE programs across the district.  EL students are provided with tiers of support in order to access course content and develop linguistic skills in English.  Once Special Education students reach the age of 16, a transition plan is developed that determines the best pathway to meet the post-graduation goals of the individual student.  PSUSD participates in the Supporting Inclusionary Practices grant process, increasing access to courses for students with disabilities.  Starting in 2017-2018, PSUSD began administering social-emotional learning and school culture surveys in order to better understand how students and the community connect and interact with schools.  The PSUSD Family Engagement Center continues to develop programs to improve understanding of the need for completing a broad course of study and connect families to resources in order to remove barriers for students.  Other actions designed to improve instructional access and outcomes can be viewed in the Local Control Accountability Plan (LCAP) posted to the district website at www.psusd.us.|Met||2018
33671736032411|Cielo Vista Charter|7|We use Synergy Student Information System to schedule students into a broad course of study that includes all core curriculum areas: English Language Arts, Math, Science & Social Studies/History.  Students are also given a variety of course options that go beyond the fundamentals of art, music and PE as they progress towards the middle school grades.  In grade 6-8 students are given elective choices that include: STEM, Digital Media/Storytelling, Art, Leadership, Student Council, Band, and Choir.  Our 7th grade students are given the opportunity to choose Spanish 1 (A-G approved course) as an elective and all 8th grade students participate in either Spanish 1 or Spanish 2 depending on their prior experience.|All students are provided opportunities to participate in a broad course of study that incorporates educational supports that go beyond the core academic areas and include music, art and physical fitness/nutrition.  Students in grade K-5 are receiving more minutes per week in PE than are required and integrate the nutritional education necessary to make healthier options to fuel their body.  Tk-3 are also scheduled as a class to receive additional visual art education whereas grades 4-5 are scheduled for additional performing arts education.  Students in grades 6-8 are scheduled into English Language Arts, Math, Science and Social Studies/ History.  Each student has a choice of elective in addition to their PE class that includes foreign language, digital media, STEM as well as visual and performing art options (options vary based on grade level). All grade 8 students are required to complete an A-G Spanish 1 or 2 courses.  We have also provided the opportunity for students in grades 7 to elect to begin their course of students in Spanish. Students requiring special education services to meet discrepancies in learning levels versus potential are provided additional services based on their diagnosis. Students who qualify for SPED services are provided extra support from our 2 resource teachers as well as tier 2 interventions within the classroom.  In grades K-5 Services are mostly pullout based on student needs, whereas students receiving extra services in grades 6-8 are receiving push-in services so they are supported in their content areas with the services they qualify for.  Students with educational needs participate in our Student Success Team process where interventions and supports are identified to meet the individual needs of the student. All 3rd grade students are tested for GATE needs. Students identified as GATE are provided scaffolds within the classroom, tier 2 interventions and given the option of completing Honors & accelerated courses starting in grades 7 & 8.  Students that are GATE identified in elementary school are provided additional scaffolds and supports through the depth and complexity icons.  In middle school these students are offered the opportunity to participate in honors courses if that meet their individual needs.|As a small school with limited staffing and space our largest barrier is being able to provide all students with their first choice of electives.  We have been able to provide more options than most schools with our scheduling of foreign language as a core content area for 8th grade however there are still additional needs that we are unable to meet due to the staffing, space and budget constraints placed on the master schedule.|Over the course of the past 2 years we have consistently monitored and improved access to a broad course of study that meets the needs of students.  We have adjusted master schedules, increased staffing and provided additional elective options.  This past year we have also introduced after school clubs as an opportunity to expand the offering of various activities that meet the physical, social and emotional needs of our students.  We will continue to reflect and adjust our schedule to fit within the parameters that we have to work with.|Met||2018
33671810000000|Palo Verde Unified|7|Palo Verde Unified School District utilizes the following local measures to to track the extent to which all students have access to a broad course of study: Illuminate Student Information System reports School Master Schedules Class Size Reports|Elementary, Grades TK-8: • Physical Education standards are taught the SPARK curriculum • Visual & Performing Arts: Music content standards are taught in the 6th grade music exploration wheel at each elementary school and 7th and 8th grade elective band class • Health education is taught in grades 7 & 8  High School: • CTE courses are currently offered in the following areas: agriculture, business, computer science, and media production. PVHS also partners with Palo Verde College to expand CTE pathway options for students. The PVHS-PVC concurrent enrollment pathways include auto mechanics, welding, building construction technology, and computer graphics. • Visual and Performing Arts courses at PVHS include Art I & 2, Crafts I with a 3-dimensional focus, media production I,II,III; theatre I,II,III; marching band, jazz, guitar and drumline. • World language courses include Spanish I, II, III, IV, and AP Spanish. • Health education content standards are taught through the freshman health class.|Family financial barriers First generation students not understanding the CTE certification pathways 9th graders struggling with high school concepts Not enough CTE pathways|Career Technical Education pathways are continuously being developed and expanded for PVHS students so that students can have access to a variety of career exploration courses and programs.  A Freshman Seminar class is being developed to all equity for all students and instruct students in developing a ten-year college and career plan.|Met|This local priority was presented to the Palo Verde Board of Trustees on November 6, 2018.  A hearing was held at that meeting to allow for public comment.|2018
33671810138610|Scale Leadership Academy - East|7|SCALE creates an individualized course placement and Individual Learning Plan  for every K-12 student. In addition to a course placement, a four-year plan of study is created for all high school students, which are measured against the CSU/UC “A-G” requirements (SCALE’S graduation requirements). Counselors revisit and revise this four-year every semester. Students and parents are also given a copy and of the four-year grad plan and review the plan with the counselor.|All students at SCALE Leadership Academy have access to an online platform that provides a wide variety of common core aligned courses and electives, including World Language and CTE courses.  All students at SCALE Leadership Academy are being provided with college and career awareness through Advisory and elective courses, such as Career Exploration. All High School students have the opportunity to take Honors and AP courses and to participate in dual enrollment. Students are highly encouraged to enroll and satisfy A-­G requirements for University of California and California State University admission. The course approval list is updated on a yearly basis. Students are enrolled in UC approved courses in the areas of English, math, social studies, science, foreign language, and fine arts. Students are encouraged to take more than just the minimum to meet the “A­-G” requirements in order to allow them the largest array of opportunities as they enter their postsecondary education. SCALE maintains a concentrated effort to graduate lifelong learners who have the skill­ sets necessary to pursue any postsecondary career or college opportunity they wish. Counselors educate SCALE students on the importance of meeting the “A-­G” requirements so as to prepare them for the collegiate/professional path ahead of them. Annual academic assessment of students’ progress towards the completion of grade level “A-­G” requirements are conducted via counseling conferences. Promotion of completing the “A­-G” requirements is extended school wide through presentations, advisory and the Counseling Office. It remains a school-wide expectation that all SCALE students challenge themselves academically. SCALE currently offers 10 AP courses, as well as 15 Honors courses. All courses are A-G approved.|All K-12 students at SCALE Leadership Academy are enrolled in English, Math, Science, History, Advisory, Physical Education and either a visual performing art elective or Career Exploration. Our enrollment is the biggest barrier to providing a variety of courses.|The counseling department and teaching teams are working to improve College and Career Readiness in order to provide a wide range of opportunities for all students.|Met||2018
33671990000000|Perris Elementary|7|The Perris Elementary School District collects the following documents to verify all students have access to a broad course of study: Master schedules Grade level schedules  VAPA art teacher schedules PE teacher schedules  AVID Elementary all school - Scope and sequence topics/concepts  Lesson plans Principal Walkthrough Monitoring Tools and Feedback Forms|All students including unduplicated student groups and individuals with exceptional needs have access to a broad course of study. All sites receive science instruction, our STEAM-focused sites receive additional STEAM activities.|Barriers to starting DLI programs at all schools: Limited availability of qualified teachers Difficulty informing parents of incoming students about the new DLI program   Difficulty in recruiting native speakers into the program|Contracted with an outside consultant to support the implementation of the Dual Language Program at one site. Recruitment for the DLI program will begin earlier this year and will include classroom visits to inform parents. The district paid for BCLAD authorization program for teachers interested in teaching in the DLI program. Re-assigned Academic coaches and administrators who were bilingual to DLI site.  We are continually providing professional development to current DLI teachers.|Met||2018
33671996105571|Innovative Horizons Charter|7|Each year, 100% of Innovative Horizon Charter School students have full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All USD students in grades TK – 6 are enrolled in a broad course of studies. IHCS offers a broad course of studies for grades K-8. Elementary and secondary students can access subjects such as visual and performing arts, both within and outside of the regular school day. All IHCS students have access to a broad course of studies within their school offerings.|While IHCS offers specific pathways and specific programs to students in Kindergarten through eighth grade such as schoolwide AVID and PBL, secondary students are can select elective courses within their area of interest. For example, students can select dance, band, or robotics to name a few. Over time, IHCS has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, an after-school VAPA program has been funded through the LCAP and enrolls interested students in grades 6 Kindergarten through 8. Programs such as this also allow students who are English learners to access visual and performing arts if their regular school day schedule does not have space for such an elective.|IHCS continues to enhance current programs and initiatives, thus a minimal barrier preventing such programs to be developed to its maximum potential is the lack of time during the regular school day.|Regular analysis of grades and student progress in a broad course of study courses helps to inform IHCS as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
33672070000000|Perris Union High|7|PUHSD Local Indicators include a climate survey administered through the California Healthy Kids Survey (CHKS) to grades 7, 9, & 11; Positive Behavioral Interventions and Supports (PBIS) team that develop systems of support; classroom PBIS practices preventative and responsive approaches and collect classroom PBIS data; Career Technical Education (CTE) Course Completion of all 12th grade students; and districtwide AVID participation where all students inclusive of unduplicated and exceptional needs students including EL, Foster, LI, and SWD.|Climate Survey: California Healthy Kids Survey (CHKS) to grades 7, 9, & 11: the student participation increased by 10.2% meeting the goal of increased participation. In 2017-18; 4,259 student responses to the California Healthy Kids Survey. Positive Behavioral Interventions and Supports (PBIS): positive attendance incentives were provided to students that established and maintained outstanding attendance (being absent less than 1% of the school year), satisfactory attendance (being absent less than 4.9 % of the school year) and improved weekly attendance. Career Technical Education (CTE): CTE Course Completion: All 12th grade students. The district met the goal of maintaining the rate of 95% of 12th grade students completing a CTE course.   The district met the goal of increasing student participation in AVID courses.  An increase of 12% occurred in 2017-18 from 1880 students to 2105 students. In three years the district has shown an increase in student enrollment in AVID by 67.6%.|PUHSD did not encounter any barriers that prevented providing access to a broad course of study for all students.|NEW Actions and Services: Improve school climate and access for students to participate in extracurricular/co-curricular activities. Increase CTE pathway enrollment/completion by 3% annually. Maintain student enrollment in AVID. A committee was established which included district and site representatives to develop site based, district wide implementation of specific components of Positive Behavior Intervention and Supports and Restorative Practices. Policies, procedures, processes, and protocols for implementation were developed for implementation as was a network for coaching and support.|Met||2018
33672150000000|Riverside Unified|7|Riverside Unified School District (RUSD) tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in RUSDs student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|All RUSD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access courses, such as visual and performing arts, both within and outside of the regular school day. All RUSD secondary students have access to a broad course of studies within their school offerings. For the 2018-19 school year, all comprehensive high schools will have dual enrollment agreements in place with the Riverside Community College District to significantly increase student access to the opportunities to take college credit bearing courses. While some schools offer different specific pathways and specific and specialty programs within a course of study, secondary students are free to attend schools within the district that offer courses within their area of interest. For example, at one comprehensive high school students can participate in a Project Lead the Way Engineering pathway. At another high school, students can participate in an International Baccalaureate program. At RUSDs alternative high school, students can engage in an automotive pathway, where they can earn a certification that would allow them to secure a job directly after graduation if that is their passion. Over time, RUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, through LCFF base and LCAP funds, RUSD has significantly enhanced the Visual and Performing Arts offerings at all district schools, including offering art appreciation, dance, theater, choral music, a variety of musical performance courses for interested students in grades K through 12. Programs such as these allow students who are English learners or have special needs to access visual and performing arts if their regular school day schedule does not have space for such an elective.|For the 2017-2018 year, 100% of RUSDs students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). Barriers preventing RUSD from further maximizing broad course of study offerings to all students include a lack of time during the regular school day.|One solution to the challenge of a lack of time during the regular school day to maximize broad course of study offerings is being piloted within our middle schools through the availability of a seventh period during the instructional day. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
33672150126128|REACH Leadership STEAM Academy|7|All students at REACH Leadership STEAM Academy, including unduplicated student groups, and individuals with exceptional needs, have access to, and are enrolled in, a broad course of study. The LEA uses the measures or tools listed as follows: 1) annual and Board approved instructional minutes that are calculated to meet or exceed the minimum state qualifications 2) monitored lesson plans which include a breakdown of minutes and standards covered 3) pacing guides 4) school administration and teacher leaders conduct classroom observations and 5) feedback to teachers from school administration.|All students in the LEA are enrolled in and have access to content and standard aligned courses in the following domains: English, Mathematics, Social Studies, Science, Physical Education and Health as listed in CA Education Code, ARTICLE 2. Course of Study, Grades 1 to 6 [51210-51212]. No differences between student groups exist.|No known barriers.|None|Met||2018
33672310000000|Romoland Elementary|7|Romoland School District uses Illuminate, a student information system, to monitor enrollment trends for access at schools and across the district. Additionally, the master schedule and bell schedule at each school are tools to monitor access.   Grades TK-5: Self contained TK-5 elementary classes are developed with an intentional method in which the demographics of each class reflect the demographics of the school. All students, which of course encompasses English learners, foster and homeless youth, socio-economically disadvantaged students, and students with exceptional needs, have access to the core instructional subjects and curriculum. All students additionally have access to a certified single-subject physical education teacher. Students in grades 3-5 additionally have access to a music program with the opportunity to learn how to play a musical instrument.  Grades 6-8: With the 7-period day at the middle school, all 7th and 8th grade students, which of course encompasses English learners, foster and homeless youth, socio-economically disadvantaged students, and students with exceptional needs, are ensured access to an enrichment elective of STEM (Science, Technology, Engineering, Math), VAPA (Visual and Performing Arts), AVID (Advancement via Individual Determination), or LOTE (Language Other Than English). All students in 6th grade are ensured access to the elective wheel, which provides: college and career readiness skills, growth mindset development, and skill development in technology applications.|Romoland School District monitors enrollment trends in Grades 7 and 8 STEM, VAPA, AVID, and LOTE. Since all students have access to an enrichment elective, elective demographics are on par with schoolwide demographics. However, data indicate that females are more heavily enrolled in honors courses and AVID. Males are more heavily enrolled in STEM courses. Continued work is needed in these areas.   Additionally, enrollment trends are monitored for Grades 7 and 8 Honors English Language Arts, Grade 7 Honors Math, and Grade 8 Algebra. Enrollment trends indicate demographic trends consistent with schoolwide demographics. Of particular highlight are students who speak a language other than English as their primary language, such as English learner (EL) students and Reclassified Fluent English Proficient (RFEP) students (both known an Ever-ELs), as well as Initially English Fluent Proficient (IFEP) Students. At the middle school, 41% of the students speak a language other than English as their primary language and are one of three designations: EL, RFEP, or IFEP. The students are well represented in honors courses, 39% representation in Honors ELA and 45% representation in Honors Math/Algebra per 2017-18 enrollment data.|Given that Romoland School District has five schools, course access is fairly easy to monitor and adjust. Our TK-5 students matriculate to one middle school for grades 6-8. At the middle school, all students are ensured an enrichment elective each year. This is so for English learners, foster and homeless youth, socio-economically disadvantaged students, and students with exceptional needs. There is no other middle school in the district by which to compare access trends.   In terms of the ongoing work to ensure honors courses, AVID, and STEM in grades 7 and 8 reflect the demographics of the school, it will be important to give active attention to providing students with information about the courses and support their success once enrolled in the courses.|Due to Local Control Funding Formula and Local Control and Accountability Plan development with stakeholders, Romoland School District has added and expanded the academic and enrichment course offerings for students.  Grade TK: With the onset of the Local Control Funding Formula and Local Control and Accountability Plan, Romoland School District added full-day Transitional Kindergarten classes at each elementary school site in the district.  Grades K-5: With the onset of the Local Control Funding Formula and Local Control and Accountability Plan, Romoland School District added elementary physical education teachers to teach students their 100 minutes of weekly physical education. An elementary music teacher and program was also added to ensure music education for grades 3-5. STEM enrichment Saturdays are offered at each elementary school throughout the year, and they are accessible to all students in this grade span.  Grades 6-8: With the onset of the Local Control Funding Formula and Local Control and Accountability Plan, Romoland School District added a broad selection of STEM and VAPA electives. Recently, and in response to stakeholder feedback and student performance data, there was an expansion of AVID electives to include AVID Excel and LOTE was expanded to include AP Spanish for grade 8 students.|Met||2018
33672490000000|San Jacinto Unified|7|San Jacinto Unified used Master Schedule Reports and district created Queries out of the Aeries Student Information System. Additionally, the use of Schoolzilla's Course Enrollment Report is used to disaggregated course enrollment by student groups.|Elementary students at SJUSD participate in self-contained classroom structures that teach the multiple subjects identified in the guidelines for a broad course of study. Secondary students are offered courses in all required content areas in the middle and high school settings in order to provide access to the courses necessary for graduation and UC/CSU a-g eligibility requirements.|After a review of the metrics, the barrier found preventing access to a broad course of study identified that lack of access for our students with disabilities to core math courses in secondary sites. 24% of our SWD population were found to be enrolled in a core math course throughout our secondary sites. This presented an identified need for inclusion of our SWD population in core math courses.|In response to the findings regarding our student with disability population, SJUSD has implemented a co-teaching model at our secondary sites in math courses. This model consists of the core math course teacher along with the Special Education teacher working together with an integrated classroom of SWD and General Education students to provide access to common core standards for all.|Met||2018
33672496114748|San Jacinto Valley Academy|7|SJVA develops electronic 4-year academic plans using the school information system Aeries.  These 4-year plans will allow students to maximize their time, plan effectively, and have access to all our course offerings in their stay at SJVA.  Master schedules are built to maximize opportunities for students to take broad courses of study, reducing conflicts which might force a student to choose between classes.  Students are also given the opportunity to augment their learning by having the opportunity to take Honors, AP, and IB courses.  SJVA’s resource specialist plans and works closely with counselors to ensure students with special needs get the classes they need along with the additional pull-out/push-in services throughout the day.  SJVA provides resources to SED students and their families and parent training to build student success. Resources include but not limited to, instruments, physicals and equipment for sports, dues or supplies for clubs, etc.  The resources to families are offered to increase parent engagement.|SJVA provides students access to new courses through rotational schedules in the middle school and elementary grade levels. Middle school provides multiple opportunities for elective choice such as Archery, Dance, Spanish, Choir, and Band.  During the Elementary grade levels students are guided through the Primary Year Program or PYP, which in turn will prepare them to be full IB Diploma Programme recipients in high school.  High School students at SJVA who meet academic eligibility criteria will have access to SJVA’s IB Diploma Programme along with all AP courses.  Full IB Diploma recipients are urged to push above a 30-point attainment.  Student who do not wish to take on the full IB Diploma Programme courses may still take individual IB Courses and be recipients of an IB Core Subject Certificate.  High school students are provided opportunities to select their courses in the Spring prior to their next school year.  SJVA provides flexibility through digital learning via Odyssey Ware.  Students who need to recover credits, want to advance in a course or extend their broad course of study may request to take these A-G courses via this digital learning program.  Furthermore, high school students are given the opportunity to obtain college credit via the Dual Enrollment program.  Collaborative work with Mount San Jacinto College has allowed us to be able to enroll our students in the courses they provide.  These courses are fully accredited as transferable courses of study for any College/University in California.  Given the vast broad course of studies offered, students are eligible to become recipients of the California Golden Seal and/or the California Bi-Literacy seal upon graduation.  SED students without the means to obtain the equipment to work on courses remotely are issued a Chromebook.  Personnel is also available on school site to provide assistance, should the student encounter technical or academic challenges.|The barriers preventing the LEA from providing access to a broad course of study are solely in the realm of transportation to our students to MSJ Dual Enrollment courses.  With the increased enrollment of student in dual enrollment, our transportation has been severely impacted.  We have had to add more personnel and more vehicles in this venue.  In the future, given the rapid increase we are contemplating having students provide for their own transportation services.  At the same time, our facilities are also restricting our access to broad course of study for all students. Our student population is increasing rapidly, thus our room capacity is largely hindered and so is our courses study offerings.  In order to maximize our space we make sure we offer courses that are vital to our students’ needs.  With increased facility space in the future, we will be able to venture and offer a wide range of courses.|Increase access to IB and AP courses. Provide resources and staffing for IB and AP courses. Augment information from 9th grade on student eligibility for the California Bi-literacy and Gold State Seals, thus increasing the number of students eligible for such seals.  Provide professional development and AP trainings for all AP teachers.  Provide additional help for students in the form of Enrichment or Extended Enrichment with capable instructors to work on class projects at school after hours instead of at home. Provide site and guest speakers during non-school hours so that everyone has the opportunity to attend.  Increase parent training nights to inform them of all course opportunities for their students which will empower them to support them in their academic endeavor.|Met||2018
33736760000000|Coachella Valley Unified|7|CVUSD tracks progress of student access to and enrollment in a broad course of study through multiple measures. Monitoring for Kindergarten through sixth grade students begins with reviewing daily instructional schedules for each school and is verified by classroom visits and lesson plans. Monitoring for seventh and eighth grade begins with the master schedule and is verified by student schedules, classroom visits, and lesson plans. Monitoring for high school begins with the master schedule and verified by students schedules, classroom visits, lesson plans, graduation checks, and four-year plans. Additionally, individual monitoring occurs for migrant students, English learners, students with disabilities, foster, and homeless youth.|Elementary, middle, and high school students are enrolled in a broad course of study as defined by California Education Code. CVUSD students are offered the appropriate grade level content standards in the least restrictive environment, regardless of student group. The After School Education and Safety (ASES) program is at every elementary and middle school and also offers access to physical education and visual & performing arts. All schools are implementing Advancement Via Individual Determination (AVID) schoolwide in an effort to promote school, college and career readiness. All high schools offer Advanced Placement (AP), career technical education, and AVID elective courses CVHS and DMHS offer aquatics instruction. High school students also have the opportunity to enroll in online courses which opens up additional electives, advanced courses, and credit recovery.  Additional opportunities for high school students after school includes visual and performing arts and applied arts, athletics, and access to online courses is provided after school. CVUSD graduation requirements were changed to more closely align with A-G requirements and include foreign language, visual & performing arts, and ethnic studies. The district offers dual language programs at seven elementary schools. Students are encouraged to work towards earning a State Seal of Biliteracy in high school.|Barriers preventing the district from maximizing a broad course of study offerings to all students include limited opportunities for elective, acceleration, and remediation for middle and high school students during the regular school day.  Especially for students who fall under the following categories: English learner, migrant, foster, homeless, and immigrant students. In addition, teacher credentials and limited financial resources contribute to our district challenges.|In 2018-2019, students in fourth through sixth grade will receive daily instruction in visual and performing arts. A College and Career Coordinator was hired to focus on supporting/expanding/strengthening programs and opportunities for students to be college and career ready which includes monitoring courses, counselor support, AVID implementation, and more. Our district is also building a Multi-Tiered System of Support (MTSS) to address student behavior, academic, and social-emotional needs. The district continues to support career technical education and refine our dual language program.|Met||2018
33736760121673|NOVA Academy - Coachella|7|All students have access and are enrolled in a broad course of study offered at NOVA Academy, and over 77% of students who graduated in 2017 met a-g requirements.  Annually, NOVA Academy Early College High School tracks the number of students enrolled in Honors, AP, and college courses by grade.  In 2017-2018 our AP program was brought back and we served over 50 students in the entire program. Overall the campus had a pass rate of 59%, with 100% of our AP Spanish students receiving a 3 or higher. Enrollment in to college level courses grow as well in 2017-2018 with students earning over 222 credits throughout the school year.|Students qualify to take college courses if they earn a 3.0 GPA or higher.  Students are able to enroll in AP and honors courses at NOVA with either a teacher or counselor recommendation or parent request.  All students, including those with exceptional needs, are enrolled in the general, college preparatory curriculum.|All students are enrolled in a broad course of study in a college preparatory curriculum.  Some students struggle academically and are not inclined to enroll in honors, AP, or college courses.  All students participate in targeted tutorials and have access to teacher office hours for additional support to help raise grades.  Through various assessments throughout the year, including upon enrollment, students are placed in support classes such as Critical Reading and Math Support.|Students who receive an overall academic GPA of 2.0 or lower at the previous semester are enrolled in to an Academic Improvement Plan program.  This program allows students to receive bi weekly or monthly support from a staff member to improve their academic performance.  Parents are encouraged to attend parent meetings and student have agenda checks on a regular basis. When a student raises their GPA above a 2.0 they “graduate” the program.|Met||2018
33751760000000|Lake Elsinore Unified|7|LEUSD tracks progress in meeting Standard 7 by reviewing course offerings, master schedules, and site programs. LEUSD has developed pathways such as Career and Technical Education, Academic Placement, International Baccalaureate, Advancement Via Individual Determination, Dual Enrollment, Dual Immersion, and Visual and Performing Arts (VAPA). In addition, opportunities for students to have access to robotics instruction has begun implementation various elementary and middle schools with a larger focus at Machado Elementary and Elsinore Middle School. Academic support classes for any students needing additional supports (inclusive of unduplicated pupils have continued to be offered). In addition, As stated prior, the revisions and delivery methods resulted in 2826 surveys being completed, and with a Likert scale 1-5 (5 strongly agree), these were key findings with regard to a Broad Course of Study: 1) Access to curricula via tablet/internet (4.07), 2) Provided instructional materials aligning to State Standards (4.05), 2) Informed of CSU/UC a-g requirements (4.15), 3) Access to AP courses (4.30), Access to alternative education (4.49), and Access to CTE pathways (4.37).|At the elementary level, in addition to the broad course of studies offered, the District LCAP continued its effort to support Arts integration through the use of the Meet the Masters program at each school site. Also, LEUSD has continued to provide physical education teachers with single subject credentials to not only support instructional minutes, but also to provide time for the core teachers to meet in their professional learning communities. Regarding the NGSS standards, the District continues to support supplementary materials, Mystery Science, in the absence of State-adopted curriculum and materials. Over the last two years, an emphasis on developing robotic programs and makerspace areas for students has become a priority at various elementary school sites.   The robotics continuum across the school district has continued to be a focus in the 2018/19 school year. Last year, Lakeside High School hosted their first VEX Robotics Competition where schools throughout Southern California competed. This year, Machado Elementary School shall host three robotics competitions where schools shall compete much like at the VEX Robotics Competition, but at a smaller scale.  The District currently supports a variety of CTE programs with different pathways at each of the comprehensive high schools. The differences are listed as follows: EHS (Automotive, Agri-science, Animal Science, Horticulture, Design & Visual Media Arts, Information Support and Services, Health Science and Medical Technology Occupations with an emphasis on the Health Academy and Athletic Training, and Screen printing), LHS (Hospitality, Tourism, and Recreation with a focus on Culinary Arts, Production and Managerial Arts, Construction, and Robotics) and TCHS (Engineering, Fashion Design, Health Science and Medical Technology Occupations with an emphasis on Athletic Training, Manufacturing and Product Development with an emphasis on welding). Further, TCHS has continued to offer the International Baccalaureate Diploma Program for 11th and 12th grade students. Dual enrollment programs are offered at LHS and EHS. At the elementary level, the Dual Immersion Program is offered at Railroad Canyon Elementary School. The program is comprised of native Spanish speakers (50%) and non-Spanish speakers (50%) and supports Transitional Kindergarten through 5th grade students comprising 50% of the student population. At the middle school level, Elsinore Middle School (EMS), offers STEAM instruction for all students. EMS also offers an articulated Biliteracy pathway for those Dual Immersion students promoting from 5th grade at Railroad Canyon Elementary School. Programmatically, the students at EMS receive one period of Spanish language and one period of Spanish literature to support their language acquisition. These students use the same Spanish textbook as their high school counterparts. Following their promotion from EMS, Biliteracy students have an option to continue in the TCHS IB Program.|An identified barrier in LEUSD has been procuring appropriately credentialed computer science teachers. Because computer science vocations have been identified as an industry need, the District has had a priority developing computer science courses at each high school. Currently, the District does not have a computer science credentialed teacher and has been implementing computer science courses with math teachers and instructional technology education teachers.|In 2017/18, LEUSD offered Mandarin as a foreign language in two of the comprehensive high schools. This program has been well received, but in the 2018/19 school year, the program has yet to develop beyond two sections at each high school. Staff will continue to monitor student needs and take appropriate steps to ensure access. Regarding CTE, staff shall take necessary steps to include Computer Science as a pathway when certificated retirements occur over the next few years. As stated before, Computer Science is a pathway the District has chosen to develop, but the lack of credentialed teachers has been a barrier. With the projected retirements, staff can take necessary steps for recruitment. Across the levels, various school sites have taken initial steps to develop robotics instruction necessary to increase student interest in engineering.|Met||2018
33751760120204|Sycamore Academy of Science and Cultural Arts|7|The locally selected measures and tools that Sycamore Academy is using to track the extent to which all students have access and are enrolled in include: Powerschool, Progress Monitoring Folder, English Learner Portfolio,  SCORE goal conferences, SST meetings, SART and SARB meetings, 504 meetings and IEP meetings.  Additionally, all stakeholder surveys include elements requesting feedback regarding our program, services offered, access, etc.  These surveys include the staff, students, and parents.|As outlined in the Sycamore Academy of Science and Cultural Arts Charter, all students have access to and are enrolled in a broad course of study based on requirements and interest. Students in grades TK-8 participate in an academic program that is Common Core State Standards aligned, meaningful and relevant, rigorous and engaging. Sycamore Academy classes are student centered, problem based, experiential and collaborative in nature. The academic program includes thematic units where multidisciplinary content areas are addressed. Courses of study for every grade, TK-8, include Language Arts, Math, Science, Social Studies, Physical Education, Music, Art, World Languages, Engineering and Technology and a wide range of multiage intervention and enrichment courses.|Given the results of the locally selected measures, there are no barriers preventing Sycamore Academy from providing access to a broad course of study for all students and all students are actively participating in a meaningful, relevant and engaging broad course of study.|All students at Sycamore Academy are actively participating in a meaningful, relevant and engaging broad course of study, therefore there is no need to make any revisions, decisions or actions to implement in order for students to access a broad course of study. The Sycamore Academy administration will continue to assess the social, emotional and academic program and will make appropriate actions as needed.|Met||2018
33751920000000|Temecula Valley Unified|7|We offer a broad course of study for all student groups across all grade spans, including unduplicated student groups and individuals with exceptional needs. This will be measured annually by course offerings and graduation rates.|100% of our students have access to a broad course of study. At the Elementary level these include: Physical Education, Visual and Performing Arts, and All Core Academic Areas. At the Middle School level these include: Wheel Elective Courses, Visual and Performing Arts, and All Core Academic Areas. At the High School level these include: All Core Academic Areas, Academic Acceleration (AP, IB, AVID, Dual Enrollment), Visual and Performing Arts, and Career Tech Education.|While we offer a broad course of study (as evidenced by our high school diploma requirement for 70 elective units and our 95.5% graduation rate), we could offer additional opportunities (e.g., seven period day) with increased funding.|Taking into consideration stakeholder feedback and an analysis of relevant data, we recognized a need for an additional, optional elective period at all of our middle school sites.  We added an LCAP action and service principally directed to unduplicated student groups. We are currently exploring additional elective course offerings.|Met||2018
33751923330917|Temecula Preparatory|7|Data from Aeries and Naviance, the school’s student information system and college counseling database are used to track the extent to which all students have access to, and are enrolled in a broad course of study. Administrators and school counselors meet annually to review the course offerings and adjust the offerings to ensure a continued enriched course of study for all students.  All subject areas required by Ed Code and/or by the school’s charter, are taught to all students in grades K-­12.|The school provides all students with access to a broad course of study.  Students are required to take a broad range of courses as part of the classical education model.  Every student takes classes in English Language Arts, History, Science, Math, and the Fine Arts annually.|This is not an area of weakness for the school.  Students are provided alternatives as appropriate to ensure that each student has access to a broad course of study.  The school has adopted an online program with A­G approved courses to help ensure a broad course of study for all Upper School students.|The school is in the process of exploring dual or concurrent enrollment as an additional option for high achieving students.|Met||2018
33751926112551|Temecula Valley Charter|7|100% of TVCS middle school student groups participate in core studies: Math, English Language Arts, Science, PE, and Social Sciences. 100% of TVCS middle school student groups participate in a broad variety of electives; Coding, Leadership, Choir, Visual Arts, World Languages, Student Athlete Leadership Training, and Surviving Middle School Skills.  100% of TVCS student groups participate in weekly science labs, Performing Arts and Visual Arts. 100% of TVCS student groups have one-to-one technology at school. TVCS offers Advanced Language Arts and Algebra. Roughly 50% of the 8th grade students participate in one or both of these classes.|TVCS has offered this high quality course of study in recent years. The middle school staff has stabilized and are highly motivated teachers.|TVCS is a small school with limited staff and space. TVCS has grown and the facility is at capacity. There is no extra space and no space to spread out.|TVCS has ensured access to a broad course of study to all student groups.|Met||2018
33752000000000|Murrieta Valley Unified|7|Murrieta Valley Unified School District provides all students with access to all courses.  At the elementary level, all students have access to core curriculum with intervention provided on a supplemental basis.  In recent years, the Horizons Unlimited Program has provided visual and performing arts experiences for all elementary students. A universal access model is used to individualize learning opportunities from intervention to advanced coursework.|MVUSD continues to strive to increase unduplicated students and student groups of focus in advanced coursework.  MVUSD collects AP, IB and DE enrollment data annually by student group in order to ensure all students are taking rigorous advanced courses at the high school level.  In addition, MVUSD tracks AVID enrollment annually and D/F rates at each grading period by student group.  We track A-G completion rates by school and district-wide by student group.|The following barriers have been identified:  • D/F rates • A-G rates • Percentage of students participating in AP/IB/DE courses with a focus on our student groups • Implementation of equitable practices district wide • Intentional counseling recruitment and services • Support services for students in advanced coursework|MVUSD has approximately 30% of high school students enrolled in Advanced Placement courses district wide.  Approximately 60% of our high school seniors fulfilled college entrance requirements upon graduation.  We have a significant number of secondary students enrolled in AVID which supports first generation college-going students many of which are included in the MVUSD student groups of focus.  There has been an emphasis on increasing the percentage of students from these groups who take part in advanced coursework that leads to college preparedness.  The following actions are in place to ensure access and success in advanced coursework:  • Tracking of student group data by school to better serve unduplicated students and increase the number of students completing A-G requirements; • Increased enrollment in the Summer Bridge Program for incoming high school students; • Increased participation in the AP Readiness Saturday Program for AP students; • Intentional recruitment by counselors of students in the focus student groups for advanced coursework; • Increased focus on equity and equitable practices across our district.|Met||2018
33752420000000|Val Verde Unified|7|a.  Course access is monitored using the District’s Student Information System (AERIES) and verified using a combination of reports from the DataQuest and CalPads systems. b.  At the elementary level, daily schedules reflect the recommended minutes for English, mathematics, and universal access that are found in the frameworks and are reviewed by site administration at the start of the school year. In addition, schedules include the required minutes for Physical Education and Designated English Language Development. Grade level collaborative lesson plans are accessible for review by site administration and reflect lesson plans for English, mathematics, History/Social Science, Science, Physical Education, and Visual and Performing Arts. c.   Periodic A-G course audits at the high schools are also used to identify barriers to student completion of A-G requirements and completion of Career Technical Education pathways.|a.  Currently, no significant differences across school sites or between student groups have been identified in access or enrollment to a broad course of study.  b.  All elementary students are provided access to English, mathematics, social sciences, science, visual and performing arts, health and physical education. There have been many areas of progress in the district and much success for the students most in need of support. Collaborative lesson planning and posted daily schedules ensure that elementary students have access to a broad course of study. Second through fifth grade students have access to music instruction delivered by credentialed music teachers. Time is built into site meeting times and district wide professional development trainings for professional learning communities to reflect on access for all students and share best practices. c.   All middle schools offer electives courses in Visual & Performing Arts and World Languages, in addition to other areas of study related to applied arts and Career Technical Education. These courses are in addition to the core courses in English, mathematics, social sciences, science, health and physical education and are at sufficient levels where all students have access to and are enrolled in at least one including Special Education and English Learner students whenever appropriate. d.  All high schools offer electives courses in Visual & Performing Arts, World Languages, and Career Technical Education. These courses are in addition to the core courses in English, mathematics, social sciences, science, health and physical education and are at sufficient levels where all students have access to and are enrolled in at least one including Special Education and English Learner students whenever appropriate. e.  Our Special Education students are given opportunities to take A-G courses, CTE classes, AVID, and all other classes that are offered to the general education students. In addition, we have a large population of special education students who are in the general education setting with support from a special education staff member. Our special day class students are given the opportunity to be in General PE and an elective class.|a.  Prior to 2014, the primary barrier preventing our District from providing access to all students was primarily due to Federal education policy requiring students to be placed in additional Math and English courses. With the changes in laws, and increased state education funding levels, our District has been able to expand access to a broad course of study for all students.  b.  Investments in our credit recovery and summer school programs have reduced the barrier to access by reducing the need to repeat coursework during regular academic schedule time.|a.  Funding for additional World Language, Career Technical Education, and Visual and Performing Arts teachers at elementary, middle and high school levels has been included for the past four years and will continue in the current plan for the foreseeable future.   b.  Funding for facilities, equipment, and supplies to support the additional programs have been allocated for the past four years and will continue in the current plan for the foreseeable future.  c.   Career Technical Education continues to provide opportunities for students as they prepare for careers after graduation. Additional CTE pathways have been designed and implemented at the high school campuses. These programs continue to expand as students demonstrate interest in certain industry sectors.  d.  Additional counseling staff has been added to provide adequate resources to ensure monitoring of graduation and college & career readiness.  e.  Teachers are being trained across the district on how to effectively create and sustain effective co-teaching in order to ensure more Special Education students the opportunity to participate in general education classes.|Met||2018
33769430132522|Baypoint Preparatory Academy|7|BPA's K-5 program includes small group and station-rotation blended learning using Houghton-Mifflin curriculum and guided reading for the reading program, supported by the LexiaCore5 online program. The math curriculum through GoMath! and supported by the STMath online program. Data is measured by NWEA MAP assessments 3 times a year, and continuous formative assessments in the form of IABs for 3-5, and running records/unit assessments in all K-5 classes.  BPA's 6-12 program utilizes direct instruction and blended learning through in class instruction, the Edgenuity online program for A-G requirements, LexiaPowerUp, MyPath, and daily tutoring for all students.  The programs and data sources meet the needs of all students, unduplicated students, and students who have exceptional needs.|BPA's programs for both in class instruction and online blended learning meet the needs of all students enrolled. Data is reviewed weekly by staff, and students are given feedback on their progress. BPA administration and instructional staff adjust the curriculum to reach all students based on student progress and any identified areas of weakness/strength. In the 6-12 program, the Edgenuity program has built in features to allow for student pacing to match ability, and the program offers online courses that meet A-G requirements that are not taught by staff on site.|Barriers to providing a broad course of study for all students that is meaningful, is that some students have a difficult time with the independent nature of the online Edgenuity program. Students in the K-5 program can also have difficulty with the computer etiquette and stamina required for the STMath and LexiaCore5 programs. Instructional staff being able to monitor and provide intervention when required for students to progress too quickly through the programs is a struggle.|BPA has implemented a staffing policy of 1 teacher and 1 instructional coach (teacher's assistant) for each classroom to assist with monitoring students as they work. BPA staff hold weekly team meetings to review data and make instructional changes/interventions for students as needed. BPA has adjusted the online 6-12 Edgenuity schedule to ease the middle school students into the online program, using the gradual release of responsibility to the students.  The English Learners program will be implementing an after school tutoring program for all 3-5 students. 6-12 students have daily tutoring in Reading, Math, and general subjects available after school each day.  All grade levels have built in Intervention/Enrichment times in the daily schedule and teachers have the ability to work in small groups or 1:1 with students who need extra support in any given content area.|Met||2018
34103480000000|Sacramento County Office of Education|7|SCOE utilizes the PowerSchool student information system, student transcripts and report cards, and scheduling protocols to ensure all students engage in a broad course of study. Quarterly audits of student schedules and assigned grades provide a pre and post analysis of each student’s course of study. The same tools can disaggregate students into subgroups to ensure each subgroup is engaging in a broad course of study.|All students are engaged in the core academic subjects. Students also have access to career technical education classes, project-based learning opportunities to complete multi-disciplinary projects and online options for UC a-g advanced courses or foreign language. SCOE’s faculty offers a wide spectrum of courses at each site and allows students to travel between sites to take additional courses. This gives more students access to culinary, construction, and horticulture programs due to the opportunity to engage in offerings at two schools. Some sites have faculty with particular strengths in art or science focused project-based learning.|The small enrollment numbers at each site reduce our ability to offer the same breadth of classes a large secondary school would offer in departmentalized settings.|Due to increased flexibility offered to alternative education sites within the Every Student Succeeds Act, we are identifying professional learning sequences to improve teacher capacity in Art, World Language, Laboratory Science, and Physical Education. As faculty choose and engage in new strands of professional learning, students will have a larger breadth of course offerings each semester.|Met||2018
34103480136275|Fortune|7|Fortune's Data and Analytics department and its curriculum and instruction department work to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. These evaluations are done in the form of classroom observations and reviews of outcome data. During classroom observations by the curriculum and instruction team, all aspects of the classroom are reviewed for compliance.|"All students have access to a broad course of study. Fortune offers curriculum that is common core aligned and extremely rigorous in grades Kindergarten through 8th grade.  Fortune School has created a partnership with Cosumnes River College and Cal Poly San Luis Obispo to open a STEAM focused Early College High School, starting with 9th grade in Fall, 2017. Early College High Schools are innovative partnerships between charter or non-charter public secondary schools and a local community college, the CSU, or the UC that allow pupils to earn a high school diploma and up to two years of college credit in four years or less. Early College High Schools are small autonomous schools that blend high school and college into a coherent educational program. In Early College High Schools pupils begin taking college courses as soon as they demonstrate readiness and the college credit earned may be applied toward completing an associate or bachelor’s degree, transfer to a four-year university, or obtaining a skills certificate. (Education Code 11302) Fortune’s Early College High School will focus on providing scholars with STEM education combined with Arts education (STEAM) in order to position graduates to provide innovation leadership to the Sacramento region essential to the new economy. The Early College High School model fully integrates high school, college and the world of work allowing scholars to earn a high school diploma and associate's degree while meeting the a-g requirements for transfer to the University of California and California State University. Fortune School will seek approval of its high school courses from the University of California in order to meet the a-g requirements. College coursework from Cosumnes River College already meets the a-g requirements. Fortune School will seek accreditation of the Early College High School Program by the Western Association of Schools and Colleges in order for courses to be considered transferrable by other public high schools.  The primary partnership to provide the Early College High School is between Fortune School and Cosumnes River College. Cal Poly San Luis Obispo’s role in the partnership is to provide hands-on, STEM related extracurricular activities for Fortune School scholars. For example, Cal Poly San Luis Obispo has committed to provide 10 free slots for Fortune School students to participate in EPIC (Engineering Possibilities in College) through the campus’ College of Engineering. The College of Engineering’s mission is “to educate students for careers of service, leadership and distinction in engineering or other fields by using a Learn by Doing, hands-on approach."" As one of the college’s outreach programs, EPIC residential summer camp endeavors to extend this mission to grades 7-12."|No barriers at the present time as all students are provided a broad course of study at Fortune.|Fortune is constantly evaluating curricular options based on data. As Fortune continues to examine outcome data for students, leadership may identify new curricular offerings. At this time, there are no plans for curriculum changes.|Met||2018
34672800000000|Arcohe Union Elementary|7|To give students at Arcohe access to a broad course of study, the district has implemented several different programs for students. For the past four years, Arcohe has offered all students both Spanish and Music during the school year and has offered either band or choir during this time as well.  The district has offered summer school during the past four years as well with a focus on hands-on STEAM topics in June 2018.  In 2018-19, the district started an advanced ELA program for students in grades seven and eight to go along with our advanced math options.|All students have access to the broad courses of study listed above with the exception of the advanced ELA option that is only open to students in grades seven and eight. As programs are considered, the extent all students have access to the programs are of key importance.  Providing unduplicated students access to programs is a priority for the district, but the district also tried to open these opportunities to all students, when appropriate.|In terms of expanding broad courses of study, the limited amounts of time, money and personnel are the major obstacles the district face.  Given the small size of the district and the rural location, there are challenges in providing all the services and resources others districts may be able to do.  Despite the lack of size, the district maximizes the resources in the district and has the ability to tailor programs for students.|Moving forward, the district will continue to survey families for additional ways to provide services to all students.  Additionally, the teachers in the district are engaged in Professional Learning Communities to discuss effective student learning and interventions.  As teams meet, ideas are generated for the future to create more dynamic programs and services for all students.|Met||2018
34673140000000|Elk Grove Unified|7|For elementary school students, EGUSD measures student access to, and enrollment in, a broad course of study as the percentage of students who are receiving routine instruction in the subject areas of English-language Arts, Mathematics, Social Sciences, Science/Health, Visual and Performing Arts, and Physical Education. Data is gathered through an annual survey in which school principals report the average number of instructional minutes students are provided by grade level in each subject area on a daily, weekly, or bi-weekly basis. Students who are receiving routine instruction in all subject areas are counted as having a broad course of study.    Because secondary school students are automatically enrolled in courses required for graduation and select from a broad array of non-core courses based on interest, the district focused on access to, and enrollment in, courses aligned to college and career success - Honors, Accelerated, Advanced Placement (AP), International Baccalaureate (IB), and Career Technical Education (CTE) classes. For middle schools, the focus is the percentage of students who are enrolled in one or more Honors or Accelerated courses. For high school, EGUSD focuses on two distinct measures: (1) the percentage of students enrolled in one or more Honors, AP, or IB courses, and (2) the percentage of students enrolled in one or more CTE courses.  Enrollment rates are reported and monitored districtwide and for each school by grade level, ethnicity, and all accountability student groups.|For 2018-19, 97% of elementary school students are currently provided a broad course of study – instruction in all subjects. Only two elementary schools showed less than 100%.  At both of these elementary schools, the only area in which students did not receive routine instruction was visual and performing arts. There was no noticeable variation in access or enrollment to a broad course of study among student groups or grade levels at the district level.  In 2017-18, 50% of middle school students were enrolled in one or more Honors or accelerated courses—a decrease of 2 percentage points from 2016-17, but a 1 percentage point increase from 2015-16.  Considerable variation exists in honors/accelerated enrollments by ethnicity and student group. By ethnicity, the percentage of students in honor/accelerated courses ranged from 33% for African American students, to 61% for Asian and Filipino students.  Among other student groups, the percentage ranged from 6% for students with disabilities (SWD), to 39% for socioeconomically disadvantaged (SED) students. In addition, considerable variation exists across middle schools, with some schools enrolling 50%-60% of students in honors and other schools enrolling students in the mid to high 30 percent range.    At the high school level, 47% of students were enrolled in one or more Honors, AP, or IB courses in 2017-18, which is the same percentage enrolled in the 2016-17 school year. Considerable variation exists in Honors/AP/IB enrollments by ethnicity and student group. By ethnicity, the percentage of students in Honors/AP/IB courses ranged from 31% for African American students, to 61% for Asian students. Among student groups, the percentage ranged from 5% for students with disabilities (SWD), to 39% for socioeconomically disadvantaged (SED) students. Again, considerable variation exists across high schools, with some schools enrolling percentages of students in the 50s, while other schools are enrolling students in the mid- to high-30 percent range.    In 2017-18, 53% of high school students were enrolled in one or more CTE courses, an increase of 1% from 2016-17.  Variation in enrollments by ethnicity are relatively minor. By ethnicity, the percentage of students enrolled in CTE courses ranged from 47% for Filipino students, to 55% for white students.  Among student groups, the percentage ranged from 37% for foster youth students, to 58% for homeless students. Variation exists across high schools from 44% to 79% of students enrolling in CTE course, with the district’s northwestern high schools enrolling higher percentages.|Though the vast majority of elementary students have access to a broad course of study, the only obstacle to universal access is the lack of dedicated instructional time allocated to visual and performing arts instruction at two elementary schools. While there may be competing interests with providing sufficient instructional time and coverage to English and mathematics instruction, the only minor impediment is a clear communication of the expectation of instructional coverage of all subjects. This is easily remedied, as described in the response box below.    At the secondary level, a wide variety of honors, AP, IB courses and CTE courses and program are available to students and can expand in accordance with students’ increased interest levels. While the district has removed traditional barriers to enrollment in advanced courses (e.g., course prerequisites, parent permission), challenges persist around communication and reaching all students with information that might help them make more informed choices.  One of the challenges to increased enrollment in these courses and programs are differential levels of student awareness of the relevance and importance of such courses to future aspirations and success. In addition, because AP and IB courses are considered to be equal to that offered at the college level, some students may think they lack sufficient preparation.  For some students this could be a real issue and some amount of preplanning and preparation could remedy the situation.  For other students it could be just a perception of unpreparedness that might steer students away from taking advanced courses even when they might have been successful.  Other students may be reluctant to make the extra effort for a more difficult course or be wary of an increased work load.  In these cases, counselor or teacher reassurance and encouragement, or knowledge that support for course success is available (e.g., afterschool homework support, availability of teachers during preparation or lunch period) could increase course enrollment.  Another impediment to increased student enrollment in more rigorous courses may be the varied quality of instruction across courses and schools that likely all districts in the state experience. Consistent high quality, effective instruction could remedy barriers to student preparedness for such courses.  In addition, another barrier could be the mindset of teachers regarding high expectations for all students, as well as culturally responsive instruction to reach all students.  Addressing these potential barriers is currently a focus of district work, as described in the response box below.|At the elementary level, the expectation of instructional coverage of all subjects will be clearly communicated to all principals.  Elementary directors will work with the two schools that reported grade levels not providing VAPA instruction and will build this into the schedule for the 2018-19 school year.  In addition, the district created and will hire a Director level position to oversee implementation of VAPA programs across both elementary and secondary levels.    The district will continue existing strategies to increase enrollment in honor, AP, and IB courses.  EGUSD’s PSAT-for-All program provides universal testing of students in 8th and 10th grades. Testing provides feedback on academic skills needed for high school and college success, and allow students to become familiar with testing environments and the rigor of college admissions tests. 10th grade PSAT/NQMST results are also used to identify students who are likely to be successful in specific AP courses. The California College Guidance Initiative (CCGI) will help ensure that middle and high school students have a baseline of college and career support, with tools to guide students and parents through the college/career planning and preparation process, including course taking choices.  CCGI will also streamline college application and admissions processes, including CSUApply and CCCApply.    The district will continue to improve and expand CTE pathways and recruitment to serve more students. Map Your Future events for career exploration will continue with expectations of increased attendance. In addition, the district will also expand dual enrollment in college courses and has made great strides in collaborating with Cosumnes River College to provide opportunities.   The district will continue to provide professional learning to improve instruction through a Framework for High Quality Instruction, which integrates existing research and knowledge into a comprehensive framework focused on principles of instruction rather than specific methods of instruction. This framework allows for calibration of understanding and implementation of instructional strategies that have been shown to be highly effective.   The district has committed to a series of outward mindset professional trainings for all staff. The training challenges staff to see others as people with goals, needs, and concerns just as important as their own. District leaders believe that by first examining and attending to underlying mindsets that inform and drive behaviors, the organization can more effectively work together to make improvements in the classroom, school sites, and district office, and in students’ lives.|Met||2018
34673140111732|California Montessori Project - Elk Grove Campus|7|CMP has identified and currently utilizes several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards, CMP has created and implements a curriculum guide that outlines the specific content areas to be addressed.  Further, CMP employs several assessment tools in order to measure progress towards meeting these articulated outcomes. Some examples of assessment tools utilized by CMP are, among others, the Renaissance Place assessment suite for English/Language Arts and Ten Marks for Mathematics, Dynamic Indicators of Basic Early Literacy Skills (also referred to as DIBELS) assessment as well as standardized test results. These multiple measures of progress provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|All students enrolled in California Montessori Project have access to the following program components: * Highly qualified, dynamic, California State Credentialed and Montessori trained/certified teachers (dual certification) * Comprehensive academic and social skills development using Montessori-based curriculum aligned to the California State Standards * Quality Montessori learning materials * State-adopted core instructional materials * Technology based programs for all grade levels * Rosetta Stone foreign language program * Accelerated Reader reading comprehension monitoring tool * Ten Marks Math assessment and skills tool * Learning.com technology teaching program * 1-1 student-to-computer ratio in grades 3 through 8 * PBIS Practices, Building Effective Schools Together, positive behavior support program to support appropriate school behavior   * Teacher induction program for new teachers * Ongoing parent education offered on site * Before and after school programs * Low student-to-teacher ratios * Full implementation of Response to Intervention (RTI) model with academic intervention programs * Special Education Teacher, Speech/Language Pathologist, and Occupational Therapist on site for students with Individualized Educational Plans * Deans of Students who support implementation of RTI, PBIS (positive behavior support), curriculum alignment/implementation and accreditations.|CMP understands and embraces the philosophy of constant and progressive improvement.  With the establishment of the California Common Core State Standards, CMP has committed the CMP Leadership Team to review current curriculum and materials ensuring that the instructional materials do fully provide a broad course of study for all students.  CMP – EG recognizes the following areas of focus:  1. The involvement and collaboration of all staff and other stakeholders to support student achievement.  CMP seeks to improve and promote stakeholder involvement and collaboration through various pathways. For parents and caregivers, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established CAC composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. For staff involvement, CMP holds regularly scheduled staff meetings and encourages staff feedback on pertinent issues. In order to gather input from the student population, CMP and the Montessori methodology calls for daily community meetings where student participation is encouraged.  2. The clarification and measurement of what all students should know, understand, and be able to do through school-wide learner outcomes and academic standards.    3. The analysis of data about students and student achievement.  In order to ensure effective interventions and improvement, CMP recognizes the necessity of analyzing student data in order to target specific areas of need. In the pursuit of information regarding student achievement, CMP has developed and implemented a system of assessment and tracking. CMP utilizes a complement of universal assessment tools, an assessment tracking system and regularly scheduled grade level meetings to discuss assessment results and strategies for addressing areas of need. CMP recognizes the area of data analysis and using the gathered information to drive instruction as one of ongoing need and improvement.  4. The assessment of the entire school program and its impact on student learning in relation to the school-wide learner outcomes, academic standards, and ACS WASC/CDE criteria.As a public charter school, CMP undergoes a regular process of self-study and the need for regular program assessment as a part of the charter renewal process and accreditation through the American Montessori Society and the Western Association of Schools and Colleges.  5. The alignment of a long-range action plan to the school’s areas of need; the capacity to implement and monitor the accomplishment of the plan.  With the recent changes in funding for California’s public schools, CMP underwent a specific needs analysis to develop the LCAP. Based on stakeholder input, identified needs were aligned with personnel and financial resources and memorialized as part of CMP’s LCAP. Additionally, CMP specifically identifies areas of need.|The following steps have been or are being taken to increase access and opportunity for all CMP-Elk Grove students: 1) Increase communication between stakeholders by sending information directly to stakeholders’ email addresses to better share information and create a stronger sense of school community. 2) Develop a process to gauge alumni preparedness for a secondary educational setting. 3) Prepare for Common Core. 4) Increase interventions for struggling learners and enhancement programs for advanced learners. 5) Fully utilize available technology. 6) Develop a Positive Behavioral Interventions and Supports (PBIS) team to move the PBIS behavior program forward by reducing the number of minor incidents, office discipline referrals, suspensions and expulsions thus creating an environment more conducive to learning.|Met||2018
34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|7|Based on an analysis of the school master schedule, all SAVA-EGUSD students have access to a broad course of study/required subject areas, including A-G,  which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  SAVA-EGUSD students have access to Advanced Placement courses and a vast amount of electives through the Edgenuity online platform.  SAVA-EGUSD is a vocational school that offers a multitude of CTE pathways and career exploration opportunities for students.|Based on an analysis of the school master schedule, all SAVA-EGUSD students have access to a broad course of study/required subject areas, including A-G,  which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  SAVA-EGUSD students have access to Advanced Placement courses and a vast amount of electives through the Edgenuity online platform.  SAVA-EGUSD is a vocational school that offers a multitude of CTE pathways and career exploration opportunities for students.|There are no barriers preventing a broad course of study for all students at SAVA-EGUSD and SAVA-EGUSD seeks to expand programs as the school budget allows.|SAVA-EGUSD is seeking to expand its broad course of study for all students as the school’s budget allows, including addition and expansion of CTE programs.|Met||2018
34673146112254|Elk Grove Charter|7|For high school students, Elk Grove Charter measures student access to, and enrollment in, a broad course of study based on student enrollment in Career Technical Education (CTE) classes and Advanced Education (dual enrollment) in Los Rios Community College courses and completion rates of comprehensive and alternative diplomas. A unique feature of EGCS’s instructional program is that students and their families may determine which diploma they will seek.|In 2017-18, 53% of EG Charter school students were enrolled in one or more CTE courses, an increase of 1% from 2016-17. Variation in enrollments by ethnicity are relatively minor. By ethnicity, the percentage of students enrolled in CTE courses ranged from 47% for White and Hispanic students, to 100% for American Indian students.  Among student groups, the percentage ranged from 54% for EL and SED students, to 100% for homeless students. Advanced Education (dual enrollment) at EGCS is the primary vehicle for students to complete all a-g requirements; due to facility limitations, the school does not offer a second year of lab science on site. The alternative schedule of EGCS students provides them the ability to enroll in a wider variety of courses that are offered during the traditional school day. In 2018-19, EGCS implemented a new course approval process that tracks the number of students who apply, but relies on students providing the school with an official transcript to demonstrate course completion. In 2017-18, 18 students applied for Advanced Education courses and 6 completed courses. Of the 18 students who applied, the majority of courses they requested were either foreign language or science.  In addition to EGCS’s graduation rate as traditional indicator of access to a broad course of study, the school is the only school authorized by EGUSD with the capacity to provide students with access to a comprehensive a-g diploma track or alternative education diploma track. This option has been a primary feature of the school since its authorization. By default, EGCS students matriculate through the comprehensive a-g college preparation diploma track; however, students needing credit/skills recovery are able to choose the alternative diploma route. The following numbers represent total number of graduates by year and the number of alternative diplomas. For the class of 2016, 25% (24/93) of diplomas were alternative diplomas; In 2017, 21% (19/91), and in 2018 36% (28/77).|Every student at EGCS has access and the ability to enroll in EGUSD’s Explore CTE courses. However, these courses are offered at various school sites throughout the district. EGCS does not currently offer a CTE pathway on-site and only offers limited CTE electives for students. Transportation to EGUSD-offered CTE courses has been identified as a barrier in addition to perceived relevance of additional courses. For credit recovery students pursuing a traditional diploma, CTE courses are often viewed as additional elective courses that are not required for graduation. Likewise, adding a CTE courses may increase the student’s credit output for the semester beyond board-adopted credit accrual limits. Therefore, students focus on the required courses for graduation rather than enrolling in electives and CTE courses.   Advanced Education opportunities for EGCS students are limited to students with a GPA of 2.7 or higher. This becomes a barrier for credit-deficient students, who comprise a significant portion of EGCS’s population. In addition to the GPA limitation, course prerequisites are another barrier to accessing Advance Education courses. For example, EGCS students need to take their 2nd year of lab science at the community college, but the course has a Math III prerequisite. On-track students don’t take Math III until their 11th-grade year and would, therefore, not be able to take lab science until their 12th-grade year. Students also have stated transportation as a barrier.  Tracking Advance Education enrollment is another barrier to fully understanding access to this opportunity. Currently, tracking Advance Education completers is solely dependent on the student providing the school with a copy of his/her official transcript from the community college. Students only provide EGCS with the transcript if they have been approved to receive high school credit for the course. Otherwise the student feels the school has no need for the information and, therefore, the transcript never makes it to EGCS.   Students at EGCS primarily choose the alternative diploma track because of credit deficiency prior to enrolling at EGCS; that status is, in itself, a primary barrier to accessing the school’s comprehensive a-g course offerings. As stated above, the barrier for a-g track students to complete all a-g requirements is the lack of facility at EGCS to offer an additional lab science. Likewise, the staff’s capacity at EGCS’s to address credit deficiency through course planning, high quality instruction, and social emotional support are additional barriers to increased student success.|EGCS will continue existing strategies to increase enrollment in a wide variety of courses on campus, in the district’s Explore CTE courses and through community college Advanced Education enrollment. EGCS is engaged in the development of multiple CTE pathways to be offered at the school. The school has identified the following sectors as potential pathways to develop: business, health sciences, information technology and hospitality. In addition to course development, facilities planning and local business partnerships will be needed to see this come to fruition.  Barriers to Advanced Education enrollment are being addressed through a more clearly defined local course planning and approval process and articulation with the Los Rios system to receive course completion data. Providing students with high quality instruction and articulation and planning with neighboring schools to address credit deficiency is another action being taken to address not only this barrier, but also the barriers to all students completing the school’s a-g diploma track.   EGUSD’s PSAT-for-All program provides universal testing of students in 8th and 10th grades. Testing provides feedback on academic skills needed for high school and college success, and allow students to become familiar with testing environments and the rigor of college admissions tests. 10th grade PSAT/NQMST results are also used to identify students who are likely to be successful in specific AP courses. The California College Guidance Initiative (CCGI) will help ensure that middle and high school students have a baseline of college and career support, with tools to guide students and parents through the college/career planning and preparation process, including course taking choices.  CCGI also will streamline college application and admissions processes, including CSUApply and CCCApply.   EGCS will continue to participate in EGUSD-delivered professional learning and development opportunities with the intent to improve instruction through a Framework for High Quality Instruction, which integrates existing research and knowledge into a comprehensive framework focused on principles of instruction rather than specific methods. This framework allows for calibration of understanding and implementation of instructional strategies that have been shown to be highly effective.  In addition, EGCS staff members are able to participate in EGUSD steering committees and other initiatives. One example is mindset training, which challenges staff to see others as people with goals, needs, and concerns just as important as their own. EGCS, like EGUSD, believes that by first examining and attending to underlying mindsets that inform and drive behaviors, the organization can more effectively work together to make improvements in the classroom, at the school, and in students’ lives.|Met||2018
34673220000000|Elverta Joint Elementary|7|The local method ensuring all students have access to a broad course of study are daily walk-throughs and reviews of daily lesson.|All students have access to standards-based instruction daily in ELA, ELD, Mathematics, Science, Social Science, and Physical Education.|As an elementary school district, the broad course of study available to our students is the core instructional program for all students.|To ensure that all students have access to a broad course of study, we provide ongoing, standards-based learning opportunities for all teachers.|Met||2018
34673220127860|Alpha Charter|7|The local method ensuring all students have access to a broad course of study are daily walk-throughs and reviews of daily lesson.|In grades 9-12, all students have access to standards-based instruction all courses offered in the course of study, including all A-G courses. In the elementary grades, students have access to standards-based instruction daily in ELA, ELD, Mathematics, Science, Social Science, and Physical Education.|The broad course of study is the core instructional program and is available for all students in elementary and high school grades.|To ensure that all students have access to a broad course of study, we provide ongoing, standards-based learning opportunities for all teachers.|Met||2018
34673300000000|Folsom-Cordova Unified|7|The Folsom Cordova Unified School District has identified three measures in order to track the extent to which all students have access to a broad course of study. FCUSD will measure enrollment in the following programs:  Music A - G Courses CTE Courses All FCUSD students have experiences in music beginning in the fourth grade with general music or orchestra, this expands to band in the fifth grade for interested students. (Instruments are provided for any student not able to provide their own.) All FCUSD students have the option of continuing in music through band, choir or orchestra from 6th through 12th grade.  All three FCUSD comprehensive high schools and the three continuation high schools offer A-G courses in English, Math, Social Science, Science and a variety of electives.  All FCUSD students are placed in A - G courses as a “first course of action” unless there is a specific reason (IEP, Beginning ELD status, etc.) that would make A - G placement  inappropriate. FCUSD continuation high schools also offer a variety of A - G courses to their students.  All three FCUSD comprehensive high schools and two of the continuation high schools have vibrant CTE course offerings. Because FCUSD is a school choice district, all students have access to CTE courses. CTE courses available to students are: Animation, Bio-technical Engineering, Civil Engineering, Computer Applications, Computer Game Design, Culinary Arts & Catering Production, Digital Art & Media, Engineering Design, Fashion Design, Foods & Nutrition, Media Production, Photography & Digital Imaging, Television Production and Web Design.|All FCUSD elementary students are enrolled in general music or orchestra beginning in 4th grade and general music, orchestra or band in 5th grade. Through the elective process all  middle and high school students in FCUSD have access to band, orchestra or choir. In addition to those classes, students at Folsom Middle School have access to ukulele class and students at Vista del Lago High School and Cordova High School have access to guitar classes.  As the district provides instruments for students who are not able to provide their own, no student is prevented from taking a class due to lack of access to an instrument.  A -  G: The District continued working toward increasing the number of students who enroll in A-G courses, including use of college and career clerks who proactively identify students for enrollment. CTE: The District increased the number of students who completed CTE, PTLW, advanced math, and advanced science courses from 7947 to 8343. This represents an increase of 5% of the FCUSD secondary schools' enrollment.|CTE - There are currently no barriers preventing the FCUSD from providing access to any students interested in pursuing a CTE pathway. The only possible barriers in the foreseeable future would be CTE course proving so popular with students that we do not have enough seats to meet the demand in a particular course (Thus far this has not been the case.) Budget and facilities are also potential barriers in the future, but currently the district has adequate facilities, or is in the process of building them, and through partnerships, grants and a vigilant CFO a budget that adequately supports the various programs.  Music - The cost of maintaining and replacing instruments is an ongoing concern for any robust public school music program. On top of the expense related to the instruments there is the ongoing cost of the “consumables” in the form of sheet music that needs to be purchased on an annual basis. A-G - All students attending any of the three comprehensive high schools have access to A  -  G courses in all core subject areas and many elective classes. Potential barriers are specific non A - G course selections or other restrictions mandated in IEP documents and/or students who are in the earliest stages of English Language acquisition.|"Music - Through community partnerships with the City of Rancho Cordova and a variety of local businesses, foundations and booster organizations FCUSD brought  Meet the Masters to elementary schools. In addition, these partnerships provided additional instruments; VAPA related field trips, Master Classes, updated music teaching tools, performances, and clubs for students. The district is also exploring the possible implementation of Education Through Music (ETM)  in K - 3rd grade classes in order to expand the musical experience of students in all grade levels. The district has also invested in excess of $200,000 over the past three years to replace/increase the number of instruments available to students interested in band or orchestra. In addition the district is currently looking into the feasibility of creating its own full time repair facility so that musical instruments can be repaired in a timely manner “in- house.”  A-G - Increased access to A-G, CTE, IB, AP, STEM, and VAPA by offering an increased number of courses in these areas and transitioned from ""criteria"" for enrollment to '""guidelines"" for enrollment. Continued to offer additional science courses and program certificates (Seal of Biliteracy, AP Program, MYP, and IB). Continued implementation of Naviance; created a 6-12 roadmap for secondary school use. Counselors and College and Career Center Clerks used EAP data to identify student college readiness and provided support and guidance for post secondary options connected to CTE. CTE - Funded Elementary Lead Teacher and a Secondary CTE Coordinator. District CTE Pathways and multi-year strategic plan created. Implemented the “11 Elements of High Quality CTE Programs” including work based learning (WBL), leadership, industry partners, advisory committees, career technical student organizations, community college articulations, and professional development. Increased communication between the district, schools, stakeholders, and government entities. In 2018 the school board also committed to the construction of a new facility at Folsom High School that will be devoted to CTE course offerings. The new building is scheduled to open during the 2020-2021 school year"|Met||2018
34673300106757|Folsom Cordova K-8 Community Charter|7|Teachers meet with students and parents every two weeks to customize their learning to the student’s specific academic needs and learning styles.  The document used is called the Educational Learning Form (ELF) that is prepared by the teacher for the family.  The form contains detailed lesson plans for the four core classes and includes all of the curriculum and resources for the parent to teach his/her child during a two week cycle.|Students and parents come to their meeting time with 10 student work samples that the teacher reviews along with the parent’s portion of the ELF completed (how many hours the student worked per day, lesson completion, and academic progress).  Progress monitoring takes place at this meeting and parents and students are given their next two week cycle of curriculum, resources, and ELF.|In our home school setting, students have access to curriculum and resources to address their academic needs.  In addition to the weekly workshops, we also offer an Enrichment Stipend for students to use for enrichment purposes such as art, music, and physical education.|We have specific grade band teachers (TK-2, 3-5, 6-8) that are specialized in the standards and curriculum for said grade levels.  We are also piloting a program called Edgenuity which has over 650 courses taught by fully credentialed teachers via video segments.|Met||2018
34673480000000|Galt Joint Union Elementary|7|Galt Joint Union Elementary School District (GJUESD) tracks progress in meeting Priority 7 standards by undertaking a review of course offerings, class schedules, and after school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, enrollment and participation reports identify access based upon grade spans, unduplicated student groups, and students with exceptional needs. Reports can then demonstrate access and participation in a broad course of studies for each of our schools.|For the 2017-2018 year, 100% of GJUESD students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All GJUESD students in grades TK – 6 were enrolled in a broad course of studies. All elementary schools offered access in the areas identified as a broad course of studies for grades 1-6. Elementary students had access to some courses, such as visual and performing arts, both within and outside of the regular school day.  In addition, GJUESD after school programs offered a variety of options for participation in the visual and performing arts, health and physical education. All GJUESD secondary students had access to a broad course of studies within their school offerings.|Over time, GJUESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, one elementary site offered a dance class as part of an exploratory wheel along with an introductory Spanish. Another elementary site offered an introduction to Portuguese. GJUESD music program extended after the regular school day to ensure access to our band program for students who wished to play an instrument. Secondary students had after school access to visual and performing arts in the form of a play and had the opportunity to perform for our community. Programs such as this also allowed students, who are English learners, to access visual and performing arts after school if their regular school day schedule did not have space for such an exploratory or if their exploratory time was assigned to be English Language Development class. Funding for the opportunities come from the LCAP.|Barriers preventing GJUESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day and, for the some secondary students, lack of transportation home.  Due to GJUESD limited credential staffing at the secondary level, world languages and applied arts are still in the exploration stage.  While a career and technical education course for 8th grade is now at the planning stage, students will have access to an introductory career technical education course next year. As GJUESD continues to assess access a broad course of study for all students, additional collaboration is planned with the Galt Joint Union High School District to address common interests and needs to identify mutual resources available to both districts. Regular analysis of enrollment and participation data helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
34673550000000|Galt Joint Union High|7|The Galt Joint Union High School District is currently using three measures to track and evaluate the extent to which all students have access to, and are enrolled in, a broad course of study.  First, we measured how many students are accessing our core curriculum, including English, mathematics, science, social science, world languages, visual and performing arts, physical education, and health, by looking at our percentages of students who graduate.  As access to and completion of these core courses are required for graduation, this measure accurately reflects the extent to which all students in all subgroups are accessing these courses. Also, for the 2017-18 school year, we conducted an in-depth analysis of the extent to which students are accessing our Advanced Placement courses using the survey tools provided by Equal Opportunity Schools.|Our current graduation rate is approximately 95%, meaning that most students are accessing the core curriculum.  When looking at individual subgroups, we see that our English Learners (80%), Special Education students (84%), and Low Socioeconomic students (92%) have lower graduation rates, meaning that they are not accessing our core course offerings at the same level as our general student population. These differences are slightly more pronounced for our English Learners at Liberty Ranch High School, while our Special Education students are experiencing a little more difficulty accessing our core courses at Galt High School.  Finally, we evaluated how students are accessing our Advanced Placement course offerings using an analysis tool provided by Equal Opportunity Schools.  From this tool we learned that rate at which students accessed Advanced Placement courses was very different between our two schools.  At Galt High School, our low income, Hispanic/Latino students access Advanced Placement coursework at a rate of 34%, while high income Hispanic/Latino, and low and high income, White students are accessing Advanced Placement coursework at a lower rate of 25%. At Liberty Ranch High School we see a different distribution.  There, we don’t see any differences based upon ethnicity, but there is a clear difference based upon socioeconomic status.  High income students access Advanced Placement coursework at a rate of 35%, while only 18% of our low income students are accessing these courses.|For our core coursework, the most significant barrier is ensuring that our subgroup populations are adequately prepared for the higher level coursework they must take in order to graduate, specifically in math and English. Many of the students in our subgroup populations are not reading, writing, or calculating at an appropriate level to access the high school curriculum when they come to us as 9th graders.   The greatest barriers, as reported by students, to accessing our Advanced Placement courses are a lack of confidence in being able to handle the rigor of the coursework, and a lack of a sense of belonging or feeling welcomed into these types of classes.|For our core courses, we have already implemented a literacy remediation/acceleration program for those students who come to us ill-prepared for the rigors of high school level reading and writing.  We also have redesigned our English Language Development classes to better meet the needs of these students and have moved to an inclusion model for our Special Education students.  We are currently in the process of redesigning our math sequence to create more time for students that lack the prerequisite knowledge and skills to catch up on their math before they move on to take the higher levels of math.    To increase access to our Advanced Placement courses, our Advanced Placement teachers have looked closely at their prerequisites, removing ones that did not provide essential prerequisite knowledge required for the course. In addition, they have been charged with marketing their courses to the entire student body to try to increase enrollment, particularly among our subgroup populations.  We have also started to use the AP Potential report we get from students who take the PSAT to identify and reach out to students who could be successful in AP, but may not have the confidence to try tackling a rigorous curriculum..|Met||2018
34674130000000|River Delta Joint Unified|7|River Delta USD uses the Aeries Student Information System and Dataquest on Calfornia Department of Education's website to identify the extent to which students of all grade spans, unduplicated student groups and students with exceptional needs have access to and are enrolled in a broad course of study. The report we have found to be the most helpful are the Number of Classes by Subject, Course Enrollment Listing, and Average Class Size Report, which are all prepared by the Data Reporting Office at CDE.|River Delta USD determined through research and data analysis of our broad course of study data points that we offer an impressive broad course of study in relation to our overall student enrollment.  We identified 70-75% of our students have access to and are enrolled in a broad course of study.  Our two middle schools differ from one another in regards to the grade levels being served and overall access to elective courses.  Our high schools differ in student enrollment size and, therefore, differ in program access.|River Delta USD acknowledges that there are specific barriers preventing certain student groups from accessing a broader course of study.  Our English Learners are limited in the number of elective classes they are able to have access to and enroll in because they are required to enroll in English Lanuague Development class.  Additionally, many of our students with exceptional needs are also limited to a broad course of study because their IEP require Specialized Academic Instruction (SAI) minutes to be delivered daily which is offered one period a day in a Study Skills class.  Furthermore, students who are English Learners and also identified as Students with Exceptional Needs have even less access to a broad course of study because they have two required classes to enroll in above and beyond the required subject are courses.|River Delta USD is partnering with WestEd's Comprehenisive School Assistance Program to analyze, collaborate and decide on the most critical next steps of improvement of our English Learner program.  The discussion about ensuring the our ELs have access to and enroll in a broad course of study is paramount. Making indiviualized decisions about which students must be enrolled in a ELD class on a daily basis is critical as well as ensuring that our EL students are reclassified during their elementary education so that we decrease our Long Term English Learners (LTEL) statistic and increase the number of students enrolled in a broad course of study.  Our Special Education department is aware of and collaborating on system changes that can occur to increase the number of SAI minutes that are delivered within the students' general education classes, which will decrease the number of students who need to have a full class period dedicated to SAI minutes in a Study Skills class.|Met||2018
34674130114660|Delta Elementary Charter|7|All students at Delta Elementary Charter School (DECS) enroll in a broad course of study appropriate for Kindergarten through grade eight and that includes: English Language Arts, Mathematics, Science,  History-Social Science, Health and Physical Education, and Visual and Performing Arts. All students are enrolled in the same common curricular sequence in core and non-core classes, ensuring all students have access to and are enrolled in this broad course of study.|The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled).|There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required.|DECS will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.|Met||2018
34674210000000|Robla Elementary|7|The LEA utilizes the Williams review as well as the LCAP Annual Update development and review process to ensure that all students have access to and are enrolled in a broad course of study.|All students, including students with disabilities, have access to standards based curriculum in English, math, social science and science. Credentialed physical education and visual performing arts teachers provide standards based instruction to all students in physical education and the fine arts. Technology teachers provide access and instruction in the use of technology for all students as well.|No barriers have been identified at this time to providing access to a broad course of study for all students.|The LEA has implemented a broad course of study through the implementation of the Common Core State Standards and has provided learning opportunities that result in increased academic achievement; ensures quality classroom instruction for all students including support systems that meets the needs of targeted populations; and supports closing the achievement gap for certain groups of students.|Met||2018
34674210132019|Paseo Grande Charter|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
34674210137950|Marconi Learning Academy|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
34674390000000|Sacramento City Unified|7|To track student access and enrollment in a broad course of study, SCUSD will use the following measures to examine participation of unduplicated student groups, students with exceptional needs, and student groups that caused the district to be identified for differentiated technical assistance:  - Enrollment in Career Technical Education pathways  - Enrollment in the A-G course sequence and on-track status  - Enrollment in Advanced Placement (AP) courses  As stated in the district’s guiding principle, SCUSD is committed to ensure that all students are given an equal opportunity to graduate with the greatest number of postsecondary choices from the widest array of options. Monitoring and improving the metrics above for equitable access by student groups will be key to this effort.|The baseline data collected for this initial report on Course Access included disaggregated enrollment from the 2017-18 school year. The data show that inequities in access are exhibited in Advanced Placement and A-G courses for these student groups: English learners, Students with Disabilities, Foster Youth, Homeless and African American students. Career Technical Education pathways exhibit more access to all significant student groups, with the exception of Foster Youth and Homeless students.|The expectation is that all students enrolled in 9-12 grade follow the A-G course sequence.  Struggling students have credit recovery options and online course options if needed. Allowances are made for students in special education whose IEPs require accommodation and alternative placement in a resource classroom. By broadening access to challenging material in elementary and middle school, the district expects to improve access to Advanced Placement classes.|To track student enrollment and access to a broad course of study, SCUSD has implemented a business process for academic counselors to conduct regular and disciplined student schedule review. For example, the A-G counseling benchmarks provide a tool for counselors and their students to understand student progress toward completion of the 15 A-G unit course sequence. This process is designed to ensure improved access for unduplicated student groups, students with exceptional needs, and other relevant student groups, by identifying and enrolling off-track students in credit recovery.  SCUSD’s Equity, Access, and Social Justice framework requires displaying data in real-time. The district has begun to use this framework as a check and balance to ensure that “downdrafting” practices, procedures, processes, and traditions are identified and researched to determine the purpose of their continued use. This continuous improvement and accountability framework looks at data by student, by name, by need and by inequity and injustice to disrupt and interrupt inequities.|Met||2018
34674390101048|St. HOPE Public School 7|7|St. HOPE Public School 7 (PS7) utilizes the Master Schedule to ensure that all students, in all grade levels TK - 8th grade, have access and are enrolled in a broad course of ,study. The Master Schedule is designed to ensure that all students, at all levels, are enrolled in courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, and Health/Physical Education.  PS7 scholars receive rigorous instruction that is aligned to common core and ultimately to getting students to and through college.  In addition, the school monitors access to curriculum-aligned instructional materials as monitored and collected annually for the School Accountability Report Card (SARC).|All students are placed into a broad course of study and received specialized instruction as needed to meet their needs as measured by creating student schedules within the Master Schedule.  In addition, all students have access to curriculum-aligned instructional materials as indicated on the SARC.  Middle school students currently do not take courses in Foreign/World Language or Career Technical Education as defined as a broad course of study for students in grades 7-12.|PS7's goal is for all scholars to demonstrate mastery of their grade level standards or to meet their individual growth goal that is designed to get them on track. Additionally, literacy is a huge focus at PS7 and the school has a goal to have all scholars reading on grade level by the end of the year or making 1.5-2 years of growth.  The school's focus on moving students forward in core content areas will continue to be the focus as they explore way to incorporate non-core subject areas to scholars in upper grades (6-8th).|The school's focus on moving students forward in core content areas will continue to be the focus as they explore way to incorporate non-core subject areas to scholars in upper grades (6-8th).  PS7 has an unduplicated pupil percentage that is over 55%, and therefore the most efficient way to increase/improve services to low-income students, English learners, and foster youth is through schoolwide actions / services. PS7 will continue to provide these services with an eye on specifying ways in which to better reach the unduplicated pupil population (example: PD that specifically addresses how best to implement the CCSS for English Learners).|Met||2018
34674390101881|New Technology High|7|To track student access and enrollment in a broad course of study, Sacramento New Technology High School will use the master schedule to ensure participation of unduplicated student groups, students with exceptional needs, and other relevant student groups. The master schedule is designed to provide all access to all students.|New Technology High School enrolls students in two design pathways: Computer Science/Robotics and Digital Media. All courses are A-G approved at the school. Students will earn college credit through courses that are articulated to the community college.|There are no barriers to providing access to a broad course of study. Struggling students have credit recovery options and online course options if needed.|The school has aligned its schedule with the Los Rios Community College district so students have more opportunities to obtain as many college courses as possible.|Met||2018
34674390101899|George Washington Carver School of Arts and Science|7|To track student access and enrollment in a broad course of study, George Washington Carver School of Arts and Sciences will use the master schedule to ensure participation of unduplicated student groups, students with exceptional needs, and other relevant student groups. The master schedule is designed to provide all access to all students.|At Carver, all courses are A-G approved. Students will earn college credit through Accelerated College Entry (ACE) courses in which students dual enroll with Sacramento State University, earning up to 21 units of Sac State credits. Additionally, students have the opportunity to earn Advanced Placement credit through classes and testing.|The expectation at Carver is that all students follow the A-G course sequence. Allowances are made for students in special education whose IEPs require accommodation and alternative placement in a resource classroom. Struggling students have credit recovery options and online course options if needed.|Students are offered zero period credit recovery to ensure access to the A-G course sequence. Registrar and principal use the district's internal Performance and Targeted Action Index to ensure that students are on track.|Met||2018
34674390101907|The MET|7|To track student access and enrollment in a broad course of study, The Met Sacramento will use the master schedule to ensure participation of unduplicated student groups, students with exceptional needs, and other relevant student groups. The master schedule is designed to provide all access to all students.|At The Met, all courses are A-G approved. Students may earn college credit through Panther Pipeline, courses in which students dual enroll with Sacramento City College. Two days each week, every student in grades 9-12 participates in an internship to explore different career options.|The expectation at The Met is that all students follow the A-G course sequence. Allowances are made for students in special education whose IEPs require accommodation and alternative placement in a resource classroom. Struggling students have credit recovery options and online course options if needed.|Students are offered zero period credit recovery to ensure access to the A-G course sequence. Registrar and principal use the district's internal Performance and Targeted Action Index to ensure that students are on track.|Met||2018
34674390102038|Sacramento Charter High|7|Sacramento Charter High School (Sac High) utilizes the Master Schedule to ensure that all students, in all grade levels (9th – 12th), have access and are enrolled in a broad course of ,study. The Master Schedule is designed to ensure that all students, at all levels, are enrolled in courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and have the option to pursue Career Technical Education (CTE).  The graduation requirements at Sac High include the A-G requirements to admissions to UC/CSU Schools so the school offers a range of A-G approved courses at all levelsThe school also has counselors, including a college counselor, to ensure students are on track to meet the graduation requirements of Sac High.  In addition, the school monitors access to curriculum-aligned instructional materials as monitored and collected annually for the School Accountability Report Card (SARC).|All students are placed into a broad course of study and received specialized instruction as needed to meet their needs as measured by creating student schedules within the Master Schedule.  In addition, all students have access to curriculum-aligned instructional materials as indicated on the SARC.  Students may select from a range of elective courses including art and CTE courses.|Sac High’s goal is for all students to graduate ready for college and ready to graduate from a 4-year college.  With that in mind, students must pass all of their courses with a C grade or better.  Students must repeat courses in which they do not earn a C or better, limiting their course options.|Sac High continues to support students through its Advisory program, Academic Intervention Conferences (AICs) for students who are not passing their classes, full 504 and special education services and support classes.  The school implemented a specialized 9th Grade Academy in 2018-19 to more fully support 9th graders in the transition to high school. In addition, the school offers a wide range of activities, clubs and sports to ensure students have opportunities outside of academics and continues to look for areas of interest to students to expand and change offerings.  The school also develops professional development for teachers based on the current and anticipated needs of students at the school to ensure that all students are succeeding in and out of the classroom.|Met||2018
34674390102343|Aspire Capitol Heights Academy|7|All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to electives (PE, music). Students in grade K-5 attend P.E. twice per week.   This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade levels, and include students of unduplicated groups and students with exceptional need.As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study)|There are no barriers exist preventing the school from providing access to a broad course of study for all students.|Aspire Capitol Heights Academy will continue to provide access to a broad course of study for all students, and support individual or groups of unduplicated students as necessary on a need basis.|Met||2018
34674390106898|The Language Academy of Sacramento|7|LAS uses Illuminate Education for its student information system (SIS). Through this system, all students', including those from unduplicated student groups, and individuals with exceptional needs, access to and enrollment in, a broad course of study as required per EdCode are tracked and monitored within the given school year.|LAS is a single site K-8 school which simplifies the school's ability to ensure all students are on track in having access to a broad course of study per defined by EdCode. All LAS students receive core subjects in Language Arts, Math, Science, Social Science, Health and Physical Education. LAS is a dual language immersion program; all Gr1-8 learn a foreign language, Spanish. Moreover, middle schoolers have access via elective block courses in Visual Arts, Environmental Science, Ethnic Studies, Coding, Leadership, Study Skills, and Mentoring Cross-Age Tutoring (MCAT).|There are no glaring barriers preventing LAS from providing access to a broad course of study for all students. Ideally, LAS would like to offer more variety which of course, highly depends on finding qualified instructions to teach CTE middle school level courses.|N/A. LAS will continue to ensure all students are provided a quality broad course of study for all students, including continued research of cutting edge courses ideal for middle schoolers.|Met||2018
34674390111757|California Montessori Project - Capitol Campus|7|CMP has identified and currently utilizes several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards, CMP has created and implements a curriculum guide that outlines the specific content areas to be addressed.  Further, CMP employs several assessment tools in order to measure progress towards meeting these articulated outcomes. Some examples of assessment tools utilized by CMP are, among others, the Renaissance Place assessment suite for English/Language Arts and Ten Marks for Mathematics, Dynamic Indicators of Basic Early Literacy Skills (also referred to as DIBELS) assessment as well as standardized test results. These multiple measures of progress provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|All students enrolled in California Montessori Project have access to the following program components: * Comprehensive academic and social skills development using Montessori-based curriculum aligned to the California Common Core Standards * Highly qualified, dynamic, California State Credentialed and Montessori-trained/certified teachers (dual certification) * Low student-to-teacher ratios * Quality didactic Montessori learning materials * State-adopted core instructional materials pending new state adoption * Technology based programs for all grade levels:      -Rosetta Stone foreign language program      -Renaissance Place: Accelerated Reader reading comprehension and monitoring tool, Ten Marks-math practice and assessment tool, STAR Reading and STAR Math-computerized assessments, and Math Facts in a Flash-math fluency program. Learning.com technology teaching program, use of Google Apps for Education and Google classroom in 3rd-8th grade * 1:1 student-to-computer ratio in grades 3-8 * Curriculum Level Lead Teachers at each campus * Beginning Teacher Support and Assessment (BTSA) program for new teachers * Full implementation of Response to Intervention (RTI) model with academic intervention programs * PBIS Practices, Building Effective Schools Together, positive behavioral support program to support appropriate school behavior * Special Education Teacher, Speech/Language Pathologist, and Occupational Therapist on site and School Psychologist, Clinical Psychologist, and Behaviorists as needed for students with Individualized Educational Plans * Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations * Ongoing parent education offered on site * Monthly Principal’s Café or designated time for parents and community members to meet with and talk to the Principal * After school tutoring programs|With the establishment of the California Common Core State Standards, CMP has committed the CMP Leadership Team to review current curriculum and materials ensuring that the instructional materials  and strategies do fully provide a broad course of study for all students. A summary of efforts is provided:  * Self-reflective and collegial dialogue about continuously improving student learning and school processes occurs within and across all curriculum levels in an ongoing cycle * Broad-based participation is encouraged and supported through the use of assessment gathering and documentation as well as through semester reporting and annual program review activities * CMP builds on strong examples of Montessori education and actively seeks new research and additional learning opportunities for students and teachers alike * The investment in more technology and in a more robust technology infrastructure, including a Wide Area Network, a one-to-one device to student ratio in 3rd through 8th grade, Hive school, ELMOs, Smart boards, digital subscriptions for Digits for 7th and 8th grade math, Rosetta Stone, Accelerated Reader, Accelerated Reader and more, as well as additional training to support these new tools, has positioned the school to be a community leader|The following steps have been or are being taken to increase access and opportunity for all CMP-Capitol students:  1. As a response to stakeholder input and in conjunction with the State of California’s adoption of NGSS and new science testing, there is a vital need to create a more robust science program.  CMP Science curriculum needs to be examined to align and incorporate the NGSS to provide students with a more contemporary and competitive curriculum.  2.  The most recent California Assessment of Student Performance and Progress scores indicate that there is a need for the school to address writing in a systematic way. Furthermore, campus administration has observed through lesson plans and classroom observations inconsistent formal writing instruction. Teachers have indicated that the adoption of a writing curriculum would assist in the improvement of writing instruction.  CMP will research and adopt a writing curriculum.  3.  To support stakeholder requests for more technology in the classroom as well as to provide structured and developmentally appropriate learning opportunities in extension of Montessori Philosophy, CMP will incorporate technology as a viable and meaningful experience for the child.    4.  To support student achievement in mathematical thinking and application, CMP will place focus on increasing Depth of Knowledge (DOK) and extended mathematical thinking instruction within the existing math curricula.|Met||2018
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|7|• Each grade level has its own Backward Standards Map (BSM) that details the grade level standards, the order that the standards are to be taught, and month in which the standards will be taught.  Each student is listed on the BSM under each teacher at that grade level.  After the standards are taught, all students are assessed, teachers grade the test and input their scores onto an internal data tracking system.  This data is used for teacher collaboration and to inform teaching and learning. • Each student is assessed on the 1000 sight word list, reading fluency, and all foundational literacy and numeracy skills by instructional aides.  The 1000 sight word mastery became a focus for all first grade students.  This data is inputted to an internal database and is used to track what students know and don't know.  This information is used to support students with intervention and remediation.   • On a trimester basis, students are tested with the NWEA Benchmark Assessment.  This assessment provides information to also support teachers with planning for instruction and intervention.|• All students enrolled were tested by his or her teacher using the BSM.  If there are discrepancies in the learning, teachers will strategize and differentiate through small group or individual one-to-one instruction.   • With regards to the 1000 sight words, fluency, and foundational skills, the group of students who received this support were narrowed to kindergarten, first grade, and second grade.  This approach was to close the achievement gap in those grade levels and to give students a greater opportunity to succeed in the other grade levels. When there is a known discrepancy, resources were targeted at the specific grade level and students to make sure that skills were being mastered. • The NWEA Benchmark Assessment was used to assess students, kindergarten through second grade.  This assessment gave teachers an idea of where their students are at.  Again, if there are discrepancies in the learning, teachers will strategize and differentiate through small group or individual one-to-one instruction.|• All students took part in the assessment using the BSM.  However, there is a struggle of assessments and data entry by the teaching staff.  There is a need to provide support with data input, and there is a need to support teachers with data analysis to better support teaching and learning. • There were 460 students enrolled at the school.  There were six instructional aides task with this project that involved assessment and tutoring of skills.  This brought the ratio to 77:1, and with our one-to-one approach, there would not be enough time to support students who need the foundational skills.  The school would need to either increase the number of instructional aides or to decrease the number of expectations with skills development. • The NWEA is only administered to grades kindergarten to second.  This assessment is not consistent across the entire school and would need to be consistent to better determine the amount of growth in teaching and learning.|In response to the results from the BSM and NWEA Benchmark Assessments, the LEA has contracted with Highly Effective Teaching Experts to provide professional development to support teacher curriculum development.  New teachers have been provided with a new teacher support plan to support with teaching and learning.  An intervention plan has been implemented using support staff to support with foundational literacy and numeracy skills.|Met||2018
34674390125591|Oak Park Preparatory Academy|7|Oak Park Preparatory Academy (OPPA) utilizes the Master Schedule to ensure that all students, in all grade levels (8th grade only in 18-19), have access and are enrolled in a broad course of ,study. The Master Schedule is designed to ensure that all students, at all levels, are enrolled in courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, and Health/Physical Education.  In addition, the school monitors access to curriculum-aligned instructional materials as monitored and collected annually for the School Accountability Report Card.|All students are placed into a broad course of study and received specialized instruction as needed to meet their needs as measured by creating student schedules within the Master Schedule.  Students also may be placed in intervention classes for additional support in core areas.  In addition, all students have access to curriculum-aligned instructional materials as indicated on the SARC.  Students currently do not take courses in Foreign/World Language or Career Technical Education as defined as a broad course of study for students in grades 7-12, although students do take a computer class.|Oak Park Prep's goal is for all scholars to demonstrate mastery of their grade level standards or to meet their individual growth goal that is designed to get them on track. Additionally, literacy is a huge focus at the school.  The school's focus on moving students forward in core content areas will continue to be the focus for the school.  The school is very small (18-19 enrollment is less than 75 students) which also creates a barrier in offering a range of courses outside of those essential to academic progress.|The school will continue to provide a wide range of courses for students and provide teachers with high-level professional development to ensure that all students are met at their level and pushed to improve.|Met||2018
34674390131136|New Joseph Bonnheim (NJB) Community Charter|7|All children have the same access to curriculum in this K-6 school.|Throughout the week, students receive instruction in all K-6 California curricular standards which includes all student groups and abilities.|No barriers.|Maintain the current program.|Met||2018
34674390135343|Growth Public|7|Growth Public uses a variety of academic assessment tools to measure student achievement. In math, students take the NWEA-MAP assessment three times each year, in addition to our Growth Public created assessments. The assessments undergo revision to ensure alignment to Common Core standards.  In language arts, students in take the NWEA-MAP assessment three times each year in addition to our Growth Public created assessments that are aligned to Common Core standards. Our students are given a variety of assessments, both Growth Public created and from published sources to measure foundational skills. These assessments include phonemic awareness, concepts about print, letter, and sound identification, and Fountas & Pinnell's Running Record Assessments. In English Language Development, teachers use assessments that are aligned to the instruction they are receiving. In Science and Social Studies, our project based learning curriculum uses a variety of assessment rubrics that are tied to the California Social Studies Standards, and the Next Generation Science Standards, and they typically include a performance task.|All Growth Public students participate in the above assessments in order to follow their progress and needs. In order to ensure students have access to the content, Growth practices a rigorous data analysis process. On a day-to-day level, teachers collect, assess, and respond to in-class data. On a week-to-week level, teachers meet in professional learning communities to review class data, plan to a response to the data, and intellectually prepare for upcoming lessons. Once per month, teachers come together for an extended PLC time in order to analyze and respond to the data collaboratively. All these processes help to ensure that all students have access to a broad course of study. Our goal is that all students are achieving standards mastery in a broad course of study.|Currently, we are working to ensure that our special education students are achieving at the same rates as our general education students. We have invested in an intervention teacher, and a special education teacher to address this gap.|Given how new we are as a school, we are still determining our benchmark data. However, we want to prioritize all students and especially our subgroups are performing, so we are working to identify the gaps in our curriculum, and invested in an intervention teacher to support the growth of our subgroups.|Met||2018
34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|7|Based on an analysis of the school master schedule, all SAVA-SCUSD students have access to a broad course of study/required subject areas, including A-G,  which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  SAVA-SCUSD students have access to Advanced Placement courses and a vast amount of electives through the Edgenuity online platform.  SAVA-SCUSD is a vocational school that offers a multitude of CTE pathways and career exploration opportunities for students.|Based on an analysis of the school master schedule, all SAVA-SCUSD students have access to a broad course of study/required subject areas, including A-G,  which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  SAVA-SCUSD students have access to Advanced Placement courses and a vast amount of electives through the Edgenuity online platform.  SAVA-SCUSD is a vocational school that offers a multitude of CTE pathways and career exploration opportunities for students.|There are no barriers preventing a broad course of study for all students at SAVA-SCUSD and SAVA-SCUSD seeks to expand programs as the school budget allows.|SAVA-SCUSD is seeking to expand its broad course of study for all students as the school’s budget allows, including addition and expansion of CTE programs.|Met||2018
34674396033799|Bowling Green Elementary|7|All students are engaged in rigorous, standards-based curriculum that both requires and nurtures critical thinking, self-efficacy, empathy, and cultural awareness. The school’s job is to educate the whole person: academically, socially, culturally, and linguistically.  The purpose of an education is to prepare a person to make positive changes as an individual as well as impact others in their family, their neighborhood, and the world.  Students learn best in a nurturing, supportive, and safe environment. In short, learning happens in relationship.  To this end, every adult on campus is dedicated to building relationships with students and families that can be leveraged toward academic, social, and/or linguistic goals.  Learning also happens when educators can match instruction to specific student needs.  This requires knowing students well, both socially and academically to provide targeted instruction that accelerates learning.  As stated in the district’s guiding principle, we are committed to ensuring that all students are given an equal opportunity to graduate with the greatest number of postsecondary choices from the widest array of options. Monitoring and improving the metrics above for equitable access by student groups will be key to this effort.|All students are provided instruction in all curricular areas within a single classroom with fully credentialed teachers who are continuously engaged in professional learning. Students have access to tiered instruction and services to meet individual needs. Data, including assessment, attendance, and behavior are analyzed to determine the need for differentiation and support.|For students living in a high poverty neighborhood access to health care, mental health services, technology, and community resources can often impede student learning.|The school will continue to provide all students with differentiated instruction to increase achievement and growth. Professional learning will be ongoing with coaching to support teachers with classroom instruction that meets student needs across content areas.|Met||2018
34674470000000|San Juan Unified|7|In the approved LCAP, San Juan reports participation in a broad course of study through the Annual Update.  These measures correspond to state priority 7 and are reported under goal 1 focus 5 (on time graduation) and goal 1 focus 6 (college career readiness).  Based on a broad course of study defined in Education Code sections 51210 and 51220(a)-(i), data was reported for elementary, middle and high school grades.   In elementary grades, self-contained classes generally provide students access to a broad course of study.  English language arts, math, science, and social science are typically provided by the classroom teacher.  Physical education, health and visual/performing arts may be provided by either the classroom teacher or a content area specialist.  For English learners, designated English language development instruction is provided either by an ELD teacher or by the classroom teacher.  In each content area, grades should be reported for 95% or more students.   In middle grades (6-8), period enrollment generally provide students access to English language arts, math, science, social science, and physical education.  Health standards are addressed in science (grade 7) and in physical education. Electives which may include visual/performing arts, technology, leadership/government, and world language are open to all students. English learners are typically scheduled into a designated English language development class until they are reclassified as fluent English proficient.   In each content area, 95% or more students should be enrolled but may be lower for elective classes where student choice plays a role in student schedules.   In high school (9-12), period enrollment generally provides students access to all of the coursework necessary to meet graduation requirements.  Currently the following are required: English language arts (4 yr), math (2 yr), science (2 yr), social science (3.5 yr), health (0.5 yr), visual/performing arts OR career technical education (1 yr), and physical education (2 yrs).  Electives may include visual/performing arts, technology, leadership/ government, career technical classes, and world language are open to all students.  In each content area, an expectation for the total number of students who should be enrolled is established based upon the requirement (English 100%, social science 87.5%, math/science/physical education 50%, arts/career tech 25%).  Content area elective classes that include Advanced Placement and International Baccalaureate classes are also open to all students.  English learners are typically scheduled into a designated English language development support class until they are reclassified as fluent English proficient. Students with disabilities may be scheduled into a study skills/directed study class in order to meet IEP goals.|For elementary grades during the 2017-18 school year, 95.7% of students overall were enrolled in a broad course of study.  This varied somewhat by student group: foster youth (97.6%), low income (95.1%), English learners (91.6%), homeless youth (94.3%), and students with disabilities (94.6%).  For middle grades (6-8) during the 2017-18 school year, enrollment in English, math and science ranged from 97.5% to 99.8%).  Enrollment in social science was 94.7% of students, below the established target.  For high school grades (9-12) during the 2017-18 school year, enrollment met the established targets for English (96.2%), math (83.9%), science (73.8%), physical education (50.3%), world language (41.7%), and visual and performing arts (38.9%).  Enrollment for social science was below the established target (80.1%).|The greatest barrier to students receiving a full course of study is time during the school day.  Ensuring that students have access to core instruction which addresses grade level content often has to be balanced with the need for some students to have additional support in language arts, math and English language development.   Elementary Grades:  This conflict is seen most often by those who participate in special programs which may remove students from the comprehensive core classroom instruction for specific blocks of time during the day. For example,  • English learners - for increased ELD instructional time • Students with disabilities - to pull out of classroom instruction for extra instructional time aligned with IEP goals,  • Students identified as needing tier 2 or 3 interventions - for a specific intervention for a specified period of time although this is not necessarily for the full year.  Secondary Grades:  Period scheduling models can be more restrictive that the elementary schedule.  A student who needs more support in one area typically gives up something else from his/her schedule.  Students who are typically impacted by the need for additional instructional supports include:   • English learners - may be scheduled into an ELD support class in addition to the student’s regular English class • Students with disabilities - may be scheduled into study skills or directed study classes aligned with IEP goals • Students in need of additional interventions - may be scheduled into a math support class, intended to help to close learning gaps. • Students who have failed courses required for graduation may have to forgo elective courses in order to complete core coursework.  The most restrictive secondary schedules are those with a traditional 6 period day.  Schools on block schedules (Casa Roble, Del Campo, Mesa Verde) have more flexibility in their schedule for support classes without giving up the breadth of the course of study.  Some schools have fit intervention/support time into their schedule so that students don’t miss one class to get more support in another.  In middle schools, math intervention classes are more flexible, with students rotating out at the quarter or semester when possible.|The following steps are being taken to increase access and opportunity for all students and especially for students in our targeted groups.  Expanding and deepening professional learning for teachers around designated and integrated English language development instruction is intended to increase the time that English learners remain in the core classroom.  The intent is to increase the rate of student reclassified as English proficient in order to remove the support class from their schedule, resulting in greater access to a core course of study. (LCAP 1.3)  Professional learning for general education and special education teachers around full inclusion at the elementary level my increase access to a full core curriculum for some students with disabilities. (LCAP 1.5)  Efforts to ensure visual and performing arts is in place at every elementary and K-8 school during the school day continue, with additional opportunities at many schools for after school programs. (LCAP 2.1)  Continue to explore ways to provide interventions and support during the school day while minimizing time lost in any single content area. (LCAP 1.1, 1.2, 1.5, 2.3)  Working in partnership with Equal Opportunity Schools, the barriers to enrollment in advanced coursework (AP and IB courses) were challenged and enrollment in those courses showed a significant increase in fall 2018, especially among students in groups typically underserved.  This also resulted in increased Advanced Placement courses/sections at many schools. (LCAP 1.6)  Embedded credit recovery options are being optimized across all high school campuses to assist students with credit and grade recovery during the school year and during the summer.  (LCAP 1.5)    The board has approved new graduation requirements which will increase enrollment in a rigorous course of study for each student in high school.  These new requirements begin with 2019-20 9th graders.  This will result in an expanded definition of a broad course of study for high school students.  Staff will be reviewing the metric to explore additional ways to track and report enrollment in a broad course of study.|Met|The local measures were presented and approved by the Board of Education on September 25, 2018. The minutes from the Board meetings can be found at https://www.sanjuan.edu/Page/361.|2018
34674470112169|California Montessori Project-San Juan Campus|7|CMP has identified and currently utilizes several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards, CMP has created and implements a curriculum guide that outlines the specific content areas to be addressed.  Further, CMP employs several assessment tools in order to measure progress towards meeting these articulated outcomes. Some examples of assessment tools utilized by CMP are, among others, the Renaissance Place assessment suite for English/Language Arts and Ten Marks for Mathematics, Dynamic Indicators of Basic Early Literacy Skills (also referred to as DIBELS) assessment as well as standardized test results. These multiple measures of progress provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|All students enrolled in California Montessori Project have access to the following program components:  * Comprehensive academic and social skills development using Montessori-based curriculum aligned to the California State Standards * Quality Montessori learning materials * State-adopted core instructional materials * Technology based programs for all grade levels * Rosetta Stone foreign language program * Accelerated Reader reading comprehension monitoring tool * Ten Marks Mathematics assessment and skills tool * Learning.com technology teaching program * 1-1 student-to-computer ratio in grades 3 through 8 * Highly qualified, dynamic, California State Credentialed and Montessori-trained/certified teachers (dual certification) * Grade level mentor teachers at each campus * Teacher induction program for new teachers * Ongoing parent education offered on site * Before and after school programs * Low student-to-teacher ratios * Full implementation of Response to Intervention (RTI) model with academic intervention programs * Special Education Teacher, Speech/Language Pathologist, and Occupational Therapist on site for students with Individualized Educational Plans * Deans of Students who support implementation of RTI, positive behavior support, curriculum alignment/ implementation and accreditations.|With the establishment of the California Common Core State Standards, CMP has committed the CMP Leadership Team to review current curriculum and materials ensuring that the instructional materials and strategies do fully provide access to a broad course of study for all students.  A summary of efforts is provided: * CMP has continued to develop and update the Montessori-based curriculum that is aligned with the California Common Core State Standards. * CMP’s Leadership Team analyzed and determined a need for additional reading materials in lower elementary classrooms. As a result, CMP has undergone the process of purchasing a full complement of reading materials. * The CMP-San Juan campuses have purchased additional quality Montessori learning materials for new classrooms and campuses. Replacement and extension materials have also been purchased for existing classrooms. * CMP has added Middle School adoption of California Go Math Curriculum; a state-adopted core instructional material. .|The following steps have been or are being taken to increase access and opportunity for all students: 1. Increase CAASPP scores in mathematics for all students in grades 2-8 by 3% through professional development, curricular review and updates, and the centralized use of data analysis to drive instruction and decision-making. 2. To develop a Positive Behavioral Interventions and Supports (PBIS) team to move the PBIS behavior program forward by reducing the number of office discipline referrals, suspensions and expulsions. 3. Improve two-way communication between home and school by implementing regular classroom parent meetings, increase support for parent education opportunities and information regarding school policy, and the creation of a stronger sense of school community.|Met||2018
34674470114983|Golden Valley River|7|GVCS is under a mega waver from the CA Education Code and provides a much broader curriculum with a Waldorf approach.  Our daily schedule, report cards, and intervention programs all reflect a commitment to broadening the courses of study.|GVCS has a Waldorf course of study which includes all Common Core subjects, as well as practical arts, foreign language, drama, movement, fine arts, and music.  All students receive the same instruction.|Because charters receive a lower level of funding and have to cover high rent expenses, there is less money for additional programs.  However, no student is excluded from any program.|"GVCS maintains an array of general education and special education staff who can ""push-in"" to classes and make sure everyone has access."|Met|GVCS is a K-8 program.  We offer common core plus seven additional subjects within a week that all students have equal access to.|2018
34674470120469|Aspire Alexander Twilight College Preparatory Academy|7|All students receive access to the core academic subjects (reading, writing, mathematics, and integrated social studies and science). Students in grades K-5 receive enrichment courses in Science, Technology, and PE. Student receive each of the enrichment courses at least once per week for 45 minutes. The technology course promotes understanding of the function and use of computer hardware and software as well as teaching digital citizenship and strategies for how to apply learning through collaborative research and integration in the general education classes.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Alexander Twilight College Preparatory Academy will continue to provide access to a broad course of study for all students, and support individual or groups of unduplicated students as necessary on a need basis.|Met||2018
34674470121467|Aspire Alexander Twilight Secondary Academy|7|We have moved to block scheduling to provide more options as far as coursework for our middle school and high school students. In middle school, students are office their core content of math and english, along with history, science, computer skills, and PE. In high school, our students take the required to take the A-G courses, along with college courses to meet their graduation requirement. We also offer enrichment opportunities afterschool in the form of additional classes, clubs, sports, and activities.|All students have access to all courses offered at ATSA. We are a full inclusion school with a high focus on equity, therefore, regardless of IEPs, 504s, language barriers, etc. students are enrolled in all courses. If they need additional support to access content, support is provided to them.|There are no barriers that prevent the school from providing access to a broad course of study for all students|ATSA will continue to offer a broad course of study to all students and continue to provide supports to students who need it in order to access content.|Met||2018
34674470128124|Gateway International|7|Based on an analysis of the school master schedule, all GIS students have access to a broad course of study/required subject areas, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  GIS is an International Baccalaureate Authorized School in PYP and MYP.|Based on an analysis of the school master schedule, all GIS students have access to a broad course of study/required subject areas, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  GIS is an International Baccalaureate Authorized School in PYP and MYP.|There are no barriers preventing a broad course of study for all students at GIS and GIS seeks to expand programs as the school's budget allows.|GIS is seeking to expand its broad course of study for all students as the school’s budget allows, including expansion of the world language, electives, and visual/performing arts programs.|Met||2018
34674470132399|Golden Valley Orchard|7|GVCS is under a mega waver from the CA Education Code and provides a much broader curriculum with a Waldorf approach.  Our daily schedule, report cards, and intervention programs all reflect a commitment to broadening the courses of study.|GVCS has a Waldorf course of study which includes all Common Core subjects, as well as practical arts, foreign language, drama, movement, fine arts, and music.  All students receive the same instruction.|Because charters receive a lower level of funding and have to cover high rent expenses, there is less money for additional programs.  However, no student is excluded from any program.|"GVCS maintains an array of general education and special education staff who can ""push-in"" to classes and make sure everyone has access."|Met|GVCS is a K-8 program.  We offer common core plus seven additional subjects within a week that all students have equal access to.|2018
34674473430691|Options for Youth-San Juan|7|All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.  All students participate in a rigorous,relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.  The SAWs are created by the Curriculum and Assessment Department (CAAD), which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2017-2018 school year all high school English courses, Integrated Math I, II, and III are aligned with Common Core. In addition, Biology and Physical Science are aligned with the Next Generation Science Standards (NGSS), and our Facilities Department makes certain that our science classrooms are compliant with the wet lab requirements.OFY-SJ also has online courses, which are facilitated by teachers through APEX Learning. Of the 25 courses offered, 24 are A-G approved.  Pathways field trips facilitate the development and application of practical skills. These are not always core classes, but classes that allow for learning real world applications. Pathways field trips have developed a new component to the program that includes Career and Technical Education (CTE). This program now exposes students to character development alongside career, technical, and real world applications. Students are now not only gaining valuable experience with actual careers (agriculture, engineering, construction, architecture, etc.) through these trips, but also developing their own character and self-awareness.|All OFY-SJ students have access to a broad course of study. Our blended learning model gives access to Direct Instruction curriculum, Independent Study Curriculum through Student Activity Workbooks, and online curriculum through APEX. All Core subjects are A-G approved curricula. Direct Instruction courses that are offered to students differ at every center. Courses taught are based on student course completion data. Teachers and center leadership analyze this data to determine what Direct Instruction courses need to be offered. Students are welcome to travel to different learning centers to attend a course not being offered at their learning center. Additionally, EL and Special Education students requiring differentiated instruction to support their learning needs have access to RTI curriculum through Fast ForWord, Accelerated Math, and Achieve 3000 courses. RTI curriculum is available to all students who need additional academic support to ensure they are meeting grade level standards.  Credit completion towards graduation is accomplished through an overall reduction in absenteeism for all students and is measured on a daily basis. Students will receive support and instruction focused on social-emotional development in order to increase graduation rates and better prepare students for their post-secondary pathways. Students will receive support and instruction through individualized, rigorous curriculum and will be offered resources to positively affect their progression in core courses. OFY - SJ will maintain its level of change or higher on  Level 3 on the 2019 ELA and math SBAC scores. Access to individualized, rigorous curriculum will be increased by adding or revising at least 3 core courses in the course catalog. Teachers will be equipped to provide individualized, standards-aligned instruction through access to Professional Development Coaches.  Students will be offered additional specialized support and instruction to aid in their progression and completion of core courses.  Over the years the need to support college bound students has increased as more student participate in the A-G pathways. To address these particular needs, AP courses have been offered in both Direct Instruction classes and through APEX at various learning sites. Our curriculum department has developed a universally accessed website to divulge monthly curricula data to identify monthly course unit completion and passage rates, and standards mastery for all Direct Instruction. Students have the opportunity to earn their PE credits through the OFY sports program.|Barriers preventing access to a broad course of study vary from school site, largely dependent on student demographics. For example, technology needed to access online APEX courses may be an issue for a center with a higher number of students identified as FRMP, but may not be for a center with a lower number of FRMP students. Another barrier to a broad course of study is transportation to participate in Direct Instruction courses. Often the Direct Instruction courses require additional attendance from the student. Transportation can also be a barrier for a student who wishes to attend a different learning center for a Direct Instruction course not being offered at their learning center. Transportation is also a barrier for students wishing to participate in CTE or experiential learning opportunities. Another barrier for students to access a broad course of study is social-emotional barriers, such as anxiety and depression, which limit the students desire to access all OFY resources. Facility space is also a barrier preventing a broader course of study. Limited space has been a barrier to offering more direct instruction as needed and the ability to increase student appointment times in length and frequency.|In the 2018-19 school year we are able to implement a more structured series of intervention methods to engage struggling students that are not meeting the basic requirements. In response to various stakeholder groups we are adding more supports in the form of tutoring to help guide the learning process when not working with their teacher. Each of our locations has also been staffed with a member that can administer a foreign language course to help fulfill students need to take two years to be A-G.|Met||2018
34674473430717|Visions In Education|7|In grades TK-8, Visions In Education uses the following measures to define student access to a broad course of study: Students access to curriculum-aligned instructional materials. (SARC) Student access to elective enrichment opportunities through Exploration courses. (Course Schedule) Family-flexible budget to provide a variety of enrichment opportunities. (Home School Budget) Family access to curriculum and service vendors to provide core and enrichment support. Access to a large number of vendors providing varied services) In grades 9-12, Visions In Education uses define student access to a broad course of study as: A course schedule that provides several opportunities to meet the A-G requirements. (Course catalog) Access to 58 UC A-G approved courses (UC Doorways) Access to advanced education through the community college for advanced coursework and career technical education paid through student budgets (Community College Enrollment) Access to a self-directed project that allows students to design a course of their own interest/s. (Directed Project enrollment)|As an independent study school with choice, all students have access to a broad course of study and can choose a program that best meets their individual learning goals. 100% of students have access to curriculum-aligned instructional materials (2017-2018 School Accountability Report Card)  100% of TK-8 students have access to enrichment opportunities through the Exploration Class. (See student class schedule; Master Agreement) 100% of 9-12 students have access to complete the A-G coursework through the choice of the academy or advanced education through the local community college 100% of 9-12 students have access to participate in a self-directed project Currently, (October 2018)  202 Visions in Education students are taking one or more classes at the community college Currently, (October 2018)  328 Visions in Education students are taking one or more Directed project classes|There are several barriers to a student accessing abroad course of study. Visions has a large number of students who transfer late in their 11th or 12th grade year significantly short on credits with a low GPA. This can be a challenge in meeting the prerequisites for taking a course or meeting the GPA requirement for taking an upper division class offered through Visions or a class at the community college. Students have the ability, through credit recovery and summer school, to improve their skills, their grades and their overall GPA to gain access to those advanced courses, but this requires an extended stay in the program beyond four years. Creating site-based CTE opportunities for our students is also difficult due to the restrictions (Ed code and court decisions) on the creation of learning within and outside the primary county of service.|Visions In Education increased student budgets this past year to create greater opportunities for families to take advantage of enrichment opportunities and supports through curriculum or hands-on activities. Visions increased the reimbursement amounts for students who take advanced education through the community colleges. It continues to add courses to the course catalog to offer a greater variety to students and families. Visions has created an Advocacy course required of all students in the Independent Study and University Prep Academies to help support their goal development and a plan to achieve that goal beyond high school.|Met||2018
34674473430758|San Juan Choices Charter|7|Each year, returning students are given a school satisfaction survey which solicits their input for additional courses (core and elective). Of 140 respondents, 28% stated CCS has an adequate selection of courses; 14% mentioned courses we already offer. Respondents represented a broad range of CCS students, including all grades and students with disabilities. Additionally, graduating seniors are given a survey with an open response question regarding how to improve the school. Over the last four years, responses have included requests for more Honors & AP courses, as well as more rigorous courses. CCS offers an exceptionally wide range of electives, including Spanish and French, piano, guitar, percussion, choir, film & media production, and multiple levels of drawing and painting. All students’ grades 6-12 have access to electives, and over 50% of the student population is involved in the visual/performing arts.|CCS has expanded Honors and AP offerings from two in 2015-16 to eight in 2018-19. CCS offers an exceptionally wide range of electives, including Spanish and French, piano, guitar, percussion, choir, film & media production, and multiple levels of drawing and painting. All students’ grades 6-12 have access to electives, and over 50% of the student population is involved in the visual/performing arts.|With a high demand for electives, the only barrier to offering a wider selection is monetary, although facility limitations is a factor as well.|CCS will continue to poll students and parents regarding desired courses and programs. IN order to accommodate these courses, current course enrollments will be analyzed to see which should continue and which could be replaced by new offerings.|Met||2018
34739730000000|Center Joint Unified|7|The Center Joint Unified School District created the Multi-Tiered Systems of Support (MTSS) Task Force two years ago to thoroughly review the courses of study and all curriculum offerings at all grade levels within the district schools.  The Task Force meets twice monthly and is comprised of certificated staff members from each site in the district as well as district office administration including the Director of Curriculum, Instruction, and Special Education as well as the Superintendent.  The main role of the Task Force is to ensure that all students are provided with a guaranteed and viable curriculum regardless of the school site or their individual teacher.  This curriculum is based on state standards and locally adopted areas of emphasis.|The MTSS Task Force determined that all school sites and grade levels are using the district prescribed courses of study and curriculum materials.  There are currently no differences in the core course of study across school sites and all students have access to Tier I curriculum.|There are no insurmountable barriers preventing the CJUSD from providing access to all students to a broad course of study.|The MTSS Task Force is currently reviewing all Tier II programs and curriculums to broaden the scope of potential interventions for students who may struggle with concepts at the Tier I level.|Met||2018
34752830000000|Natomas Unified|7|Natomas Unified focuses on improving student access as well as readiness for college and career.  In elementary schools, access to Board approved instructional materials at all schools.  In secondary schools, the NUSD Course Catalog provides a description of course options and sequences aligned to Board approved graduation requirements and a-g completion.  Students have access to similar courses of study as measured by our increasing A-G rate.  Additionally, the district’s School Leadership and Support team monitors the master schedule at the beginning of the school year to ensure students from all student groups have access to broad courses of study using data reports from our student information system and data warehouse.|Over the past years the district has expanded access to a broad course of study, as indicated by a significant increase in our a-grate.  In June, 2018 the Board received a presentation showing the increased rate from 2010 when 36% of graduates completed a-g requirements, to 2017 when 63% of graduates completed a-g.  Additionally, staff predict that the 2018 a-g rate will be 69%.|In addition to the district increase in a-g rates, the district monitors growth for student groups including African American students, Asian students, Hispanic/Latinx students, White students, English Learners, Low Income students, Foster students, and students with disabilities.  All student groups have shown improvements over time with, for example students with disabilities doubling their a-g rate from 17% to 34% in the past three years.  English Learners have increased their a-g rate completion rate as well, at the same time that more and more students are redesignated to Fluent English Proficient.|Natomas Unified has been working to get Career Technical Education Courses approved for a-g credit.  Natomas Unified is also increasing supports to students with disabilities by increasing inclusive practices.  Additionally, Natomas Unified staff have worked to increase achievement for English Learner students and recently posted the highest ELPAC scores for local school districts which means more and more students will be able to access core content and a-g courses in high school because fewer will be in ELD support classes.|Met||2018
34752830108860|Westlake Charter|7|As a K-8 school, all students at Westlake Charter School (WCS) are enrolled and have access to a broad course of study including English, Math, Science, Social Sciences, Physical Education, Health, etc.  In addition, all students K-8 are enrolled and have access to specialty courses in Spanish and Art.  At WCS, all students, including unduplicated student groups and students with exceptional needs are served by a full inclusion model, which allows all students equal access to a broad course of study.  This can be seen through the locally selected measure of the master schedule at WCS that includes all students and their classes they are enrolled in and have access to.|At Westlake Charter School, all students have access to and are enrolled in, a broad course of study as demonstrated through the master schedule. At WCS, students In Kindergarten through 5th-grade participate in a Spanish specialty class one day per week to begin each student’s exploration of the Spanish language, and, the 6-8th-grade students participate in Spanish two times per week as they work to meet the equivalent of a Spanish 1 requirement before they promote to high school.  WCS is a full inclusion program and all unduplicated student groups and students with exceptional needs are enrolled in the broad course of study.  In addition, WCS has developed a comprehensive MTSS framework that ensures all students are receiving the support they need within the broad course of study.|Through its full inclusion program, WCS has fully implemented the MTSS framework, which has allowed WCS to identify and remove barriers, ensuring that all students are enrolled and have access to a broad course of study. One of the barriers identified was teacher preparation. Therefore, WCS has invested in best practice professional development for its teachers so they can effectively support all students within the broad course of study.  This professional development includes Universal Design for Learning (UDL), Project GLAD, and differentiated instruction.|WCS staff continually analyze and adjust practices regarding the master schedule. All teachers, including special education staff, work collaboratively to build balanced classes each year within the master schedule. Westlake has implemented this practice, along with annual training, to ensure each classroom is diverse. This shift happened as a result of developing a full inclusion program. In addition, through this process, WCS found a need to focus on students’ social-emotional development. Two years ago, WCS chose to dedicate the first thirty minutes of every school day to focus on social-emotional development through the use of Responsive Classroom.  Additionally, in grades 6-8th, students are placed in cohorts for math/science and English/history which allows them to attend two, two-hour blocks for core instruction each day to support teacher/student relationships through the middle school program.|Met||2018
34752830112425|Natomas Pacific Pathways Prep|7|NP3 offers an open enrollment policy to which all students can apply. The student body diversity at NP3 represents a similar make-up to that of the district in which it resides, Natomas Unified School District (NUSD). NP3 High School provides all students, including unduplicated students and individuals with exceptional needs, access to a college preparatory course of study. All students are enrolled in courses that meet UC/CSU A-G eligibility and the expectation is that students will graduate ready to attend a four-year university. All core courses in English, Social Studies, Math, Science and Foreign Language are A-G approved. We have a number of supports in place to ensure that our students are able to successfully fulfill our graduation requirements. The tools we use to ensure access include our individualized scheduling process, our advisory class, and our excellent counselor to student ratio. Students and parents are very involved in our course selection and scheduling process. We have three counselors for 600 students so they are able to review transcripts and schedules multiple times throughout the year. Our advisory teachers keep students for all four years and part of their responsibility is to build 4-year plans with their students and track student progress. Students select courses they would like to take as electives, while the counselors schedule them into all courses that must be taken to meet graduation requirements. Counselors also meet with every student to determine the best course of study based on individual interest and need.|Using our individualized scheduling process, advisory teachers, and counselors we ensure that all students have access to a broad course of study and the supports necessary to succeed in a college prep environment.  NP3 operates in Professional Learning Communities (PLCs) and our teachers identify students on a weekly basis who need additional support through intervention. We provide intervention during the regular school day to offer additional assistance to students who are struggling to meet standards. In addition, we offer tutoring before and after school, and during lunch. Special education services are provided and contracted through NUSD. Special education services vary depending on individualized student plans, however, most of the services are provided through an inclusion model. NP3 employs fully credentialed teachers in the general education classroom and special education classroom. Each teacher is qualified to teach English Language Learners. Small classroom sizes reduce the student to teacher ratio. Staff and administration use student data from multiple assessments measures (formative and summatives, schoolwide and state assessments) to determine levels of students learning in addition to student supports.  In addition to academic supports we have a wide range of advanced placement courses and college preparatory electives for students who are exceeding standards. NP3 offers 14 AP classes and we encourage our students to take AP classes in areas of interest to them. Over 50% of our students enroll in and complete at least one AP course while in high school. In addition, we administer the PSAT to all students in 10th and 11th grade and we assist with fee waivers to ensure all students have the opportunity to take the SAT. We also provide an SAT prep class to students, free of charge, during the summer. This class includes our unduplicated students and students with exceptional needs. NP3’s graduation rate (99.2%) and percentage of graduates meeting UC/CSU requirements (92.9%) demonstrates that students have access to and are enrolled in a broad course of study.|There are no barriers preventing students from being provided access to a broad course of study.|All students will continue ensured access to a broad course of study.|Met||2018
34752830120113|Natomas Pacific Pathways Prep Middle|7|NP3 offers an open enrollment policy to which all students can apply. The student body diversity at NP3 represents a similar make-up to that of the district in which it resides, Natomas Unified School District (NUSD). All students, including unduplicated students and individuals with exceptional needs have access to adopted curriculum and instruction. All classes at NP3 offer differentiated instruction to better meet the diverse learning needs of students. Additionally, intervention and enrichment classes are built into the schedule, four days weekly. Intervention and enrichment classes allow for further diversification of instruction as well as small group setting. There is additional teaching staff to provide instruction for intervention classes. NP3 special education services are provided and contracted through NUSD. Special education services vary depending on individualized student plans, however, most of the services are provided through an inclusion model. If student needs are unable to be met within the general education setting, students receive instruction and curriculum in the Learning Center, a classroom dedicated to small group learning and specialized instruction. NP3 employs fully credentialed teachers in the general education classroom and special education classroom. Each teacher is qualified to teach English Language Learners. Small classroom sizes reduce the student to teacher ratio. Staff and administration use student data from multiple assessments measures (formative and summatives, schoolwide and state assessments) to determine levels of students learning in addition to student supports.|All students, including unduplicated students and individuals with exceptional needs have access to adopted curriculum and instruction. The student body diversity at NP3 represents a similar make-up to that of the district in which it resides and has been consistently over time. All classes at NP3 offer differentiated instruction to better meet the diverse learning needs of students. Additionally, intervention and enrichment classes are built into the schedule. Intervention and enrichment classes allow for further diversification of instruction as well as small group setting. NP3 employs fully credentialed teachers in the general education classroom and special education classroom. Each teacher is qualified to teach English Language Learners and small classroom sizes reduce the student to teacher ratio. Staff and administration use student data from multiple assessments measures (formative and summatives, schoolwide and state assessments) to determine levels of students learning in addition to student supports.|There are no barriers preventing students from being provided access to a broad course of study.|All students will continue ensured access to a broad course of study.|Met||2018
34752830126060|Leroy Greene Academy|7|"LGA staff monitor student enrollment through our student information system and data analytic tools.  All students have a multi-year academic plan for 9th through 12th grade.  Students and their families can all monitor their progress toward graduation and college/career readiness using online Portal tools.  Additionally, Families receive an ""on track to college"" letter twice a year for students in high school to review their progress toward graduation and college.  Student progress is also monitored by Counseling staff."|All LGA students have access to the following:  - Adopted courses of study in English, Social Science, Spanish, PE, Science, Math, & VAPA  - College Board approved AP courses  - Language support to English Learners  - CTE pathways in Visual Arts & Technology and Business Entrepreneurship|LGA, as a charter school, has lower mobility than other schools in our district, which are impacted much more so by student/family moves.|"The multi-year academic planner and ""on track to college letter"" are both in their second year of operation for our school."|Met||2018
34752830134049|Natomas Pacific Pathways Prep Elementary|7|NP3 offers an open enrollment policy to which all students can apply. The student body diversity at NP3 represents a similar make-up to that of the district in which it resides, Natomas Unified School District (NUSD). All students, including unduplicated students and individuals with exceptional needs, have access to adopted curriculum and instruction. All classes at NP3 offer differentiated instruction to better meet the diverse learning needs of students.  Additionally, intervention and enrichment time is being built into the daily schedule. Intervention and enrichment allow for further diversification of instruction in a small group setting. There is additional teaching staff to provide instruction for intervention classes.  NP3 special education services are provided and contracted through NUSD. Special education services vary depending on individualized student plans, however, most of the services are provided through an inclusion model. If student needs are unable to be met within the general education setting, students receive instruction and curriculum in the Learning Center, a classroom dedicated to small group learning and specialized instruction.  NP3 employs fully credentialed teachers in the general education classroom and special education classroom. Each teacher is qualified to teach English Language Learners. Small classroom sizes reduce the student to teacher ratio. Staff and administration use student data from multiple assessments measures (formative and summative, schoolwide and state assessments) to determine levels of students learning in addition to student supports.|All students, including unduplicated students and individuals with exceptional needs, have access to adopted curriculum and instruction. The student body diversity at NP3 represents a similar make-up to that of the district in which it resides and has been consistent over time. All classes at NP3 offer differentiated instruction to better meet the diverse learning needs of students. Additionally, intervention and enrichment classes are built into the schedule, four days weekly. Intervention and enrichment classes allow for further diversification of instruction as well as a small group setting. NP3 employs fully credentialed teachers in the general education classroom and special education classroom. Each teacher is qualified to teach English Language Learners. Small classroom sizes reduce the student to teacher ratio. Staff and administration use student data from multiple assessments measures (formative and summative, schoolwide and state assessments) to determine levels of students learning in addition to student supports.|There are no barriers preventing students from being provided access to a broad course of study.|All students will continue ensured access to a broad course of study.|Met||2018
34752833430659|Natomas Charter|7|Natomas Charter School staff annually reviews course access and completion to ensure that all students have access to a broad course of study developed around the California state standards. This coursework is focused on preparing all students to be college and career ready. Administrators, guidance counselors, and staff annually review course completion, benchmark and survey data to ensure all groups including unduplicated students and students with exceptional needs can access course material and are fully supported. All students who graduate from Natomas Charter School have the opportunity to graduate University of California A-G eligible. For the 2018 graduating class 92% of the students met this standard.|Along with course completion evaluations, an annual survey is sent to students to provide feedback on their teachers and the school's course offerings. Key findings from they survey regarding pedagogical effectiveness include: 78% (90th percentile) of 3rd-5th grade students report positive pedagogical effectiveness. These are results are consistent across student subgroups; 75% (80th percentile) of 6th-12th graders report positive pedagogical effectiveness. These are results are consistent across student subgroups.   Key findings from the survey regarding teacher-student relationships include: 72% (70th percentile) of 3rd-5th grade students report positive student-teacher relationships. These are results are consistent across student subgroups; 67% (50th percentile) of 6th-12th graders report positive student-teacher relationships. These are results are consistent across student subgroups.   This data is a baseline for a new survey and we plan on using these measures to refine our practices for future years.  Finally, Eighty-seven percent (87%) of 2018 graduating seniors surveyed indicate that they felt they were well-prepared for college and/or post graduation opportunities. The four-year college acceptance rate for this class was 99% for those who applied.|Natomas Charter School continues to refine its ability to offer a broad course of study for all students. An area where we are currently focusing is on ensuring students with exceptional needs are fully supported across all courses.|Natomas Charter School continues to refine its course offerings each year and is the the process of fully implementing a multi-tiered system of support. This system will allow us to support all students with academic, socioemotional, and behavioral needs. The school is also in the process of implementing a fully independent special education program allowing for more seamless support for all students.|Met||2018
34765050000000|Twin Rivers Unified|7|Our district utilizes the AERIES Student System as our student management tool and our district counseling teams utilize AERIES Reports to ensure a broad course of study is offered for each individual student.  We have created a specific course offerings at our elementary (K-6) , middle (7-8) and high school (9-12) levels to ensure students are offered quality and parity within their course's of study.  Our special education students with mild-moderate needs are mainstreamed in college preparatory courses with curriculum support and our moderate-severe need students are provided individualized academic plans based on their needs.  We provide quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need.|We have worked diligently over the past two school years to create a guaranteed and consistent course curricular plan for all students regardless of their school site or demographic group. For the 18-19 school year there are no differences between our student groups or school sites.|Two school years ago we had a variety of individual courses offered across our school sites however since that time we have developed systems and teams to overcome these barriers.  Previously we lacked the A-G courses of study at all of our high schools and alternative high school sites however in the 18-19 school year we have overcome this by providing additional resources to improve student course access.|Specifically we added a science lab at one of our alternative high schools and we added a World Language teacher at another school to ensure that all high school students have access to A-G graduation opportunities.|Met||2018
34765050101766|Community Outreach Academy|7|Based on an analysis of the school master schedule, all COA students have access to a broad course of study/required subject areas, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, world languages, and technology.  COA is a Project Lead the Way school with a science and engineering focus.|Based on an analysis of the school master schedule, all COA students have access to a broad course of study/required subject areas, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, world languages, and technology.  COA is a Project Lead the Way school with a science and engineering focus.|There are no barriers preventing a broad course of study for all students at COA and COA seeks to expand programs as the school budget allows.|COA is seeking to expand its broad course of study for all students as the school’s budget allows, including expansion of the world language program, visual/performing arts programs, PLTW programs, and electives.|Met||2018
34765050101832|Futures High|7|Based on an analysis of the school master schedule, all Futures students have access to a broad course of study/required subject areas, including a-g, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, world languages, and other electives.  Futures is a Project Lead the Way school, with a focus on technology and engineering.|Based on an analysis of the school master schedule, all Futures students have access to a broad course of study/required subject areas, including a-g, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, world languages, and other electives.  Futures is a Project Lead the Way school, with a focus on technology and engineering.|There are no barriers preventing a broad course of study for all students at Futures and Futures seeks to expand programs as the school budget allows.|Futures is seeking to expand its broad course of study for all students as the school’s budget allows, including expansion of the world language, Project Lead the Way, visual/performing arts programs, student athletic programs, and other electives.|Met||2018
34765050108415|Heritage Peak Charter|7|Heritage Peak Charter School (HPCS) uses the NWEA/ MAP as its most significant academic measuring tool.  The test is given twice annually, Fall and Winter.  The scores are used to determine appropriate interventions, unique to each learner.  Every student grades 3-11 is tested with MAP/NWEA.  The students in grades K-2 are tested using DIBELS to identify early literacy skills, providing specific data which supports targeted interventions as needed.  HPCS also uses the SBAC results as a tool for academic growth.  The scores are used to determine gaps in learning or content in grade level materials.|After an initial assessment and transcript review for 9-12 grades, the local tools are used as measurement for class placement and intervention. The students are equipped with appropriate curriculum, a computer, and internet.  The academic counselor meets with high school students and parents to guide class placement.  The placement is based on the board approved structure for graduation requirements.  MAP testing is a significant marker for determining math placement for grade 9, per SB 359.  The academic counselor also meets with middle school students to determine interest and academic needs as they begin to transition to high school.  In addition to core classes, the academic counselor also provides information on CTE coursework and college preparation activities. Below is a sample schedule for the academic counselor set up to create access for all students to a broad course of study. August: Academic Counselor to meet individually with students and families.  Introduce CTE and A-G course work through the program, clearly listing benefits of coursework and how these courses tie in to post high school plans and outcomes.  Enroll all Seniors in a CTE course Enroll all 9th graders in A-G coursework Train teachers and appropriate parents on 9th grade CCSS Monthly: Counselor maintains open drop-in hours as well as scheduled meetings with families.  Presentation of CTE and A-G courses, internship opportunities, and concurrent enrollment as essential options for post-graduation plans. Plan to enroll all new or non-enrolled Seniors in Spring semester CTE course. March-May: Host high school information meetings to review A-G high school courses, and concurrent Community College enrollment.  Of the 83 students in 9th grade who are monitored by SB359, 87% of them tested at or above grade level readiness or were vouched for by staff members who work closely with them.   Students who are very low on MAP, combined with teacher input, are enrolled in either Pre Algebra or part 1 of a four semester Integrated Math pace.  Here are the breakdowns:  Accucess Math- 2 students Algebra 1- 12 students Geometry- 1 student Integrated Math 1- 58 students Integrated Math 2- 1 student Integrated Math Part 1 of 4- 1 student Pre Algebra- 8|Our independent school setting can be a barrier as the students are spread out over several square miles. Students, teachers and parents must work together to ensure that students are using appropriate curriculum, accessing online programs, attending classes at community college where appropriate.  The access for a broad course of study is available to every student.  Student use of the programs requires motivated students and involved teachers, parents and their local community.|HPCS will continue to create a strong, diverse program to meet the needs of each student. Each year, the progress of students as determined by the MAP/ NWEA and SBAC is used to drive LCAP decisions and goals.  The funding received from LCAP is used specifically to drive academic instruction.  The school administration, academic counselor, teachers, and students will continue to focus on graduation requirements and CTE coursework.  To date, the measurement tools have encouraged funding online academic programs, virtual classes, curriculum, student computers, internet services and an increase in A-G and CTE course offerings. Of the 83 students in 9th grade who are monitored by SB359, 87% of them tested at or above grade level readiness or were vouched for by staff members who work closely with them.   Students who are very low on MAP, combined with teacher input, are enrolled in either Pre Algebra or part 1 of a four semester Integrated Math pace.  Here are the breakdowns:  Accucess Math- 2 students Algebra 1- 12 students Geometry- 1 student Integrated Math 1- 58 students Integrated Math 2- 1 student Integrated Math Part 1 of 4- 1 student Pre Algebra- 8|Met||2018
34765050108795|Creative Connections Arts Academy|7|Our district utilizes the AERIES Student System as our student management tool and our district counseling teams utilize AERIES Reports to ensure a broad course of study is offered for each individual student.  We have created a specific course offerings at our elementary (K-6) , middle (7-8) and high school (9-12) levels to ensure students are offered quality and parity within their course's of study.  Our special education students with mild-moderate needs are mainstreamed in college preparatory courses with curriculum support and our moderate-severe need students are provided individualized academic plans based on their needs.  We provide quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need.|We have worked diligently over the past two school years to create a guaranteed and consistent course curricular plan for all students regardless of their school site or demographic group. For the 18-19 school year there are no differences between our student groups or school sites.|Two school years ago we had a variety of individual courses offered across our school sites however since that time we have developed systems and teams to overcome these barriers.  Previously we lacked the A-G courses of study at all of our high schools and alternative high school sites however in the 18-19 school year we have overcome this by providing additional resources to improve student course access.|Specifically we added a science lab at one of our alternative high schools and we added a World Language teacher at another school to ensure that all high school students have access to A-G graduation opportunities.|Met||2018
34765050108837|Community Collaborative Charter|7|Based on an analysis of the school master schedule, all CCCS students have access to a broad course of study/required subject areas, including a-g, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  CCCS provides multiple opportunities for students to participate in service learning experiences and is growing its CTE course offerings.|Based on an analysis of the school master schedule, all CCCS students have access to a broad course of study/required subject areas, including a-g, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  CCCS provides multiple opportunities for students to participate in service learning experiences and is growing its CTE course offerings.|There are no barriers preventing a broad course of study for all students at CCCS and CCCS seeks to expand programs as the school budget allows.|CCCS is seeking to expand its broad course of study for all students as the school’s budget allows, including expansion of electives and CTE programs.|Met||2018
34765050113878|Higher Learning Academy|7|Based on an analysis of the school master schedule, all HLA students have access to a broad course of study/required subject areas, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages, and technology.  HLA is in the initial stages of the PYP IB Authorization process.|Based on an analysis of the school master schedule, all HLA students have access to a broad course of study/required subject areas, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages, and technology.  HLA is in the initial stages of the PYP IB Authorization process.|There are no barriers preventing a broad course of study for all students at HLA and HLA seeks to expand programs as the school budget allows.|4.  HLA is seeking to expand its broad course of study for all students as the school’s budget allows, including expansion of the world language and visual/performing arts programs.|Met||2018
34765050114272|SAVA - Sacramento Academic and Vocational Academy|7|Based on an analysis of the school master schedule, all SAVA students have access to a broad course of study/required subject areas, including A-G,  which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  SAVA students have access to Advanced Placement courses and a vast amount of electives through the Edgenuity online platform.  SAVA is a vocational school that offers a multitude of CTE pathways and career exploration opportunities for students.|Based on an analysis of the school master schedule, all SAVA students have access to a broad course of study/required subject areas, including A-G,  which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  SAVA students have access to Advanced Placement courses and a vast amount of electives through the Edgenuity online platform.  SAVA is a vocational school that offers a multitude of CTE pathways and career exploration opportunities for students.|There are no barriers preventing a broad course of study for all students at SAVA and SAVA seeks to expand programs as the school budget allows.|SAVA is seeking to expand its broad course of study for all students as the school’s budget allows, including development and expansion of CTE programs.|Met||2018
34765050130757|Highlands Community Charter|7|At Highlands we offer a broad course of study in  English, Social Sciences,  Science, Mathematics, and Career Technical Education. We strive to serve our students with services and courses that are relevant to their needs and future college and career goals. Through data driven decisions we have began developing course offerings in Foreign Language, Physical Education, Visual and Performing Arts, and Applied Arts. 97% of our student population qualifies for the NSLP program and many of our 12th grade students started in our elementary English language development program and come to us with fluency in one to five languages.|Through SST's and 504 plans we ensure that all students have access to a broad course of study at their level and we can create and tailor individualized learning plans for students with exceptional needs. All of our students have equal access to English, Social Sciences,  Science, Mathematics, and Career Technical Education programs. We also provide wrap-around services such as transportation, childcare, housing, mental health services and support groups for students so they can cope with the barrier to education. We are in developmental stages of creating programs in Foreign Language, Physical Education, Visual and Performing Arts, and Applied Arts so we may offer a full broad course of study to students.|Foreign Language, Physical Education, Visual and Performing Arts, and Applied Arts have not been offered in previous years due to a high student need for credit recovery in core subjects. Many of our students have all the required elective credits and our focus was on high quality and rigor in English, Social Sciences, Science, Math and CTE. Many of our students come to us at a 7th grade reading level, so we must address this issue before moving on with various elective courses. We have implemented our core subjects and are now moving forward with development of Foreign Language, Physical Education, Visual and Performing Arts, and Applied Arts.|Through student surveys and stakeholder feedback we have identified barriers to education and have implemented Navigators to reduce barrier and allow students to focus on their education. We have also identified student desire for yoga classes and have identified an instructor who will provide yoga classes to students, we are modifying our insurance policy so that can be implemented. Native English speakers have identified a desire to learn a foreign language, we have begun offering American Sign Language courses and will begin offering Spanish classes in the Fall of 2019. Students would like an art therapy course and we are in exploration and design stages for offering this course in the 2019-2020 academic year.|Met||2018
34765056033336|Smythe Academy of Arts and Sciences|7|Our district utilizes the AERIES Student System as our student management tool and our district counseling teams utilize AERIES Reports to ensure a broad course of study is offered for each individual student.  We have created a specific course offerings at our elementary (K-6) , middle (7-8) and high school (9-12) levels to ensure students are offered quality and parity within their course's of study.  Our special education students with mild-moderate needs are mainstreamed in college preparatory courses with curriculum support and our moderate-severe need students are provided individualized academic plans based on their needs.  We provide quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need.|We have worked diligently over the past two school years to create a guaranteed and consistent course curricular plan for all students regardless of their school site or demographic group. For the 18-19 school year there are no differences between our student groups or school sites.|Two school years ago we had a variety of individual courses offered across our school sites however since that time we have developed systems and teams to overcome these barriers.  Previously we lacked the A-G courses of study at all of our high schools and alternative high school sites however in the 18-19 school year we have overcome this by providing additional resources to improve student course access.|Specifically we added a science lab at one of our alternative high schools and we added a World Language teacher at another school to ensure that all high school students have access to A-G graduation opportunities.|Met||2018
34765056112643|Westside Preparatory Charter|7|Our district utilizes the AERIES Student System as our student management tool and our district counseling teams utilize AERIES Reports to ensure a broad course of study is offered for each individual student.  We have created a specific course offerings at our elementary (K-6) , middle (7-8) and high school (9-12) levels to ensure students are offered quality and parity within their course's of study.  Our special education students with mild-moderate needs are mainstreamed in college preparatory courses with curriculum support and our moderate-severe need students are provided individualized academic plans based on their needs.  We provide quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need.|We have worked diligently over the past two school years to create a guaranteed and consistent course curricular plan for all students regardless of their school site or demographic group. For the 18-19 school year there are no differences between our student groups or school sites.|Two school years ago we had a variety of individual courses offered across our school sites however since that time we have developed systems and teams to overcome these barriers.  Previously we lacked the A-G courses of study at all of our high schools and alternative high school sites however in the 18-19 school year we have overcome this by providing additional resources to improve student course access.|Specifically we added a science lab at one of our alternative high schools and we added a World Language teacher at another school to ensure that all high school students have access to A-G graduation opportunities.|Met||2018
35103550000000|San Benito County Office of Education|7|Currently, the Master Schedule is analyzed and revised each year to ensure that a broad course of study is offered to students at each site.  Credit Recovery is offered to students at all sites.  Reports are run regularly to determine which students are enrolled in the credit recovery program, which courses students are taking and how successful each student is in each course.|Master schedules indicate that core courses and credit recovery courses are offered at every site.  In addition, a limited number of elective courses in the areas of Visual and Performing arts, Career Technical Education and Physical Education are offered.  All students can access courses, regardless of their status as unduplicated, student with exceptional needs, Foster Youth, or language proficiency.  Some courses are offered based on grade span or site, depending on the needs of the students and state requirements.|SBCOE serves students at four alternative education sites.  Students often arrive credit deficient, especially in the core subject areas.  As a result, many are required to enroll in multiple core courses so they do not have room in their schedule to enroll in elective courses.  In addition, because of the small size of the schools, only a limited number of electives can be offered at each site.  Finally, the length of the school day and the requirements of some of the facilities, such as Juvenile Hall, limit the type of courses that can be offered.|Two years ago, the school day was lengthened at one school and the schedule was revised at another to ensure students have access to more courses, allowing them to recover credits and enroll in elective courses.  SBCOE contracts with local community organizations such as the YMCA and the San Benito Arts Council to provide PE and arts programs to students.  The LEA has also collaborated with local agencies to obtain grant funding specially directed to students in the juvenile justice system.  This has allowed the LEA to bring in programs the students would otherwise not have access to such as Physical Education, dance, art and poetry.|Met||2018
35674540000000|Bitterwater-Tully Elementary|7|All students, TK-8, receive a broad course of study including Visual and Performing Arts and Physical Education in their rural self-contained classroom. We attend a variety of theatre performances from Sol Treasurers Productions.|All students receive a broad course of study all throughout the school year. Every year, all of our students participate in our annual Christmas Play.  In addition, the 4th-8th grade students also compete in school sports such as basketball and volleyball with our local small schools.|We do not have any barriers at this time.|We are continuing to implement our current programs for this school year.  The school will be attending a field trip for the Barracuda Classroom Day at the SAP Center in San Jose.  No new actions are needed at this time.|Met||2018
35674620000000|Cienega Union Elementary|7|1. Cienega Union Elementary School District provides all courses required by the state of California for a TK to 8th grade school.  All required subjects are provided to all students in all groups.  Materials are provided by the school district to all students, with no requirements for students to provide any materials from their homes.  The district staff is accountable to the parents, community, and local Board of Trustees to ensure all students receive equitable treatment and access to a broad course of study to meet their needs.|2. Due to the small size of the district, all students are served on the same campus in two classrooms.  The district makes great efforts to ensure that all students, regardless of their challenges, are treated equitably and have access to all materials.|3. All students are receiving access to a broad course of study.  Because of the rural setting of the school, this continues to be a challenge.  The Board of Trustees has made this a priority, and resources are provided to the district to allow it to meet the needs of its varied population.|4. The district is focusing on its core subjects to help improve skills of all learners.  The district provides funds for needed professional development and additional staff to assist students with challenges and to remove barriers to learning.|Met||2018
35674700000000|Hollister|7|"We are a K-8 district and we are seeking ways to analyze whether or not we provide a broad course of study for all students. We are looking at defining what ""broad course of study means"" for core classes, which we definitely fully provide, and also for non-core instruction such as PE and the arts."|All K-8 students, including general and special education, English Learners and migrant students receive a full day of core instruction, including English Language Arts, Math, Social Studies, Science, and PE.  We also just completed an audit of our English Learners to ensure that all ELs are enrolled in English Language Development courses.  We have increased monitoring of our programs, including our middle school master schedules and elementary daily schedules to ensure that students have all required coursework. Elementary students receive 200+ minutes of PE every two weeks with a release teacher, and receive other instruction (such as visual and performing arts, health, etc...) from their self-contained classroom teachers. Most middle schoolers also receive an elective, either in an elective wheel (6th grade) or in a stand-alone course.|The biggest barrier we face is how to provide English Language Development or intervention programs along with the opportunity to attend electives for our students in middle school. Since ELD is required and intervention is necessary for some students, it is very difficult to place middle school students in ELD or interventions while we provide them with an elective. We have not been able to overcome this barrier.|We continue to monitor our English Learners and students who need intervention very closely in order to try to reclassify or regroup them before middle school so that they can participate in elective classes.  We have flexible scheduling which allows students who reclassify or regroup out of interventions during the school year, as opposed to waiting until the following school year as we have done in the past. We are continuing to work on creative ways to schedule electives so that middle school students can all participate.|Met||2018
35674700127688|Hollister Prep|7|Hollister Prep School uses Navigator Schools Pacing Guide to ensure and demonstrate that all students have a broad course of study. The inclusion Special Education Model is another tool that is used so that all students are included in the general education classrooms. Hollister Prep School has also developed a Multi-Tiered System of Support (MTSS) framework which  provides various levels of interventions to any student who may need help in academics, behavior or social emotional learning. We also have Positive Behavior Interventions and Supports (PBIS) program in use for grades K-7.|100% of students are provided with an inclusive setting with appropriate “push-in” support provided by paraprofessionals with supervision and support from the resource teacher and Director of Student Services. Regular intervention is provided to students not achieving at grade level in ELA.|Hollister Prep School has identified a need for a stronger Social Emotion Learning (SEL) program. We have made continuing to improve our SEL program a priority.|Hollister Prep School has hired a dedicated MTSS coordinator and purchased SEL curriculum.  A schedule was created to allow for training of staff and teaching of the curriculum.|Met||2018
35674880000000|Jefferson Elementary|7|Metric: Williams Resolution, District Annual Inventory of Textbooks and Instructional Materials, SARC, Master School Schedule|100% of students participate in a broad, comprehensive, balanced curriculum that included standards-based instruction in Math, English Language Arts, Writing, Designated English Language Development, History/Social Studies, Science, Physical Education, and Visual and Performing Arts|Jefferson students have access to all required materials, but a new Science and Social Studies curriculum aligned to current state standards needs to be adopted within the next 1 to 3 years.|Action Plan: The staff at Jefferson Elementary will begin researching Science and Social Studies curriculum aligned to current standards for adoption within the next 1-3 years.|Met||2018
35675040000000|North County Joint Union Elementary|7|The LEA uses the following  locally selected measures and tools to track the extent to which all students have access to and are enrolled in a broad course of study: curriculum minutes (daily), teacher lesson plans, weeklyminutes for Professional Learning Communities, grade level schedules, student reports, website with schedules, and grade level sylabus. Students with exceptional needs receive services during their core instruction and intervention times. Students who need English Language instruction go to ELD classes during intervention time for Tk-5th grade, and during science and social studies in 6th-8th grade. ELD strategies are also embedded in every subject.|Based on the locally selected measures and tools, all students receive a broad course of study included but not limited to ELA, math, science, social studies, PE, ELD, and support through intervention services. This is reflected in each students class schedule an report card.|The one barrier that a small percentage of students have is being able to receive instruction in ELD and science/ or social studies.  The way teachers accommodate for this barrie is by using social studies and science curriculum in the ELD class and also teaching non fiction science and social studies in the ELA classes which all students have access to daily.|The LEA continues to focus on integrating ELD strategies in all core subjects. Additionally, social studies and science are embedded into the ELD class.|Met||2018
35675380000000|San Benito High|7|The San Benito High School District has identified LCAP goal #3 as a College and Career focus for the district. The goal is: All students will have access to a course of study, including advanced and AP courses and CTE college/career pathways to provide the greatest range of personal options for college and career readiness upon graduation. The specific action items include staffing a career center, providing counseling support for all students, administer the PSAT to most 10th and 11th graders, providing professional development to all Advanced Placement teachers, providing tutorials for AP students, supporting current CTE three-year pathways, providing s comprehensive AVDI program with professional development, staffing additional CalSOAP counselors,  and providing summer school for students needing remediation and/or math enrichment.  The specific measures being used to monitor this goal includes reporting of a-g completion data for each graduating cohort, reviewing CTE capstone completer data, and analyzing AP data overall and by specific student population groups. A comprehensive board report on each of the above items is presented each year and is included in our identified Indicators of Success.|Preparing all students for college and career readiness upon graduation is a primary focus of our mission at SBHS. Each year the district conducts a College Fair and Career Fair. Our students take the PSAT exam and sit with counselors to review their scores and possible next steps for course enrollment. Our Advanced Placement Program is thriving with 21 AP course offerings in a variety of content areas. Additionally, our AP enrollment is steadily increasing each year and our enrollment is representative of our overall student population (68% Latino, 31% White). Our CTE Program has developed 9 sector pathways and has added TV Production and Engineering to our course offerings. SBHS AVID Program has been certified each year and has 4 elective teachers with 300 students. AVID students take advanced level and AP classes with tutorial support. Our AVID program is monitored each year and has been identified as one of the focuses for Indicators of Success.|San Benito High School continues to offer a broad course of study for all students. The counseling team works closely with students and families to properly identify student placement in advanced level, AP courses, and CTE pathway courses. Specific barriers to providing access to a broad course of study for all students has not been identified.|The review of Academic Indicators of Success has identified a need for more variety of course offerings in the content areas. New and modified courses are being developed each year to provide choice in math, science, English, world languages, and some elective CTE and VAPA courses. Each year, the Curriculum and Instruction office works with teachers to review current courses and assess the need for additional course offerings.|Met||2018
35675530000000|Southside Elementary|7|Southside has adopted the California Multitiered systems of support which focuses on inclusive academic instruction and inclusive behavior instruction. Southside uses the FIA assessment tool to measure the extent to which the school is providing administrative leadership, an integrated education program, family engagement and the inclusion of all students in the mainstream academic program.  Staff members collaborate frequently to insure that a comprehensive course of study is provided for all students K-8 grade that includes all student groups.|Southside has incorporated all all inclusive program for all students. Meaning that all students regardless of subgroup or ability are placed into the appropriate grade level program. All students have similar access to main stream curriculum and instruction.|The school has identified family and community engagement, mathematics instruction and support services for socioeconomically disadvantaged student are area of improvement. Secondly the staff has identified student behavior and a common assessment system are the areas of focus for the 2017-2018 school year.|This year the staff has adopted a Positive Behavior support system to support student behavior and the STAR 2360 assessment system to insure a broad course of study for all students.|Met||2018
35675610000000|Tres Pinos Union Elementary|7|Tools include instructional minutes, curriculum planning, lessons plans from teachers, daily schedules posted in the classroom, report cards, and ELD curriculum which is embedded in the language arts curriculum.|100% of our students receive instruction.|At this time, we have no barriers preventing us from providing access to a broad course of study.|New actions will be to look at incorporating language choices for students at Tres Pinos School|Met||2018
35675790000000|Willow Grove Union Elementary|7|The LEA uses the Renaissance STAR-360 to assess all students for math and language arts progress.  All students show positive growth and are enrolled in a broad course of study, based on grade spans.  Other assessments for content standards are given based on curriculum  standard units of study.|All students have access and are enrolled in a broad course of study.|There are no barriers to students receiving access to a broad course of study.|None necessary at this time.|Met||2018
35752590000000|Aromas - San Juan Unified|7|As a small school district all students have the same opportunities to a Broad Course of Study. The District reviews opportunities each year for changing schedules at the high school and middle schools. In addition, the District has further taken steps to ensure that students with needs for intervention are receiving those through a newly hired position, Intervention Teacher. The District is also providing tutoring hours at the high school, as well as the elementary sites. The additional intervention offers provide opportunities for all students to participate fully in a Broad Course of Study.|As a small school district all students have the same opportunities to a Broad Course of Study. The District reviews opportunities each year for changing schedules at the high school and middle schools. In addition, the District has further taken steps to ensure that students with needs for intervention are receiving those through a newly hired position, Intervention Teacher. The District is also providing tutoring hours at the high school, as well as the elementary sites. The additional intervention offers provide opportunities for all students to participate fully in a Broad Course of Study.|As a small school district all students have the same opportunities to a Broad Course of Study. The District reviews opportunities each year for changing schedules at the high school and middle schools. In addition, the District has further taken steps to ensure that students with needs for intervention are receiving those through a newly hired position, Intervention Teacher. The District is also providing tutoring hours at the high school, as well as the elementary sites. The additional intervention offers provide opportunities for all students to participate fully in a Broad Course of Study.|As a small school district all students have the same opportunities to a Broad Course of Study. The District reviews opportunities each year for changing schedules at the high school and middle schools. In addition, the District has further taken steps to ensure that students with needs for intervention are receiving those through a newly hired position, Intervention Teacher. The District is also providing tutoring hours at the high school, as well as the elementary sites. The additional intervention offers provide opportunities for all students to participate fully in a Broad Course of Study.|Met||2018
36103630000000|San Bernardino County Office of Education|7|The tools that SBCSS uses to track the extent to which all students have access to and are enrolled in a broad course of study include our locally SBCSS Board adopted course agreements, the credits earned reports from our Student Information System (PROMIS), CalPads reports and course completion reports from our online learning platform (Odysseyware). Students in general education and special education settings are given access to a broad range of curriculum and classes.|All students enrolled in SBCSS programs have access to a broad course of study. A review of data shows that during the 2017-18 school year, students earned approximately forty-two thousand credits. Nearly thirty thousand credits were earned in core courses (English, History/SS, Science and Math), while over ten thousand credits were earned in Electives, Physical Education and CTE. The majority of credits were earned by male students which is consistent with our demographic enrollment history. English Learners and Students with Disabilities earned 16.5% and 18.3% of all credits awarded, respectively. Again, this is consistent with our demographic enrollment history.  SBCSS consistently strives to increase its course offerings to ensure that engaging content and delivery models are provided to our students. In the past several years, we have expanded our CTE offerings (STEM and Health Science Careers) to multiple campuses while expanding our selection of online CTE courses as well. In addition, we have recently partnered with our local County-ROP to begin student enrollment in Unmanned Aircraft Systems (“drones”) and Cybersecurity. SBCSS recognizes that our students need to be well-prepared and equipped with skill sets that are appropriate for twenty-first century learning and careers.|A reality of providing educational services in San Bernardino county is that we are the largest county in the 48 contiguous United States. This at times can present a barrier for our ability to provide the same access for all our students to the same CTE and Vocational Education classes in some of our outer-lying/remote regions. In these instances, SBCSS relies heavily on the investments we have made in technology to provide students access to courses they may otherwise not have had access to if they lived in a region closer to other campuses.|SBCSS will continue to invest heavily in technology and Professional Development that focuses on curriculum and technology usage. The implementation of effective PD will allow us to progress in our varied instructional delivery models. As a consequence, this will enhance our ability to continually provide a broad course of study for all students.|Met||2018
36103630115808|Norton Science and Language Academy|7|The Norton Science and Language Academy tracks progress in meeting Priority 7 standards through annual review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.|For the 2017-18 school year, 100% of students at The Norton Science and Language Academy, TK-8, had full access to a broad course of studies. All students in K-5 attend enrichment courses during the school day that include Chinese, Art, PE, and Music. Middle school students have an elective period that rotates three times during the school year. These electives are open to all students in grades 6-8 and include courses in Chinese, Music, Art, Health and Fitness, Space Science, Teacher’s Assistant, Academic Support, ASB, Junior Achievement, and Robotics. Middle school offers Destination Imagination during zero period. All students have access to this course and is only limited by space.|No barriers exist to prevent students access to a broad course of studies in all grades, TK-8.|Regular analysis of course offerings, class schedules, and school schedules continues to inform administration of student enrollment in a broad course of studies.|Met||2018
36103633630761|Excelsior Charter|7|ECS employs a dedicated Staff Mentor who reviews transcripts and course placement for graduation requirements and A-G completion while considering special education plans and AB 216 eligibility; Personal Life Plan completion by grade level which includes: Education Plans, College/Career Readiness Indicator check sheet, CAASPP scores, and other post secondary goal items.|Course audits conducted on every student to ensure they are properly enrolled in a broad course of study.  Every student meets with a credentialed teacher monthly for plan and review what ECS refers to as the Personal Life Plan (PLP).  This plan is developed with input from the educational team consisting of the parent, student, and credentialed teacher centered around the students interests, learning styles, and aptitudes.  The plan is maintained throughout the student's academic career at ECS.|Barriers include: parent transportation, parent schedules, reading levels, student motivation, student academic readiness, students who do not have a defined Personal Life Plan (PLP), home language, student mental health and/or trauma, students who face outside challenges: socioeconomic, family, foster, unaccompanied, homeless.|ECS provides bus passes, reading and math assessments, ELPAC testing, PLP rewards, performance recognition and rewards, Test to Be the Best incentive program, relationships with local resources: crisis team, TAY center, 24 hour walk-in clinic, school McKinney-Vento Huddle with county resources, DMCC counseling on school site, NSLP program, student clubs, athletics, ASB, and other electives, following all AB 216 mandates and continuous education for staff.|Met||2018
36103636111918|Desert Trails Preparatory Academy|7|Bell Schedule and Instructional Minutes.|All students have access to a broad course of student.|None.|None needed. A broad course of study is provided to ALL students.|Met||2018
36675870000000|Adelanto Elementary|7|The district uses the master schedule in the middle school to determine that all students and subgroups have access to broad course of studies. Every student has access to the core content and PE in elementary grades. Students in middle school access core content, PE and elective courses. Performing and visual arts are offered as elective option in the middle schools and is enrichment in the elementary grades. Across grades K-8, students have access to MTSS to support their learning. The district has established a process which provides a set curriculum and assessments to be used to support remediation, intervention, and acceleration. Students in elementary school that are identified as gifted receive opportunities within the school day to accelerated learning. In middle schools accelerated math and honors courses are offered. Individualized courses for English Learners include ELD support. In middle school the students are enrolled in ELD 1-3 to support language acquisition which is an additional class during the day. In elementary schools designated ELD time (30 minutes) is offered and monitored at every site. Students who need additional support as indicated in their IEP are served through Special programs. For students in the special education program the annual IEP is used to monitor student placement and success in the course of studies. Teachers and case carriers work collaboratively to ensure that students in the special education program are provided access to the core and access to mainstream courses when their IEP supports this placement. The district uses a William survey to measure student access to instructional materials in every course.The master schedule is also printed and reviewed by district and site administration to support student access.|The district has ensured that all students have access to a broad course of studies. In grades 6-8, all students have access to core and elective courses which include CTE like electives in the middle school to promote college and career readiness. Middle schools also offer accelerated math, foreign language, and AVID courses. ELD courses are offered for students as a class in addition to ELA. For students with special needs, programs are offered that address mild-to-moderate, moderate to severe, and severe to profound program needs. All students have access to COE approved materials in ELA and math. Students are enrolled in ELA, math, science, social studies, PE, electives. At the elementary level all students have access to ELA, math, science, social studies, PE and arts and music. English learners are provided 30 minutes of designated ELD; students with special needs have access to programs to support mild-to-moderate, moderate to severe, and severe to profound needs. Students identified to succeed in the GATE program receive accelerated and differentiated opportunities. Students in the special education program have access to elective courses as well as core courses  in the mainstream setting as determined by the IEP. Every student has the option to select an elective of their choice in middle school from the wide range of options available. No students are removed or denied access to rigorous courses offered within the school site. In the middle school EL students are placed in an ELD course which may impact their access to elective of the choice. However, the priority is to reclassify students so that they may fully access core curriculum during the school day.|No students are denied access to a broad range of courses. The only area the District struggles with is filling positions for dual immersion program at the elementary and middle school and certain special education programs across the district because of the credential requirement to teach these courses. The District continues to work with the county to fill these positions. However no students are faced with any barriers in accessing a broad course of studies.|The LEA has supported every school with the required staffing in order to provide students access to exciting and interesting programs in addition to all the required core. The District continues to struggle to hire qualified teachers for special education and the dual immersion program. However, through multiple hiring workshops we have been able to fill most positions related to these programs.|Met|All students have access to a broad course of studies. The district recognizes that there is a lot of work to do with the implementation of World Language, Dual Immersion, Science and Social Studies programs. The district has made good progress with English Language Arts and ELD programs of studies and has started deeper work with mathematics. While NGSS training has been provided to teachers in grades 3-8, there is more work to be done with the shifts in implementation. Social studies framework trainings have also begun. The district continues to work very closely with the county office of education to provide training and support to teachers and administrators with the implementation of standards aligned curriculum and courses.|2018
36675870128462|Taylion High Desert Academy/Adelanto|7|Every student at Taylion has access to our A-G and non A-G approved courses.  Students must complete the required 220 graduation credits: 4 Years of English, 3 Years of Social Science, 2 Years of Math, 2 Years of Science, 1 Year World Language/VAPA, 1 Semester of Health, 2 Years of PE, and Electives. All these courses are tracked through our School Information System, School Pathways and are monitored by our Counselor, Compliance Coordinator, Principal, and Teacher. Students also have the option for dual enrollment at the community college.|No differences.|No barriers for course access.|Already implemented|Met||2018
36675950000000|Alta Loma Elementary|7|"The District conducts enrollment and course offering studies on a yearly basis using a variety of tools.  One tool includes the LCAP Stakeholder Engagement surveys given to parents, students and staff.  Another tool involves analysis of master schedules and content instruction as described in lesson plans and during teacher assignment. The District also conducts an Educator Equity study as required to determine any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers. According to survey results from parents (TK-8th grade), children learn core subjects; 98.4% math, 98.6% Reading/language arts, 89% social studies, 90.6% science, 80% visual and performing arts, 88% health/physical education, and 89% computers/technology.  When asked the same question, students in grades 3-8 reported; 98% Math, 99% Reading/language arts, 98% history/social studies, 98% science, 59% visual and performing arts, 97% health/physical education, and 74% computers/technology.  Students also reported participation in District initiatives via ""other outcomes"" such as Document Based Questioning- 47%, NGSS integration-52%, STEM-40%, Active Visible Learning-74%, Project Based Learning-69%, Thinking Maps-95%, Total Participation Techniques-43%, QUEST-32% and Spanish Elective-35% Staff survey results indicated 99% math, 98% reading/language arts, 97% social studies, 98% science, 97% visual and performing arts, 93% health/physical education, and 98% computer/technology. Master Schedules and school rosters indicate access and enrollment in all (EC) 51210 courses of study for grades 1-6 (English, math, S.S., science, VAPE, Health/PE) and (EC) 51220 a-i in grades 7-12 including foreign language. Applied Arts and Career Technical education are not indicated in grades 7-8 beyond AVID and THRIVE electives. Educator Equity analysis findings indicate that minority students and low-income students are not taught at a higher rate by ineffective, inexperienced, or out-of-field teachers. Inexperienced teachers are our largest category for comparison and receive tremendous support including coaches/mentors, induction, New Teacher Cohort, and participation in professional development and PLC’s facilitated by instructional coaches and administrators. Administrators and teachers place students with great care to teachers with appropriate authorization and credentialing. Second language learners and those requiring specialized support, remediation, and interventions are provided additional time and support."|Stakeholder engagement surveys, Master Schedules, and student rosters suggest that all students have access to and are enrolled in a broad course of study.  Each school in the District is subject to the same course offerings, standards-based curriculum, professional development/coaching, District initiatives, and opportunities to participate.  Master schedule enrollment numbers equal the number of students requiring placement. The number of teachers required to teach each course section is analyzed yearly and adjustments are made accordingly to ensure appropriate class-size participation. Lesson plan analysis, collection of weekly teaching schedules, administrator “walk-throughs,” and formal observations and evaluations indicate an adherence to a broad course of study at each grade level. Beyond the academic core, District course offerings at the elementary level include additional instruction in physical education (grades 3-6), instrumental band (grade 5,6), and choral singing and performance (grade 1-6). In grades 7-8, students have access to art, choral performance, differentiated band opportunities by ability and style (jazz), physical education, AVID, English Language Development classes (based on numbers of second language learners), Leadership, Yearbook, Spanish, and other electives such as STEM, THRIVE (College/Career), and RISE (reading/math success). Applied Arts and Career Technical education are not indicated in grades 7-8 beyond AVID and THRIVE electives. All grade levels and school sites have access to and participate equally in District programs. Students at each grade level participate in required minutes for instruction as defined by Ed Code and/or District guidelines under the direction of the classroom teacher. Each school site participates in a District-wide data analysis and planning protocol regularly to inform instruction and identify students with specific needs.  Identified students’ progress is regularly monitored and additional supports are provided during the school day, and/or before or after school. Schools identified with Title I Target A funds follow all Title I mandates and report on differentiated student supports.  All schools use the School Plan for Student Achievement to communicate use of funds that support programs, personnel, and practices to improve course outcomes.|The Alta Loma School District is a cohesive organization.  Decisions are made through collaborative processes between families, students, and staff.  Forums beyond the yearly Stakeholder Survey such as decision making committees, self-reviews, Student Senate, leadership, clubs, volunteers, and parental organizations work alongside staff to identify and implement best learning opportunities for students. The challenge for the District is to find a means and a solution for top priorities established by the community and required by the state.  Parent groups recommend funds be used for additional academic support before, after, and during the school day, as well as additional help for student behaviors in the form of counseling, parental education (especially math, science, 21st Century learning, behaviors, life skills instruction, and social and emotional learning), and training in safety routines and practices. Parents want to continue a visual and performing arts emphasis, summer and/or after school enrichment, and provide professional development to educators, especially in math. Parents want to improve career planning for students at a younger age, review emergency procedures routinely with students and the community, and ensure effective home/school communication with a common messaging tool. Due to changing environmental conditions in our community surrounding mental health, topics such as suicide prevention, Positive Behavior Intervention Supports, Restorative Justice, and tools to aide chronic absenteeism are also important. The sheer number of needs can detract from providing all students access to unlimited number of courses, however, the District has made great gains at instituting the needs of the community. Areas for improvement include a broader access to health and career pathway education in the elementary setting, and access to applied arts and career technical education at the secondary level. Junior High schools are moving towards implementation of career technical education via AVID and THRIVE programs however access is limited due to program costs and because of the need for appropriate teacher credentialing and/or training.|In response to the results of locally selected measures identifying access to a broad course of study for all students, several actions have and will be implemented by the District.  In particular, due to informed decisions using the District data analysis protocol, individual students at each school site have been identified to receive additional time and support via small group instruction beyond the regular school day by qualified educators.  Students may participate in skill/support electives (math and/or English Language Arts) such as RISE, AVID, English language instruction, and/or Success classes at the junior high level.  Elementary students receive differentiated instruction during Universal Access Choice and Challenge or WIN (What I Need) periods in small group structures, as well as before and after school STATS (Student Additional Time and Support) opportunities for individualized support.  The need to both intervene and ensure students have access to a broad course of study, particularly at the junior high level, has brought about the implementation of the Zero Period.  Students’ who are second language learners, require intervention or additional time and support electives receive first priority to attend the physical education Zero Period prior to the start of the regular day to allow participation in additional elective courses to ensure all students access to a broad course of study.  By attending the Zero Period class, a student who needs additional support can also participate in band, art, or a drama course, to name a few.  At the elementary setting, differentiated support periods (UACC) provide intervention, resource support, enrichment, and challenge opportunities scheduled during the same time of day so that no child is being pulled from participating in a broad course of study.  Each school receives STATS funds to develop on-site programs beyond the school day.  All school sites also offer enrichment and challenge opportunities.  All school sites partner with PTA organizations to bring formal art instruction (Meet the Masters) and an elementary vocal choral program to students. The District is moving towards a broader language instruction program.  Each year, additional Spanish courses have been added at each junior high and a bilingual option at the elementary level is being considered. Improved Career Technical instruction is also being considered, however, digital literacy and citizenship programs are fully instituted. The District will continue to explore learning pathways instruction for students of all ages to inform them of career options.|Met||2018
36676110000000|Barstow Unified|7|BUSD uses a variety of tools t track the extent to which all students have access to, and are enrolled in, a broad course of study.  These tools include: • Master Schedules (School sites) • Infinite Campus (student information system) • Perkins grant reporting (federal funds for career technical education) • CPA grant reporting (state funds for career technical education) • English Learner reclassified monitoring list • A-G Certification list (UC/CSU approved students) • Dataquest (California school accountability data website)|All 6 BUSD elementary schools utilize a master schedule to ensure all students are receiving all 7 courses of study within a school day, week, and year.  The master schedules are submitted to and monitored by the district office to ensure compliance with the law.  A typical elementary master schedule will include daily student access to the 4 core subjects: English, mathematics, social sciences and science.  Due to the fact that the minutes requirement for visual and performing arts, health and physical education are lower than the core subjects, school master schedules will reflect these courses being taught 2-3 times a week. Also, all sites are required to provide specific English Language Development instruction to English learner during the school day.  This activity is part of each master schedule and monitored by site and district administration.   At the secondary level (grades 7-12), each school is also required to submit a master schedule that is monitored by site and district administration.  All sites provide core subject access, as well as physical education, visual and performing arts, and applied arts.  The 2 high schools in our district also offer career technical education.  Barstow Junior High School and Barstow STEM academy do not currently offer career technical education but are in the process of doing so and being able to offer these courses to students in the 19-20 school year.|Barstow Unified School District has encountered the following barriers preventing 100% broad course access to all students: small schools, need for another elementary school to reduce class sizes, BUSD identified for differentiated assistance, lack of funding, teacher credentialing issues, lack of fully developed multi-tiered system of support, and limited master schedule availability (secondary schools). At the elementary schools, large class sizes and a lack of facilities has had an impact on ensuring a broad course of study.  This is particularly difficult when trying to deliver ELD instruction to English Learners.  The lack of available rooms to convene small groups of learners is problematic.   At the secondary level, teacher credentialing issues has had an impact in that classes that were scheduled to be offered had to be removed because we could not find a teacher.  This problem leads to a bottle neck in the master schedules and thus impacts the availability of other courses.  Hence, a student with an IEP who needs a specific math course for graduation may lose the ability to take a welding class due to availability.    BUSD has been identified as in need of “Differentiated Assistance”, based on the performance of our special education subgroup as it relates to performance on the CAASPP and graduation rate.  This new identification has led to the development of a 3-year plan for improvement in which a major emphasis is on creating an MTSS model at all school sites.  With an MTSS model, it is imperative that schools and teachers support struggling students to help them achieve.  This can sometime have a draining effect on resources and time.  Thus, broad course access is impacted.|Barstow Unified School District is committed to ensuring all students have access to a broad course of study.  The new actions that the district will include in planning, budgeting, and implementing include: • Opening a K-6 Fine Arts Academy in the Fall of 2019.  This will help relieve crowding pressure from our existing K-6 schools and create space for ELD instruction and new programs.   • BUSD has created a 3-year improvement plan with the support of San Bernardino County Superintendent of Schools.  This plan will help to support teachers with becoming highly effective educators, development of a district-wide MTSS model, and professional learning communities that will support student learning.   • More LCAP funding will be dedicated to Career Technical Education programs.  At the secondary level, a lack of sections on the master schedule limits some students’ access.   • More emphasis and planning will be provided for Staff professional development.  It is important that all staff is aware of the need to provide all components related to broad access to courses of study.|Met||2018
36676370000000|Bear Valley Unified|7|BVUSD ensures that all students have access to, and are enrolled in, a broad course of study as defined by California Ed Code 51220. Locally selected metrics for secondary include graduation rate, A-G completion rate, CTE pathway completion, master schedules, AP enrollment and pass rates. At the 7th - 8th grade, the master schedule is created to ensure all students have access to core content areas and at least one elective. At the elementary level, class enrollment is balanced, district adopted core curriculum is provided, and additional enrichment and intervention classes are offered. Individual Education Plans (IEP) are reviewed by counselors and case carriers to ensure students have equal access to a broad course of study. Heterogeneous classes are created to ensure balanced rosters. Unduplicated students and students with exceptional needs are provided with support structures and resources to access the core curriculum.|The 2016-2017 year graduation rate was 89.4%, and has been higher than the State rate for the past four years; A-G completion rate is 40%. In 2017-2018, 64% of our students passed AP exams with a 3 or higher.  CTE pathway completion rate was at 9%.  A-G course and CTE course offerings have been increased. Two sections of Auto and Cyber Security were added in the 2018-2019. At both high schools, an online supplemental program, Edmentum, which allows students the opportunity to take additional A-G classes was implemented. Continuation high school students may also enroll at the comprehensive high school for classes not available on their campus. At the high school level, all students meet with the High School Counselors to plan their four-year course of study. The four elementary schools in Bear Valley Unified collaborate and work together to ensure all students have access to district adopted core curriculum, supplemental materials to scaffold content, and enrichment opportunities. Professional development is provided to all K-12 teachers to ensure effective research-based practices are implemented in classrooms.|BVUSD is located in a rural area with 2461 students. Big Bear High School’s enrollment is 710, Chautauqua Continuation High School’s enrollment is 42, and Big Bear Middle School is 407. Since secondary schools are small, the offering of a large variety of classes remains a challenge; however we offer online classes to mitigate this challenge.|Since secondary schools are small, the offering of a large variety of classes remains a challenge; however we offer online classes to mitigate this challenge. Online programs including the following are offered: Edmentum, ALEX , i-Ready ELA and Math, and Reflex Math. These programs provide A-G courses that are not offered at the high school and supplemental online programs to support success with core content at the middle and elementary school. Additional core support is provided by intervention teachers for students. Executive directors, principals, and teachers continue to research practices and resources options to further support students’ achievement.  This information was shared with the Governing Board on November 7, 2018 at a regularly scheduled public hearing.|Met||2018
36676450000000|Central Elementary|7|In order to track the extent to which all students have access to, and are enrolled in, a broad course of study, the following schedules were collected and analyzed:  middle school master schedules,weekly and daily schedules of individual elementary teachers, ELD schedules, Universal Access schedules, intervention schedules, elementary PE schedules, and elementary music schedules.  In addition, before and after school opportunities were analyzed by site.|All students have access to a broad course of study in Central School District.  At the elementary site schedules are developed to ensure special education services do not conflict with the PE and music specialist programs.  Elementary sites arrange for Universal Access time and interventions by regrouping students to meet the varying academic needs.  Middle schools offer a variety of electives that are available to all students.  All sites offer a variety of before and after school programs that may include physical fitness, sports, visual and performing arts, math league and robotics.  These extended opportunities are available for all students (based on grade span) and, in the case where space is limited, are offered to unduplicated student groups first.|The primary barrier from providing access to a more broad course of study is the lack of time within the regular school day.  As a result, the sites offer many additional opportunities beyond the regular school day.|Sites will continue to monitor access to, and enrollment in, the broad course of study for all students including unduplicated student groups.  All sites will continue to offer additional opportunities beyond the regular school day and middle schools will continue to work on including additional meaningful electives.|Met||2018
36676520000000|Chaffey Joint Union High|7|The CJUHSD continuously monitors the progress of all student populations in terms of performance in earning a high school diploma, the A-G completion rate, and students staying on-track for graduation throughout high school. The monitoring procedures include systematic and comprehensive aggregate data and dis-aggregated data, which allow the District and individual school sites  to monitor performance and progress of all student populations. The tools used to monitor student progress include reports from the District’s student information system as well as other reports developed over time by the District.  Student achievement data demonstrates that access to a broad course of study results in gains in the number of students completing freshmen year on track, graduation rates, and A-G completion.  For example, in 2018 the percent of freshmen on track improved from 90.6% to 90.9%.  Access to core academic courses and interventions that support student achievement ensure students complete freshmen year successfully.  The District’s graduation rate also indicates that students have access to courses needed to graduate.  On the fall 2017 California School Dashboard release, the District demonstrated a high performance level with a graduation rate of 93.6%.  Finally, A-G completion increased from 58.6% to 63.6% with all student populations demonstrating gains.  The District supports local, school-based curriculum steering committees that develop and revise courses annually to ensure students have access to relevant coursework.  These courses are brought forward to the District for approval.  Recent courses adopted include Introduction to Data Science, Mathematics Reasoning with Connections, Financial Algebra, and AP Human Geography.  All of these are A-G approved courses.  The District also maintains more than 37 career pathways in high tech, high-skill, high-demand career sectors.  Students can participate in these programs at the school they attend during the day or outside of it through Baldy View ROP.|The District ensures that all students have access to a broad course of study to fulfill its obligation to meet Priority 7.  The District engages in qualitative and quantitative reviews of course offerings, class schedules, school master schedules and staffing, and student performance data to determine the extent to which students have access to a broad course of study.  For the 2018-2019 year, 100% of CJUHSD students have full access to a broad course of study as defined by California Education Code 51210(a)-(i).  In addition, the CJUHSD complies with SB 359, the Mathematics Placement Act of 2015 to ensure all students are appropriately placed in mathematics classes in a fair, objective, and transparent manner entering grade 9 so that all students have access to rigorous mathematics instruction.  In fact, since this legislation was passed the percentage of students enrolled in four years of mathematics has increased from 67% to 82%.  Furthermore, the District is in full compliance with AB1012, which ensures that students are not placed in courses without educational content unless specified conditions are met.   The District’s School Climate Survey validates the District’s efforts to offer a broad course of study to all students as 96%, 91%, and 95% of all staff, parents, and students, respectively, indicated that the schools encourage students to take challenging classes no matter their race, ethnicity, nationality and/or cultural background.|The District prioritizes access to a broad course of study for all students.  Freshmen have access to a default A-G curriculum that includes English, Math, Science, World Language, Visual and Performing Art, CTE, and more.  Except when parents request otherwise, or specific needs for the student call for a specific set of courses, all freshmen take four A-G courses their first year in high school.  Assistant Principals of Achievement, site counselors, and the Office of Research and Assessment monitor all 24,000 students in the District to track progress in achieving the A-G curriculum.  The work of educating students with disabilities with their non-disabled peers can be challenging at times due to the nature of the disabilities. Some disabilities are complex and understanding those complexities can be intimidating. The District provides the supports and services needed within the general education setting whenever appropriate. Education specialists and paraprofessionals collaborate with general education teachers to help with curricular adaptations, such as accommodations and modifications, small group instruction, re-teaching, and behavior modification strategies.  The District is proud to show that in 2017-2018 55% of students in special education programs were enrolled in general education classes 80% or more of their day. This continues to be a priority of the District as it strives to support students in their pursuit of a rigorous curriculum with appropriate support and guidance.|The District plans to continue to monitor course access for all students by monitoring A-G completion rate, graduation rate, students making progress annually, and the percentage of special education students in a mainstreamed course of study. In addition to this monitoring, the District continues to increase access to Advanced Placement courses to all students who desire to challenge themselves in these rigorous courses. In the spring 2018 Advanced Placement exam administration, the District saw record numbers with 4,391 students taking 8,801 Advanced Placement exams. The District will continue to support a broad course of study so that all students achieve the District’s vision to “graduate all students ready for college and careers.”  Prioritizing programs and practices that support this vision include, but are not limited to, AVID, new course adoptions, staffing, and scheduling.  Each year, the Assistant Superintendent of Instruction and the Assistant Superintendent of Personnel works with the Superintendent and site Principals to analyze staffing and master schedules to remove impediments to access.  The Office of Assessment and Research runs reports to support building of each site's master schedule.  The District's A-G Outreach Consultant works with the Executive Director of Assessment and Research to develop needs assessments for all students.  Reports are provided to site administration and counselors to ensure students are appropriately placed in a broad course of study.  These reports include A-G progress, placement in math and science courses, and English Learner placement.  Sites also use reports from the College Board for recommended placement based on student performance on the PSAT.|Met||2018
36676780000000|Chino Valley Unified|7|Locally selected measures to ensure students have access to and are enrolled in a broad course of study include the following:  examinations of master schedules gathered from the Student Information System, schedules at the elementary schools, classroom observations, and analysis of course completion data.|All students in grades TK-6 are enrolled in a broad course of studies. All elementary students have access to courses within the regular school day. All secondary students have access to a broad course of studies within their school offerings. While some schools offer different pathways and specific programs within a course of study, secondary students are able to apply for a transfer to schools within the district that offer courses within their area of interest. Some of the different pathways include Agriculture and Natural Resources, Arts, Media and Entertainment, Building Trades and Construction, Business and Finance, Education, Child Development, and Family Sciences, Engineering and Architecture, Fashion and Interior Design, Health Science and Medical Technology, Hospitality, Tourism, and Recreation, Information and Communication Technologies, Manufacturing and Product Development, Marketing and Product Development, Marketing, Sales and Services, and Public Services. Regular analysis of enrollment in a broad course of study courses helps to inform the district as it makes decisions on offerings and increasing equity for all students.|A barrier that exists in the Career Technical Education (CTE) pathways is finding credentialed teachers that will allow for diverse offerings that meet varying student interest.|To ensure access, the District focuses on attending job fairs to recruit teachers and provides funding for current teachers to expand their credentials.  Additionally, the District continues to strengthen collaboration and communication with the Regional Occupation Center to offer diverse CTE courses. The office of secondary curriculum and instruction and high school counselors regularly review student enrollment in the CTE courses and publicize course offerings to ensure students have access to a broad course of study.|Met||2018
36676780137547|Allegiance STEAM Academy - Thrive|7|Master Schedule; Intervention Criteria and Data; Student Placements|Master schedule aligns with the tenets of our charter in which all students receive, in addition to the core content areas, access to STEAM lab, world language, and music courses. All students requiring intervention in math and ELA receive it as well as students requiring English Language Development.|All students receive access to broad course of study as outlined in our charter.|As enrollment increases consistent with our charter, revisions to the master schedule and staffing will be evaluated to ensure all students continue to receive access to the broad course of study.|Met||2018
36676860000000|Colton Joint Unified|7|Colton Joint Unified School District tracks progress in meeting Priority 7 standards through the use of our LCAP survey which includes a question regarding course access and by undertaking a review of master schedules, course requests and our curriculum handbook to assess the extent to which all students have access to and are enrolled in a broad course of study.  Course enrollments are reviewed by the district each semester to identify any needs with regard to grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-18 school year 100% of Colton Joint Unified School District’s students have full access to a broad course of studies as defined by California Education Code 51210 and 51220 (a)-(i).  Site master schedules are developed based on the course requests from students each year and every effort is made to offer requested courses throughout the school sites.  The only difference across school sites would be in access to different Career Technical Education Pathways and some Advanced Placement courses based on low enrollment in the course. Course offerings are reviewed yearly to provide opportunities based on new and emerging courses and courses are developed if a need arises.|Possible barriers to providing access to all available courses would be lack of time within a student schedule to offer all courses necessary and not all programs are offered at all sites specifically referring to Career Technical Education options.|To address the potential barrier of providing access to CTE pathways at all sites, the District has an open-enrollment policy where a student can choose the high school they wish to attend and could apply to transfer to the school with the CTE program of their interest.  Additionally, to address the barrier of time in student schedules, several sites offer 0 and 7th period classes that students can enroll, the district offers Dual enrollment courses with San Bernardino Valley College, students can concurrently enroll with local colleges and online high school programs to take courses offered, and the District provides Summer School paid through the LCAP to allow students to make up courses needed to free up time in their schedules.|Met||2018
36676940000000|Cucamonga Elementary|7|CSD uses Dataquest and Aeries SIS to monitor all students to ensure students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|As measured by Dataquest there are self contained classes at the elementary school. There are 55 ELA classes, 38 math classes, 32 science classes, 32 history classes, 5 foreign language classes, 12 fine arts classes, and 18 PE classes at the middle school. As measured by Aeries SIS 99% of our students at the middle school are enrolled in an elective. Electives include Spanish, STEM robotics, and a college preparation and career opportunities class. At the elementary level all students get one trimester of project based learning. This is accomplished through the use of a dedicated project based learning teacher. All student groups are represented in the data, which includes unduplicated student groups and individuals with exceptional needs.|We need to improve the knowledge of staff and administration in the standards for career ready practice.|CSD has implemented a Portrait of a Graduate/vision to develop 21st century skills and socio-emotional skills. Specific emphasis will be placed on standard 5 (Critical thinking and problem solving) in the middle school and standard 10 (demonstrating creativity and innovation) at the elementary school.|Met||2018
36677020000000|Etiwanda Elementary|7|To assess the extent to which students have access to and are enrolled in a broad course of study as required by Priority 7, ESD site principals participate in a qualitative and quantitative review of class and student schedules and submit documentation of the review. The review process was developed in the 2018-19 school year and will be completed annually. Directions for the review process instruct principals to conduct meetings with all general education teachers and special education case carriers to examine class and student schedules to ensure students have broad course access. Principals submit their findings and certify that the information in the document is accurate.|For the 2018-19 school year all ESD students in grades K-5 are enrolled in the seven areas identified as a broad course of study during the school day. Some at-risk students and students receiving special education services at the middle school level have limited access to exploratory coursework as a result of additional supports/services. These additional scaffolds decrease throughout the school year as students gain the skills necessary for success in core curriculum coursework or recover credits not earned due to failing grades.|Barriers to providing access to a broad course of study include students new to the district entering with a need to recover credits as a result of failing grades and extensive service time prescribed in Individualized Education Programs to provide students with support in academic skills.|To ensure access to a broad course of study, support services will be modified for special education students needing additional support and middle school students needing credit recovery.|Met||2018
36677100000000|Fontana Unified|7|At the Elementary level (Grades 1 – 6), the tools or measures used to evaluate student access to and enrollment in a broad course of study as defined by California Education Code 51010 include the approved Model Instructional Day, the elementary enrichment schedule, and participation rates in voluntary VAPA opportunities both during the instructional day and in after-school programs.  A broad course of study for this grade span is defined to include English, math, social science, science, physical education, and visual and performing arts (VAPA), including dance, theatre, music, and visual arts. At the secondary level (Grades 7 – 12), the measures used to evaluate student access to and enrollment in a broad course of study as defined by California Education Code 51220a-i include the number of courses/sections offered in each Education Code category and the percentage of 2018 graduates who completed a broad course of study across their secondary educational experience.  Data on completion rates for a broad course of study were examined for all students, as well as disaggregated by Students with Disabilities, English Learners, Foster Youth, Homeless, and Socio-Economically Disadvantaged.  A broad course of study for this grade span is defined to include English, math, social science, science, physical education, visual and performing arts (VAPA), foreign language, career technical education (CTE), and applied arts (consumer education, homemaker education, industrial arts, business, and agriculture).  A graduating senior was defined to have completed a broad course of study if the following was completed during their 6 years from 7th – 12th grades: 6 years of English, 4 years of math, 4 years of social science, 4 years of science, 4 years of physical education, 1 year of VAPA, 1 year of foreign language, 1 year of CTE, and 1 year of applied arts.|Elementary (1st – 6th): Based on implementation of the Model Instructional Day across all elementary classrooms, the middle school Master Schedules, the variety of VAPA offerings at all 30 Fontana Unified School District (FUSD) elementary school sites (both during the school day and after-school), and the middle school elective offerings, it was determined that all students in grades 1 – 6 have access to and are enrolled in a broad course of study as defined by Education Code 51010 for their 1st – 6th grade experience as a whole.  In relation to VAPA specifically, all 1st – 3rd grade students receive VAPA opportunities that are integrated into Core instruction.  Additionally, they have access to after-school opportunities offered at all school sites.  For 4th – 6th grade students, 100% are enrolled in general music enrichment and additionally have opportunities to participate in Band, Strings, Choir and a variety of after-school VAPA programs.  For the 2017-2018 school year, 39% of 4th – 6th grade students at the elementary sites were enrolled in Band, Strings, or Choir.  For the after-school programs, approximately 13% of all 1st – 6th grade students participated in 2017-2018.   When it comes to 6th grade students at the middle school level, 29% were enrolled in a VAPA-related elective course.   Secondary (7th – 12th): Based on the definition of Broad Course of Study outlined in Question 1, it was determined that all students have access to a broad course of study.  The following data outlines the percentage of 2018 graduates who were enrolled in or completed a broad course of study across their 7th – 12th grade experience:    Students with Disabilities: 20% English Learners: 17% Foster Youth: 16% Homeless: 21% Socio-Economically Disadvantaged: 20%  While a relatively low percentage of students completed all areas for a broad course of study (Core plus 1 VAPA, 1 CTE, 1 Foreign Language, and 1 Applied Arts), 51% completed Core plus 3 of the 4 other areas, demonstrating that a majority of students were very close to completing a broad course of study.   It was found that 91% of the class of 2018 completed 1 or more VAPA courses, 71% completed 1 or more CTE courses, 92% completed 1 or more foreign language courses, and 35% completed 1 or more applied arts courses.  The high percentages in VAPA and Foreign Language can be attributed to significant efforts in recent years to promote A-G completion for all students.  Additionally, the intentional efforts to add CTE Pathways and enhance those programs has resulted in a relatively high percentage of completion rate in that area.|The data showed that there was a relatively small variability between student groups in the percentage of students completing a broad course of study.  Barriers to completing a broad course of study appear to apply to all students equally.  One of the biggest barriers may simply be awareness on the part of counselors and students.  FUSD, being equipped with this new baseline data, can begin the process of determining strategies for ensuring that all students graduate with a well-rounded secondary experience.|Given this baseline data as a new local indicator, further examination of the data and recommendations for actions related to identified needs will be addressed through the LCAP process with stakeholder groups.  In addition, structures will be put in place to ensure the consistent collection of accurate data at the elementary level.  Specifically, more in-depth analysis of participation in VAPA programs in grades 1-6, including data disaggregated by student groups and programs, can be done with valid and reliable methods for tracking specific student participation in the variety of programs offered at each individual school site.|Met||2018
36677360000000|Helendale Elementary|7|Helendale School District tracks student access to a Broad Course of Study through assessing lesson plans, benchmark assessments, P.E.,and music participation, elective participation and master scheduling. The District also tracks principal walk throughs and observations to ensure that instruction in the courses that are offered are aligned with the adopted curriculum for each grade level.|All students in grades K-8 have access to the core curriculum in each grade level as well as elective course opportunities and music and Physical education taught by specialists. In grades K-6 the curriculum is delivered in a multiple subject format with students assigned to self-contained classrooms and receiving instruction in English Language Arts, Math, Social Studies, and Science from one assigned teacher. They also receive instruction in Music and P.E. from a single subject credential specialist. In grades 7 and 8 students follow a master schedule where they are taught multiple subjects (2) by one teacher while the rest of the subjects are taught by teachers with a single subject credential. Students have classes in the same core curricular areas as the elementary school as well as their choice of an elective based on their interests, but do so with period scheduling.|N/A|Annually the District assesses student priorities, teacher credentials, and parent input in determining electives. An effort is being made to ensure that most electives are offered year to year with changes being made after input in strategic planning and through parent engagement and school climate surveys.|Met||2018
36677360116723|Academy of Careers and Exploration|7|ACE uses a traditional model of instructional delivery to provide Broad Access to the curriculum for all students. The success of the program is measured by Graduate Rate, A-G completion, elective offerings, principal walkthroughs, and core classes in both the general ed and SAI learning tracks, and numbers and types of electives offered on the master schedule.|All students have access to A-G completion to ensure the opportunity to enter the UC college system following graduation if desired. Students follow a 6 period master schedule that ensures that they meet minimum graduation requirements. The schedule also offers students the ability to explore career choices and develop skills to pursue careers through electives.|Constraints of size of the charter (300 students) may limit the number of course offerings.|Annual surveys of students and parents, as well as Board of Trustee input determine the course offerings. An effort to consistently offer the same elective courses has been adopted so that students who can't take an elective one year, may be able to take it in a successive year.|Met||2018
36677360128439|Empire Springs Charter|7|Our charter petition requires students to be enrolled in a broad course of study.  To ensure this happens when K-8 students enroll, they are placed in the required courses of study.  For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas beginning as soon as possible.  This ensures that all students are not only enrolled in each required course of study, but also complete their graduation requirements with their cohort.  The school’s Math Placement Test (8th grade) ensures that students are placed into math courses that are appropriate for their skill level and provides the support or acceleration needed for each student.  In addition, the Director of High School Programs regularly reviews program schedules to ensure students are enrolled in a broad course of study.|The Math Placement Test (completed prior to 9th grade; preferably 8th) has shown that many students do not have the foundational skills needed for high school mathematics.  This finding also shows that SWD and EL students are disproportionately represented in this group.  Administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.|Barriers for math include: lack of a universal diagnostic, insufficient curriculum scaffolding, and inadequate access to tutors.  Barriers to passing the LOTE courses had been that the online course management portal was difficult to navigate, and scores were reported in bulk rather than assignment by assignment.  This made it difficult for parents and students to receive effective feedback on student achievement.  This is all currently being rectified by staff.|School leadership is in the process of implementing a system that identifies student needs, provides appropriate scaffolding, and brings them up to grade level in our 9th grade courses.  This will ensure that all students have the skills to enroll in higher level math courses.   The school also adopted Rosetta Stone as an option in the LOTE category.  Students are being much more successful in this program since its format and reporting features are much easier to both navigate and understand, and the program provides adequate support and resources for families who are on independent study.|Met||2018
36677360130948|Independence Charter Academy|7|ICA uses an independent study model of instructional delivery to provide Broad Access to the curriculum for all students. The success of the program is measured by Graduate Rate, A-G completion, elective offerings, principal walkthroughs, and core classes in both the general ed and SAI learning tracks, numbers and types of electives offered on the master schedule, and achievement as measured through interim assessments, ongoing assignments, and the CAASPP assessment.|Through independent study, students are immersed in all subject areas using the Plato Educational System. Students are able to select or be assigned core curriculum classes as well as hundreds of electives that are offered through Plato. As students progress through the grade levels at the pace that they set, they are able to access more and more elective classes.|Due to the use of programs such as Plato and Edmentum, access to Broad Courses of study are nearly unlimited for the students of ICA.|Students and parents meet with their facilitator to verify progress toward standards. Upon completion of classes, students can determine the academic course of the path they desire to attain in order to meet their own needs. Due to the menu style of selection as well as the independent study model of instruction, students have many options for access to broad courses of study.  During strategic planning, stakeholders have the opportunity to provide input on the classes that are offered.|Met||2018
36677360136069|Community Collaborative Virtual - Sage Oak Charter|7|We monitor and review our curriculum/vendor options to ensure that a wide variety of course options are offered, as well as on multiple platforms to best meet various learning styles. We continually update our a-g list to offer a variety of a-g courses We create personalized 4-year high school plans for our students to ensure that CTE/college/graduation requirements are met, while still being able to appeal to the students’ interests. Reports cards and transcripts are reviewed continuously throughout the year Student progress is monitored regularly Education advisors design personalized courses of study for each student Middle and  school students have access to co-curricular and extra-curricular opportunities including career based field trips, student council, National Honor Society, and college tours.|All students have full and complete access to a broad course of study.  All students have instructional funds that can be used to access courses and curriculum through approved vendors. If a student lacks instructional funds, they are still provided curriculum and courses to complete per their educational plan. We do not have sites or different programs within our school, therefore, all students have the same complete access|There are currently no barriers preventing students from a full and complete access to a broad course of study.|Not applicable|Met||2018
36677360136937|Vista Norte Public Charter|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
36677770000000|Morongo Unified|7|Morongo Unified School District utilizes the student information system Illuminate to track all students and their enrollment into all required courses of study at both the elementary and secondary levels.  This also includes unduplicated student groups and individuals with exceptional needs as well as any additional services they may need. Counselors work with secondary students to develop a four year plan and assist students each year in complying with graduation requirements at the same time as meeting the students needs for post graduation work.  All teachers utilize District Benchmarks to measure student performance in courses at all levels.|Utilizing information on Master Schedules through the Illuminate system, students and course enrollments can be continually monitored as a whole, and by sub-group.  This is true at both elementary and secondary school sites.  Utilizing the results of the benchmarks for the District, all schools are looking to improve math and writing areas of study.  We would like to increase student performance in these areas.|"Looking at the Math and Writing areas of performance, we have focused much professional development on these two areas.  During minimum days, all principals are utilizing SMART goals and discussing student performance with all staff in a minimum of these two areas.  Due to our remote location, PD providers are few.  As a result, we have developed internal capacity to give professional development by identified ""experts"" and assist in developing expertise in other teachers."|This year, all principals were required to meet with staff at their site and develop academic SMART goals to be continually monitored over time through out the year.  Staff from Instructional Services and local teacher experts are providing professional development throughout the District.  Principals will report out to staff and cabinet what the results of their actions in student success are through out the year as scheduled on a calendar given to principals at the start of the year.  Additionally, staff began training on the Learning Center Model to insure students NEEDS are being met....not just a label being served. All principals will ensure access and achievement in a broad course of study as required by Ed Code for ALL students.|Met||2018
36677850000000|Mountain View Elementary|7|The District monitors student access to a broad course of study (Priority 7) by reviewing course offerings as well as school and class schedules to assess the extent to which all students have access to and are enrolled in a broad course of study. Course enrollment reports and student schedules are reviewed to ensure ALL students, based on grade spans, including unduplicated (foster youth, English learners and low-income) as well as individuals with exceptional needs have access to and are enrolled in a broad course of study.|For the  2017-18 school year, 100% of students had full access to a broad course of study as defined by California Education Code 51210 and 51220 (a) – (i).  All students in grades TK-5 are enrolled in a broad course of study.  All elementary schools provide instruction the areas identified as a broad course of study for grades 1-6 (Ca. Ed. Code 51210).  Students participate in the required number of physical education minutes as required by Education Code, 200 minutes every 10 instructional days.  In addition to the visual and performing arts curriculum, elementary students also participate in an integrated arts program every third year.   All middle school students have access to a broad course of study as required by Ca. Education Code 51210 for students in grades 6 and 51220 (a) – (i) for students in grades 7 & 8.  All students are provided with English/Literature, Mathematics (including Math Academy), Social Sciences, Science & Health and Physical Education.  Students are able to participate in honors courses in English/Literature (grades 7 & 8) and Mathematics (grades 6-8). Courses are also offered to meet the needs of individuals with exceptional needs.    Visual and performing arts are integrated into coursework and offered through the elective courses of chorus and band (beginning, junior, advanced).  Students also have access through the elective wheel offering both music (music, music appreciation and keyboarding) and art (art & select art) courses. The applied arts are integrated into and across the core curriculum and electives for all students.  All students participate in one period (49 minutes) of PE daily, with students having the option of participating in zero period PE to maximize the access students have to elective offerings.  AVID courses are offered in grades 7 & 8 to prepare students for college and career.  Students may enroll in Spanish IA and IB, which allows students to enter Spanish II when they enter high school.  Students also may select technology courses such as: Introduction to Computers, Computer Applications, Video Production (CTE course) and Yearbook.  Leadership opportunities are also available through ASB and Renaissance courses.|Barriers to course access are students having enough electives in their schedule to take all desired coursework.  The zero period PE offering is an attempt to reduce that barrier.|The district will continue to monitor course offerings as well as school and class schedules to ensure students have access to a broad course of study.  This may include revising the course electives offered to meet the changing needs of the learners or to better align with educational priorities.|Met||2018
36677930000000|Mt. Baldy Joint Elementary|7|Mt Baldy School tracks progress in meeting Priority 7 standards by reviewing program offerings, class schedules and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  The LEA's data management system identifies access and enrollment based upon grade spans, unduplicated student groups and students with exceptional needs.|For the 2018-2019 school year, 100% of students at Mt Baldy School had full access to a broad course of students as defined by California Education Code 51210 and 21220.  The LEA offers access and enrollment in the seven areas identified as broad course of studies. All secondary students have access to a broad course of studies within their school offerings.  Applied arts and career technical education are offered three times a year to all students within the scope of an elective option.  Health curriculum is embedded in science lessons, socio-emotional curriculum and home/school connection activities provided from the LEA's technology curriculum.|While at this time the LEA is not experiencing barriers with providing access and enrollment for all students, the LEA is experiences barriers with resources and funding for stand alone elective courses.|Since the LEA's barriers include resources and funding, and not actual access and enrollment for students, regular monitoring helps to inform the decisions on offerings and using LCAP funds to support Priority 7.|Met||2018
36678010000000|Needles Unified|7|The LCAP goals 1, 2 and 3 outlines a board course of study inclusive in a well-balanced program that includes a range of academic courses, clubs, athletics, and extra-curricular programs.  Students in K-5 received a CA State Standards curriculum using instructional materials that are standards-based. All elementary students have project based learning opportunity's that are implemented to engage students in their learning opportunities.  The sixth grade program at the middle school is a family within a family approach to supporting students as they transition to a secondary level program.  Students in grades 6-12 also receive a board course of study that includes CA State Standards curriculum and a balanced program of clubs, sports, and extra-curricular activities.  Support services for all students include tutoring, in-school intervention, and counseling services. All programs are evaluated annually as part of our LCAP process. Students also take the online or hardcopy LCAP survey as part of this evaluation process.  In addition, students are interviewed throughout the year to gain their input on our programs.|As students have provided input to our programs, we have refined and developed our offerings.  For example, our online electives offers students advanced courses (AP), CTE preparation  and the ability to select courses of interest at the middle and high school levels.  Through input, we have refined the implementation of this program and worked with the company to ensure that our students concerns and interests are addressed in our course offerings.  We have worked with the local community college to offer CTE programs in welding and automotive at the request of students and alumni. We have also created CTE pathways to better prepare students for careers and college preparation through hospitality arts and digital arts and entertainment.  In addition, we have added  flexible in-school support programs with a credentialed teacher for students that are not successful within the elementary and middle school programs.|As a small school district, we are limited by size and budget.  As a result, we look for opportunities to use technology (CTE and AP courses) and/or grants (Adult Ed Block Grant CTE programs) to ensure that our students receive the same opportunities as a students in a large urban setting.  We are also limited by resources within our community due to our rural and economic setting.  We work closely with those who can provide services to the District, such as the City of Needles, who sponsored a two-week Summer Solar Camp for student sin grades 3-6, water and environmental sciences programs for all students.|We will continue to use our funding and our talented staff to support a broad course of study and enriched programs that include sports, arts, CTE, extra-curricular activities and project-based learning for all students.  The District is developing a series of committees to provide students the ability to voice their input on their learning pathways.|Met||2018
36678190000000|Ontario-Montclair|7|Ontario-Montclair School District (OMSD) tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|For the 2017-2018 year, l 00% of OMSD students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i), further measured and reported under Goal 2 of the Local Control Accountability Plan (LCAP) available on the District's website at www.omsd.net. All OMSD students in grades TK - 8 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.|All OMSD middle school students have access to a broad course of studies within their school offerings. While some schools offer different specific pathways and programs within a course of study, middle school students are free to request transfers to schools within the District that offer courses within their area of interest. For example, at one comprehensive middle school students can participate in an International Baccalaureate program (Ray Wiltsey Middle). At another middle school, students can participate in a Visual and Performing Arts program (Vernon Middle). Over time, OMSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, an after school robotics and coding program has been funded through the LCAP and enrolls interested students. Additionally, middle schools offer additional periods prior to the normal school day to allow students who are English learners to access visual and performing arts if their regular school day schedule does not have space for such an elective.|Supporting before and after school programs and courses ensures all students have access to a broad course of study when barriers exist such as lack of time during the regular school day. OMSD offers several other courses and programs to students before and after school. This includes offering zero period mathematics and physical education courses. Funding for these before and after school offerings is prioritized through the LCAP. Regular analysis of enrollment in broad course of study helps to inform the District as it makes decisions on offerings and the use of LCAP Supplemental and Concentration funds to support State Priority 7: Access to a Broad Course of Study. Presented to Board of Trustees on November 2, 2018.|Met||2018
36678270000000|Oro Grande|7|Oro Grande Elementary provides students in grades TK-12 with a broad course of study. All students, including students with exceptional needs,  in grade TK-6, are enrolled in their core content classes which include; English language arts, math, science, social studies, physical education. All students in these grades also participate in music, visual arts, and technology daily.  English Language Learners have designated ELD time built into their daily schedule, and English Language Learners at the middle school level have a designated ELD period daily.|Oro Grande Elementary provides students in grades TK-12 with a broad course of study. All students, including students with exceptional needs,  in grade TK-6, are enrolled in their core content classes which include; English language arts, math, science, social studies, physical education. All students in these grades also participate in music, visual arts, and technology daily.  English Language Learners have designated ELD time built into their daily schedule, and English Language Learners at the middle school level have a designated ELD period daily.|At this time, Oro Grande is not identifying barriers to providing a broad course of study to all students.|All students at Oro Grande Elementary school go to school for eight hours to allow for more access to electives, intervention and individual time for personalized instruction. Oro Grande Elementary utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678270111807|Mojave River Academy|7|Mojave River Academy utilizes School Pathways (student information system) to evaluate and ensure that all students have equal access to a broad course of study. School counselors and administrators use the master schedule along with Individualized Learning Plans to ensure all students have access to the courses that they need depending on grade level and graduation requirements.|Mojave River Academy is an independent study Mojave River Academy provides all students with a personalized educational plan to serve the individual needs of all students best. At Mojave River Academy all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education, and visual arts.  Students with exceptional needs have access to all core curriculum and also have access to additional support through tutoring. All students in high school have access to another math support class.|Due to the nature of the independent study program, there are barriers to offering access to lab sciences and world language programs.  Offering a high quality program in these areas will continue to be an area of focus for the school. The educational services department is currently vetting different program and will be piloting new programs in the next school year.|Students have access to college prep A-G curriculum via an online platform that is monitored and supported by their independent study teacher.Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678270113928|Riverside Preparatory|7|Riverside Preparatory school uses many different measures to determine and ensure that all students have access to a broad course of study.  The school uses the student information system and data analysis tools to identify access based upon grade spans, unduplicated student groups and students with exceptional needs.|At Riverside Preparatory all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education. All students in these grades also participate in music, visual arts, and technology daily.  English Language Learners have designated ELD time built into their daily schedule, and English Language Learners at the middle school level have a designated ELD period daily.  At the high school level (grades 9-12) have access to a broad course of study within their school offerings. All students have access to A-G approved, college preparatory classes. All students have access to Advanced Placement classes, and Juniors and Seniors have access to concurrent enrollment with a Community College or University. All students also have access to intervention classes that support the core content. There is also access to credit recovery to ensure students stay on track for graduation.|Ensuring that all students have access and are prepared for college preparatory classes continues to be a top priority for Riverside Preparatory. The A-G completion rates continue to rise every year and that will continue to be a focus.|All students at Riverside Preparatory go to school for eight hours to allow for more access to electives, college preparatory classes and individual time for personalized instruction. Riverside Preparatory utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678270137174|Mojave River Academy - Gold Canyon|7|Mojave River Academy- Gold Canyon utilizes School Pathways (student information system) to evaluate and ensure that all students have equal access to a broad course of study. School counselors and administrators use the master schedule along with Individualized Learning Plans to ensure all students have access to the courses that they need depending on grade level and graduation requirements. Mojave River Academy strives to have a broad courses of study for every student that is enrolled.|Mojave River Academy- Gold Canyon is an independent study Mojave River Academy provides all students with a personalized educational plan to serve the individual needs of all students best. At Mojave River Academy all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education, and visual arts.  Students with exceptional needs have access to all core curriculum and also have access to additional support through tutoring. All students in high school have access to another math support class.|Due to the nature of the independent study program, there are barriers to offering access to lab sciences and world language programs.  Offering a high quality program in these areas will continue to be an area of focus for the school. The educational services department is currently vetting different program and will be piloting new programs in the next school year.|Students have access to college prep A-G curriculum via an online platform that is monitored and supported by their independent study teacher.Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678270137182|Mojave River Academy - National Trails|7|Mojave River Academy strives to have a broad courses of study for every student that is enrolled.  River Academy - National Trials utilizes School Pathways (student information system) to evaluate and ensure that all students have equal access to a broad course of study. School counselors and administrators use the master schedule along with Individualized Learning Plans to ensure all students have access to the courses that they need depending on grade level and graduation requirements.|Mojave River Academy is an independent study Mojave River Academy provides all students with a personalized educational plan to serve the individual needs of all students best. At Mojave River Academy all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education, and visual arts.  Students with exceptional needs have access to all core curriculum and also have access to additional support through tutoring. All students in high school have access to another math support class.|Due to the nature of the independent study program, there are barriers to offering access to lab sciences and world language programs.  Offering a high quality program in these areas will continue to be an area of focus for the school. The educational services department is currently vetting different program and will be piloting new programs in the next school year.|Students have access to college prep A-G curriculum via an online platform that is monitored and supported by their independent study teacher. Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678270137190|Mojave River Academy - Oro Grande|7|Mojave River Academy utilizes School Pathways (student information system) to evaluate and ensure that all students have equal access to a broad course of study. School counselors and administrators use the master schedule along with Individualized Learning Plans to ensure all students have access to the courses that they need depending on grade level and graduation requirements. Mojave River Academy strives to have a broad courses of study for every student that is enrolled.|Mojave River Academy is an independent study Mojave River Academy provides all students with a personalized educational plan to serve the individual needs of all students best. At Mojave River Academy all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education, and visual arts.  Students with exceptional needs have access to all core curriculum and also have access to additional support through tutoring. All students in high school have access to another math support class.|Due to the nature of the independent study program, there are barriers to offering access to lab sciences and world language programs.  Offering a high quality program in these areas will continue to be an area of focus for the school. The educational services department is currently vetting different program and will be piloting new programs in the next school year.|Students have access to college prep A-G curriculum via an online platform that is monitored and supported by their independent study teacher.Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678270137208|Mojave River Academy - Route 66|7|Mojave River Academy- Route 66 utilizes School Pathways (student information system) to evaluate and ensure that all students have equal access to a broad course of study. School counselors and administrators use the master schedule along with Individualized Learning Plans to ensure all students have access to the courses that they need depending on grade level and graduation requirements. Mojave River Academy strives to have a broad courses of study for every student that is enrolled.|Mojave River Academy is an independent study Mojave River Academy provides all students with a personalized educational plan to serve the individual needs of all students best. At Mojave River Academy all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education, and visual arts.  Students with exceptional needs have access to all core curriculum and also have access to additional support through tutoring. All students in high school have access to another math support class.|Due to the nature of the independent study program, there are barriers to offering access to lab sciences and world language programs.  Offering a high quality program in these areas will continue to be an area of focus for the school. The educational services department is currently vetting different program and will be piloting new programs in the next school year.|Students have access to college prep A-G curriculum via an online platform that is monitored and supported by their independent study teacher.Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678270137216|Mojave River Academy - Rockview Park|7|Mojave River Academy- Rockview Park utilizes School Pathways (student information system) to evaluate and ensure that all students have equal access to a broad course of study. School counselors and administrators use the master schedule along with Individualized Learning Plans to ensure all students have access to the courses that they need depending on grade level and graduation requirements. Mojave River Academy strives to have a broad courses of study for every student that is enrolled.|Mojave River Academy is an independent study Mojave River Academy provides all students with a personalized educational plan to serve the individual needs of all students best. At Mojave River Academy all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education, and visual arts.  Students with exceptional needs have access to all core curriculum and also have access to additional support through tutoring. All students in high school have access to another math support class.|Due to the nature of the independent study program, there are barriers to offering access to lab sciences and world language programs.  Offering a high quality program in these areas will continue to be an area of focus for the school. The educational services department is currently vetting different program and will be piloting new programs in the next school year.|Students have access to college prep A-G curriculum via an online platform that is monitored and supported by their independent study teacher.Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678270137224|Mojave River Academy - Silver Mountain|7|Mojave River Academy- Silver Mountain utilizes School Pathways (student information system) to evaluate and ensure that all students have equal access to a broad course of study. School counselors and administrators use the master schedule along with Individualized Learning Plans to ensure all students have access to the courses that they need depending on grade level and graduation requirements. Mojave River Academy strives to have a broad courses of study for every student that is enrolled.|Mojave River Academy is an independent study Mojave River Academy provides all students with a personalized educational plan to serve the individual needs of all students best. At Mojave River Academy all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education, and visual arts.  Students with exceptional needs have access to all core curriculum and also have access to additional support through tutoring. All students in high school have access to another math support class.|Due to the nature of the independent study program, there are barriers to offering access to lab sciences and world language programs.  Offering a high quality program in these areas will continue to be an area of focus for the school. The educational services department is currently vetting different program and will be piloting new programs in the next school year.|Students have access to college prep A-G curriculum via an online platform that is monitored and supported by their independent study teacher.Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678270137232|Mojave River Academy - Marble City|7|Mojave River Academy- Marble City  utilizes School Pathways (student information system) to evaluate and ensure that all students have equal access to a broad course of study. School counselors and administrators use the master schedule along with Individualized Learning Plans to ensure all students have access to the courses that they need depending on grade level and graduation requirements. Mojave River Academy strives to have a broad courses of study for every student that is enrolled.|Mojave River Academy is an independent study Mojave River Academy provides all students with a personalized educational plan to serve the individual needs of all students best. At Mojave River Academy all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education, and visual arts.  Students with exceptional needs have access to all core curriculum and also have access to additional support through tutoring. All students in high school have access to another math support class.|Due to the nature of the independent study program, there are barriers to offering access to lab sciences and world language programs.  Offering a high quality program in these areas will continue to be an area of focus for the school. The educational services department is currently vetting different program and will be piloting new programs in the next school year.|Students have access to college prep A-G curriculum via an online platform that is monitored and supported by their independent study teacher.Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.|Met||2018
36678430000000|Redlands Unified|7|A survey to track the extent to which all students have access to and are enrolled in a broad course of study was developed using google forms. The survey was distributed to all members of the Educational Services Department, including all elementary and secondary principals.|ELEMENTARY- 89% of respondents agreed that African American, Asian, Hispanic, White, and Multiple Race students have access to and are enrolled in a broad course of study. Respondents felt that only 55% English Learners; 72% Economically Disadvantaged; and 61% Students with Disabilities have access to or are enrolled in a broad course of study.   SECONDARY- 100% of the respondents agreed that Economically Disadvantaged, African American, Asian, Hispanic, White and Multiple Race students have access to and are enrolled in a broad course of study. Respondents felt that 80% English Learners; and 70% Students with Disabilities have access to or are enrolled in a broad course of study.|ELEMENTARY- EL Designated supports pull students from general class time; some services are provided as a pull-out model which causes some students to miss general class time; need for more teacher training; visual and performing arts seem to take a back seat to core subjects.  SECONDARY- Lack of knowledge on how to differentiate instruction and provide support without the need for pull out services; staffing to cover certain courses; need for AP prep courses; need for EL support classes for newcomers; flexibility of course offerings throughout the day.|SURVEY RECOMMENDATIONS TO BE CONSIDERATIONS- More training on what a broad course of study should look like at each level and fidelity to courses we currently offer; be cognizant about different cultures and language barriers when assisting students and parents about their understanding about the importance of a broad course of study; utilize local and state funds to increase awareness and participation of all student groups in a broad course of study; continue focus on Social Studies and Science adoptions; trainings on how to support EL and Special Education students in the regular classroom; consider staffing and professional development in EL and Special Education inclusion practices; need for increased CTE Pathways with clear sequences that lead to certifications.|Met||2018
36678500000000|Rialto Unified|7|Rialto USD is currently working with two separate agencies to track the extent to which all high school students have access to and are enrolled in a broad course of study.  These two locally selected measures are provided through Transcript Evaluation Services (TES) and conducting an A-G Audit with the Riverside County Office of Education (RCOE). RCOE is also working with middle school counselors so they understand 4 year plans and A-G before the students go to high school.  Additionally, Rialto USD is utilizing the data provided by the Career/College Indicator that is reported through the California Department of Education.|Utilizing the locally selected tools, Rialto Unified School District has been able to identify the specific classes that individual students need to have access to and are enrolled in broad course of study.  Our District has also been able to identify differences between our underserved student groups and the courses that needed to ensure all students have access to a broad course of study.  Similar to other data elements, Rialto USD has identified the following student groups as focus areas for this local measure:  African American, English Learners and Students with Disabilities.|For Rialto USD, one of the major barriers is that not all of the courses required for graduation meet the A-G requirements.  Work is being done to identify more courses to be A-G approved, disparities still exist in some art courses  which are not A-G approved and whether students take a foreign language or instead an elective course.  An additional barrier is that students entering high school under performing in reading and/or mathematics are not able to access a broad course of study because of the need for intervention classes and repeated coursework for credit after they originally failed a course.  Rialto USD is also continuing to expand the dual enrollment and concurrent enrollment opportunities.|Based on the locally selected measures, Rialto Unified School District has implemented a full time Counselor on Special Assignment (COSA) that is able to work as a liaison between the agencies working with our locally selected measures and each of our schools as they implement actions and services related to ensuring access to a broad course of study for all students. The Science graduation requirement was updated to three years of science given the new NGSS aligned courses, so students would now be eligible for the UC “D” requirement by default. Attention has also been given to the Career Technical Education (CTE)  to make the majority of those courses are approved as “G” elective courses. The next step is to have Linked Pathways where teachers would support the (CTE) courses to include project based learning in their classrooms. Middle school counselors are also being trained on the 4 year plan and A-G requirements so students and their parents can be given that information in middle school. The district has also planned this year an 8th grade Career Cruising Day where students find out about 4 year plans, CTE Pathways, Science offerings so they have the informed choices to select courses that they have interests in.|Met||2018
36678680000000|Rim of the World Unified|7|Rim of the World Unified School District tracks progress in meeting the Priority 7 indicator, Access to Broad Course of Study, by reviewing course offerings, class schedules, and school schedules, to access the extent to which all students have access to and are enrolled in a broad course of study. Additionally, we utilize reports in the district's student information system, Aeries, to determine student enrollment in classes including all unduplicated student groups, and students with exceptional needs, across the grade spans. Other tools utilized include: Course catalogs, master schedules, before and after school programs, virtual learning opportunities, CTE and pathway programs, dual enrollment, SAT/ACT participation rates, student surveys, electives offered and participation in extra curricular activities.|For the 2018-19 school year 100% of Rim of the World Unified School District's students had full access to a broad course of study as defined by California Education code. All Rim students in our three elementary schools, grades TK-5, are offered and enrolled in broad course of studies which includes all seven identified areas: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, and Health. Some sites offer before and after school programs which provide additional supports or enrichment  in response to identified needs. Programs such as Meet the Master's are supported during the school day to enhance visual arts experiences. All Rim secondary students have access to broad course of study within their school offerings built into the master schedule. Since we have one middle and one comprehensive high school within our district, we do not have the capability of providing different program focuses at other campuses. All courses such as CTE and Pathway offerings must be provided at our one site. Although we are a small district, we have been able to increase the number of AP courses offered over the past couple of years. As we reviewed our data tools, we recognized that although we offer broad course of study to all students, we observed that particular student groups such as EL, Hispanic, Low SES, Foster, and Homeless had lower participation rates in AP and A-G offerings than others. This has prompted us to review our course descriptions and consider expanding our A-G course offerings including CTE courses.|Barriers preventing Rim from maximizing broad course of study offerings include declining enrollment and the fact that we only have one comprehensive high school within the district. This limits our ability to provide a variety of options for CTE Pathways and other program focuses. Another barrier is providing the necessary ELD support to our EL students, within the time constraints of the school day, while still providing preferred courses to students. Despite these barriers we have been able to maintain a strong CTE program with the classes we currently offer and have high completion rates in our pathways. In addition, we have maintained a variety of electives, art, and music programs, clubs, sports, and extracurricular activities. This is often difficult for smaller districts. We are fortunate to have community engagement which supports, the Arts, AVID, electives and literacy.|Regular analysis of enrollment and participation in broad course of study informs the district as it makes decisions on offerings which can be supported with LCAP.  Counselors dedicated to unduplicated student groups have been identified to support enrolling more of these students in A-G and AP classes. Classes such as Scot's Academy have been established to inform students and parents of college and career readiness requirements and resources. The data from our broad course of study tools will be shared with our LCAP stakeholder groups as we build our 2019-20 LCAP and plan for continuous improvement.|Met||2018
36678760000000|San Bernardino City Unified|7|A variety of locally selected measures and/or tools are used within San Bernardino City Unified School District to track the extent to which students have access to, and are enrolled in, a broad course of study, based on grade spans and ensuring individuals with exceptional needs are served.  Reports and query data from the AERIES student information system, district benchmark results, state test scores and grade reporting are used to monitor student enrollment in required coursework for their grade level and specific program needs.   The English Learner Programs Department provides oversight and monitoring of students identified as English Learners.  Specific coursework and classes have been identified to serve the needs of this specific student population.  Monitoring tools include annual administration of the Summative ELPAC, the TELL benchmark assessment, EDL early literacy assessment, Spanish language benchmarks, and English Language Portfolios. Language fluency guidelines assist with student reclassification and progress monitoring.   For Special Education students, the Individualized Education Plan (IEP) is used as a means of ensuring students have access to the least restrictive environment. Opportunities are made available based on the students’ strengths that include participation in core and elective coursework with the ultimate goal being a high school diploma and being prepared for future college and/or career.  Advanced learners are identified through district GATE testing annually in grade 2 and then as requested.  GATE student identification is one measure used to determine student participation in advanced learner programs at the elementary level and honors/advanced coursework at the middle and high school level.  Other progress monitoring measures used for GATE students include grades, state test and local assessment scores.  As students transition to the secondary level, additional tools include 9th grade placement recommendations for math and ELA based on district criteria flowcharts and a 6-week check-in on placement recommendations.  Completion of the UC/CSU requirements is used to monitor students being “on track” for completing UC/CSU requirements for college admission. Also used to monitor secondary student progress are student transcripts, student 4-year plans, Career Pathway completion, AP/IB exam success, and graduation review.  At the secondary level course sequence completion and a locally developed Career Pathway Survey are used to monitor student Career Pathway (CTE) course enrollment and completion. Through analysis of this data schools and district level personnel ensure that all students have access to Career Pathway (CTE) opportunities.   Class rosters, Carl Perkins reporting through AERIES, and CALPADs reporting are also used as monitoring tools for student participation in Career Pathway (CTE) Completion data.|Elementary schools offer access to students to a broad course of study throughout the school district.  Primary language instruction, Dual Language programs and a vibrant Visual and Performing Arts program are accessible to all elementary students.   Middle and high school students have access to a broad course of study that includes the four core areas of ELA, math, science, and social studies as well as Health/Physical Education, Visual and Performing Arts, Career Technical, and World Languages course work.   Based on the data from the monitoring tools for specific student groups we have identified some differences among student groups in access to, enrollment in, a broad course of study. English Learners at the secondary level, especially Long-Term English Learner (LTELS) are provided English Language development support for core curriculum areas and at the secondary level, this support can impact access to the broad course of study.   The IEP process provides a structure for offering Special Education students access to a broad course of study based on individualized student needs and school capacity.  Gaps in academic success for our Special Education students at the secondary level are significant and supports for accessing core curriculum often crowds student schedules, allowing little time for access to a full broad course of study.  At the secondary level, access to World Language courses in grades 6-8 is limited and only available at select middle schools. Within the high school course of study, we have identified that students of color are not equally represented in AP/IB classes. Additionally, we have noted that many students enrolled in AP/IB coursework are not taking advantage of the benefits that can be accessed through successful participation in AP/IB testing.    All students have access to Career Technical Education (CTE) Pathway courses at the high school level and integrated pathway experiences at the elementary and middle school levels. SBCUSD has district staff dedicated to support and monitor participation in pathway opportunities.|Awareness of class/program availability and student academic achievement have been identified as barriers to all students accessing a broad course of study.  The wide need for additional supports in student learning for English language arts and mathematics impact the ability to provide students with ample opportunities for elective and enrichment coursework. Significant differences in access are noted for our Special Education students, Long-Term English Learners and African American students.|Every effort is made to ensure all students have access to a broad course of study.  Across the district, we have a shared focus on improving first instruction for all students.  Our goal is to ensure that at least 80% of students are mastering grade level standards in English language arts and mathematics through effective first instruction.  Through our Community Engagement Plan, stakeholders have identified priority student groups for which additional supports are being provided.  These groups include African American students, Special Education students and Long-term English Learners.  There is a strategic effort to reclassify English Learner students as soon as they are ready. Our goal is to have students reclassified within five years if they enter SBCUSD at an Emerging Level of English Language Development. Each school site has a district supported English Language Facilitator (ELF) to ensure that our English Learner students are placed and monitored appropriately.  Ongoing monitoring of the effective implementation of designated and integrated English language development is a priority for Educational Services.  Through the work of our African American Task Force, we are working to provide mentoring aimed at meeting the learning needs of our African American students.  Additionally, the task force is identifying evidence-based instructional practices that offer the greatest promise for increased results for this student group. Increasing the Cultural Proficiency of all district employees is a journey initiated this year with the assistance of Dr. Dolores and Dr. Randall Lindsey.  The Superintendent’s Student Advisory Group is providing insights into the needs of our high school students through the sharing of powerful student voices.  The district Secondary Education department has initiated work with an outside consultant to address the gaps identified related to equitable access to underserved students within the AP and IB programs.  Restructuring of service delivery models for our Special Education students is providing greater integration and access for some of our most at-risk learners.  In the 2018-19 school year, close examination of IEP goals, success indicators, and student achievement will assist district leaders in determining how to best provide the supports needed for our Special Education students to fully access a broad course of study.  San Bernardino City Unified School District continues to improve the monitoring system and tools utilized to ensure equitable student access to a broad course of study.  Efforts are made and will continue to be improved to ensure all students have access to all the elements of a broad course of study including access to world languages and career technical opportunities.|Met||2018
36678760109850|Public Safety Academy|7|Currently, Public Safety Academy serves a diverse student population comprised of 5% White, 90% Hispanic, 1% Asian, 2% African-American, and 0% 2+ Races, where approximately 90.36% Socio-economically Disadvantaged; 9.88% Students with Special Needs, 15% English Language Learners, 0% Homeless, and 0% Foster Youth.    In order to ensure that the school meets its mission, Public Safety Academy takes an active role in preparing every student for success from day one.  The entire school environment exudes a culture of high expectations and college-going culture.  Public Safety Academy high school graduation requirements far exceed UC A-G entrance requirements.   Public Safety Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Public Safety Academy’s educational program, outlined in its charter petition.   Public Safety Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports.  In addition this will be verified by the principal during classroom observations and scheduled to verify schedules are being followed.   Public Safety Academy believes that, in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, Lab Science, VAPA, Foreign Language, Computer Literacy, and Physical Education, including unduplicated students and students with exceptional needs. This is measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by the counselor, Advisory teachers, students and parents/guardians to monitor whether the student is on track to graduate.  This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Public Safety Academy, all students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education. In addition, our students also have access to and enroll in college preparatory electives, CERT Course, Lab Science, Advisory, Foreign Language, AP Courses (high school), CTE Pathway Courses (Law Enforcement & Fire Service (High school), Concurrent Enrollment (High School), ROP Courses (high school), and UC A-G approved courses. There are no differences to accessibility to courses across student groups at Public Safety Academy.|Currently, 100% of the students have access to a broad course of study and Public Safety Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Public Safety Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
36678760117192|SOAR Charter Academy|7|All SOAR Charter Academy students in grades TK – 8 are enrolled in a broad course of studies which include instruction in  1) English, including knowledge of, and appreciation for literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition. (2) Mathematics, including concepts, operational skills, and problem solving. (3) Social sciences, (4) Science,  (5) Visual and performing arts, including instruction in the subjects of dance, music, theatre, Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  (6) Health, including instruction in the principles and practices of individual, family, and community health. (7) Physical education,  (8) Other studies that may be prescribed by the governing board. For SOAR this would be our character education and leadership instruction using Leader in Me.   Our middle school students are also given enrichment courses that cover Spanish, Technology, LIfe Skills, Art, and Communications.   We track all course enrollment on Illuminate student information system. Regular analysis of enrollment in broad course of study courses helps to inform SOAR as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Illuminate data shows that all our students have access to a broad course of study. Elementary classrooms are self-contained. Teachers plan lessons that incorporate instruction in all 7 areas described above. Middle school students' schedules include Math, English, History, Science, Physical Education, Art, Communication, Life Skills, Technology/Media, Spanish, and/or Support (if needed). Health is integrated into Science and Physical Education. We do not offer electives to our middle schoolers. We offer enrichment courses because of our small size. They are exposed to all areas. Character and Leadership Education is integrated all day but students receive direction during their second period. Instruction in the performing arts is provided during after school activities including Cheer/Dance, Drama, Strings, and Chorus.|Time in the actual school day would be the biggest barrier. That is why so much is offered after school.|We will continue to offer access to a broad course of study to all students. We encourage participation in extracurricular activities. A large percentage of our students participate in something.  Leadership Positions 5% and growing each year. Sports participations 26% Chorus or Primary Sing participation 43% Strings participation 6% Cheer participation 10%|Met|SOAR school climate and culture are a large part of what makes SOAR unique. We take pride in our school and the feeling tone on our campus.|2018
36678760120006|New Vision Middle|7|Student course schedules, organized by grade level, are used to track the extent to which all students are enrolled in a broad course of study.|Students with exceptional needs and unduplicated student groups receive the exact same access to all courses, and are enrolled in identical courses, as their peers that are not part of those groups. The school does not differentiate between student groups for course access. All students in the same grade level receive access to, and are enrolled in, the same course of study. Additional academic support is provided to unduplicated student groups and individuals with exceptional needs during an intervention period scheduled during the regular school day.|We do not currently have barriers to providing a broad course of study for all students.|The LEA will not be implementing new actions this year, as all students have access to a broad course of study, as outlined in the charter petition.|Met||2018
36678760120568|Options for Youth-San Bernardino|7|All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.  All students participate in a rigorous,relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.  The SAWs are created by the Curriculum and Assessment Department (CAAD), which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2017-2018 school year all high school English courses, Integrated Math I, II, and III are aligned with Common Core. In addition, Biology and Physical Science are aligned with the Next Generation Science Standards (NGSS), and our Facilities Department makes certain that our science classrooms are compliant with the wet lab requirements.OFY-SB also has online courses, which are facilitated by teachers through APEX Learning. Of the 25 courses offered, 24 are A-G approved.|All OFY-SB students have access to a broad course of study. Our blended learning model gives access to Direct Instruction curriculum, Independent Study Curriculum through Student Activity Workbooks, and online curriculum through APEX and Edmentum Plato. All Core subjects are A-G approved curricula. Direct Instruction courses that are offered to students differ at every center. Courses taught are based on student course completion data. Teachers and center leadership analyze this data to determine what Direct Instruction courses need to be offered. Students are welcome to travel to different learning centers to attend a course not being offered at their learning center. Additionally, EL and Special Education students requiring differentiated instruction to support their learning needs have access to RTI curriculum through Accelerated Math, and Achieve 3000 courses. RTI curriculum is available to all students who need additional academic support to ensure they are meeting grade level standards.  Credit completion towards graduation is accomplished through an overall reduction in absenteeism for all students and is measured on a daily basis. Students will receive support and instruction focused on social-emotional development in order to increase graduation rates and better prepare students for their post-secondary pathways. Students will receive support and instruction through individualized, rigorous curriculum and will be offered resources to positively affect their progression in core courses. OFY- SB will maintain its level of change or higher on  Level 3 on the 2019 ELA and math SBAC scores. Access to individualized, rigorous curriculum will be increased by adding or revising at least 3 core courses in the course catalog. Teachers will be equipped to provide individualized, standards-aligned instruction through access to Professional Development Coaches.  Students will be offered additional specialized support and instruction to aid in their progression and completion of core courses.  Over the years the need to support college bound students has increased as more student participate in the A-G pathways. To address these particular needs, AP courses have been offered through APEX at all learning sites. Our curriculum department has developed a universally accessed website to divulge monthly curricula data to identify monthly course unit completion and passage rates, and standards mastery for all Direct Instruction. Students have the opportunity to earn their PE credits through the OFY sports program.|Barriers preventing access to a broad course of study vary from school site, largely dependent on student demographics. For example, technology needed to access online APEX courses may be an issue for a center with a higher number of students identified as FRMP, but may not be for a center with a lower number of FRMP students. Another barrier to a broad course of study is transportation to participate in Direct Instruction courses. Often, the Direct Instruction courses require additional attendance from the student. Transportation can also be a barrier for a student who wishes to attend a different learning center for a Direct Instruction course not being offered at their learning center. Transportation is also a barrier for students wishing to participate in CTE or experiential learning opportunities. Another barrier for students to access a broad course of study is social-emotional barriers, such as anxiety and depression, which limit the students desire to access all OFY resources. Facility space is also a barrier preventing a broader course of study. Limited space has been a barrier to offering more direct instruction as needed and the ability to increase student appointment times in length and frequency.|In the 2018-19 school year we are able to implement a more structured series of intervention methods to engage struggling students that are not meeting the basic requirements. In response to various stakeholder groups we are adding more supports in the form of tutoring to help guide the learning process when not working with their teacher. Each of our locations has also been staffed with a member that can administer a foreign language course to help fulfill students need to take two years to be A-G.|Met||2018
36678760121343|Excel Prep Charter|7|Student schedules, organized by grade level, are used to track the extent to which all students are enrolled in a broad course of study.|Students with exceptional needs and unduplicated student groups receive the exact same access to all courses, and are enrolled in identical courses, as their peers that are not part of those groups. The school does not differentiate between student groups for course access. All students in the same grade level receive access to, and are enrolled in, the same course of study. Additional academic support is provided to unduplicated student groups and individuals with exceptional needs during an intervention period scheduled during the regular school day.|We do not currently have barriers to providing a broad course of study for all students.|The LEA will not be implementing new actions this year, as all students have access to a broad course of study, as outlined in the charter petition.|Met||2018
36678760122317|Hardy Brown College Prep|7|Fortune's Data and Analytics department and its curriculum and instruction department work to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. These evaluations are done in the form of classroom observations and reviews of outcome data. During classroom observations by the curriculum and instruction team, all aspects of the classroom are reviewed for compliance.|All students have access to a broad course of study. Fortune offers curriculum that is common core aligned and extremely rigorous in grades Kindergarten through 8th grade.|No barriers at the present time as all students are provided a broad course of study at Fortune.|Fortune is constantly evaluating curricular options based on data. As Fortune continues to examine outcome data for students, leadership may identify new curricular offerings. At this time, there are no plans for curriculum changes.|Met||2018
36678760126706|Taft T. Newman Leadership Academy|7|In compliance with the CA Williams Act, Newman Leadership completes a yearly inventory of all standards-based student curricular materials.   All students, including unduplicated students and students with IEPs, have access to all curricular materials and instruction.|All students receive standards-based instruction using standards-based curricular materials in ELA/ELD, Mathematics,  NGSS, Computer Science, and Social Studies. There are no differences in student groups. Newman has made progress toward this goal over the past several years.  During the 2016-2017 school year, Newman purchased standards-based Mathematics materials.  During the 2017-2018 school year, Newman purchased standards-based ELA/ ELD materials for 3rd -6th grades.   During 2018-2019 school year, Newman purchased standards-based ELA/ ELD materials for K-2 students.   Additionally, Newman has purchased an online NGSS program and are implementing the newly adopted Computer Science standards.|There are no barriers for Newman Leadership in providing access to a standards-based curriculum and instruction to all students in all curricular areas.|There are no revisions, decisions or new actions that Newman needs to take to ensure that all students receive access and instruction to a standards-based curriculum.|Met||2018
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|7|Ballington Academy for the Arts & Sciences – San Bernardino (BAAS-SB) serves 200 students in grades TK-4.  Our school provides all students with a standards-aligned Project-based STEAM learning experience. Our student demographics include: 44% English Language Learners (ELL); 6% Students with Disabilities, 4% Homeless; and 98% qualify for Free/reduced Lunch.  Ballington Academy for the Arts and Sciences – San Bernardino seeks to address the need for a rigorous and innovative educational program that prepares young children for the demands of the future, by providing the skills necessary to usher students into the 21st century, ensure each student is educated to the fullest potential and is College and Career ready.    BAAS – San Bernardino provides all students with a Science, Technology, Engineering, Arts and Mathematics (STEAM) educational program through a Project-based Learning (PBL) instructional approach.  Ballington Academy for the Arts & Sciences – San Bernardino provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of BAAS – San Bernardino’s educational program.   Ballington Academy for the Arts & Sciences – San Bernardino uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Ballington Academy for the Arts & Sciences – San Bernardino, all students in grades K-4 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades K-4 have access to and are enrolled in Art, Music, and Technology course.  There are no differences to accessibility to courses, across student groups at BAAS – San Bernardino.|Currently 100% of the students have access to a broad course of study and BAAS – San Bernardino will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of BAAS – San Bernardino in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
36678760136952|Entrepreneur High|7|Student course schedules, organized by grade level, are used to track the extent to which all students are enrolled in a broad course of study.|Students with exceptional needs and unduplicated student groups receive the exact same access to all courses, and are enrolled in identical courses, as their peers that are not part of those groups. The school does not differentiate between student groups for course access. All students in the same grade level receive access to, and are enrolled in, the same course of study. Additional academic support is provided to unduplicated student groups and individuals with exceptional needs during an intervention period scheduled during the regular school day.|We do not currently have barriers to providing a broad course of study for all students.|As Entrepreneur High School adds grade levels each year, the school will establish and continually increase the course offerings by adding at least two new courses each year until we have a total of at least 5 course options for each subject area including: English, social sciences, foreign language(s), physical education, science, mathematics, visual and performing arts, applied arts, and entrepreneur classes to meet the needs of all students, including English Learners, and Low Income students.|Met||2018
36678763630993|Provisional Accelerated Learning Academy|7|All students that enroll in the PAL Charter Academy go through and enrollment process that allows us to evaluate where students are academically, socioeconomically, emotionally, and other unduplicated student groups. We also assess other needs they may have. This process is important in gathering all student data and information needed to track and keep accurate records, placement, and supportive services. Students are given an assessment test prior to attending classes to identify core academic areas in need of improvement. Based off of this information students are enrolled in the the appropriate course levels and support courses. The assessment is given in the subjects of literacy and numeracy. Our guidance technicians use this data to map out the best course of action for students. We have enrichment courses to help out students raise their math skills and English skills necessary to succeed in the English and math courses.|Students at PAL Charter academy have a wide range of CTE and academic courses available to take at our schools. All school sites in PAL Charter Academy share their course offerings. Academic courses are all A-G approved by the state of CA and all CTE/elective courses range in subjects that represent various learning styles and forms of activities. All students may enroll into their choice of CTE/elective courses to complete school and district requirements. The student’s guidance technician will meet with individual students to map out the best course of study toward graduation. The mapping of courses is derived from the individual student’s transcripts. The offering of courses at PAL Charter Academy are updated each trimester depending on the course needs of our student population and the CTE likes by our students. All students have access to the courses and they are available for the student.|PAL Charter Academy strives to provide access to a broad course of study for all students. One barrier for our school to offer more courses is funding. If more funds were available, more courses could be offered to students.|PAL Charter Academy is constantly updating the course needs and offerings for students to be relevant to modern educational needs. Guidance technicians provide student surveys at the end of each trimester to ensure that our courses are relevant to the likes of our student population. Parent and community input about courses is also gathered through various community and parent events offered by the school. These surveys provide the school system an opportunity to seek student input about possible future course offerings. PAL Charter Academy and its administration are constantly in the school community reaching out for support to bring in broad course offerings to our students.|Met||2018
36678920000000|Trona Joint Unified|7|The locally selected measure is the annual Williams report submitted to the County Superintendent.  Within the report we specify that the classes approved by the board of education have the necessary materials to meet the requirements of Williams.  We meet A-G requirements for graduating seniors.  We submit to regular reviews from the State as it relates to Special Education compliance and we have not had findings within our special education programs.  We are expanding our CTE/ROP offerings by developing a welding class that is offering concurrent enrollment with a local community college.|Each student enrolled at the high school is monitored by our school counselor and their progress is discussed regularly.  Because of the small size of our school, the counselor is able to provide substantial time to each student.  Our annual Williams report allows us to monitor our ability to ensure that all students have equal access to the course of study our school offers.  We have been able to provide one to one technology devises to our student body.  Each student can utilize a devise to access any materials we have that are on-line.|One barrier for our LEA remains our very rural and remote location.  Internet access throughout our town remains spotty at best.  Teachers can't assign devises for home use because of the issue of internet access in the town.  Internet at school is strong but limited to the school grounds at the moment.  Small rural and remote is a barrier in our attempt to recruit and retain credentialed, qualified teachers.  Our salary scale is already high for the region (which is an added hardship) but even with higher salaries, we can compete with larger, more sub-urban areas.  Another barrier is the relatively small size of our high school.  Our ability to offer the range of offerings that larger more comprehensive high schools can offer is very limited. Our number of electives are limited due to the small staff and the impact more classes would have on our master schedule.|The board of education has allowed administration to increase our initial offering to prospective teachers to our district.  We are offering signing bonuses, moving bonuses, year for year service into our salary scale.   In light of some questions that arose from our latest Williams submission, we are submitting ourselves to an informal Williams audit to insure that all our students have access to the materials highlighted in the SARC report.  We will be adopting a history textbook this year and we're currently conducting pilots of qualified, approved text books from CDE.  We are also awaiting the arrival of approved text books that meet the requirements of NGSS.  In the meantime, we are producing materials and making them available to all students as needed.|Met|"It would be extremely beneficial to our LEA if some regulations could be ""relaxed"" to allow us to fill our classrooms with ""qualified"" instructors.  Some of these regulations are preventing us from being able to put anyone in our classrooms.  While the state continues to experience a severe shortage of certificated teachers, the problem is accentuated in communities like ours.  There needs to be a wider range of waivers available to help us get through some of these issues."|2018
36678920134247|California STEAM San Bernardino|7|California STEAM San Bernardino provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|California STEAM San Bernardino makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
36679180000000|Victor Elementary|7|Victor Elementary School District is a TK-6 district.  As multiple subject teachers, our staff provides a broad course of study to our students in grades TK-6.  Student access to a broad course is tracked through the use of a common report card in Illuminate which notates the courses of study.  For students with exceptional needs, their IEPs also provide additional detail about their course of study.|All TK-6 grade students are enrolled and have access to ELA, math, social studies, science, and PE.  Our students have access to visual and performing arts and a comprehensive career curriculum aligned to state standards.  We are at the research and exploration phase of additional health and visual and performing arts needs.|The results of our tool (i.e., report card) indicate the need for more specific language reflecting a broad course of student including subjects like visual and performing arts.  Historically, being multiple subject teachers, these courses of study have been integrated through ELA.|We have implemented an Assessment and Reporting Committee that includes one teacher from every grade level provides program at each site.  We are facilitating revisions, decisions, and/or new actions based on the state standards and frameworks.   Feedback will be taken and results will be used to improve effectiveness of our monitoring tool.|Met||2018
36679186101927|Sixth Street Prep|7|Victor Elementary School District is a TK-6 district.  As multiple subject teachers, our staff provide a broad course of study to our students in grades TK-6.  Student access to a broad course is tracked through the use of a common report card in Illuminate which notates the courses of study.  For students with exceptional needs, their IEPs also provide additional detail about their course of study.|All TK-6 grade students are enrolled in, and have access to, ELA, math, social studies, science, and PE.  Our students have access to visual and performing arts and a comprehensive career curriculum aligned to state standards.  We are at the research and exploration phase of additional health and visual and performing arts needs.|The results of our tool (i.e.,  report card) indicate the need for more specific language reflecting a broad course of student including subjects like visual and performing arts.  Historically, being multiple subject teachers, these courses of study have been integrated through ELA.|We have implemented an Assessment and Reporting Committee that includes 1 teacher from every grade level and/or program at each site.  We are facilitating revisions, decisions, and/or new actions based on the state standards and frameworks.   Feedback will be taken and results will be used to improve effectiveness of our monitoring tool.|Met||2018
36679186118350|Mountain View Montessori Charter|7|Victor Elementary School District is a TK-6 district.  As multiple subject teachers, our staff provide a broad course of study to our students in grades TK-6.  Student access to a broad course is tracked through the use of a common report card in Illuminate which notates the courses of study.  For students with exceptional needs, their IEPs also provide additional detail about their course of study.|All TK-6 grade students are enrolled in, and have access to, ELA, math, social studies, science, and PE.  Our students have access to visual and performing arts and a comprehensive career curriculum aligned to state standards.  We are at the research and exploration phase of additional health and visual and performing arts needs.|The results of our tool (ie report card) indicate the need for more specific language reflecting a broad course of student including subjects like visual and performing arts.  Historically, being multiple subject teachers, these courses of study have been integrated through ELA.|We have implemented an Assessment and Reporting Committee that includes 1 teacher from every grade level and/or program at each site.  We are facilitating revisions, decisions, and/or new actions based on the state standards and frameworks.   Feedback will be taken and results will be used to improve effectiveness of our monitoring tool.|Met||2018
36679340000000|Victor Valley Union High|7|The Victor Valley Union High School District regularly evaluates the district and schools’ progress of providing all students with access to a broad course of study through the review using multiple measures.  During the 2017-2018 school year, all students were provided access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i). In order to ensure VVUHSD is moving towards more inclusive, open access to our varying course offerings, we review and analyze a variety of locally selected measures and tools to help determine if we are meeting our goal.  The items that are regularly reviewed include each schools’ master schedule for equity, California School Dashboard and Dataquest data for graduation rates, A-G completion rates, and the college and career indicator data for all target groups, Advanced Placement enrollment and passing rates, and local data through our Aeries student information system. The District evaluates enrollment in courses ranging from designated ELD to advanced pathways to identify student trends based on gender, race and achievement levels. This data in turn impacts the district’s Local Control and Accountability Plan and Strategic Plan 2020. The focus of the district is to continue to utilize Curriculum Advisory Boards and the course adoption process to add board approved courses that meet the students’ specific needs for college and career preparation. Working in conjunction with various staff groups, including counselors, the district course of study provides the supports and protocols necessary to ensure students have a plan beyond graduation.|As a high school district comprised of grades seven through twelve, our course of study at each school includes a focus on student preparation and access to courses that are aligned with “A-G” college preparatory courses approved by the University of California Office of the President (UCOP). School sites offer similar course pathways, including college preparatory courses and Advanced Placement. They also provide students with unique learning experiences based on their future college and career goals such as pathways, for example, Health Science and Medical Technology, and Manufacturing and Product Development (please visit our CTE pathways standards at :  http://www.vvuhsd.org/departments/educational_services/career_technical_education_/c_t_e_pathway_standards).  With the full implementation of the California State Standards, the course of study has been more personalized and responsive to students’ various needs, in order to ensure broad access for all college bound students. The core courses of math, English, and eventually science and social science, will have college prep as well as enhanced or accelerated courses for student accessibility. The schools have increased their AP offerings, and enrollment has grown from 1,087 in 2014-15 to 1,236 in 2017-18. We have expanded the number of elective courses which are not traditionally A-G, redesigning them to be included on the district A-G list, most notably the CTE courses, which are now 100% A-G approved. When recognizing the needs of student groups who are struggling in the traditional course of study, the district has expanded the use of non-traditional learning options for students through the use of online programs such as APEX. Students needing a program beyond the traditional AP, now have access to dual enrollment courses through the local community college.  The community college has also articulated multiple CTE courses for college credit as well.|The traditional course of study does provide every student with a college and career ready pathway yet there are target groups that require specialized programs to ensure their academic success.  The first target group is special education. Students with identified learning disabilities are currently provided a course study based on the severity of their learning gaps as well as through the decision making process of the Individualized Educational Plan team.  The barrier for this specific target group is their specially designed courses, unique to their needs, do not necessarily allow them access to a college preparatory program. In addition, the course materials used in our special day class pathway lacked strong access to standards based materials, but instead relied on supplementary materials. A second group identified is our English Learner population.  When reviewing the course of study for a level I or level II EL student, the typical student is enrolled in a two hour block of designated English Language Development using a curriculum that differs from the core ELA course, receiving ELA credit. This is typical of a course of study for an EL I or II student, but the district had created a third year of designated ELD receiving English credit, which delayed an ELD III student from mainstreaming into the core program. The final group of students who are in need support in math and English are our general education struggling learners. The district recognizes that a barrier to their achievement is the lack of a consistent and district wide Response to Intervention (RtI) program.|The district invested in the use of the Fiscal Crisis and Management Team (FCMAT) to help us identify specific areas or concern and recommendations for action, specifically in regards to our special education program. The courses currently offered to our most severely disabled students are not A-G approved and curricular materials often did not align with current California state standards.  The district has identified this area and has begun the process of integrating the most current state-aligned, district adopted materials into its course of study for special education. The Special Education teachers, in conjunction with regular education teachers, are working in collaborative groups, with the support of the district curriculum coordinators, to redesign the course of study in math, English, science, and social science to ensure students with disabilities are engaged in learning opportunities with equal access to the state standards embedded with modifications and supports they need for success.  In addition to specific recommendations for special education, FCMAT also recommended the redesign of district wide Response to Intervention.  The redesign will include addressing the tier 1 and tier 2 supports offered at each school and re-align the course of study to include courses for remediation tied to data and evidence of student progress.  Another strategy the district has implemented to help support struggling learners includes an expanded summer school.  Summer school has traditionally provided credit recovery for currently enrolled credit deficient students.  Currently, the district is now providing an intervention course in summer for identified incoming grade nine students. This course provides them an opportunity to gain a foundation in skills, and self-confidence prior to engaging in the high school course of study. Finally, the district is in the beginning stages of developing EL pathways of success. One course that has been redesigned is the ELD III course.  This course no longer provides English credit but is now a support course to be taken concurrently with a core English class which ensures mainstreaming once they have completed ELD I and ELD II.  EL students are currently mainstreamed will continue to be offered support courses if they continue to struggle one they are primarily provided integrated ELD. The purpose of the pathways is to ensure EL students have a broad course of study and open access to standards based curriculum with a college prep emphasis.|Met||2018
36679343630670|Options for Youth-Victorville Charter|7|All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.  All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the school wide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.  The curriculum at OFY-Victorville is aligned with Federal and State standards. A semester for any given course consists of five units that are individually graded, and which target specific state standards. These standards are displayed at the beginning of each unit. In independent study, students are provided with Student Activity Workbooks (SAWs), each with their specific State standards. Each course also has an average course difficulty rating in order to be certain that students are provided with challenging and meaningful curriculum.  The SAWs are created by the Curriculum and Assessment Department (CAAD), which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2017-2018 school year all high school English courses, Algebra I, Geometry, and Algebra II are aligned with Common Core. In addition, Biology and Physical Science are aligned with the Next Generation Science Standards (NGSS), and our Facilities Department makes certain that our science classrooms are compliant with the wet lab requirements.OFY-Victorville also has online courses, which are facilitated by teachers through APEX Learning. Of the 25 courses offered, 24 are A-G approved.  ROP classes and Pathways field trips facilitate the development and application of practical skills. Through ROP classes and concurrent enrollment, students can take courses that provide high school credit. These are not always core classes, but classes that allow for learning real world applications. Pathways field trips have developed a new component to the program that includes Career and Technical Education (CTE). This program now exposes students to character development alongside career, technical, and real world applications. Students are now not only gaining valuable experience with actual careers (agriculture, engineering, construction, architecture, etc.) through these trips, but also developing their own character and self-awareness.|OFY-Victorville school sites have both small group instruction, independent study curriculum, online curriculum, ELD standards aligned instruction and differentiated instruction with transitional goals aligned within.  Credit completion towards graduation is accomplished through an overall reduction in absenteeism for all students. Students will receive support and instruction focused on social-emotional development in order to increase graduation rates and better prepare students for their post-secondary pathways. Students will receive support and instruction through individualized, rigorous curriculum and will be offered resources to positively affect their progression in core courses. OFY - Victorville will maintain its level of change or higher on Level 3 on the 2019 ELA and math SBAC scores. Access to individualized, rigorous curriculum will be increased by adding or revising at least 3 core courses in the course catalog. Teachers will be equipped to provide individualized, standards-aligned instruction through access to Professional Development Coaches. Students will be offered additional specialized support and instruction to aid in their progression and completion of core courses.|Barriers preventing access to a broad course of study vary from school site, largely dependent on student demographics. For example, technology needed to access online APEX courses may be an issue for a center with a higher number of students identified as FRMP, but may not be for a center with a lower number of FRMP students. Another barrier to a broad course of study is transportation to participate in Direct Instruction courses. Often the Direct Instruction courses require additional attendance from the student. Transportation can also be a barrier for a student who wishes to attend a different learning center for a Direct Instruction course not being offered at their learning center. Transportation is also a barrier for students wishing to participate in CTE or experiential learning opportunities. Another barrier for students to access a broad course of study is social-emotional barriers, such as anxiety and depression, which limit the students desire to access all OFY resources. Facility space is also a barrier preventing a broader course of study. Limited space has been a barrier to offering more direct instruction as needed and the ability to increase student appointment times in length and frequency.|For all CBEDS students, student progression will average at least 83.5% overall. For all CBEDS English learners, student progression will average at least 82.5% overall. For all CBEDS low income students, student progression will average at least 83.5% overall. At least 75% of our foster youth will have an Individualized Learning Plan (ILP) that considers AB 216 qualifications.   The charter aims to maintain current reclassification percentages at or above 20% during the implementation of the English Language Proficiency Assessments for California (ELPAC) in the 2018-2019 academic year. English learners will be offered additional designated and integrated specialized instruction and appointment times in ELD and Common Core State Standards in order to move toward  reclassification. The high school drop-out rate will be decreased by at least 0.5%. Such that the high school drop-out rate be no more than 4.07%,and the Jr High drop-out rate be no more than 2.32%.    At least 38% of CBEDS students will participate in extracurricular activities or complete a course designed to develop their social-emotional skills. At least 81.5% of eligible CBEDS seniors will either earn a diploma with us or will transfer back to another school program on track to graduate. The charter will hold at least one senior signing event. The Comprehensive School Climate Inventory will be administered in Spring 2019, we will work towards improving staff, parent, and student perceptions of safety and connectedness in our learning centers. The charter will hold at least 2 family engagement nights. The Charter will hold at least 2 Staff LCAP focus group meetings.  Students will complete on average at least 4.64 Math credits during the school year. Students will complete on average at least 4.86 English credits during the school year. Students will complete on average at least 4.90 Science credits during the school year. Students will complete on average at least 5.51 Social Studies credits during the school year. At least 51% of students who take at least two Renaissance STAR assessments in math and have a Student Growth Percentile (SGP) reported will earn a SGP of 40 or higher. At least 52% of students who take at least two Renaissance STAR assessments in English and have a Student Growth Percentile (SGP) reported will earn a SGP of 40 or higher. A baseline will be established for English Language Learners Lexile range advancements in literacy and language.|Met||2018
36679343630761|Excelsior Charter|7|ECS employs a dedicated Staff Mentor who reviews transcripts and course placement for graduation requirements and A-G completion while considering special education plans and AB 216 eligibility; Personal Life Plan completion by grade level which includes: Education Plans, College/Career Readiness Indicator check sheet, CAASPP scores, and other post-secondary goal items|Course audits conducted on every student to ensure they are properly enrolled in a broad course of study.  Every student meets with a credentialed teacher monthly for plan and review what ECS refers to as the Personal Life Plan (PLP).  This plan is developed with input from the educational team consisting of the parent, student, and credentialed teacher centered on the students interests, learning styles, and aptitudes.  The plan is maintained throughout the student's academic career at ECS.|Barriers include: parent transportation, parent schedules, reading levels, student motivation, student academic readiness, students who do not have a defined Personal Life Plan (PLP), home language, student mental health and/or trauma, students who face outside challenges: socioeconomic, family, foster, unaccompanied, homeless.|ECS provides bus passes, reading and math assessments, ELPAC testing, PLP rewards, performance recognition and rewards, Test to Be the Best incentive program, relationships with local resources: crisis team, TAY center, 24 hour walk-in clinic, school McKinney-Vento Huddle with county resources, DMCC counseling on school site, NSLP program, student clubs, athletics, ASB, and other electives, following all AB 216 mandates and continuous education for staff.|Met||2018
36679590000000|Yucaipa-Calimesa Joint Unified|7|Yucaipa-Calimesa Joint Unified School District (YCJUSD) tracks progress in meeting Priority 7 standards by reviewing the following indicators to access of a broad course of study.  In grades 1-5, the following measures are utilized to define a Broad Course of Study: • Student Access to Board Approved Instructional Materials • Student Access to Physical Education and Music Instruction • Student Access to Science, Technology Engineering, Art and Mathematics Instruction • Teacher Professional Development  In grades 6-12, we define a Broad Course of Study as • A course catalog and master schedule that provides students with several opportunities to meet the college and career readiness indicators which includes meeting high school graduation requirements, A-G course completion, Career Technical Education, Advanced Placement (gr. 10-12), International Baccalaureate (gr. 6-8) and dual enrollment.|As of the 2018-2019 school year, 100% of the YCJUSD enrolled students have full access to a broad course of study as defined by Education Code 51210 and 51220 (a)-(i).  All YCJUSD students in grades K-5 are enrolled in a board course of studies. Every student has Access to Board Approved Instructional Materials; 100% of students have access to physical education pursuant to Ed Code 33352 . All grade 4 and 5 students have access to Music Instruction; 100% of students in grades K-5 have access to Science, Technology Engineering, Art and Mathematics (STEAM) Instruction. All YCJUSD students in grades 6-12 are enrolled in a board course of studies. 100% of students enrolled in grades 6-12 has Access to Board Approved Instructional Materials; 100% of students have access to physical education pursuant to Ed Code 33352. Park View Middle School is an AVID certified school with all students with all students receiving support in school-wide AVID strategies. At Mesa View Middle School, all students have access to a Science, Technology, Engineering, and Math curriculum. At Competitive Edge Charter Academy, all students have access to the International Baccalaureate program/curriculum.  100% of Students enrolled in grades 9-12 are enrolled in courses designed to meet YCJUSD graduation requirements. The Yucaipa High School (YHS) course catalog and master schedule is designed to provide all students access to A-G coursework, thus meeting requirements for admittance into the UC/CSU university system.  YHS offers three Linked Learning Academy pathways: Health and Biomedical Sciences, Law and Public Safety and Engineering. A Linked Learning Academy is a sequence of courses that engages students by making their education relevant. YHS offers Advanced Placement courses in the areas of English, Mathematics, Science, History, Arts and Behavioral Science. YHS partners with Crafton Hills Community College to offer students credit in dual enrollment courses. Career Technical Education (CTE) pathways are currently offered at YHS, Green Valley Continuation High School (GVHS) and our Community Day School, Oak View Education Center (OVEC). CTE pathways at YHS include: marketing, sales, and service, public services, building and construction trades, health science and medical technology, transportation, education, child development, and family services. GVHS offers a CTE pathway in arts, media, and entertainment and OVEC offers a CTE pathway in manufacturing and product development. Many courses within these pathways are articulated with local community colleges.|Barriers to access during the grade 6-12 school day include those students who need academic support classes. These support classes often remove the opportunity for an elective in the student’s six period daily schedule. A similar barrier exists for students involved in multiple programs simultaneously such as music, AVID, and Linked Learning. While students have access to courses during 0 period and 7th period, not all students can access 0 and 7th period courses due to individual family needs. Access to music education in grades K-3 were identified as a barrier in the elementary school day.|The LEA recommends the continuance of offering STEAM to all elementary students. Furthermore, the LEA would continue to provide music education in grades 4 and 5 and consider expanding to earlier grades if feasible. In the secondary setting, the LEA will continue to develop CTE pathways.|Met||2018
36679590114256|Inland Leaders Charter|7|ILCS uses the Illuminate scheduling system to register students in their course of study.  The administration has created an online document that provides extensive data on student needs and interests for the master schedule team.   Students who require support classes are filtered through an SST process that utilizes local and state data to determine appropriate placement.  As a small population program, ILCS makes a great effort to assign the appropriate coursework for all students including accelerated classes for students starting at the 3rd grade as well as intervention classes starting in kindergarten. Summer school is also offered in the kindergarten through eighth grades for students who require additional academic support and students are assigned through the use of Illuminate testing data and teacher recommendation. All students in 3rd through 8th grade are accounted for in the mandatory “2nd session” enrichment program through the teacher attendance system to assure that they are participating in enrichment classes that occur once a week.  Parents of students who are missing time in class are provided with weekly phone calls, letters, emails and ultimately meetings to ensure students attend their classes on a regular basis.|All students have access to all coursework except for a small group of moderate to severe students who only mainstream for a portion of their day.  Due to extra-curricular programs that are limited by time or class size, a 2nd session program (electives) was implemented to provide all 3rd through 8th grade students enrichment courses.  Students at the kindergarten thorugh 2nd grade site are provided with voluntary electives after lunch but are not mandatory at this current time.|Possible barriers for a broad course of study include the attendance of at-risk students to attend supplemental classes after the traditional school day or during the summer session.  In addition, the administration recognizes that students on independent study may have limited access to site-based online resources.|In response to the results of the tool, needs of native Spanish students were provided with a higher level Spanish course focused on Cognitive Academic Language Proficiency (CALP).  In addition, middle school students are rostered to intervention courses provided after school and taught by credentialed teachers as part of their instructional program.|Met||2018
36738580000000|Baker Valley Unified|7|Due to our geographical rural status, students are offered one broad course of study. The measurement used is the number of enrollment in each course.|With a limited number of teachers, only certain course (s) can be offered.|As a rural district, geography, declining enrollment, teacher recruitment and retention are definitely barriers in preventing the District to provide access to a broad course of study for our students.|The District strives to hire the most desirable teachers possible for the District.  The District has coordinated with the SB COE for assistance and trainings for our teachers. The District also offers online courses, college-ready courses, and partnered with local community colleges as learning partnerships to ensure access to a broad course of study for all of our students.|Met||2018
36738900000000|Silver Valley Unified|7|Silver Valley USD uses student information system (SIS) to review course offerings, class schedules, and site schedules to help ensure that all students have access to and enrolled in a broad course of study (waiting to add info about Tableau as soon as I can get into it). Counselors at SVHS and AEC that track student progress to meet graduation requirements and a-g requirements. Meet with students throughout year to plan future needs and requirements AVID teachers collect data such as enrollment and progress in honors and AP courses, student progress in core classes and college enrollment.|100% of SVUSD’s students had access to a broad course of study during the 2017-18 school year as defined by California Education Code 51210 and 51220. CA ED Code 51210 CA ED Code 51220 All elementary schools have a pullout music and physical education classes.  Silver Valley High School  is able to offer an auto shop pathway, business/finance classes, and AVID classes.  The Alternative Education Center offers a foods courses and photography electives.|The most significant barrier we encounter is our geographic location.  We are a rural community and finding external partners is a challenge.  Another barrier that exists is, as a small school district, we don’t have the student population to support more staff to provide more program opportunities for our students.|To help overcome the barriers addressed above SVUSD subscribes to both APEX and Odysseyware, online curriculum, that give students access to classes that we would not ordinarily be able to provide. The district is exploring partnerships with the National Math and Science Initiative and DoDEA to expand our AP participation and passage rates, and increase STEM opportunities district wide.|Met||2018
36739570000000|Snowline Joint Unified|7|DataQuest is one of the sources of information being used to identify course offerings and student enrollment in the same. It is fairly simple to ensure that students in elementary and middle school are accessing a broad course of study, but more challenging to evaluate the rigor of student access at the high school level due to student choice, which includes multiple academic and career technical education (CTE) pathway selections. Snowline’s graduation requirements includes the successful completion of a broad course of study, but at the same time offers flexibility to our non-traditional school students in order to support specialized needs and specific goals. The California School Dashboard also provides useful information in regards to student academic performance, college and career readiness, and graduation rates, which all draw direct correlations to preparing students though a broad course of study.|100% of Snowline students had access to a broad course of  study, with reasonable variance  based on special needs and participation in non-traditional programs. The following is an overview of  of the scope of learning for Snowline students in grades 1-8 as well as the course requirements for high school graduation. Courses of study in grades 1-8 progress contextually and increase in their level of rigor. They include the following- English: knowledge and appreciation of language and literature, and the skills of speaking, reading, listening, spelling, handwriting, and composition; Mathematics: mathematical understandings, operational skills, and problem-solving procedures; algebra; Social sciences: age-appropriate instruction drawing upon the disciplines of anthropology, economics, geography, history, political science, psychology, and sociology; Science: physical and biological aspects; emphasis on basic concepts, theories, and processes of scientific investigation and on the place of humans in ecological systems; appropriate applications of the interrelation and interdependence of the sciences; Visual and performing arts: dance, music, theatre, and visual arts, with emphasis upon development of aesthetic appreciation and creative expression; Health: principles and practices of individual, family, and community health; HIV/AIDS prevention; Personal and public safety, accident prevention and health; Physical education: emphasis on physical activities conducive to health and vigor of body and mind; Applied arts: consumer and homemaking education, industrial arts, general business education, or general agriculture; Career technical/vocational-technical education: in the occupations and in the numbers appropriate to the personnel needs of the state and community served and relevant to the career desires and needs of students. Traditional Program High School Graduation Requirements: English (4 years) 40 credits;  Math (3 years) 30 credits; Science (3 years) 30 credits (1 Life/1 Physical/1 Other); Social Science (3 years) 30 credits (World History, US History, Economics/Government); World Language/Fine Arts (1 year) 10 credits; Physical Education (2 years) 20 credits; Elective 65 credits; Total credits: 230|At the elementary level, the main barriers for access to a broad course of study would include instructional time, lack of knowledge or experience in subjects outside of the core content areas, and choice, as children progress to the upper elementary grades. In Snowline, an example of the latter would be general music ending after third grade and students choosing to participate in band and/or choir in fourth and fifth grade. This example of performing arts also rings true in middle and high school. With that being said, students still have access to these and other programs, depending on their level of interest and commitment. Choice also applies when it comes to students pursuing vocational pathways or more traditional college preparatory ones in high school. Referencing the former, Snowline offers more career technical education (CTE) pathways than any of its neighboring districts throughout the high desert.|A high graduation rate (93.7%) bodes well in the Snowline community. Socioeconomically Disadvantaged (93.7%) students are on par with that rate. However, other student groups, such as English Learners (88.9%), Homeless (88.9%), and Students with Disabilities (89.1%) fall significantly below that average. In the College/Career Report, only 36.4% (medium) of Snowline students are considered ready. Specific student groups, including Socioeconomically Disadvantaged (32.1% - low), English Learners (19% - low), Homeless (22.1% - low), and Students with Disabilities (5.6% - very low) follow the “all students” average. In response to this data as well as other quantifying figures, Snowline is purposefully evaluating the way that it delivers Good First Instruction (GFI), remediation, English language development (ELD), and enrichment to all students being served. There is also continued work going on in regards to TK-12 vertical alignment as well as strategic articulation as it pertains to students transitioning from middle to high school and being prepared for the same. Additionally, Snowline’s goal is to bolster current course offerings, both A-G and CTE, at the high school level and consider dual enrollment options for students as well.|Met||2018
36750440000000|Hesperia Unified|7|Hesperia Unified School District tracks progress in meeting Priority 7 standards by undertaking a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 year, 100% of Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All HUSD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, robotics, etc., both within and outside of the regular school day. All HUSD secondary students have access to a broad course of studies within their school offerings. While some schools offer different specific pathways and specific programs within a course of study, secondary students are free to attend schools within the district that offer courses within their area of interest. For example, at one comprehensive high school students can participate in an Early College Program or the Design, Engineering, Manufacturing Academy (DEMA). At another high school, students can participate in a medical pathway. Over time, HUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Students are also offered dual enrollment at Victor Valley College while attending high school.|Barriers preventing HUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day if students need intervention in their core subjects.|HUSD continues to review the graduation requirements with counselors and administrators to make decisions regarding course offerings and ensure that students have access to courses that meet their interests. Also, the district continues to support good first teaching through professional development to help reduce the number of students needing remediation in core subjects.|Met||2018
36750440112441|Pathways to College|7|The school offers a broad course of study to all students in grades TK-8. Students in grades TK-5 receive instruction in the following subjects: ELA, Math, social studies, science, art, music and P.E. Additionally, students in grades 4 and 5 also receive formal instruction in computer science. That all students receive this broad course of study is confirmed through examination of class schedules and walkthroughs conducted by administration.  Middle grade students (6-8) also receive a broad course of study. All students in middle grades receive instruction in ELA, math, science, history/social studies, media arts, P.E. and in an elective of their choosing. Arts are integrated within the core classes as teachers have attended a conference and training in this area. Students are assigned to all of these courses excepting the elective course. Examination of student class schedules confirms that all students receive this broad course of study.|N/A|N/A|N/A|Met|Presented to Board June 13, 2018.|2018
36750440114389|Mirus Secondary|7|Currently, our school serves approximately 223 students in grades 7-12, with student demographics that include 68% Socio-economically Disadvantaged; 3.1% Homeless and Foster Youth; 7.2% English Learners; 15.7% Students with Disabilities.   The school uses the Pathways Personalized Education Plan to track the extent to which all students have access to a broad and rigorous course of study.  The school uses its Student Information System to track the equitable enrollment within a broad and rigorous course of study.|The school’s leadership team analyzes the results of the measures listed above annually. The results demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad and rigorous course of study.  At our school, students take one to two courses at a time and students take the required grade level core courses within an academic school year.  Course planning is individualized within the Pathways Personalized Education Planning (PPEP) Process. This process allows the instructional team to design a course plan based on the student’s skill levels, interests, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement courses, honors courses, and accelerated courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school.|Currently 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor this to ensure equitable access.|Due to the current success our school has in providing all students with access to a broad and rigorous course of study, no changes are currently planned, however this data will continue to be monitored as part of our cycles of continuous improvement.|Met|Mirus Secondary School reported Local Indicator Priority 7 results at the October 25, 2018 Board of Directors meeting.|2018
36750440118059|LaVerne Elementary Preparatory Academy|7|LEPA is using our bell schedule and instructional minutes chart to track access to a broad course of study for all scholars.|All students have access to a broad course of student.|None|None needed.  A broad course of study is provided to ALL students.|Met||2018
36750510000000|Lucerne Valley Unified|7|Lucerne Valley Unified School District (LVUSD) tracks the progress in meeting Priority 7 standards by looking at course offerings, master schedules, enrollment data, class schedules, during the school day interventions, before and after school programs, extracurricular activities, and CTE pathways amongst other things. Course enrollment reports run through AERIES, our student data system, were also utilized to look at grade spans, unduplicated counts, and students with exceptional needs.|For the 2017-18 school year 100% of LVUSD students had access to a broad course of studies as defined by California Education Code 51210 and 51220 (a) – (i). Our elementary school offers access and enrollment in the seven areas identified as a broad course of study for the grades served. Students can also access some courses, such as visual and performing arts, both within and outside the regular school day in clubs and our comprehensive after school program offered. Additional offerings for 2018-19 include a comprehensive STEM lab and an intervention teacher built into the day (started mid 2017-18). All student groups have access to Elective courses that are offered during the school day. After school tutoring is also offered for all student groups. Designated ELD is built into the day for English Learners and students with exceptional needs receive access both through a Specialized Academic Instruction model. At the high school students have access to A-G classes, CTE classes, AVID classes, intervention during the day, zero period, and summer school classes.|Barriers for our students include our comprehensive small school setting at the high school. We have some classes that are only offered once during the day due to small numbers of students. A barrier for access to before and after school programs is transportation.|Funding for many of these programs is imbedded in our Local Control Accountability Plan (LCAP). Regular analysis of enrollment in these courses helps inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7 for our unduplicated students. New actions this year include our comprehensive STEM lab and complete implementation of Thinking Maps at the elementary school.  Our AVID program that started in 2017-18 at the Middle School/High School has continued toward full implementation.|Met|N/A|2018
36750510115089|Sky Mountain Charter|7|Students in this LEA have broad access to a course of study through a diverse offering of instructional opportunities and instructional materials for students in grades TK-12, including those with exceptional needs. Locally selected measures are compiled and tracked in the school’s Student Information System database. These measure include the following: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, and a-g course participation for high school students.  Each student has a learning record log, in which the teacher ensures the student is working on a broad course of study by assessing the standards that are covered during that learning period. When appropriate subject matters are not being covered, the teacher addresses the areas through additional curricular opportunities.    All students are administered an internal diagnostic assessment in Reading and Math during the first month of school and after the end of the first semester. Results from these assessments are used to formulate an individualized learning plan the meets the needs of each student and to track progress in those academic areas. Students who score below grade level on the internal assessments are provided additional support through the school’s intervention program, and provided individual tutoring and targeted instructional materials to accelerate their learning and work to close the achievement gap.    In March of each year, a Student Learning Survey is completed for each student. The purpose of this survey is to track trends, identify resources used by students, and key into the effectiveness of various school academic initiatives and programs offered during the academic term. Additionally, it provides insights on professional development needs for the faculty.    For students in grades 8-12, annual Guidance meetings with students and parents allow for the development and subsequent revisions of a 4-year high school course of study for each student.  Through calendar tracking and 4 year planner completion, the school tracks the progress of these meetings.    The Special Education Department uses a variety of standardized measures to assess eligibility for Special Education for all areas of suspected disability.  These include, but are not limited to the WIAT, WISC, WJIV.  There are also other standardized assessments that are utilized for assessing in the areas of Speech and Language, Mental Health and Occupational Therapy.|100% of our students are enrolled in a broad course of study as verified through their learning records.  Students have access to a broad course of study in all grades. For students in grades K-8, a diversity of online curriculum, print curriculum, and instructional classes are available through the use of allocated student instructional funds. Local learning opportunities also occur through our  Mobile Science Lab, where K-6 students can take courses in science, art, or PE class in a neighborhood near them.  Project Lead the Way (PLTW) classes provide a students in grades K-6 with learning opportunities in engineering and computer science.  Additionally, several school organized field trips are offered each month.  Students in grades 9-12 can select from a list of 113 a-g approved courses, each with a syllabus specifically tailored for the independent study student.  Additionally, students engage in weekly group discussions lead by High School Support Teachers.  High school science labs are completed by attending group classes at the Mobile Science Lab.  Students are encouraged to take CTE courses as those classes will satisfy the school’s unique “life skills” graduation requirement. Currently, students are able to complete a CTE certification in 12 different career pathways.  Using our Learning Management System (LMS), the school offers classes and additional resources to our students, including TurnItIn, to check their work for errors and plagiarism before submitting work to their teacher.  The school’s guidance staff works individually with each student in grades 8-12 to help them design a course of study to meet each student’s needs. The outcome of those meetings is the creation of a 4-year planner that outlines the courses and methods of instruction that will best suit each individual student’s needs. This planner is revisited and updated each year. For students who have an IEP, their special education service coordinator is also invited to attend the meeting to ensure a seamless course of study between general education and special education.  We are able to serve many different sectors of exceptional students. Students who need an accelerated program are able to take honors, AP, and college courses during their time in high school. English Language Learners use an English learning plan that outlines their English language development and strategies to improve language acquisition. They also receive English language support through live or online tutoring, online and print curriculum, access to “Mango” (a language acquisition program), and MiFi devices for students who need internet access. Our special education students, in addition to the 4 year planner, also have access to classes offered by the Special Education staff in the subjects of English Language Arts, high school math, and transition life skills. Students preparing applications for a 4-year university have support from the Guidance staff to complete applications.|As an Independent Study charter school in California, the school experiences some inherent barriers associated with student population spread out over the very large geographic area of several counties. Compared to site-based schools, the identified barriers described here are unique to Independent Study schools.  Yet given the barriers described below, the school has made progress in giving access to a broad course of study for all students.  Enrolled students are dispersed across multiple counties. The school has created learning opportunities for all students, including offering local field trips, school-sponsored learning events in local parks and community centers, and classes and tutoring from local vendors. Students can also choose from a vast number of online classes, taken either live or asynchronously, with credentialed teachers from the school.  Student transportation challenges for offering a single site-based CTE program for high school students is an identified barrier.  In an effort to provide a diversity of CTE programs for students, the school has leveraged technology to instructional learning opportunities through video conferencing and online courses.  When students experience an educational barrier because of a technology gap. Whether it is access to necessary computer equipment or internet access, we are able to provide the technology that the individual student needs to be successful in our CTE programs.  A final identified barrier is that some educational vendors business model is designed more for site-based schools and not for Independent Study schools. To overcome this barrier, we work with vendors to create a model that can adapted so that it can be implemented successfully in an independent study school. Guidance staff monitors the trends on student career interests to facilitate new learning opportunities for all students.|The school actively reuses curriculum through an online curriculum distribution process that utilizes library database software. Recently, school owned curriculum and materials have been cataloged in a online library database called Surpass so that all parents can view available curriculum and materials.     Using Title I funds and supplemental and concentration grant LCAP funds, the school has expanded offerings for STEM classes within the Mobile Science Lab at local parks.  2018-19 is the first year that group math classes are offered within the Mobile Science Lab.  Expanded offerings of engineering classes, including STEAM Storytime for the younger grades, and Medical Detectives PLTW classes for middle school students.  Additionally, the enrollment of high school students taking a-g science and the number of a-g labs have more than doubled over the past year.   The school has also used College Readiness Block Grant funds to support new learning opportunities for students to pursue college and to train faculty on the college entrance requirements, particularly for the UC / CSU institutions.  These funds will be used to purchase a-g textbooks and ACT exam prep materials for students.  Also, these funds support teacher training sessions to learn more about college entrance requirements for high school students and training in the development of broad course of study for college bound students.  For the 2018-2019 academic year, the school has placed a particular focus on math instruction within the faculty professional development program.  The “Math Initiative” program is focused on improving the mathematical mindsets of the teachers and families.  Through professional development trainings, the faculty learning how to improve their interpretation of objective mathematics assessment data, be introduced to new instructional strategies, curriculum opportunities, and school programs.   The school’s Intervention Program is now in its fourth year of implementation.  The Intervention Program supports student learning in ELA and Math.  Additional resources, such as supplemental curriculum, are used to provide targeted instructional content in areas identified through the school’s Internal Local Assessments.  Students who have scored two grade levels or below on Math and ELA assessments, are provided weekly in-person private tutoring sessions.|Met||2018
36750510136432|Alta Vista Innovation High|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
36750690000000|Upland Unified|7|Upland Unified School District monitors its success in providing all students with a broad course of study by reviewing course offerings and school site master schedules, as well as eliciting feedback from school site principals to confirm access and determine where barriers to access might exist.  Through these methods, we examined access based upon grade spans, unduplicated student groups, and students with disabilities.|For the 2017/18 school year, all students had full access to a broad course of study as defined by California Education Code 51210 and 51220 (a) - (i).   All students in grades TK-6 are enrolled in a broad course of study.  All elementary schools offer access and enrollment in the seven areas identified in California Education Code 51210, including English language arts, mathematics, history-social science, science, visual and performing arts, health, and physical education.  Unduplicated student groups (English learners, foster youth, and free/reduced lunch students).  Students with disabilities are included in the general education curriculum as outlined in each student’s IEP.  Students are supported through a multi-tiered system of supports. All students in grades 7-12 have access to a broad course of study as defined by California Education Code 51220. This includes English language arts, mathematics, history-social science, science, foreign language, visual and performing arts, career technical education, and applied arts.  Upland Unified expanded enrollment to A-G courses (for admission to CSU and UC) from 32% in 2014 to 56.4% in 2018.  The district provides open access to advanced placement courses.  The district expanded students with disabilities’ access to general education courses at grades 7 and 9 during the 2018/19 school year. High school students have access to additional courses, particularly CTE courses, both inside and outside of school hours.|Barriers at the elementary (TK-6) level include equitable access to all four areas of visual and performing arts (VAPA). District elementary schools offer access to music and visual art.  There is also variation in the health curriculum depending upon the school site. In grades 7-12, a small number of students experience barriers to participation in elective courses due to participation in targeted interventions related to related reading and mathematics.  Efforts are made to ensure that these are temporary measures to address targeted skill gaps and do not result in a long-term placement.  With regard to VAPA, dance and theater opportunities are limited at the junior high level.  Some students with disabilities don’t have full access to general education courses.|Upland Unified is exploring opportunities to expand access to VAPA standards related to dance and theater in grades TK-8.  The district will also identify steps to provide equitable access to the health standards in grades TK-6.  The district will continue expand enrollment in A-G courses, and it will continue to expand students with disabilities’ access to general education courses.|Met||2018
36750770000000|Apple Valley Unified|7|Apple Valley Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system (Aeries)  identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.  At the high school level data are gathered in spreadsheets for graduation tracking, university preparation, and other measures for all student groups.  Counselling staff and school administration analyze and act on the data as per below.|All AVUSD students in grades TK-6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. In grades 7 and 8 students do not have access to foreign language classes with one minor exception.  AVUSD does not operate traditional middle schools. Instead, there are only TK-6 and TK-8 schools, some of which have very small populations of middle grades students and limited staffing for World Languages programs.  Through the LCAP process, there has been expansion of offerings for applied arts and career and technical education aligned courses in the middle grades as well as Visual and Performing Arts.  However, World Languages is still lacking. At the High School level, all students have access to a broad course of study as defined in California Education Code 51220.  However, not every student enrolls in the courses listed.  For example, 25% of our students do not enroll in a foreign language class during the freshmen year.  Further, some students choose to pursue extended coursework in the visual and performing arts and therefore do not find room in the schedule to take an applied arts course or the reverse might be true.|The barrier to access to a broad course of study as defined in the California Education Code is the need for students to have extended time in the regular school day to develop mastery of the core content in literacy and mathematics.  Students who participate in an intensive intervention or who require time with special service providers need extra time to take advantage of the full range of course offerings.|AVUSD has added before and after school programs as well as an expanded summer intersession to offer both enrichment opportunities to all students as well as targeted intervention programs designed to bring students to the skill level required to take advantage of the full range of course and program offerings.  Further, for special populations, we have added counseling staff who work directly with English Learners, foster and homeless youth, and others to encourage students and families to take advantage of the full range of courses at the secondary level.|Met||2018
36750773631207|Academy for Academic Excellence|7|The Academy for Academic Excellence tracks progress in meeting Priority 7 standards through annual review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and enrolled in a broad course of studies.|For the 2017-18 school year, 100% of students at The Academy for Academic Excellence had full access to a broad course of studies as identified by school and class schedules. In elementary (TK-5), all seven areas identified as a broad course of studies are attended within the school day. Weekly magnet classes covering computer science, PE, music, and space science are attended by all K-5 students during the school day. After school programs include choir, dance, strings, drama, NASA’s Best, AEX (aviation), and band where all students are offered access. Enrollment is limited by size and is on a first come, first serve basis. Middle school students have access to all seven areas identified as a broad course of studies during the school day. In addition to the seven areas, middle school students have a rotating elective period four times a year with courses focusing on college and career readiness such as: computer science, science exploration, career pathways, and life skills. High school students have access to all seven areas identified as a broad course of studies during the school day. AP courses and AP Capstone are offered to all students. Air Force Junior ROTC is offered to all students within the school day. AFJROTC also has a seventh period for special teams. Middle and high school students are able to select from a wide range of co-curricular and extracurricular activities to include athletics, visual and performing arts, clubs and service groups.|No barriers exist to prevent students access to a broad course of studies in all grades, TK-12.|Regular analysis of course offerings, class schedules, and school schedules continues to inform administration of student enrollment in a broad course of studies.|Met||2018
37103710000000|San Diego County Office of Education|7|We are an alternative school with a transient student population, and we have systems in place to ensure our students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. During our enrollment process, every student undergoes a transcript review (by school counselor and student-support specialist), assessment testing, a career/interests survey, and, when needed, a review of their IEP (special education teacher). Our counselors then work with our school office staff and school administrators to ensure our students are enrolled in the right courses and a broad course of study that advances them towards culmination/graduation based on our graduation requirements and course list. At each grading period, counselors review student transcripts to ensure students are taking a broad course of study that advances students towards culmination/graduation.|We have four CDS codes in our LEA: Court Schools (schools in detention or probation facilities), Community Schools (serving mostly students who have been expelled from their districts or probation referred), San Pasqual Academy (serving foster youth at a residential facility), and Monarch School (serving homeless youth). Each CDS code enhances our orientation/transcript review and scheduling process in ways that best meet the needs of their student population. For example, at San Pasqual Academy, students are enrolled longer (many through their whole high school experience). There is a strong college-going culture at San Pasqual, so all students are encouraged to take A-G courses in route to admission to a 4-year university. In our Court Schools, we have a stronger emphasis on career readiness and thus students are exposed to a wider range of CTE options, including fire science, which is only available in our Court Schools. At Monarch, our emphasis is on social-emotional learning, thus all high school students have annual access to social-emotional learning courses. Finally, our community schools offer more opportunities for Independent Study, which allows students to personalize their learning experience based on their future plans.|Some barriers that can prevent our LEA from providing a broad course of study for all students include the fact that our sites are small (to meet the needs of our student population) and with so few teachers at each site, we are only able to offer a limited amount of courses in any given grading period. Another barrier is our student transiency (movement between sites and districts), which can lead students to earning only partial course credit in one of our CDS codes and then landing in one of our other CDS codes without the immediate ability to close the partial (and complete the course). A third barrier that we face in providing a broad course of study for all students is the challenge we have with student attendance. Many of our students struggle to attend school consistently due to housing insecurity, mental health challenges, appointments with lawyers and special advocates, etc., and this leads to challenges with ensuring students are taking and completing the exact courses they need within our broad course of study.|Our LEA is seeking to address the barriers we face in the following ways. First, we are updating our curriculum to better meet the needs of our students diverse transcript needs rather than having our teachers stick to the subjects they are most comfortable teaching. Second, we are moving our system towards having more broad supplemental course sequences where students can take “Critical Literacy 1, 2, or 3” for example and thus engage in the literacy learning they need based on their skill level and transcripts without having to worry about duplicating courses or leaving courses only partially complete (because students would just pick up where they left off after moving to a new CDS code in our LEA). Third, we are implementing a multi-tiered system of support (MTSS) to help improve student attendance and quickly/systemically catch up our students who struggle with attendance|Met||2018
37103710136085|Scholarship Prep - Oceanside|7|We use enrollment data, class rosters, student surveys, parent surveys, cumulative file reviews, and individual conversations to ensure that all students are enrolled in a broad course of study.|All of our students are enrolled in the same broad course of study, regardless of grade span, unduplicated groups, or disability status.|There are no barriers preventing us from providing access to a broad course of study for all students.|We will continue to offer our entire program to all students.|Met||2018
37103710136192|School of Universal Learning (SOUL)|7|The locally selected measures or tools that SOUL is using to track the extend to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individual with exceptional needs served, are our graduation requirements for both middle and high school in conjunction with adopted courses of study specified in the California Education Code for grades 7-12. Additionally, we follow what's outlined in our charter's petition including the use of an inclusion model and our suggested course sequence outlined for high schoolers.|Upon graduation, SOUL students will have completed the high school graduation requirements and all the UC A-G course requirements. That said, in our first two years of operation, students have not had choice with regard to the courses being offered. Students have not had the ability to select the courses of interest in a particular order. Rather, students in each grade from 7-10 (the grades we currently serve) has been assigned a particular set of courses, which will ensure their successful graduation. All students in grades 7-10 have taken their four core courses: science, history, math, and english, as well as two elective courses. To date, students have not had the opportunity to select which two elective courses they would like to take. Rather, they are assigned two elective courses that may listed in our graduation requirements and may satisfy their A-G requirements in high school. As a result, students have not had access to varied courses with regard to the courses that they take.|The barriers that have prevented SOUL from providing access to a broad course of study for all students include the following: We are a small school with a small staff in our second year of operation. Therefore, there are limited scheduling opportunities. Additionally, there is very limited space at our current facility, and we are operating with a limited budget. As a result, we have not be able to provide a myriad of course offering as we'd like. Once we grow to full capacity, we will have the space, students, budget, and staff to allow for a broad course of study for all 7-12 grade students. Additionally, students at SOUL have Integra three times a day. Integra is our holistic program and is a vital component to our school. As a result, because our social/emotional program is built into the school day, it allows for less time for other course offerings. This said, we believe Integra allows students to be more successful in all areas of study and both inside and outside of school.|As stated above, as a growing school, we have not been able to implement our full program. Once we have our own school site and are fully built out, we will have the ability to offer more courses. In the meantime, we allow students to create clubs after school and will work on creating a schedule that allows students to choose their two elective courses given a list of options.|Met||2018
37103710137695|Community Montessori|7|Master Agreements are signed each semester by the parent, student, and teacher.  The Master Agreement outlines the responsibilities of the parent, student, and teacher in providing an appropriate and broad course of study for all students.  This form is kept in the student’s cumulative file, and noted in Aeries, the student information system(SIS). Parent/Teacher handbooks are disseminated to all staff and families which outline all core and elective course offerings available .All students are required to enroll in language arts, math, science, social studies, and PE.  A wide variety of elective offerings are available which include, but is not limited to, Visual and Performing Arts, Health, Technology, Career Technical Education, College Prep, and Foreign Languages. For high school students, the Academic Counselor performs grad status checks in the SIS, and meets with students to ensure they are on track to graduate and are aware of the broad range of classes and other opportunities available to them.   A Personalized Plan and Record (PPR) is used each semester to reflect details of the course of study, resources and other support, as well as performance. The Director of Accountability works with the AVID Director and CTE Specialist to monitor enrollment in, and completion of, AVID and CTE courses.|South County has a robust Visual and Performing Arts program supported by two VPA instructors.  North County has an Engineering and Robotics program supported by a Project Lead the Way (PLTW) trained science teacher.  Students are permitted to attend whichever learning center best supports their learning plan.  In some cases, students are able to attend virtually.|Currently, the LEA offers a broad course of study for all students.|As a personalized learning model developing self-directed learners, the mission to increase opportunities for community learning and partnerships,  CTE pathways, access to technology instruction, and global education are ongoing to improve access to a broad course of study for all students.|Met||2018
37103710137752|Dimensions Collaborative|7|Master Agreements are signed each semester by the parent, student, and teacher.  The Master Agreement outlines the responsibilities of the parent, student, and teacher in providing an appropriate and broad course of study for all students.  This form is kept in the student’s cumulative file, and noted in Aeries, the student information system(SIS). Parent/Teacher handbooks are disseminated to all staff and families which outline all core and elective course offerings available .All students are required to enroll in language arts, math, science, social studies, and PE.  A wide variety of elective offerings are available which include, but is not limited to, Visual and Performing Arts, Health, Technology, Career Technical Education, College Prep, and Foreign Languages. For high school students, the Academic Counselor performs grad status checks in the SIS, and meets with students to ensure they are on track to graduate and are aware of the broad range of classes and other opportunities available to them.   A Personalized Plan and Record (PPR) is used each semester to reflect details of the course of study, resources and other support, as well as performance. The Director of Accountability works with the AVID Director and CTE Specialist to monitor enrollment in, and completion of, AVID and CTE courses.|South County has a robust Visual and Performing Arts program supported by two VPA instructors.  North County has an Engineering and Robotics program supported by a Project Lead the Way (PLTW) trained science teacher.  Students are permitted to attend whichever learning center best supports their learning plan.  In some cases, students are able to attend virtually.|Currently, the LEA offers a broad course of study for all students.|As a personalized learning model developing self-directed learners, the mission to increase opportunities for community learning and partnerships,  CTE pathways, access to technology/robotics instruction, and global education are ongoing to improve access to a broad course of study for all students.|Met||2018
37103710138016|Pacific Springs Charter|7|Our charter petition requires students to be enrolled in a broad course of study.  To ensure this happens when K-8 students enroll, they are placed in the required courses of study.  For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas beginning as soon as possible.  This ensures that all students are not only enrolled in each required course of study, but also complete their graduation requirements with their cohort.  The school’s Math Placement Test (8th grade) ensures that students are placed into math courses that are appropriate for their skill level and provides the support or acceleration needed for each student.  In addition, the Director of High School Programs regularly reviews program schedules to ensure students are enrolled in a broad course of study.|The Math Placement Test (completed prior to 9th grade; preferably 8th) has shown that many students do not have the foundational skills needed for high school mathematics.  This finding also shows that SWD and EL students are disproportionately represented in this group.  Administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.|Barriers for math include: lack of a universal diagnostic, insufficient curriculum scaffolding, and inadequate access to tutors.  Barriers to passing the LOTE courses had been that the online course management portal was difficult to navigate, and scores were reported in bulk rather than assignment by assignment.  This made it difficult for parents and students to receive effective feedback on student achievement.  This is all currently being rectified by staff.|School leadership is in the process of implementing a system that identifies student needs, provides appropriate scaffolding, and brings them up to grade level in our 9th grade courses.  This will ensure that all students have the skills to enroll in higher level math courses.   The school also adopted Rosetta Stone as an option in the LOTE category.  Students are being much more successful in this program since its format and reporting features are much easier to both navigate and understand, and the program provides adequate support and resources for families who are on independent study.|Met||2018
37679670000000|Alpine Union Elementary|7|AUSD measures access to a broad course of study for all students in grades 1-5 as access to common core standard instruction in ELA and math.  Additionally we measure the amount of instructional time that students have access to science, social science, physical education, and the arts throughout the school week.  In grades 6-8, AUSD uses the master schedule and course enrollment in ELA, math, science, social science, physical education, foreign language, the arts, engineering, and other elective courses to measure access to a broad course of study.|"All elementary students across the district receive dedicated daily blocks of instructional time to ELA and mathematics.  All elementary students have at least weekly blocks of the social sciences, science, visual and performing arts, and physical education.  All middle school students have access to at least one VAPA elective class including courses such as musical theatre, art, or photography.  Students may also choose CTE courses such as engineering, coding, robotics, or makerspace  Electives in culinary arts, band, leadership or a foreign language are also available.  All students are are required to take three years of courses in English, math, science, social science, and elective.  Students in ELD, special education, or at risk-intervention programs receive support during an ""enrichment"" period that enables them to take an elective class in addition to their full academic course load."|All students have access to a broad course of study.  Students at the middle school have access to health education through their participation in their science classes.  At the elementary level students have health education as time permits.|Alpine Union School District seeks to expand its middle school elective offerings every year to meet students' needs.  Additionally, more time for health education can be built into dedicated science blocks at the elementary level.|Met||2018
37679830000000|Borrego Springs Unified|7|The District uses measures such as percentage of graduates who meet A-G requirements as an indication that students are enrolled in a broad course of study. Other local measures, including Advanced Placement and Career Technical Education are tracked by grade span, unduplicated student groups, and individuals with exceptional needs.|As shown in the District's LCAP, local measures show that students have access to a broad course of study. There are no significant differences seen across student groups.|The District does not recognize barriers preventing access to a broad course of study.|All revisions, decisions, or new actions that the LEA has chosen to implement are found in the Local Control Accountability Plan. The Plan can be found on the District's website at www.bsusd.net.|Met||2018
37679830134890|San Diego Workforce Innovation High|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  We use multiple assessments and personalized academic planning to inform our academic instruction and post-secondary planning so that students receive proper interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French through our online offerings.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
37679910000000|Cajon Valley Union|7|For the 2018 - 2019 school year, a local survey was given to all administrators to track and evaluate student access to a broad course of study. Through the survey, each administrator evaluated their site’s course offerings, student access to a broad course of study, identified resources to support student access, and recommended revisions, decisions and/or new actions. All data was cross referenced with the California Department of Education Dataquest Webpage. We will also be collecting additional information on broad course of study from all stakeholders through our LCAP data collection.|Based on the results from the local survey, we found that all K-6 students have access to ELA, Math, Science, Social Studies, and PE. There was varied access to visual and performing arts depending on the grade level and the site. In addition, while offerings were not the same at all sites, our open transfer policies allow access for all students to sites with specific focuses aligned to their strengths and interests including Visual and Performing arts.   In grades 7 and 8, we found that all 6-8 students have access to ELA, Math, Science, Social Studies, and PE.  Access to foreign language, applied arts and career technical education was varied depending on the grade level and the site. In addition, while offerings were not the same at all sites, our open transfer policies allow access for all students to sites with specific focuses. For example, in reviewing our 2017- 2018 data we noticed a lack of continuation for our K-5 dual language programs, so we are currently implementing a grade 6 dual language program at one of our middle schools.|Based on the results from the local survey, we found that due to language barriers and designated English language development instruction, we found varied access for English language learners to art and health in grades K-6. We found a similar finding in grade 7-8 with varied access to electives, which often include applied arts, foreign language and career technical educations for English Language Learners due to designated ELD requirements. We also found students with special needs, are often provided services required in their IEP during enrichment based periods.|In response to this data, we have implemented GLO (Greater Learning Opportunities) to provide all K-5 Students with Design Thinking, Music and Movement, and Health while teachers participate in professional learning. We are currently in the process of implementing a two year vertical articulation plan with our feeder high school district to provide visual and performing arts professional learning offerings for general education teachers.   We are also currently investigating how to increase foreign language access for languages other than Spanish through our Learning Environment Task Force. Continual correlation between our World of Work curriculum and career technical education is in process, including implementing six career development lessons at each grade level based on student strengths, interests, and values. Students in grades 6-8 will be taking the Super Strong assessment in order to better know themselves and their place in the world of work.    In response to supporting increased English Language Learner Access, we have implemented a three year plan for GLAD training for a majority of our teachers to support Integrated English Language Development in all subject areas. In our middle schools, English Language Arts and English Language Development classes have been moved together in the master schedule in order to better connect the two subjects and provide students with relevant content. As we explore a comprehensive MTSS model, we expect more access for English Language Learners and special education students to electives and enrichment courses.|Met||2018
37679910108563|EJE Elementary Academy Charter|7|"EJE Elementary Academy (EJEEA) is a direct-funded, WASC-accredited, charter school that was established in 2005 and is co-located with EJE Middle Academy. Our school provides all students with a research-based 90/10 dual-language Spanish/English Immersion program, standards-aligned College preparatory curriculum that includes a total of 61,515 instructional minutes that far exceeds the state’s requirement of 54,000 minutes.  EJE Elementary Academy currently serves 561 students in grades TK-5, that reflect the following demographics: 86% Hispanic, 8% White, 4% African-American, <1% 2+ Races, 1% Asian; of which 11% are Students with Disabilities; 52% English Language Learners, and 80% Socio-economically Disadvantaged.   This model known as ""total immersion"" provides students that foundation in Spanish that will anchor their progress as they embark on a journey towards bilingualism and bi-literacy. According to extensive research of Dual Language programs once children have become fully bilingual, they will start to outperform their peers academically as they progress through middle school, high school, and beyond. It is during the formative years of brain development when our students are learning two languages that the foundation is laid for future success. Based on the second language acquisition theory and the structure of the dual language program, students must enter the program in kindergarten.    EJE Elementary Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of EJE Elementary Academy’s educational program.   EJE Elementary Academy (EJEEA) uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (trimester), report cards, and parent/conference reports."|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At EJE Elementary Academy, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, Spanish Language Arts (SLA), and physical education. In addition, 100% of students in grades TK-5 have access to and are enrolled in Music, and Technology course. There are no differences to accessibility to courses, across student groups at EJE Elementary Academy.|Currently, 100% of the students have access to a broad course of study and EJE Elementary Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of EJE Elementary Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
37679910119255|EJE Middle Academy|7|"EJE Middle Academy (EJEMA) is a direct-funded, WASC-accredited, charter school that was established in 2009 and is co-located with EJE Elementary Academy. EJEMA’s Spanish Immersion 70/30 educational model also incorporates a Social Justice curricular focus that provides students with relevant and ‘real-world’ learning experiences and higher demand from the community for a small school learning environment.   EJE Middle Academy provides all students with a standards-aligned college preparatory curriculum that includes a total of 61,515 instructional minutes that far exceeds the state’s requirement of 54,000 minutes.  EJE Middle Academy currently serves 242 students in grades 6-8, that reflect the following demographics: 93% Hispanic, 3% White, 2% African-American, <1% 2+ Races, <1% Asian, of which 11% are Students with Disabilities; 36% English Language Learners; 0% Foster Youth, 0% Homeless, and 86% Socio-economically Disadvantaged  This model known as ""total immersion"" provides students that foundation in Spanish that will anchor their progress as they embark on a journey towards bilingualism and bi-literacy. According to extensive research of Dual Language programs once children have become fully bilingual, they will start to outperform their peers academically as they progress through middle school, high school, and beyond. It is during the formative years of brain development when our students are learning two languages that the foundation is laid for future success. Based on the second language acquisition theory and the structure of the dual language program, students must enter the program in kindergarten.    EJE Middle Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of EJE Middle Academy’s educational program.   EJE Middle Academy (EJEMA) uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student led conference, and parent/conference reports."|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At EJE Middle Academy, all students in grades 6-8 have access to and are enrolled in ELA, mathematics, science, social studies, Spanish Language Arts (SLA), and physical education. In addition, 100% of students in grades 6-8 have access to and are enrolled in Music, and Technology course. There are no differences to accessibility to courses, across student groups at EJE Middle Academy.|Currently, 100% of the students have access to a broad course of study and EJE Middle Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of EJE Middle Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
37680230000000|Chula Vista Elementary|7|Access to each of the following courses, for all students: ELA, ELD, mathematics, science, social science, and VAPA for all K-6 students.  Additionally, priority workforce sector experiences exist for all 6th graders with plans to expand to 5th grade. This information is tracked through student attendance, teacher class schedules, and site support visits from Instructional Services and Support staff.|All K-6 students have access to ELA, ELD, mathematics, science, social science, and VAPA. Priority workforce sectors for all 6th grade students include, clean energy and information and communication technologies.  5th graders, beginning in April of 2019 will be exposed to the blue economy (water) workforce sector with plans for a health care experience in 2019-2020.|Required access for all students in core curricular areas, K-6, is not prohibited and therefore no barriers exist. Priority workforce sector work requires a high degree of collaboration with partners and space for the experiences to occur.  Relationship building is not a barrier but it does require an abundance of time.|Resource teachers support teacher in each school site.  Additionally, professional development has been offered to school sites to support un-duplicated children in all courses of study.|Met||2018
37680230119594|Leonardo da Vinci Health Sciences Charter|7|LdVCS utilizes many local measures to ensure student success. Some of the local measures include, but are not limited to, the Developmental Reading Assessment, Illuminate Education data and assessments tools, Reading Plus digital content, and Imagine Learning.|Instruction at LdVCS takes place in a traditional classroom learning setting. The curriculum described below is wholly aligned to State Standards. Specifically, the LdVCS educational program is comprised of the following standards-based content areas enriched with curriculum enhancements. Instruction of these content areas is consistent across each grade level. Teacher-developed instructional unit plans establish the scope and sequence of content delivery and the basis for designing instruction is driven by the strategies and methodology described below. While our curricular focus is health sciences, all students have access to a broad course of study including the academic core curriculum of English language arts, mathematics, history/social studies, visual and performing arts, physical education and health education.  LdVCS has developed a clearly structured Response to Intervention (RtI) model that delineates necessary student supports for three levels: Tier 1, Tier 2 and Tier 3. The The RTI program includes universal screening of all students, specific Tier 1 supports that teachers provide within the classroom; targeted Tier 2 supports provided by instructional assistants during the school day along with before and after school tutoring; and Tier 3 support provided by the instructional assistants and intervention teacher.   The RtI program allows students to receive an hour and a half of reading intervention in small groups guided by Instructional Assistants trained in specific techniques, including SIPPS and Reading Plus. The team works in small groups to effectively ensure students are being given instruction at their level. Over the past two years, LdVCS has implemented the RtI program for both ELA and math supports. The program was established based on a close analysis of CAASPP scores (particularly in math) from prior years.   In 2017-18, LdVCS hired and trained four Instructional Assistants to provide response to intervention help. The RtI team meets daily to analyze data, adjust small groups for optimal lesson delivery, and receives professional development from the ELD coordinator to align strategies, perceptions and data to inform instruction.|Barriers for our community are around universal access, opportunity, and language. We find value for our students in addressing each area of concern. Early intervention, removal of the barriers for our community, consistently seeking higher expectations for our community academically, and delivering these improvements in partnership with parents with the intention of taking a hand on approach to improvement so that parents can be confident that their children are receiving the resources, strategies, and critical thinking skills they need to be successful once they leave LdVCS.|Structured word inquiry (SWI) is an instructional approach to literacy that uses the principles of scientific inquiry as the basis of word level literacy instruction. Specifically, there are two key features of this instructional model, namely that the model explicitly targets any features and conventions that govern “word structure,” and those teachers employ not just an inquiry approach, but also a structured inquiry approach.   There are four standard questions used to guide SWI investigations: 1) What does the word mean? 2) How is it built? 3) What other related words can you think of? 4) What are the sounds that matter?  We utilize SWI as a means of deepening concepts across subject areas and teachers use this instructional model to investigate the terms and concepts they are trying to help students make sense of.|Met|LdVCS offers a five-week summer session for at-risk students. The summer session runs for three hours, five days a week and is structured into two effective teaching sessions. Half of the session is focused on English language arts and the other half on math. Two credentialed LdVCS staff members manage the class.|2018
37680230124321|Howard Gardner Community Charter|7|Howard Gardner Community School (HGCS) was established in Fall 2012, as a direct-funded Charter School in Chula Vista that focuses on Gardner's concept of Multiple Intelligences. Howard Gardner Community Charter School currently serves 230 students in grades TK-8; with the following student demographics: 90% Hispanic, 2% White, 2% African American, 5% Asian, of which 52% are students identified as English Language Learners; 13% Students with Disabilities; 82% Socio-economically Disadvantaged.   Howard Gardner Community School was the recipient of the Cohort 3 Multi-tiered System of Supports (MTSS) Grant Initiative. Our MTSS team will be undergoing MTSS professional development in order to design and implement a successful MTSS program schoolwide.  Howard Gardner Community School provides students with a unique, and supportive learning environment based on the tenets of multiple intelligence theory, facilitate the development of 21st-century skills, and create an atmosphere where ALL students reach their highest potential.   Howard Gardner Community School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Howard Gardner Community School’s educational program.   Howard Gardner Community School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/teacher conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Howard Gardner Community School all students in grades TK-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students in grades TK-8 have access to and are enrolled in Folklorico, Hip Hop Dance, Robotics, Visual & Performing Arts, Culinary Arts, Forensic Science (6-8), Yearbook, Sports Clinic, Yoga & Fitness, Graphic Design (6-8) and Coding. There are no differences to accessibility to courses, across student groups at Howard Gardner Community School.|Currently 100% of the students have access to a broad course of study and Howard Gardner Community School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Howard Gardner Community School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
37680230138073|Learning Choice Academy - Chula Vista|7|All students in grades 1-12 have access to a broad course of study as defined in the education code, including access to multiple career technological pathways in middle and high school. Each student is required to have a signed master agreement in place outlining the broad course of study chosen by the students teacher, parent and school counselor. This master agreement is unique to each student as serves to individualize the course of study for all students, including unduplicated student groups, special education and English language learners.|"All students enrolled at The Learning Choice Academy Chula Vista have access to the same broad course of study. TLC-CV continues to make improvements on the UC ""a-g"" completion rates as well as graduation rates."|The identified barrier to preventing students at TLC-CV in successfully completing a broad course of study is the transient student population.|"TLC-CV will continue to make improvements in the creating a college bound culture, by increasing the CCI and improving the UC ""a-g"" completion rates."|Met||2018
37680236037980|Mueller Charter (Robert L.)|7|The locally selected tools used by Mueller/Bayfront Charter School to determine if all students, including unduplicated, are enrolled in a broad course of study are report cards, English Learner identification, class schedules, and Individualized Education Plans.|The locally selected measures demonstrate all Mueller/Bayfront students have access to a broad course of study. Mueller/Bayfront has curricular focus areas ensuring opportunities for all students. Students participate in Music, the Arts, Physical Education.  Additional enrichment opportunities and electives are provided.  Students experiencing academic challenges have the support of Target Group Instruction, interventions, and attend Intersession.  Special Education Teachers are provided for students with IEPs. Core curriculum includes integrated and designated English Language Development for English Learners and is aligned to the Common Core Standards. Supplemental curriculum is provided to support students at individual instructional levels.|Mueller/Bayfront students have access to a broad course of study. No barriers have been identified that would prevent our students from accessing the appropriate course, materials, or coursework.|Mueller/Bayfront has provided professional development and support to classroom teachers to help support both staff and students in accessing the curriculum included in a broad course of study, For the 2018-19 school year Mueller/Bayfront will have a Dean of Achievement, a Coordinator of Instruction, Special Education teachers and Support Staff.  Training and resources for Integrated and Designated English Language Development, and supplemental curriculum aligned to the Common Core will be provided. To support students with lower achievement and students with disabilities, supplemental curriculum is aligned to the adopted curriculum.  Adopted curriculum and supplemental curriculum is provided.  Ongoing professional learning is provided to staff.  Instructional coaching is provided to teachers at both Mueller and Bayfront.|Met||2018
37680236111322|Discovery Charter|7|The LEA monitors and tracks the extent that students have access to a broad course of study.  Teachers identify focus students from the state-identified target groups to monitor academic progress during weekly collaboration and grade level planning.  All students have access to a robust STEAM curriculum and the integrated units of study.  English Language Arts and English Language Development engage students in reading, writing, speaking, and listening standards.  Teachers create integrated units of study using materials such as recommended texts from the Common Core State Standards and district and school supplied materials, such as the Benchmark Universe materials.  The school’s Mathematics instruction is also part of the integrated units of study and take from district resources, such as Eureka Math.    Science and Social Studies are taught throughout the year and is embedded in the language arts instruction.  Students learn visual and preforming arts as part of their weekly 2 hour Fine Arts block.  All students have the required PE and health instruction based on their grade level.  Teachers present student work and data during collaboration time and work with RtI staff, administration, and RSP staff to make learning accessible to students with varying needs.  Tools that assist staff in this endeavor include focus student tracking documents, Interim Assessment Blocks, the school’s Illuminate Education and Jupiter Grades reporting systems, and other structures that help share information about the access students have to the school’s broad course of study.|There are no differences across the school for students to have access to content.  All students use the same materials and resources.  All students in a grade level have the same essential instruction.  Students with IEPs and 504 plans have scaffolded and modified assignments, but the work and expectations are the same so that a high level of rigor is maintained while still accommodating a student’s learning needs.  Small group work, as measured through administration walkthroughs, occur regularly to ensure target students and focus students are making academic gains with the school’s integrated units of study.  The school maintains an excellent RSP program to support students with learning differences, as well as an RtI program to support students struggling with reading foundational skills.|There are no known barriers to provide access to a broad course of study for all students.|Discovery’s LEA will continue to research best practices and use data to drive instructional decisions for its state-identified target groups and teacher-identified focus students.  As part of the school’s LCAP Stakeholder engagement process, Discovery will continue to serve its unduplicated student population with LCFF and specific, targeted actions and services to create additional points of access.  Through small group instruction and intentional planning and teaching, the school will continue to serve all of its students based on need to provide equity and access to the curriculum.|Met|Discovery STEAM Charter School is also engaged in creating more opportunities for its students through optional clubs, the Spanish Dual Language Immersion Program, the Fine Arts curriculum, and other school programs and events.  Though not required by California Education Code to do so, Discovery has chosen to offer these additional opportunities to advance its focus as a STEAM Charter School.  By providing access to the community to its 50/50 two-way Spanish Dual Language Immersion program, Discovery creates additional access points for its students to foreign language and other world cultures.  The school takes advantage of cultural and community resources to provide opportunities for Career and Technical Education at the elementary and middle school level, such as field lessons to the Innovation Station and integrated learning opportunities in the school's Engineering Lab.  Students have access to tablets and laptops to move their learning beyond the texts provided in the school's library and classrooms.  In fulfilling its mission and vision as a STEAM, public charter school, Discovery meets and exceeds the requirements of the state for its broad course of study.|2018
37680236115778|Chula Vista Learning Community Charter|7|School site administrators and support staff (including the school psychologists and resource teachers) monitor and track access to materials for all students. We also have system level administrators and directors monitoring and tracking student access to materials.|English:  All CVLCC Student in grade TK-!2 have access to English instructional materials that are developed based on the California State Common Core Standards.   Math:  All CVLCC Student in grade TK-!2 have access to Math instructional materials that are developed based on the California State Common Core Standards.   Social Science: All CVLCC Student in grade TK-!2 have access to Social Science/History instructional materials that are developed based on the California State Common Core Standards.   Science:  All CVLCC Student in grade TK-!2 have access to Science instructional materials that are developed based on the California Next Generation Science Standards.   VAPA:  All CVLCC Student in grade TK-!2 have access to Visual and Performing Arts instructional materials that are developed based on the California Visual and Performing Arts State Standards.   P.E. & Health:  All CVLCC Student in grade TK-!2 have access to Physical Education and Health instructional materials that are developed based on the California State Physical Education Standards.|At this point there are no barriers to report that impede all students accessing materials and/or educational programs.|We will continue to expand the amount and access of instructional materials as we move forward as an educational institution. The goal will be to always provide access to broad course of study for all students at Chula Vista Learning Community Charter School.|Met||2018
37680310000000|Coronado Unified|7|Coronado Unified used a locally created survey as the self-reflection tool to measure enrollment and access for grades 1-8.  Graduation and A-G completion rates were utilized as the tool for Coronado High School.  Site administrators responded to a Grades 1-5 or Middle School (Grades 6-8) survey to identify whether the required subjects were offered and if all students, including English Learners, Foster Youth, Homeless, and Students with Disabilities were able to access these subjects.  Additionally, principals were asked to identify possible reasons students were not able to access the content, the types of supports provided to assist students, and how the information gathered will be used to develop the School Plans for Student Achievement.|All students (including all unduplicated students and students with disabilities) in 1st-6th grade are enrolled in English, Math, History Social Science, Science and receive a minimum of 200 minutes of Physical Education every ten days.  Additionally, 100% of students enrolled in 1st-6th grade have access to Visual and Performing Arts lessons, either integrated VAPA, designated VAPA, or a combination of both.    All students (including all unduplicated students and students with disabilities) in grades 7 and 8 are enrolled in English, Math and Physical Education courses.  While our middle school does offer History Social Science, Science, and Visual and Performing Arts (either integrated VAPA, designated VAPA, or a combination of both) not all English learners or students with disabilities are able to enroll in these subjects due to enrollment in additional academic support classes. History Social Science, Science, Visual and Performing Arts (either integrated VAPA, designated VAPA, or a combination of both) and Physical Education. Additionally, all students in grades 7 and 8 have access to enroll in elective courses in World Language and Career Technical Education/Applied Arts.  While our middle school does offer access to a broad course of study, not all English learners or students with disabilities are able to enroll in these subjects due to enrollment in additional academic support classes.  All students (including all unduplicated students and students with disabilities) are offered access to all required subject areas at Coronado High School.  However, there is a discrepancy between the success of each student group relative to the following measures. The overall graduation rate for the class of 2017 was 96.0%, the UC A-G completion rate for all students was 75.8%, and the CTE participation rate was 79%, with 207/210 students receiving a “C” or better in a CTE capstone course (99%). 2018 data will be analyzed upon office CALPADS certification.|The barriers identified for 1st-6th grade students are specific to students with disabilities.  While CUSD has implemented a full-inclusion model, there are some timeframes throughout the school day where a student might miss a portion of instruction in one of the required areas due to scheduling conflicts and the priority to provide pull-out intervention services to students.   At the middle school, scheduling conflicts also contributed to English learners and students with disabilities not being enrolled in some courses, as they are receiving more intensive intervention and support services during specific times throughout a school day.  In high school, English learners and students with disabilities are also enrolled in support classes, limiting access to all the required coursework.|Actions include: - Regularly monitor student progress and provide needed supports and intervention - Continue to expand the implementation of a student Personalized Education Plan (PEP) - Provide professional learning and coaching to teachers and administrators on evidence-based instructional strategies - Improve tutoring and credit recovery options for secondary students to improve grades - Continue to provide information to parents and the community about graduation requirements, student scheduling, A-G requirements and college readiness - Continue to ensure that all schools are offering the required subject areas - Continue to work with the MTSS Committee to implement a district-wide multi-tiered system of support that will address academic, behavioral and social emotional needs in order to provide a learning environment where all learners can be successful.|Met||2018
37680490000000|Dehesa Elementary|7|Dehesa is a unique school in that we are the only traditional school in the Dehesa School District making it easy to ensure that our students have access to a broad course of study.  District and site administrators work closely with community members, teachers, parents, and students  through a variety of focus groups and committees throughout the school year; including Parents' Club, School Site Council, Title VI team meetings and more, to ensure that every student on our campus has equitable access to curriculum regardless of grade, socio-economic status, and ability level.|Dehesa School continuously uses the feedback from numerous community, teacher, parent, and student groups to create and maintain a well rounded educational program that promises equitable access to a broad course of study for all students by ensuring that 100% of teachers are fully credentialed, providing RTI support for struggling students through focused reading and mathematics intervention support, providing 1:1 technology to all students in every grade, seeking out new and innovative curriculum that incorporates 21st century learning opportunities into every students' educational program; such as computer science through Code to the Future and Story Maker animation, offering unique physical education programs; including archery and golf, weekly after school tutoring, and by establishing partnerships with other Dehesa School District sponsored charter schools to offer online music, art, Spanish, and French language learning; as well as the Sycuan Cultural Center to offer Kumeyaay history lessons during school and after school Kumeyaay language enrichment classes for students free of charge.|Barriers that Dehesa School faces in working to offer a broad course of study to students include our small size; both as a district and as a school, limited professional development opportunities to collaborate with teachers across school sites, the rural location of our school/district, and the difficulties in wanting to offer 1:1 technology that has the ability to travel from school to home with our students but not having the capabilities due to our location to offer online/web access to families in Dehesa Valley.|In response to the measures in place; specifically the community, teacher, parent, and student focus groups and committees, administration has worked to remain vigilant in our effort to stay abreast of the latest innovations and trends in education.  Dehesa works hard to create and maintain partnerships with the community and neighboring school districts, and solicit feedback from stakeholders to ensure that our students continue to have an exceptional education and broad course fo study that will ensure their success in the future.|Met||2018
37680490127118|The Heights Charter|7|All students are interviewed and assessed.  All families work with the instructors at the beginning of the school year to develop a plan specific to their children.  An individualized learning plan was developed for each student. All students have access to rigorous, well rounded, independent study friendly, standards-aligned curricula.  Online learning resources are offered to give students the option of learning at home or at the resource center.  Teachers are trained in the teaching of this curricula in an independent study environment.  Renewed license for assessment software NWEA MAP to track student progress. Classroom materials required to provide a complete learning experience are available at the resource center.  Students are given the opportunity to participate in extracurricular activities and field trips designed to enhance both learning and the building of social skills.|As a result of developing an individualized learning plan for each student, 72% of students met or exceeded state standards in English language arts and 45% of students met or exceeded state standard in mathematics. All Students “maintained” their student performance rank in mathematics and “increased” their status in English language arts. In addition, The Heights will ensure sufficient tutorial support is available for students requiring one on one assistance.|Current measures have been effective.|Current measures have been effective.|Met||2018
37680490129221|MethodSchools|7|Students have access to a broad course of study based on Method Schools course catalog, the nature of our data-driven and personalized school model, and parent survey results.|All students learning is personalized and driven by data that informs course placement and instructional support received.  In the most recent parent survey, 89% of parents at least somewhat agreed that their students are “engaged in an ambitious and rigorous course of study” and 84% felt the educational program at Method Schools is differentiated.  88% felt their student had access to Common Core and 21st Century aligned textbooks and materials.|Due to the nature of online study, all students have access to a full range of curriculum as well as enrichment of their choosing.  The needs of exceptional students are met through enriched learning and extension activities.  On an ongoing basis, Method Schools explores the tools and instructional strategies that make learning accessible at a distance and in a virtual setting.|In response, Method Schools is committed to further developing the range of study to include a robust Career and Technical Education program, STEM courses and clubs, and character education that readies students for the 21st century.|Met||2018
37680490131169|Valiant Academy of Southern California|7|Valiant Academy of Southern California provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|Valiant Academy of Southern California makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
37680490132506|Inspire Charter School - South|7|We are an Independent Study School and tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition.  In addition, students are provided with enrichment funds to pursue their passion in visual and performing arts, health and physical education.  The individual student enrichment funds track courses to ensure student is participating in a broad course of study.  Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  The high school students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.|All students have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.|We do not have any barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.|Met||2018
37680490136416|Pacific Coast Academy|7|We are an Independent Study School and tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition.  In addition, students are provided with enrichment funds to pursue their passion in visual and performing arts, health and physical education.  The individual student enrichment funds track courses to ensure student is participating in a broad course of study.  Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  The high school students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.|All students have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.|We do not have any barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.|Met||2018
37680490136614|Diego Hills Central Public Charter|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
37680490136747|California Academy of Sports Science|7|CASS provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|CASS makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
37680496119564|Dehesa Charter|7|Master Agreements are signed each semester by the parent, student, and teacher.  The Master Agreement outlines the responsibilities of the parent, student, and teacher in providing an appropriate and broad course of study for all students.  This form is kept in the student’s cumulative file, and noted in Aeries, the student information system(SIS). Parent/Teacher handbooks are disseminated to all staff and families which outline all core and elective course offerings available .All students are required to enroll in language arts, math, science, social studies, and PE.  A wide variety of elective offerings are available which include, but is not limited to, Visual and Performing Arts, Health, Technology, Career Technical Education, College Prep, and Foreign Languages. For high school students, the Academic Counselor performs grad status checks in the SIS, and meets with students to ensure they are on track to graduate and are aware of the broad range of classes and other opportunities available to them.   A Personalized Plan and Record (PPR) is used each semester to reflect details of the course of study, resources and other support, as well as performance. The Director of Accountability works with the AVID Director and CTE Specialist to monitor enrollment in, and completion of, AVID and CTE courses.|South County has a robust Visual and Performing Arts program supported by two VPA instructors.  North County has an Engineering and Robotics program supported by a Project Lead the Way (PLTW) trained science teacher.  Students are permitted to attend whichever learning center best supports their learning plan.  In some cases, students are able to attend virtually.|Currently, the LEA offers a broad course of study for all students.|As a personalized learning model developing self-directed learners, the mission to increase opportunities for community learning and partnerships,  CTE pathways, access to technology/robotics instruction, and global education are ongoing to improve access to a broad course of study for all students.|Met||2018
37680560000000|Del Mar Union Elementary|7|The following measures have been selected to monitor the extent to which all students have access to a broach course of study: Access to board approved standards-based materials as measured by the annual hearing regarding Sufficiency of Instructional Materials Assignment of properly credential teachers Professional Learning – English Language Arts, Mathematics, and Science Access to PE Instruction – As measured by principal monitored schedules submitted to Instructional Services|Students have access to and are enrolled in, a broad course of study for grades 1-6 including unduplicated student groups, and students with special needs.  All students at all school sites have access to board approved standards-based materials.  During the 2017-18 school year, standards-aligned English language arts and English language development materials were purchased for all students.   All students at all school sites received instruction from properly credential teachers. There were no misassignments during the 2017-18 school year.   Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning.  All teachers at all school sites received professional learning English language arts, mathematics, and science as well as the Essential Elements of Instruction (EEI).   Training in English language arts and EEI focused on differentiation and teachers providing instruction at the right level of difficulty using newly adopted materials.  Teachers received customized instruction in Cognitively Guided Instruction (CGI) based on their experience level.  Teachers participated in professional learning to aid in implementing the Next Generation Science Standards (NGSS) focused on Cross-Cutting Concepts, the use of Phenomena, and Science and Engineering Practices (SEP’s).   All students received PE instruction in accordance with state expectations through a combination of classroom-based instruction and the services of specialty teachers assigned to each school site.|District system for providing English language development, identifying students for reclassification, and subsequent monitoring requires alignment to the expectations of the newly implemented state assessment for English learners, the ELPAC. Access to standards-aligned materials in science and for the newly revised history-social science, State-approved materials are currently in the state review cycle and selection is not yet finalized.|The district will revise the English learner monitoring and reclassification process to align with the ELPAC assessment timeline and provide staff with related professional learning.   The district will review state-approved science and history-social science materials when released for possible adoption.|Met||2018
37680800000000|Encinitas Union Elementary|7|District systems are in place to support all students in a broad course of study. All 9 sites support students in basic programing including English Language Arts, Mathematics, History Social Science, PE and Science. In addition, during the school day students have an opportunity to minimally have direct instruction in 4 enrichment areas. In addition, the following programing is offered at sites: Health and Wellness including Yoga, Arts, Music, STREAM, Spanish, Coding, and Drama.   We utilize several mechanisms to determine and track the extent to which students are enrolled in a broad course of study. Each year students, teachers, parents and staff are surveyed. 83% of students feel that our students are offered a broad course of study. Additionally, schedules also provide an additional way to track student opportunities.  A strong emphasis on research and design is provided at all sites. All students engage in at least one DREAMS (Design, Research, Engineering, Art, Math and Science) at our Farm Lab, Dreams Campus. Additional opportunities are provided during lunch time related to student interests and passions: Open Library, Storm Water Pollution Prevention Plan (SWPPP), the Film Guild, Water Management Internships, Star Techs (Tech support), and school leader opportunities.|District systems are in place to support all students in a broad course of study. All 9 sites support students in basic programing including English Language Arts, Mathematics, History Social Science, PE and Science. In addition, during the school day students have an opportunity to minimally have direct instruction in 4 enrichment areas. In addition, the following programing is offered at sites: Health and Wellness including Yoga, Arts, Music, STREAM, Spanish, Coding, and Drama.   We utilize several mechanisms to determine and track the extent to which students are enrolled in a broad course of study. Each year students, teachers, parents and staff are surveyed. 83% of students feel that our students are offered a broad course of study. Additionally, schedules also provide an additional way to track student opportunities.  A strong emphasis on research and design is provided at all sites. All students engage in at least one DREAMS (Design, Research, Engineering, Art, Math and Science) at our Farm Lab, Dreams Campus. Additional opportunities are provided during lunch time related to student interests and passions: Open Library, Storm Water Pollution Prevention Plan (SWPPP), the Film Guild, Water Management Internships, Star Techs (Tech support), and school leader opportunities.|The parent response has been excellent with the evidence showing in the parent California Department of Education Local Control Accountability Plan (LCAP) surveys:  LCAP Survey Question 1- EUSD supports exemplary programs, a wide variety of high quality learning resources, and opportunities to provide personalized learning for the unique needs of diverse groups. Agreed in 2016/2017: 63%   Increased to Agreed in 2017/2018: 74%.  LCAP Survey Question 2- My child receives a well-balanced education in EUSD including the core subjects as well as enrichment opportunities.  Agreed in 2016/2017: 74%  Increased to Agreed in 2017/2018: 83%   Some of the barriers include the importance of getting sites autonomy in order to meet the needs of their students. Often times, individual sites need a specific program because of the community they serve. For example. Ocean Knoll provides Spanish instruction as it is a requirement for being certified as an International Baccalaureate school.  We additionally are currently working on how to make some of the current highly popular enrichment opportunities like SWPPP and Film Guild happen more during the school day and less during lunch time.|Surveys with parents determined the need for the district to provide consistent programming and be a part of the funding for the broad course of study. Previously many of the enrichment offerings during the school day were PTA and Foundation funded. Currently there is PTA support, but both the district and site prioritize this expense. All sites are given access regardless of PTA fund raising.  Additionally, based on stakeholder input the district shifted to having one set of goals tied to LCAP for all sites and the district as a whole. Goal 5 reads as follows to address a broad course of study: Ensure exemplary programs, a wide variety of high-quality learning resources, and engaging opportunities to provide personalized learning for unique needs of diverse groups.  Retention of enrichment teachers was a concern in parent and teacher surveys, additional pay was allocated.|Met||2018
37680980000000|Escondido Union|7|Schedule audits are used to check to make sure that every student,is enrolled in a broad course of study which includes all required subject areas.|Every student has access to a broad course of study.|There are no barriers preventing access to a broad course of study for all students|EUSD will continue to work to ensure that all students have access to  a rigorous and engaging, broad course of study.|Met||2018
37680980101535|Heritage K-8 Charter|7|Heritage K-8 Charter School offers all courses specified in the California Education Code for Grades 1-8. The school reviews the progress of each student annually to ensure that all students (including unduplicated student groups and all individuals with exceptional needs) are enrolled in a broad course of study that satisfies the requirements of the California Education Code.|Currently, all students at Heritage K-8 Charter School (including unduplicated student groups and all individuals with exceptional needs) are enrolled in a broad course of study that satisfies the requirements of the California Education Code.|There are no barriers that prevent Heritage K-8 Charter School from providing access to a broad course of study for all students.|No revisions, decisions, or new actions are necessary since all students at Heritage K-8 Charter School (including unduplicated student groups and all individuals with exceptional needs) are enrolled in a broad course of study that satisfies the requirements of the California Education Code.|Met||2018
37680980133991|Epiphany Prep Charter|7|Directly connected to its primary focus on students affected by poverty and for whom English is not their primary language is the Epiphany Prep's goal that students will develop English Language proficiency as effectively and efficiently as possible.  Additionally, our goals include increasing the number of students who are becoming bilingual and bilitierate.  We recognize that these goals can only be accomplished through expanding programs that are standards-based, rigorous, and inclusive of a broad course of study, including English, Math, Social Sciences, Science, Visual and Performing Arts, Foreign Language, Health, and Physical Education.    As a relatively small school, Epiphany Prep is benefited by being able to provide personalized attention and checks to ensure that every student is enrolled in and receiving the above listed course of study.  There is no difference in this course of study, by grade span, unduplicated student groups, or individuals with exceptional needs.  EPCS has implemented a block schedule and the inclusion of daily Explorations extra-curricular offerings, at which time students who require additional interventions of any kind receive those services, permitting them to be able to participate in the full course of study during regular class time.|Since its inception Epiphany Prep Charter has remained committed to all students receiving the full broad course of study. This mandate applies to English Learners and other unduplicated student groups, and students with disabilities.|Epiphany Prep relies on its Exploration model to support providing access to a broad course of study for all students. A barrier that can potentially impact access to the broad course of study is that of teacher availability for both regular classrooms and Explorations courses. The countywide and statewide lack of availability of sufficient qualified substitute coverage for unplanned teacher absences can result in the reorganization or cancellation of Exploration classes, resulting in English Learners, unduplicated student groups, and students with disabilities needing to miss regular class time in order to receive required services.|In order to ensure that we have sufficient qualified substitute teacher coverage Epiphany Prep is actively addressing the hiring of schoolwide substitute teachers.  We are building our substitute teacher list as well as engaging with teachers on that list to nurture individuals who are prepared to accept long-term substitute positions, as needed.   In the meantime, the Assistant Principal daily reviews teacher absences and reorganizes the daily Explorations schedule and coverage, as appropriate, in order to ensure that it runs with consistency and imposes the least impact to students receiving the full broad course of study every day.|Met||2018
37680986116776|Classical Academy|7|Based on The Classical Academy's charter, students are enrolled in English Language Arts, Math, History Social Science, and Science courses in grades TK-8.  All students including all sub groups are enrolled in each of those courses.|At The Classical Academy in grades TK-8, 100% of students, including all sub groups of students, are enrolled in the courses outlined in the charter.|In grades TK-8, no barriers are identified at this time that are preventing access to English Language Arts, Math, History Social Science, and Science courses for any students in any subgroups.|The Classical Academy will continue to review and evaluate student access to a broad course of study as defined in its charter.  As barriers or access issues come up, The Classical Academy will make corrections in its practices to fulfill our goal of all students growing and learning.|Met||2018
37681060000000|Escondido Union High|7|Local measures for LCFF Priority 7 include graduation rate and the College/Career Indicator.|100% of EUHSD students are enrolled in a pathway towards graduation, with access to graduation requirements. As seen in our Graduation Rates Report, no student groups are in the red or orange. Although our students with disabilities are identified yellow, the change column notes that this group’s graduation rate has increased 3.6% over the prior year. All groups have either maintained or increased their graduation rate from the prior year.    100% of EUHSD students are enrolled in a pathway towards one or more methods of scoring “prepared” on the College/Career Indicator.|While 100% of our students have access and are enrolled in these pathways, we are seeking to increase student access to multiple pathways to score “prepared” on the College/Career Indicator and to increase the success metrics of scoring “prepared.”|As a result of our review of the data, including the goal of expanding access to pathways to score “prepared” on the College/Career Indicator, we have taken the following steps:  *Conduct A-G audits  *Participate in an Equity Grant focusing on English language learners and success on the College/Career Indicator  *Participate in an AP grant with the National Math Science Initiative (NMSI)  *Participate in a CARPE grant on college/career readiness  *Increase pathways for dual enrollment with Palomar College  *Continue professional learning for counselors and support personnel with Dr. Trish Hatch  *Launch a Multi-Tiered Systems of Support task force|Met||2018
37681060111195|Classical Academy High|7|Based on Classical Academy High School's charter and course catalog, students have access to a comprehensive selection of courses to meet graduation requirements as well a robust offering of electives.  All students including all sub groups are may enroll in all courses at Classical Academy High School.  Enrollment in courses is tracked through our Student Information System.|At Classical Academy High School, 100% of students, including all sub groups of students, have access to all courses outlined in the charter and in the course catalog, including A-G, Advanced Placement, and electives.  For the 2017-2018 school year, 50% of students graduated meeting the A-G requirements, and 22% of students in grades 10-12 population were enrolled in at least one AP course.|No barriers are identified at this time that are preventing access to courses for any students in any subgroups.|Classical Academy High School will continue to review and evaluate student access to a broad course of study as defined in its charter.  As barriers or access issues come up, Classical Academy High School will make corrections in its practices to fulfill our goal of all students growing and learning.|Met||2018
37681063731023|Escondido Charter High|7|Escondido Charter High School offers all courses specified in the California Education Code for Grades 9-12 The school has two counselors who meet with each student annually to ensure that all students (including unduplicated student groups and all individuals with exceptional needs) are enrolled in a broad course of study that satisfies the requirements of the California Education Code.|Currently, all students at Escondido Charter High School (including unduplicated student groups and all individuals with exceptional needs) are enrolled in a broad course of study that satisfies the requirements of the California Education Code.|There are no barriers that prevent Escondido Charter High School from providing access to a broad course of study for all students.|No revisions, decisions, or new actions are necessary since all students at Escondido Charter High School (including unduplicated student groups and all individuals with exceptional needs) are enrolled in a broad course of study that satisfies the requirements of the California Education Code.|Met||2018
37681140000000|Fallbrook Union Elementary|7|FUESD hires PE Credentialed teachers for our physical education programs; All Students have a scheduled PE time. All schools maintain and operate a STEM Lab; All students participate in the Lab. Enrollment in STEM electives, Visual/Performing Arts electives, and Language Pathway program at PJHS. Enrollment at Maie Ellis Elementary for the K-6 Dual Language Program Access to technology for all students. Elementary students have access to VAPA standards through the integration of content areas standards.|FUESD offers physical education by PE credentialed teachers (100% hired) to all students (including unduplicated student groups and individuals with exceptional needs), meeting the mandated PE instructional minutes each week.  We offer STEM labs at all school sites and provide access to technology to 100% of our students through our 1:1 Chromebook initiative, school site computers labs and access to student desktops in classrooms.  100% of our students have access to visual and performing arts through integrated learning experiences in TK-6th grade and elective options in 7th and 8th grade (elective enrollment). FUESD offers a K-6 Dual Language Program at Maie Ellis Elementary and a Language Pathway for continuing students at PJHS (enrollment).|FUESD offers a Dual Language program at Maie Ellis and a Language Pathway at PJHS to all interested students, however, due to limited space at Maie Ellis we maintain a waitlist, so all those interested may not be able to participate.   FUESD was unable to hire a qualified Part-time Visual and Performing Arts teacher to support instruction and integration in TK-6th.  However, teachers continue to integrate VAPA standards.|As a new action, FUESD will systematically review and monitor daily instructional schedules to ensure all students have access to a board course of study (PE, visual and performing arts, STEM education, World Languages), including those who are participating in intervention, special education, and/or English Language Support.  FUESD will continue to expand our 1:1 Chromebook initiative as outlined in our LCAP.|Met||2018
37681220000000|Fallbrook Union High|7|The district monitors the enrollment of all students, particularly unduplicated student groups and individuals with exceptional needs, in all courses.  For example, we keep track of the number of unduplicated students enrolled in Honors and AP courses.  Additionally, we monitor IEPs to ascertain how many opportunities are explicitly given to students with exceptional needs to participate in mainstream courses.|Our analysis indicates that students with exceptional needs have access to mainstream courses including.  However, have discovered that we need to increased the percentage of unduplicated students in AP courses.|Perhaps the most significant barrier preventing the LEA from providing access to a broad course of study for all students is the pervasive confusion regarding how students are selected for Honors courses.  Often, Honors courses address the same content standards as their regular counterparts.|The District is in the process of finalizing curriculums that are aligned with the new content standards and through this process is working towards clarifying how Honors courses differ from regular classes.  Depending on our findings, the District may choose to eliminate Honors courses.  Additionally, the District is in the process of increasing the number and types of courses available to all students including the planned introduction of an I.B. Program and the increased number of Dual Enrollment courses.  Also, this year the District began to implement courses that target students with exceptional needs that are co-taught by SPED and regularly subject matter credentialed teachers.|Met||2018
37681300000000|Grossmont Union High|7|The principal measures for evaluating student access to a broad course of study include: 1) A-G completion, 2) CTE participation/completion, and 3) completion of local graduation and credit requirements.|Generally speaking, all students in the GUHSD have access to a broad course of study as defined by courses that meet the A-G requirements, CTE courses, and/or the local graduation requirements. However, there are school-specific differences in master schedule offerings, including differences in the availability of elective programs. Over the last decade, most courses that don’t address A-G requirements have been retired in favor of more rigorous college preparatory courses. Although there are school-to-school differences in the number of AP/IB courses offered, in the number of foreign language courses offered, and in the number of CTE pathways offered, all students have the opportunity to participate in a college-preparatory curriculum that aligns to the UC and CSU A-G course requirements.|Although every student has the opportunity to participate in college preparatory courses, there are barriers with respect to intervention courses and support courses due to funding limitations. Students that receive a D or F in an A-G course don’t always have the opportunity for makeup given some of these limitations. In addition, some students require a 5th year of high school in order to get through the basic A-G curriculum (particularly some English Learners and students with disabilities).|The District is continually evaluating the equity and options for access to core college preparatory curriculum. The District is currently in the second year of intensive work surrounding A-G completion rates and is raising site awareness of the need to afford every student opportunities in both the college preparatory work as well as in Career Technical pathways aligned to post-secondary careers.|Met||2018
37681303731262|Steele Canyon High|7|SCHS graduation and A-G completion rates were utilized as our locally selected measure of access to a broad course of study.  These measures were also used to analyze whether or not English Learners, Foster Youth, Homeless, and Students with Disabilities were able to access all required subjects.|All students (including all unduplicated students and students with disabilities) are offered access to all required subject areas at Steele Canyon High School.  However, there is a discrepancy between the success (using course grades) of each student group relative to the graduation rate and the UC A-G completion rate, showing that unduplicated students or students with disabilities are still struggling to achieve at the same level in the required courses when compared to all students.|At SCHS, English learners and students with disabilities are also enrolled in support classes, limiting access to singleton electives.|Actions include: Regularly monitor student progress and provide needed supports and intervention Provide professional learning and coaching to teachers and administrators on evidence-based instructional strategies Improve tutoring and credit recovery options for students to improve grades Continue to provide information to parents and the community about graduation requirements, student scheduling, A-G requirements and college readiness Continue to ensure that SCHS is offering the required subject areas Develop a MTSS vision to guide and implement a school-wide multi-tiered system of support that will address academic, behavioral and social emotional needs in order to provide a learning environment where all learners can be successful.|Met||2018
37681303732732|Helix High|7|Helix Charter High School offers a broad course of study in required subject areas for all students. Those subject areas include: English, Language Arts, Math, Social Science, Science, Visual and Performing Arts, Health, Physical Education, Career and Technical Education and others. We will use the Subject Levels Courses and Course Information School Level Reports from Dataquest, to study and analyze the extent to which all students have access to, and are enrolled in, a broad course of study.|Based on the information reported in Dataquest, all students have access to, and are enrolled in, a broad course of study. Yearly, we offer a variety of A-G approved core classes, that are accessible to all students. In the last 2 years, we have doubled our Dual Enrollment and our Career Technical Education offerings, and making them accessible to all students. We are also  effectively partnering with Grossmont College to provide pathways for students.  Students and parents have continual opportunities to discuss what their child is learning with teachers and how they can best support student learning at home. All students and parents are required to meet annually, to review their 4-year plans and review course options with their Grade Level Team.|For At-Promise students, experience and exposure can be a large hurdle to overcome. As a College Preparatory Charter, we are supporting a college/career exploration and educational program with the maintenance of Naviance, a technology based college and career education program utilized schoolwide. At the 9th grade level, we provide Helix First College Exploration, a college exposure program of SDSU and UCSD, with tours provided by former Helix graduates. At the 10th grade, we have implemented the RISE UP program, a summer program focused on  college investigation and preparation, that includes a visit to college with parent/guardians. At the 11th grade level we have implemented College for Me, a college preparedness program, that tours 12 California colleges during Spring Break. During the summer months, we are able to provide a Summer SPACE Program, for graduated 12th grade student support towards college enrollment and the crossover to independence.|"We are consistently providing academic support courses, focused on providing access to the curriculum in a broad course of study. Helix’s Academic Support program, is an integral part of a Pyramid of Interventions, providing Helix students with academic support, successful role models and opportunities to build connections on campus with caring adults. In an effort to support our Bilingual Learners, we have implemented a year-long academic support class, essentially, double-dosing English development.  Algebra is a gatekeeper for high school graduation and post-secondary success. Students who pass Algebra 1 by the end of ninth grade, are more likely to take advanced mathematic courses, graduate from high school, and succeed in college. Yet, inequities in access to rigorous algebra due to issues of placement, preparation, and quality of instruction, have kept the gate closed for a large proportion of students, particularly those that are economically disadvantaged. Thus, we implemented a ""double-dose"" Algebra I program of study for our 9th grade students. This year we also ran Algebra II in the same format. The success of the pilot from 2016-17,  apprized us of the need to expand to all 11th grade students as well."|Met||2018
37681550000000|Jamul-Dulzura Union Elementary|7|JDUSD uses many measures and tools to track the extent to which all students have access to and are enrolled in a broad course of study.  The District uses curriculum and state testing, including but not limited to NWEA/MAP (Measures of Academic Progress), CAASPP (California Assessment of Student Performance and Progress), ELPAC (English Language Proficiency Assessments for California), and curriculum specific tests.  In addition, JDUSD has multiple measures for tracking growth for our English Learners, ongoing formative assessments for each grade level span, and looks at IEP goal progress through progress monitoring measures.|All students (TK-8) have access to the general education curriculum. Students that meet criteria for enrichment programs are placed accordingly and are provided with access to advanced coursework.  For students who need extra support to be successful in the general education curriculum (i.e. those with an IEP (Individual Education Plan) or who are English Learners) we offer multiple opportunities for that additional support based on needs and goals. In addition, at the middle school level (grades 6-8) students are enrolled in math, language arts, science, social studies, physical education, and the elective wheel. Students rotate through the electives offered which include: Visual Arts, Spanish as a World Language, Digital Citizenship, Growth Mindset, Mindfulness, Science Enrichment, Character Education, and Developing Civic Learning. In order to ensure that all TK-8 have enrichment opportunities we have increased our afterschool classes. Most of these are free to parents with some requiring a nominal fee.  These include but are not limited to: science, visual arts, performing arts, gardening, music, sports, tutoring, English, and computers.|JDUSD does find that there are difficulties in ensuring that all students have daily access to a broad course of study.  Building foundational skills often takes priority over enrichment opportunities for students. Those students who are academically low in English Language Arts or math, receive an additional skill building opportunity in the area of ELA and Math, or English acquisition.  These skill building opportunities often occur during the enrichment times. For students with exceptional needs their access may dependent upon their identified areas of need and IEP goals. In order to compensate for students missing out on enrichment opportunities, we have increased our offerings in our afterschool enrichment program in order to provide the opportunity to participate. Our students with Individualized Education Plans, depending on their IEP goals, may not have all the same opportunities in the elective wheel at the middle school due to goals and support time.   We believe that we need to address social emotional health for all of our students.  Therefore, we are focused on Restorative Practices, Trauma Informed Care, and supports for students and families.|In response to the results of the tool, JDUSD has expanded our after-school tutoring and enrichment programs.  Across all grade levels, JDUSD has developed and implemented inclusive practices in our teaching. All classrooms, including those with students with exceptional needs, have fully up to date curriculum, with the end goal of moving to an inclusive model.  JDUSD is in process of training teachers in co-teaching. Teachers are provided opportunities to develop Universally Designed Learning skills and additional professional learning will continue to be given in the future as part of the Supporting Inclusive Practices grant. We are proud of the direction in which we are moving for our children.|Met||2018
37681556117303|Greater San Diego Academy|7|GSDA monitors our students subject matter using a student information system that tracks monthly assignments and grades.  Student portfolios are kept with evidence of learning collected to accompany the monthly work summary reports.  The work summary reports detail the course of study, curriculum, assignments, modifications, and personalized goals of each student.|Students in grades TK-12 have access to a broad course of study at GSDA. Using the CA Standards as a guide, credentialed teachers support parents in choosing the best course of study for their student based on grade level, academic ability, English Language proficiency, and exceptional needs.  High school students have the ability to follow an A-G courses diploma track or complete the general education diploma requirements as defined by the state of California.|Due to the personalized nature of our program, all of our students have access to a broad course of study.  Students are able to enrich their course of study with courses offered in the community including art, music, sports, etc.  The barriers to providing access to all course options include lack of internet or devices for online options and varied English Language proficiency levels of the parent/teachers.|GSDA has purchased additional Chromebooks for student use and shares opportunities in the community for families to access to low cost computers and internet. Additionally, GSDA provides course content that can be translated into a number of languages when needed.|Met||2018
37681630000000|Julian Union Elementary|7|Our district is comprised of two campuses that span grades Kindergarten through 8th grade. Due to the small size of our district, student placement is determined on an individual student basis and classroom daily schedules are developed in a manner to provide all students with access to a broad course of study. Additional care is given in the placement and scheduling of English Language Learners and students with disabilities to ensure that they are in an instructional environment that is rigorous and challenging to meet their individual developmental and educational needs.|100% of students at Julian Union Elementary School District are enrolled in a broad course of study as evidenced by elementary school classroom schedules and the junior high school master schedule. As the needs of our students with disabilities have shifted, we have adjusted grade level supports and structures to ensure an adequate adult to student ratio to ensure that all students have access to the curriculum.|Due to small numbers of English Learner students spread across multiple grade levels, it had been a bit challenging to schedule appropriate integrated and designated ELD in a manner that does not disrupt student access to arts, physical education and the development of technology competencies. Through intentional scheduling and rethinking the manner in which we provide supports, this need has been met ensuring that all EL students maintain access to a broad course of study. We have additionally been working with our early childhood education programs to provide early intervention educational services to students with disabilities prior to their entry into kindergarten to ensure all students have the best opportunity to access a rigorous and challenging course of study.|In reviewing the metrics related to broad course of study from our LCAP, we realized that we did not outline how we will measure broad course of study in terms of a specific tool or process. We will continue to refine our internal systems to be able to quantify the percentage of students having access to a broad course of study.|Met||2018
37681630128421|Harbor Springs Charter|7|Our charter petition requires students to be enrolled in a broad course of study.  To ensure this happens when K-8 students enroll, they are placed in the required courses of study.  For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas beginning as soon as possible.  This ensures that all students are not only enrolled in each required course of study, but also complete their graduation requirements with their cohort.  The school’s Math Placement Test (8th grade) ensures that students are placed into math courses that are appropriate for their skill level and provides the support or acceleration needed for each student.  In addition, the Director of High School Programs regularly reviews program schedules to ensure students are enrolled in a broad course of study.|The Math Placement Test (completed prior to 9th grade; preferably 8th) has shown that many students do not have the foundational skills needed for high school mathematics.  This finding also shows that SWD and EL students are disproportionately represented in this group.  Administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.|Barriers for math include: lack of a universal diagnostic, insufficient curriculum scaffolding, and inadequate access to tutors.  Barriers to passing the LOTE courses had been that the online course management portal was difficult to navigate, and scores were reported in bulk rather than assignment by assignment.  This made it difficult for parents and students to receive effective feedback on student achievement.  This is all currently being rectified by staff.|School leadership is in the process of implementing a system that identifies student needs, provides appropriate scaffolding, and brings them up to grade level in our 9th grade courses.  This will ensure that all students have the skills to enroll in higher level math courses.   The school also adopted Rosetta Stone as an option in the LOTE category.  Students are being much more successful in this program since its format and reporting features are much easier to both navigate and understand, and the program provides adequate support and resources for families who are on independent study.|Met||2018
37681630138156|JCS - Mountain Oaks|7|JCS-Mountain Oaks keeps data on English Learners to ensure they have access to designated ELD time and curriculum. Reclassified English Learners are tracked for two years using local assessments, and as needed, additional supports are put in place. Special education staff ensure that all students with disabilities have access to grade level curriculum through the IEP team process.|"JCS-Mountain Oaks provides access to the GATE standards for all students and differentiates to meet the needs of all learners. ELD time for English Learners is integrated into the class so students remain integrated throughout the day. Students with IEPs and students in Tier 2 support for MTSS receive as much support in the general classroom as possible to increase access to general education curriculum. JCS-Mountain Oaks uses local assessments to track student progress and provides ""drill down"" assessments to identify areas of need for tiered support."|We don't see any barriers to providing access for any of our students. Our team continuously refines our MTSS through communication and professional development to ensure students are making progress.|At our October forum professional development was completed for all staff on the following topics: MTSS; trauma-informed practices; the needs of unduplicated groups (English learners, foster/homeless youth); 504 accommodations; special education accommodations & modifications. Additional training will be provided for teachers with English Learners to look at ELPAC tasks in relation to the ELD and ELA standards.|Met||2018
37681630138628|JCS - Cedar Cove|7|JCS-Cedar Cove keeps data on English Learners to ensure they have access to designated ELD time and curriculum. Reclassified English Learners are tracked for two years using local assessments, and as needed, additional supports are put in place. Special education staff ensure that all students with disabilities have access to grade level curriculum through the IEP team process.|"JCS-Cedar Cove uses local assessments to track student progress and provides ""drill down"" assessments to identify areas of need for tiered support. Home study: ELD students meet weekly online with the EL coordinator to assess their oral language skills. Students with IEPs come to learning centers to receive services, and special education staff work with EFs and parents to ensure students have appropriate grade level curriculum in addition to intervention curriculum. Home study students in need of additional support are encouraged to come to learning centers for tiered support. Academies: ELD time for English Learners is integrated into the class so students remain integrated throughout the day. Students with IEPs and students in Tier 2 support for MTSS receive as much support in the general classroom as possible to increase access to general education curriculum."|The only barrier to ensuring access to a broad course of study comes from the willingness of home study parents to implement interventions recommended by staff. Our team continuously refines our MTSS through communication and professional development to ensure students are making progress.|At our October forum professional development was completed for all staff on the following topics: MTSS; trauma-informed practices; the needs of unduplicated groups (English learners, foster/homeless youth); 504 accommodations; special education accommodations & modifications. Additional training will be provided for teachers with English Learners to look at ELPAC tasks in relation to the ELD and ELA standards.|Met||2018
37681633731239|Julian Charter|7|JCS keeps data on English Learners to ensure they have access to designated ELD time and curriculum. Reclassified English Learners are tracked for two years using local assessments, and as needed, additional supports are put in place. Special education staff ensure that all students with disabilities have access to grade level curriculum through the IEP team process.|"ELD students meet weekly online with the EL coordinator to assess their oral language skills. Students with IEPs come to learning centers to receive services, and special education staff work with EFs and parents to ensure students have appropriate grade level curriculum in addition to intervention curriculum. JCS uses local assessments to track student progress and provides ""drill down"" assessments to identify areas of need for tiered support. Home study students in need of additional support are encouraged to come to learning centers for tiered support."|The only barrier to ensuring access to a broad course of study comes from the willingness of parents to implement interventions recommended by staff. Our team continuously refines our MTSS through communication and professional development to ensure students are making progress.|At our October forum professional development was completed for all staff on the following topics: MTSS; trauma-informed practices; the needs of unduplicated groups (English learners, foster/homeless youth); 504 accommodations; special education accommodations & modifications. Additional training will be provided for teachers with English Learners to look at ELPAC tasks in relation to the ELD and ELA standards.|Met||2018
37681710000000|Julian Union High|7|The schoolwide data system, Synergy, provides profiles of student demographics used to track and assess students performance and academic needs. California Department of Education Dashboard, AP, ELPAC, CASSP, A-G qualifications, State Golden Seal qualifiers, CTE data and grades are reviewed at the close of the year. Patterns in student performance  are measured using the data. Writing samples are collected, scored and reviewed for unduplicated groups that have shown deficits in performance for previous years.   Surveys are employed to identify student interests and goals. Electives are evenly spaced throughout the master schedule to maximize student choice. Two full CTE pathways are offered; Visual and Media Arts Pathway 111 and Agricultural Mechanics Pathway 101. Agricultural Science 102 is a third pathway in development. Two courses are currently in place.   Students with exceptional needs are integrated into mainstream classes with aide support as appropriate. The Special Education Regional Program offers core instruction, as well as life skill development. The Special Education Instructor collaborates with the Workability Educator to support student skill development through work placement, assessments and reviews. All IEP students have an instructional support period, Strategies For Success, designed to support and implement scaffolding. Regular students grade reviews and IEP reviews track the student goals and progression with team input.  All student grade levels participate in an instructional assistance period, titled Eagle Time. Student are placed with subject teachers that support the areas of instruction the student struggles with based on performance data from Synergy. Exceptional students have the option of spending the Eagle Time with their case carrier.|There is one campus in our district. The course requests, state indicators, student and parent surveys and goal surveys from 2017/2018 indicated a need for broader course selections and an increase in A-G qualified courses. The CDE reported for 2016   48% of the student population was considered not prepared for college and career at the time of graduation. In response, the 2018/2019 school year boasts an increase in electives by 63% and all courses with the exception of Physical Education are UC A-G approved. Every grade level has access to elective choice, although the choices broaden over grade progression. The 37%increase of students meeting the A-G requirements for the 2018/19 school year. CTE pathways have been expanded and the Avid program has been implemented for every grade level for the 2018/2019 school year. There are 22 students taking the introductory course for Agri-Science and 7 students will be completing the Agricultural Mechanics Pathway in 2019. Dual Enrollment in cooperation with Palomar College was added to the elective coursework in the 2017/2018. In 2017/2018 25 percent of 11th and 12th grade students participated in Dual Enrollment, taking eight different subjects. There is a 38% increase in Dual Enrollment students for the 2018/2019 school year. The number of unduplicated students participating has remained stable. Four AP courses are offered on campus. AP scores of 3+ have declined by 5% since 2016. A new instructor has been added and overall enrollment for all groups has remained stable. Two students are classified as EL, both the 9th grade. EL assistance has been added to the Avid/9 course to address the student’s needs, as well as weekly assistance through the after-school program. The Special Education Department has expanded to provide a Regional Program over the last two years. There are four students enrolled for 2018/2018. This is a 50 percent decrease from last year.|Julian Union High School has the limitation of campus size. There are nine teachers employed and 110 students. The course offerings are broad considering all but one instructor is teaching five different preps, two instructors teaching different levels of the same subject matter in two different periods.|Supports for the AP Program will be offered through an increase in practice supports online and connection with Collegeboard.org for students and student information sessions with the counselor re planned. An additional course is planned to complete the Agri-Science CTE Pathway for the 2019/2020 school year; Veterinary Science. The FFA Club runs in conjunction with the Agriculture CTE pathways and leadership is applying for additional grants to support the expansion of the program. Avid elective enrollment is expected to increase as the Avid/10 has been added as a requirement coupled with Health to increase exposure to the coursework. The after-school program is expected to expand tutoring and student supports to assist students in taking more advanced coursework. In addition, the program will be working with the San Diego Sheriff for the Explorer Program and Teen Certs. for CPR certification.|Met||2018
37681890000000|Lakeside Union Elementary|7|Lakeside Union School District (LUSD) used our student information system to develop a master list of courses offered and then disaggregated the enrollment by student groups to determine if students not only had access to but were actually accessing the courses offered. We also surveyed principals.|LUSD provides access by offering a 7 period day so that students needing Resource support or ELD for example, might also have a period to take an elective such as Career Exploration, Digital Media or Agriculture. Responsive scheduling is used to ensure that the master schedule meets the needs of the current year's enrollment. Student group enrollment in each CTE course offered meets or exceeds the percentage of enrollment in the school. In other words, ELL students comprise 4% of the total school enrollment and 5-8% of enrollment in CTE courses, SED school enrollment is 43% and CTE enrollment is 38-44%, and Sped school enrollment is 13% and CTE enrollment is between 12 and 42%. Alternatively, LUSD also offers CTE pathways to 100% of students through Project Lead the Way.|Although LUSD's student groups have access to and are participating in a broad range of courses, there are still only limited periods of instruction in the school day. This is a barrier for all students.|LUSD has committed to the continuation of innovative programs such as Project Lead the Way that offer every student the ability to participate in CTE courses and responsive scheduling to ensure that our unduplicated students have access to and are participating in the courses they need.|Met||2018
37681893731072|River Valley Charter|7|Using an online college and career planning tool called Naviance, the school counselor is able to track each cohort of students starting in 7th grade. The school counselor uses classroom lessons, one-on-one parent/student planning meetings and a senior exit survey to collect data on each sequential class. In order to track dual enrollment students, the school counselor request that the students provide screenshots providing proof of enrollment in the class and then request the final grades be sent so that the grade and be placed on their River Valley Charter School official transcript.|Students have access to all classes provided on the RVCS campus as we have an open enrollment policy for all class levels. Additionally, students have access to the Brigham Young University online program as well as dual enrollment at the local community college.|We are a small, independent study school and with a small staff we have a limited selection of courses offered each year to each grade level. We strive to widen the course selection by offering some courses every other year while still meeting the A-G CSU/UC requirements and our graduation requirements. BYU has a cost associated with each online class, but the school counselor assists parents and students in need by applying for a scholarship on their behalf. The community college provides an excellent opportunity for students to begin earning college credit while they’re also meeting their high school graduation requirements. The barrier to dual enrollment is that student must have already completed the 10th grade or go through a petition process with the admissions and records office. The school counselor assists with this process by providing the most current high school transcript and by writing a letter of recommendation on their behalf to submit with the petition.|RVCS anticipates adding a multiple courses within the next 1-2 years including: AP Biology, AP United States History, and a Modern United States History class. All RVCS will have access to these courses once they are implemented.|Met||2018
37681896120901|Barona Indian Charter|7|BICS is a small rural school with approximately 100 students, therefore we are intimately aware of the accessibility to the broad course of study for all students in all student groups.|In grades 1-6 all students in all student groups have access to English, Math, Social Science, Science, Visual and Performing Arts, Health, and P.E. In the 7th and 8th grade, all students in all student groups have access to English, Social Science, P.E., Science, Math, Visual and Preforming Arts, Applied Arts, and Career and Technical Education.|Currently 7th and 8th grade students at BICS do not have access to a study in Foreign Language.  No members of the teaching staff are currently credentialed to teach a foreign language.|BICS will explore the possibility of providing additional staff or look into web- based platforms to facilitate the study of foreign language.|Met||2018
37681970000000|La Mesa-Spring Valley|7|La Mesa-Spring Valley School District uses master schedules at middle school and teacher daily schedules and intervention schedules combined with principal observations at elementary schools to track the extent to which all students have access to and are enrolled in a broad course of study.  These measures indicate that all students are enrolled in courses that address academic core content areas, including students from unduplicated groups and individuals with exceptional needs (as indicated by their IEPs). The district is committed to ensuring that no student be scheduled into (or pulled out for) intervention or ELD during core instructional time that addresses “Essential Standards.”|Data does indicate that participation in and access to visual and performing arts and career technical courses varies from site to site. Elementary daily schedules designate the majority of instructional minutes to core academic instruction and intervention. This is especially true at Title I schools (where the majority of unduplicated students are enrolled), limiting time for visual and performing arts. At the middle school level, English learners, in particular, have less access to elective courses due to master schedule constraints that necessitate ELD placement during their elective time.|La Mesa-Spring Valley is dedicated to a broad course of study and continues to develop and refine strategies to not only ensure enrollment in a broad course of study, but true access for all students. The largest barrier, especially in the area of visual and performing arts, is teachers’ struggle to “fit it all in” when it comes to curriculum implementation and time needed for intervention/ELD (both in class and pull-out).|In order to address this, teachers are participating in professional learning to build their capacity to align instruction to essential standards, as opposed to being driven by the adopted curriculum. This maximizes instructional time and opens the door for meaningful integration of the arts. Most importantly, the planning paradigm promotes beginning with the learner in mind, so that effective differentiation prevents academic gaps, reducing the need for external intervention.  Additionally, the district is pursuing more strategic use of adaptive intervention programs to accelerate progress for students who are behind, including sending devices home to extend the school day. In an effort to emphasize the importance of visual and performing arts, Title I schools have the opportunity to participate in a grant that brings community-based arts education into the classrooms.|Met||2018
37682050000000|Lemon Grove|7|California Education Code (EC) 51210- Requires access to a broad course of study for grades 1-6 in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.  The locally selected tools used by the Lemon Grove School District to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, report cards, English Language Learner identification, and Individualized Education Plans. California EC 51220(a)-(i) – Requires access to a broad course of study for grades 7-12 in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.  The Lemon Grove School District is a TK-8 District, so EC 51220 (a)-(i) applies to course access at grades 7 and 8. The locally selected tools used by the Lemon Grove School District to determine if all seventh and eighth grade students, including unduplicated, are enrolled in a broad course of study are the Master Schedule, report cards, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all Lemon Grove TK-8 students have access to a broad course of study.  In addition, school sites have curricular focus areas which ensure additional opportunities for students across the district.  In addition to a broad course of study Lemon Grove offers a Dual Immersion Spanish/English K-8 campus, a technology/blended learning K-6 campus, two Science, Technology, Engineering, Mathematics (STEM) TK-8 campuses, and an ARTS K-6 campus.  All elementary sites participate in the Art, Music, Physical Education (AMP) program which provides additional enrichment opportunities for all TK-6 students and the middle school campuses provide a variety of elective opportunities, including foreign language.   Students who are struggling academically have the support of push-in Literacy Coaches, a Math Coach, Resource Teachers, Special Education Teachers, and Bilingual Instructional Assistants, as well as core curriculum which includes integrated and designated English Language Development and is aligned to the Common Core Standards.  Supplemental curriculum is also provided when appropriate to support students at their instructional level.|All Lemon Grove students have access to a broad course of study as explained in Prompts 1 and 2 and evidenced in local measures.  There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|To support staff and students in accessing the curriculum included in a broad course of study, the LEA has provided extensive professional development and support to classroom teachers.  In 2018-19 the LEA will provide Literacy and Math Instructional Coaches, Special Education teachers and support staff, Bilingual Instructional Aids, training and resources for Integrated and Designated English Language Development, and supplemental curriculum aligned to the Common Core.  To support struggling students and Students with Disabilities, the supplemental curriculum is aligned to the adopted curriculum and designed to bridge the gap between striving readers and grade level text.  Adopted curriculum and supplemental curriculum is provided at all sites including the Dual Immersion campus, and all staff members have received extensive training.  Instructional coaching will be available at all campuses.|Met||2018
37682130000000|Mountain Empire Unified|7|We utilized the master schedule to identify and track student access to coursework. In our LCAP, we stated that all students would have access to a broad course of study.|As a small district with only one high school, all high school students have access to the same broad course of study. The adopted curriculum is the same across the district at the elementary and middle school sites. To the fullest extent possible, students with disabilities are mainstreamed into the general education classrooms with support.|The district has LTELS that are limited in their ability to access the broad course of study at the High School. To remove this barrier, the district needs to accelerate their English Language Acquisition in order to qualify them to gain entry into a full spectrum of course offerings.|The district has collaborated with the local community college to offer an accelerated pathway to reclassification in English Language Acquisition.|Met||2018
37682130119560|San Diego Neighborhood Homeschools|7|San Diego Neighborhood Homeschool in addressing the broad course of study,has chosen certain websites as one of the main selected tools for all students from K-12. Students from K-8 use websites such as Time for Learning, Learning A to Z , ABC Mouse, Headsprout and IXL which all are CCSS based. The websites have instant feedback and assessments to print outs. High School students have access to many credited courses offered by Compass Learning which is AG accredited, Master Teacher for Film, and also Duolingo, Memrise, BBC ,Languagenut, VOA Learning English, Basic English Speaking and Cambridge English for our ELL students.These websites also have instant feedback and assessments to print outs.|Most of our  High School students have access to websites and are enrolled in some type of broad course of study such as film study or foreign languages. The students who do not use any websites are content to use text books. The K-8 students also use workbooks and  websites to foster their learning or use it as their main source of learning. Overtime, most of our students have been using the internet for gathering information, enrolling in classes, creating websites, learning on English on certain websites and manipulating content , listening, and watching video explanations of math concepts.|The barriers that we have encountered in providing access to a broad course of study for all our students has been minimal. The digital divide or barrier that use to be prevalent was internet and computer access. Most families have both, if not, we provide them with a computer, iPad or internet. We have text books that are available. Courses for high school students are online and also at their local community colleges... and its free. The real barrier that we have seen is the breakdown of the family that hinders student motivation and self-esteem.|We will continue to use websites and text books as our main source of learning. SDNH will be more diligent as a liaison to local community colleges that will provide our students with vocational, academic, or health courses that will ensure a broad course of study for all students. More online courses will be searched out to provide a greater scope of alternatives for each student.|Met|SDNH has a student population of 140. Seventy plus high school students and the rest K-8.|2018
37682130121582|College Preparatory Middle - East County|7|All CPMS students experience an academic program  centered on mastery of foundational skills in literacy and mathematics, along with mastery in the core content areas of social studies and science, all based on the California content standards including the Common Core and new Next Generation Science Standards. CPMS-LMSV will utilize best practices, research based methods of instruction, and standards-based programs and approaches. Common assessments will be constructed to assess student progress and program effectiveness. Educators will maintain and improve the content, form, and methods of standard-based instruction in order to ensure excellence and quality in teaching and to maximize student connectedness and engagement. Each teacher will be equipped with the skills, technology and resources that they need to bring out the best in every student. In addition to our school-wide vocabulary development program, staff will incorporate a variety of instructional strategies to meet the needs of all students and engage them in their learning. These methods may include, but are not limited to: AVID methodologies, guided reading and writing, Socratic seminar, SDAIE strategies, technology resources (i.e.: PowerPoint, video, online tutorials) and pre-teaching. CPMS-LMSV will follow the State of California Framework/Common Core Content Standards in all subjects including Language Arts, Math, Science, Social Studies, Physical Education, and Art. The school will implement the instructional materials and the scope and sequence of skills to be taught as outlined in the various standards aligned curricula. Student progress and performance with the curricula will be central in refining professional development and instructional methods. Additional resources such as research based intervention programs, and ancillary universal access tools shall be employed as necessary to support student progress towards meeting state standards.|All students, regardless of special program participation, are enrolled in the full program offered at CPMS. Our students have been incredibly successful in our program as evidenced by their individual progress throughout the year as well as our annual CAASPP results.|All students have access to the full program offering.|Staff is focused on refining their instruction to ensure all students are offered a rich, in dept learning experience. As evidenced by our student and parent surveys, are students feel academically challenged and their families report their satisfaction with our program and the academic rigor it provides.|Met||2018
37682130123224|San Diego Virtual|7|SDVS currently administers a Beginning of the Year Mathematics and Reading Comprehension Benchmark for all students, as well as a Spring Benchmark Assessment for both Mathematics and Reading Comprehension. These assessments help determine proper Mathematics placement, areas of growth for all students, and a clear focus on intervention to assist our teachers. CAASPP and ELPAC results also determine areas of need and growth for our students, and are closely monitored, revised, and remediated with our Highly Qualified Teachers.|SDVS curriculum is a-g approved and offered to all students. Counselors evaluate transcripts accordingly to determine the best course of study for each individual student. SDVS currently offers a-g curriculum, credit-recovery coursework for students deficient in credits. Students are also provided the opportunity to meet with a counselor to discuss several pathways of developing career technical education coursework.|SDVS understands that a barrier to learning in an online independent study environment is that students are not given hands-on opportunities that could potentially benefit them in a career during their post-graduate path. Another barrier that SDVS identifies with, being in an online environment, is whether a student is able to receive wifi at their off-site location. This barrier hinders the student from learning effectively in an online environment.|SDVS works toward providing all students with equal access to curriculum by issuing bus passes to students who need a safe environment with wifi access. SDVS also provides laptops for all students in need of a portable device to complete work. Lastly, SDVS supports students in building relationships within the community to support post-graduate career paths. While SDVS understands the barriers in an online learning environment, efforts have been made to create hands-on learning experiences through science laboratory events, field trips and activities in the community, as well as community college and university events throughout the county and surrounding areas to provide exposure for students post-graduate options. One area that SDVS is currently working on is building relationships throughout the community for a comprehensive Career Technical Education program, in order to provide its students guidance and experience in an area of interest.|Met||2018
37682130127084|Compass Charter Schools of San Diego|7|Compass Charter Schools utilizes the SIS track to the extent to which all scholars have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Administrators draft a master calendar and work with the Counseling and Special Education departments to ensure schedules are set to meet the individual scholar needs.|All students have access to, and are enrolled in a broad course of study using locally selected measures. Our curriculum is aligned with the Common Core State Standards across the LEA and is equally offered to all student groups in accordance to grade level and academic capabilities.|Compass Administration utilizes the student information system to manage the distribution of an individualized program offering that reflect a broad course study.|Compass will continue to observe the use of the student information system to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.|Met||2018
37682130129668|County Collaborative Charter|7|County Collaborative Charter School monitors and reviews curriculum/vendor options to ensure that a wide variety of course options are offered, as well as on multiple platforms to best meet various learning styles. We continually update our A-G list to offer a variety of a-g courses We create personalized 4-year high school plans for our students to ensure that CTE/college/graduation requirements are met, while still being able to appeal to the students’ interests. Report cards and transcripts are reviewed continuously throughout the year Student progress is monitored regularly Our students have access to co-curricular and extra-curricular opportunities including career based field trips, and college tours.|All students have full and complete access to a broad course of study.  We do not have sites or different programs within our school, therefore, all students have the same complete access|There are currently no barriers preventing students from a full and complete access to a broad course of study.|N/A|Met||2018
37682130138636|JCS - Pine Valley|7|JCS-Pine Valley keeps data on English Learners to ensure they have access to designated ELD time and curriculum. Reclassified English Learners are tracked for two years using local assessments, and as needed, additional supports are put in place. Special education staff ensure that all students with disabilities have access to grade level curriculum through the IEP team process.|"JCS-Pine Valley uses local assessments to track student progress and provides ""drill down"" assessments to identify areas of need for tiered support. Home study: ELD students meet weekly online with the EL coordinator to assess their oral language skills. Students with IEPs come to learning centers to receive services, and special education staff work with EFs and parents to ensure students have appropriate grade level curriculum in addition to intervention curriculum. Home study students in need of additional support are encouraged to come to learning centers for tiered support. Academies: ELD time for English Learners is integrated into the class so students remain integrated throughout the day. Students with IEPs and students in Tier 2 support for MTSS receive as much support in the general classroom as possible to increase access to general education curriculum."|The only barrier to ensuring access to a broad course of study comes from the willingness of home study parents to implement interventions recommended by staff. Our team continuously refines our MTSS through communication and professional development to ensure students are making progress.|At our October forum professional development was completed for all staff on the following topics: MTSS; trauma-informed practices; the needs of unduplicated groups (English learners, foster/homeless youth); 504 accommodations; special education accommodations & modifications. Additional training will be provided for teachers with English Learners to look at ELPAC tasks in relation to the ELD and ELA standards.|Met||2018
37682210000000|National Elementary|7|National School District (NSD) is committed to ensuring that ALL TK-6th grade students (which includes unduplicated student groups, English learners, Students with Disabilities, Gifted and Talented) are participating in a broad course of study. The measures used to monitor access are attendance, schedules, and surveys.|NSD offers a broad course of study that reflects core content areas. All sites provide instructional schedules that reflect the significant amount of instructional time on a weekly basis in the core content areas for all students TK-6 including: * Media and Model Standards focused on the skills to effectively access, evaluate, use, and integrate information into the lives of our students. * Common Core Standards through the RCD ELA and math units of study. * Science - technology integrated units using Discovery Streaming and Mystery Science. * Visual and Performing Arts - an enrichment wheel program provided by a classroom teacher arts specialist in the areas of visual art, dance and drama is scheduled for all students every two weeks.  In addition to the enrichment wheel, all students at all schools receive a grade level supplemental visual and performing arts focus for 6-8 weeks (dance, visual arts, drama, music, poetry, etc.). NSD monitors physical education minutes through a bi-monthly “Report of Minutes of Required Physical Education” survey to ensure all students are engaged in 200 minutes of physical education every 10 days. NSD also offers supplemental enrichment opportunities focused on student interest that are open to all students who volunteer to participate. Enrollment in the voluntary programs have increased over the years and the variance in participation exist primarily due to student interest. These programs include mariachi, strings, band, coding as well as various clubs provided through the After School Education and Safety Program (ASES). Participation in these programs are monitored by attendance and student self-report surveys. Schedules are developed pre- and post-instructional day to enhance learning opportunities beyond the “bell to bell” day.|None|Student survey feedback indicated the need to provide more enrichment opportunities through the ASES program. NSD partners with the local YMCA which runs the ASES programs at each site. During the 2018-2019 school year, focus groups and input opportunities will guide a restructuring of the ASES program to offer more and greater frequency of enrichment activities for students.  Additionally, a technology audit, family survey and internet heat map will be conducted to design a take-home 1:1 technology program for all students. This will provide access to the core content areas 24/7 for our students.|Met|NSD ensures that all students, TK-6th grade, have access to a broad course of study.  Textbooks and instructional materials are selected and purchased to meet the needs of all students.|2018
37682210101360|Integrity Charter|7|All Integrity Charter School students are enrolled in all core academic classes and monitored via student data information system (synergy). All K-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition.  In addition, students are provided with enrichment opportunities to pursue their passion in visual and performing arts, health and physical education.  Students in 8th grade have an Individual Graduation Plan (IGP) to ensure students are prepared for high school enrollment.|All students have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students are provided with enrichment opportunities to pursue their passion in visual and performing arts, health and physical education.|There are no barriers.  All students are given access to a broad course of study.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.|Met||2018
37682960000000|Poway Unified|7|As a unified school district, on an ongoing basis, we analyze the extent to which all of our students have access to and are enrolled in a broad course of study through an analysis of our course offerings via departmental surveys and through our Student Information System. In this process we analyze access for our unduplicated student groups and our students with exceptional needs.|In our elementary schools all students have access to core academic curriculum. All PUSD elementary students have the opportunity to participate in our X-Ploration program. For 17 sessions a year, a team of highly qualified and trained Poway teachers teach grade level lessons in P.E., visual and performing arts, STEM, and coding. For our students who are learning English and those with disabilities, curriculum may be differentiated to meet individual needs.    At the middle and high school levels, PUSD offers courses in all of the academic areas. Students have open access to grade level courses. At the high school level, we continue to be pleased with the number of students who are completing the A – G requirements. In 2018 it was reported that 78% of our students completed A-G courses which was an increase of 2% from the previous year. There is a noted increase in the number of high school students completing a CTE pathway than in previous years.  Additionally more of our students are taking Advanced Placement courses each year. PUSD offers a wide range of elective courses including pathways in STEM, visual and performing arts, AVID, and Career Technical Education.|We strive for continuous improvement regarding course access offerings however some barriers exist. The scheduling of classes in a given school day limits the number of elective courses students can take in a term. When students are recommended to take elective academic support classes, this limits their opportunity to take other electives. This is true for many of our English Learners and students with disabilities.|Our next steps include continuing to enhance and explore other course offerings.  For example, we continue to partner with Palomar Community College to provide college level courses for our students. We are looking to enhance our course offerings via the Poway Virtual School. As we examine our VAPA offerings, we are in the process of surveying stakeholders for their input on our offerings in the five VAPA disciplines – visual art, music, theater, dance, and media art. We are also looking to enhance our CTE pathway course offerings for our students.|Met||2018
37683040000000|Ramona City Unified|7|RUSD’s uses the master schedule to track the broad course of study our District is able to provide. All students have access to courses specified in CA Education Code for grades 1-6 and 7-12.   RUSD also uses the local graduation requirements and graduation rates to determine the students’ completion of a broad course of study. RUSD’s current graduation rate for all students is 93.8%, an 1.8% increase over the previous year. As noted on the CA Accountability Dashboard, unduplicated students and students with exceptional needs demonstrated increased change over the all student group. The percentage of English Learners graduating increased 15.6% over the previous year, socio-economically disadvantaged increased 4.6%, and students with disabilities increased 6.6%.|In grades 1-6, all students, including unduplicated students, and students with exceptional needs have access and are enrolled in a broad course of study through a self-contained classroom.  In grades 7-8, all students, including unduplicated students, and students with exceptional needs have access to a course of study including English Language Arts, Social Science, Physical Education, Science, Mathematics, VAPA and CTE/Applied Arts. Students in grades 7-8, at this time, do not have access to Foreign Language.  In grades 9-12, all students, including unduplicated students, and students with exceptional needs have access to a broad course of study and are required to complete all courses for graduation. Ramona Unified School District’s graduation requirements exceed that of the state of California and include: four years of English Language Arts, three years of mathematics (must include Integrated I and II), three years of History/Social Science (one year of World History, one year of US History and one year of Government/Civics/Economics), two years of Science (one life science and one of physical science), two years of physical education (including Health), one year of VAPA, foreign language, or CTE/Applied Arts. With in the course offerings provided by Ramona Unified, students have access to 19 different VAPA courses, 14 different CTE/Applied Arts courses, and two foreign language options.|At this time, all K-6 & 9-12 students have access to a broad course of study.  For grade 7-8, currently there is no foreign language course offered.|Ramona Unified will investigate the addition of a foreign language course at the middle school level.|Met|Presented to the RUSD Governing Board on October 18, 2018|2018
37683120000000|Rancho Santa Fe Elementary|7|For the Middle School Master schedule, Illuminate is utilized to schedule students. Additionally, each student schedule is individually reviewed by the Principal before the master schedule is finalized. The Elementary Master Schedule is created by the Principal prioritizing core content programming along side of enrichment courses.|All students have access to a broad course of study in both elementary and middle school. Case managers monitor special education student schedules to ensure students have access to a variety of enrichment and core content learning. The EL coordinator monitors designated support pull out time to ensure EL students have access to a variety of enrichment and core content learning. The case managers and coordinator monitor student progress across the year.|As a smaller district, we customize the schedule and look for equity challenges to provide access to a broad course of study for all students.|As a result of the self reflection, we will provide additional professional development training around the ELD standards and framework.|Met||2018
37683380000000|San Diego Unified|7|The district measures, and routinely reports to the Board of Education as part of its monthly LCAP updates, the distribution of grades in core courses as well as career technical education and visual and performing arts. These measures include results for numerous student groups, including grade levels, gender, racial/ethnic groups, low-income, English learner, and students with disabilities.|With the adoption of the UC/CSU a-g course requirements as the district requirements for graduation, all students across all student groups must complete specified coursework in History/Social Science, English, Mathematics, Science, World Languages, Visual and Performing Arts, and additional electives. In addition, the district annually measures the participation and outcomes of students in multiple subjects. For example, the LCAP report at the January 23, 2018 Board of Education meeting included results of career technical education course taking and outcomes for myriad student groups and all high schools in the district. The report revealed no marked differences across student groups or schools.|The barriers will be identified in the San Diego Unified Grad Strategies Report.|Action steps are detailed in the District’s 18-19 LCAP Action Plan, Goal 2.|Met||2018
37683380101204|High Tech Middle|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37683380101345|KIPP Adelante Preparatory Academy|7|All students at KIPP Adelante enroll in a broad course of study appropriate for grades five through eight and that includes: English Language Arts, Mathematics, Science,  History-Social Science, Health and Physical Education, and Performing Arts (Orchestra). The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled).|All students are enrolled in the same common curricular sequence in both core and non-core classes in 5th and 6th grade, ensuring all students have access to and are enrolled in this broad course of study. In 7th and 8th grade, all students are enrolled in the same common core curricular sequence and have choice in which enrichment courses they enroll in. As all enrichment courses are in alignment with the non-core areas, students are able to exercise choice while still maintaining access and enrollment in a broad course of study.|There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required.|KIPP Adelante will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.|Met||2018
37683380106732|High Tech High International|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37683380106799|Learning Choice Academy|7|All students in grades 1-12 have access to a broad course of study as defined in the education code, including access to multiple career technological pathways in middle and high school. Each student is required to have a signed master agreement in place outlining the broad course of study chosen by the students teacher, parent and school counselor. This master agreement is unique to each student as serves to individualize the course of study for all students, including unduplicated student groups, special education and English language learners.|"All students enrolled at The Learning Choice Academy have access to the same broad course of study. TLC continues to make improvements on the UC ""a-g"" completion rates as well as graduation rates."|The identified barrier to preventing students at TLC in successfully completing a broad course of study is the transient student population.|"TLC will continue to make improvements in the creating a college bound culture, by increasing the CCI and improving the UC ""a-g"" completion rates."|Met||2018
37683380107573|High Tech Middle Media Arts|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37683380108787|High Tech High Media Arts|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37683380109033|King-Chavez Arts Academy|7|King-Chavez monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System.  This includes unduplicated students and individuals with exceptional needs.  The data informs our staffing levels and course offerings.|All students have access to, and are enrolled in, a broad course of study as described in the underlying charter petition.  This includes all relevant courses of study specified in the California Education Code, such as physical education minutes.  Since we are a single-site LEA, there are no differences across school sites.    Our course offerings have progressed over time to include data-driven differentiated support and expanded use of technology across the content areas.  English learners, in particular, have benefitted from these initiatives.  We have also partnered with community organizations to increase access to experiential learning opportunities.|At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students.  We recognize and provide for potential barriers in the form of income, language, family engagement, and special needs.|King-Chavez Arts Academy will continue to implement the course of study described in the charter petition.  We recognize the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We have increased the level of socio-emotional support and opportunities for parent engagement.  KCAA has also implemented restorative justice techniques that lowered suspension rates. Going forward, we will invest in professional development for staff that focuses on differentiated support so that all students can access content, as well as instructional materials that support college and career readiness.|Met||2018
37683380109041|King-Chavez Athletics Academy|7|King-Chavez Athletics Academy monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System.  This includes unduplicated students and individuals with exceptional needs.  The data informs our staffing levels and course offerings.|All students have access to, and are enrolled in, a broad course of study as described in the underlying charter petition.  This includes all relevant courses of study specified in the California Education Code, such as physical education minutes.  Since we are a single-site LEA, there are no differences across school sites.    Our course offerings have progressed over time to include data-driven differentiated support and expanded use of technology across the content areas.  English learners, in particular, have benefitted from these initiatives.  We have also partnered with community organizations to increase access to experiential learning opportunities.|At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students.  We recognize and provide for potential barriers in the form of income, language, family engagement, and special needs.|King-Chavez Athletics Academy will continue to implement the course of study described in the charter petition.  We recognize the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  KCAA has increased the level of socio-emotional support and opportunities for parent engagement.  We have also implemented restorative justice techniques that lowered suspension rates.  Going forward, we will invest in professional development for staff that focuses on differentiated support so that all students can access content, as well as instructional materials that support college and career readiness.|Met||2018
37683380109157|Magnolia Science Academy San Diego|7|MSA-San Diego designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-San Diego strives to offer a well-rounded education to our students.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.)|MSA-San Diego provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-San Diego will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-San Diego  will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips,, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-San Diego  will make the best use of its resources to provide a well-rounded education experience to our students.|Met|MSA-San Diego provides students with a broad array of courses including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest.|2018
37683380111898|Albert Einstein Academy Charter Middle|7|All students have access to the IB curriculum that includes instruction in literacy, mathematics, science, social studies, physical education and the fine arts.|All students have access to the above mentioned curriculum and are measured with benchmark assessments and formative assessments throughout the year. Students with special needs may have modifications and/or accommodations as identified in their individualized education plan.|There are no barriers preventing students access to a broad curriculum.|AEA continues to provide all students with access to the full IB curriculum and the technology needed to support it.|Met||2018
37683380111906|King-Chavez Preparatory Academy|7|King-Chavez Preparatory Academy monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System.  This includes unduplicated students and individuals with exceptional needs.  The data informs our staffing levels and course offerings.|All students have access to, and are enrolled in, a broad course of study as described in the underlying charter petition.  This includes all relevant courses of study specified in the California Education Code, such as physical education minutes.  Since we are a single-site LEA, there are no differences across school sites.    Our course offerings have progressed over time to include data-driven differentiated support and expanded use of technology across the content areas.  English learners, in particular, have benefitted from these initiatives.  King-Chavez Preparatory Academy has developed a Career Technical Education (CTE) program to prepare students to access more advanced technical coursework in high school.  We have also partnered with community organizations to increase access to experiential learning opportunities.|At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students.  We recognize and provide for potential barriers in the form of income, language, family engagement, and special needs.|King-Chavez Preparatory Academy will continue to implement the course of study described in the charter petition.  KC Prep recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We have increased the level of socio-emotional support and opportunities for parent engagement.  KCPA has also implemented restorative justice techniques that lowered suspension rates.  Going forward, we will invest in professional development for staff that focuses on differentiated support so that all students can access content, as well as instructional materials that support college and career readiness.|Met||2018
37683380114462|Health Sciences High|7|HSHMC measures the percentage of students who complete high school with A-G requirements of study, the percentage of students who graduate with a minimum of 2 semesters of successfully completed college coursework, and the percentage of students who solely meet the CCI indicator by completing a minimum of 300 hours within their identified Career Pathway (including capstone activity).  We analyze the outcome data based on unduplicated student groups, including students with disabilities.  This includes access to arts classes and other electives.|All HSHMC students have access to, and are enrolled in, a broad course of study, and participation in expanded academic and non-academic opportunities that include college and career development experiences, internships, and college classes. HSHMC provides a school academic counselor and support staff for individualized academic counseling to all students that focuses on completion of coursework to completing the specific A-G requirements. In addition, they review options for student enrollment in simultaneous college courses through Cuyamaca Community College at HSHMC. The college courses include general education courses such as Psychology, Political Science, Communications, Biology, Intro to Health Careers, Health and Social Justice, and other health related courses. All courses are led by a credentialed staff who teach a lab (to support students) for each identified course. In addition to college classes, students participate in a number of internship opportunities at Sharp Healthcare, Grant Elementary, and SDSU Physical Therapy. In addition to these opportunities, HSHMC has a Fire Technology Pathway and a newly developed Police Academy. Transportation is provided through the use of school buses, rented cars, and public transportation. Career Development staff members and CTE credentialed teachers support the students at the various internship locations. EL students receive supplemental instruction through a 5th period ELD course taught by a designated group of staff members whose professional development focus is on providing effective instruction to English Learners. For students who are at risk of meeting the A-G graduation requirements, HSHMC implements ongoing support provided through an Academic Recovery system that includes extended day options and in-class support by trained staff. In addition, HSHMC provides coursework through the use of our Independent Study Program (ISP) and summer courses to support students who are credit deficient. For students who are struggling in math, a supplemental math program, ALEKS, was purchased.|There are a number of barriers that we must overcome to ensure that all students access a rigorous and and broad course of study, including funds to attend college classes and transportation to internship sites.  We provide all college textbooks to address this barrier as well as transportation to internship sites.  In addition, attendance is a barrier for some students and we have re-focused our efforts in ensuring all students attend every day.  In the summer, we offer an extensive number of courses, including credit recovery and elective classes, that allow students to continue to progress.|HSHMC has purchased software and hardware to differentiate learning and support learning and student achievement in all core courses. HSHMC provides annual graduation coaching for each student that includes a review of student progress toward A-G completion and advice for students at risk of not completing the program of study. Supplemental instruction and intervention for English learners is provided in all subject areas along with the development of general academic and discipline-specific vocabulary, language and content knowledge. Targeted support and intervention for students who are credit deficient is provided through ISP and summer course offerings. HSHMC purchased community college and attached lab courses (as applicable) for post secondary aspirations and provides instructional support for college courses. Transportation to, and supervision at, internship sites is provided by HSHMC. Certification level courses that meet Career Pathway Capstone requirements were developed and CTE instructors were hired to teach pathway coursework. HSHMC also provides technology support to track and schedule student pathway coursework, along with curriculum, uniforms, and materials for all CTE related courses and internships. Travel and registration costs are provided for students opportunities to travel and engage in different off-site experiences.|Met||2018
37683380118083|Innovations Academy|7|As a small single charter school, we have the ability to measure and provide consistent access to all offered courses of study to all students. We utilize an inclusion model and 100% of our students access 100% of courses offered. All subgroups of unduplicated students access 100% of courses offered in core subjects and visual and performing arts and world languages. Supports are provided for students on a personalized basis.|Innovations Academy has one school site that houses all K-8 students. All students in grades 1-5 participate in  English, Mathematics, Social Sciences, Science, Visual and Performing Arts (which include performing arts, fine arts and clay), Health,   and Physical Education as well as gardening and Nature Studies. All students in grades 6-8 participate in English, Social Sciences, Spanish as a foreign language, Physical Education, Science, Mathematics, Fine Art, Performing Arts and Robotics in a project based environment that connects all subject work to adult work in the world. Each year we evaluate our programs and make adjustments as necessary. An example of this would be that K-2 students currently receive a storytelling enrichment class and our middle school grades receive Spanish. Our students and teachers receive additional support from a full time Marriage, Family Therapist who attends to the social emotional climate of the school and provides individual and small group supports to help students that struggle social-emotionally to access coursework. Our project based inquiry allows students to make community connections and participate in work that aligns with career preparedness as it exposes children to adult mentors in a variety of fields of work off campus. This work also connects school subjects with their applications in the world outside of school.|We have not experienced barriers to providing a broad course of study. All of our students regardless of income, race, primary language, disability, and/or family situation are provided the same broad course of study, which only varies by grade level. Our teachers collaborate regularly in grade level teams and across grade level cohorts to discuss and align curriculum.  Our students receive supports and accommodations as needed. We have a small group of English Language Learners who recieve supports for language acquisition while included in the same broad course of study as all other students.|We would like to add music to our program but we currently lack space and the funds to purchase instruments. That will be something that we will evaluate over time. We would also like to expand our Spanish language program to lower grade levels.|Met||2018
37683380118851|King-Chavez Community High|7|King-Chavez monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System.  This includes unduplicated students and individuals with exceptional needs.  The data informs our staffing levels and course offerings.|All students have access to, and are enrolled in, a broad course of study as described in the underlying charter petition.  This includes all relevant courses of study specified in the California Education Code, such as physical education minutes.  Since we are a single-site LEA, there are no differences across school sites.    Our course offerings have progressed over time to include data-driven differentiated support and expanded use of technology across the content areas.  English learners, in particular, have benefitted from these initiatives.  KCCHS has developed a Career Technical Education (CTE) program to prepare students to access advanced technical coursework and opportunities for certification.  We have also partnered with community organizations to increase access to experiential learning opportunities.|At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students.  We recognize and provide for potential barriers in the form of income, language, family engagement, and special needs.|King-Chavez will continue to implement the course of study described in the charter petition.  KCCHS recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We have increased the level of socio-emotional support and opportunities for parent engagement.   KCCHS will be offering a series of new programs designed to expand course offerings and student choice.  These include: 1) Career Technical Education (CTE) pathway to increase CTE enrollment and completion rates; 2) a concurrent enrollment program with a community college to provide access to college-level coursework; and 3) an independent study program to provide access to students who need additional flexibility and/or instructional setting.   We will continue to invest in professional development for staff that focuses on differentiated support so that all students can access content, as well as instructional materials that support college and career readiness.|Met||2018
37683380119610|Gompers Preparatory Academy|7|Gompers Preparatory Academy (GPA) uses the Master Schedule as our tool for identifying the extent to which all student have access to and are enrolled in a broad course of study. GPA ensures ALL students have access to, and the support necessary to succeed in, rigorous college preparatory coursework. GPA believes that all students should have access to a college going curriculum and to the degree necessary be provided the scaffolds and supports to be successful in a high expectation environment.  In order to graduate from GPA, all students must complete a rigorous course of study, including at least one Advanced Placement (AP) course and completing the “A-G” coursework required for admission to the UC/CSU systems.   GPA measures the extent to which all pupils have attained the skills, knowledge, and attitudes that reflect the educational program goals of the school. Pupil attainment is evaluated by compiling comprehensive documentation for each student which includes standardized test results (e.g., PSAT, Advanced Placement Testing, SAT, ACT and CELDT), written projects, samples of classroom work, quarterly grades, high school transcripts, teacher recommendations, and information on other pertinent school activities. Students share their learning publicly doing presentations of learning and exhibitions that combine research, analysis, critical thinking, speaking, reading and writing abilities.  The school uses the Mathematics Diagnostic Testing Project assessments in pre-Algebra, Algebra, Geometry and pre-Calculus to assist teachers in making appropriate placement of students in math courses and to determine which interventions will enable students to perform well academically.  Additionally, the school reserves the right to use and adapt the Measures of Academic Progress (MAP) by the Northwest Evaluation Association (NWEA) or equivalent, a California Standards Aligned Computerized Assessment program, allowing parents and teachers to monitor academic growth in math and language arts throughout the school year, diagnosing instructional needs of individual students and assisting in academic goal-setting for themselves.|All students at Gompers Preparatory Academy (GPA) have access to a platform that provides a wide variety of courses, including A-G courses and electives. All high school students are being provided with college awareness courses.  GPA is grounded in the belief that all students who are provided access to rigorous college preparatory coursework with appropriate scaffolds in a personalized environment will result in a greater number of students graduating high school and eligible for admission and enrollment requirements for UC, California State University or equivalent four-year higher education institutions.    GPA believes that teaching students how to learn and how they learn best is as critically important, if not more, to their future as learning current content requirements.  In the same way, teaching students how to be positive citizens in a global society is as important, if not more, to their current success as school citizens.  Analysis of data is conducted in the area of reviewing grade distribution for each grade level including examination of “A-G” course-taking patterns, mid-term and end-of-course exams, in-class assessments, AP courses and test taking patterns (PSAT, SAT, ACT).  In addition, results from college applications, college acceptances, and college enrollments data is collected.  This data will inform discussion at the school about changes that may need to be made in students’ individual support programs, inform course sequences and instructional methods.|Not all students entering Gompers Preparatory Academy are prepared adequately to engage in the rigorous curriculum that has been implemented. Therefore, to identify and provide expanded learning opportunities to students identified as academically low achieving, GPA will closely monitor their academic progress as measured by standardized tests, teacher recommendations, samples of student work, and class grades.  While our students who are low achieving academically will continue to participate in the School's normal academic program, individual academic plans are developed to assure that they receive the additional support needed to succeed at GPA. Interventions include access to college tutors supplied by UCSD, Algebraic Tutoring Center, Saturday Academy classes, and tutoring support provided in Encore.  Also, GPA teachers work in teams to create curriculum that integrates higher literacy demands across subject areas and grade levels to align with the new standards. Students are assessed through the “Smarter Balanced Assessment.” GPA offers a longer school day and longer school year than traditional schools to allow for more time on task. This arrangement is necessary to provide additional scaffolds that are required for some learners.  In addition, Counselors will engage in bi-annual transcript analysis to ensure that students complete the A-G requirements needed to enter college.  In addition, counselors and staff will track student enrollment in advanced and AP classes to measure student participation and success in these courses. During transcript review, if a student is determined to be below proficiency, the counselor will ensure that the student is provided additional academic supports.|We have seen progress overall, but have adjusted our growth targets based on our current growth pattern. Using proficiency rates as our only measure of growth has proven to be a limited perspective on student achievement. We have included targets that represent all growth on various measures in order to better identify the needs of our students moving forward. You will also find refinements in the areas of assessment tools and steps to achieve/timeline that represents our ongoing school improvement process.   As a college preparatory school with a mission of preparing all students to graduate high school and enter college, we are most proud of our progress in raising student achievement on many state-required standardized tests, as well as ongoing interim assessments. Additionally, we are proud of our efforts to prepare and support all students for the increased demands of college entrance exams and rigorous college preparatory coursework, including Advanced Placement courses. Our Average Daily Attendance is one of the highest for high schools in San Diego and parent involvement is consistently high, especially given the social and financial challenges our families face. Our suspension and expulsion rates have stayed consistently low for the past several years and we have structures in place to keep students in school every day and focused on college prep behaviors. We have consistently graduated 100% of our seniors since our first graduating class in 2012 and close to 90% of the GPA Class of 2017 earned admission to a 4-year university. We continue to seek information from our alumni and adjust our practices to better support their transition and success in college.|Met||2018
37683380121681|SD Global Vision Academy|7|San Diego Global Vision Academy serves 386 students in grades TK-8.  Our school provides all students with a standards-aligned learning experience. Our student demographics include: 14% English Language Learners (ELL); 12% Students with Disabilities, 2% Homeless; and 71% Socio-economically Disadvantaged.  San Diego Global Vision Academy (SDGVA) is a direct-funded charter school established in Fall 2010 that fosters inter-disciplinary thinking in science, technology, engineering, arts, and mathematics (STEAM) to prepare students as 21st century learners. The mission of San Diego Global Vision Academy is to develop civic-minded leaders, accomplished writers, and resilient life-long learners.   San Diego Global Vision Academy (SDGVA) is a writing, STEAM, and service-learning based public school.  SDGVA strives to build student’s academic self-efficacy to participate in the global community. SDGVA does this by taking a four-pronged approach towards preparing students for 21st century literacy and leadership demands.      1. Access to high quality standards-aligned educational experience   2. Guiding Principles of the National Writing Project   3. STEAM-based instruction that emphasizes critical and innovative thinking   4. Service learning component  SDGVA offers a culturally and linguistically diverse student body with an opportunity to achieve academically in a “warm-demanding” (Hammond) learning environment.  SDGVA Staff maintains a Culture of High Expectations for both academics and behavior while providing a safe and nurturing learning environment.    San Diego Global Vision Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of San Diego Global Vision Academy’s educational program.   San Diego Global Vision Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed. This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At San Diego Global Vision Academy all students in grades TK-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in STEM, Music, and Tae Kwon Do.  There are no differences to accessibility to courses, across student groups at San Diego Global Vision Academy.|Currently 100% of the students have access to a broad course of study and San Diego Global Vision Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of San Diego Global Vision Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
37683380124347|City Heights Preparatory Charter|7|CHPCS strives to provide access to a broad course of study. At present, CHPCS provides a specific course of study for all students enrolled in each specific grade-level. Therefore, the specific course of study available to each grade-level may be tracked by the CHPCS master schedule applicable to each specific grade-level.  Additionally, locally selected measures and tools utilized by CHPCS to track the extent to which students have access to a broad course of study include, but are not limited to, the results of the standardized tests and CHPCS internal diagnostic tests. Standardized tests administered by CHPCS include the MAPS (Measure of Academic Progress) test and the SBAC (Smarter Balanced Assessment) test. The MAPS tests measures student achievement in the areas of reading, language usage, mathematics, and science. Both the MAPS test and the SBAC test are computer adaptive tests which provide valuable information to promote student academic growth. The SBAC test also includes performance task assessments which are based on Common Core State Standards (CCSS) for English language arts/literacy (ELA) and Mathematics. CHPCS internal diagnostic tests include a Running Records Assessment (for accurately determining student reading levels) and a Middle-School Mathematics Diagnostic.|CHPCS are recommended for placement in support and remediation classes including Academic English (AE) and Individualized Math (IM). These classes are in addition to other grade-level classes. Recommendations are based largely on the measures and tools referenced in CHPCS’ response to the previous question, particularly the MAPS test and the CHPCS internal diagnostics. CHPCS has experienced noteworthy increases in the extent to which students have access to, and are enrolled in, a broad course of study. Beginning in the 2018-2019 school year, CHPCS began to offer Art Courses, Honors-level courses, and AP-level courses. In 2018, each of CHPCS’ High-school courses received A-G approval from the University of California. Additional, students in Grade 12 are offered the opportunity to enroll in college courses. Rigorous extra-curricular opportunities are also provided in the subject areas of Computer Science and Electronics.|As discussed above, CHPCS provides a specific course of study for each grade-level. Therefore, the specific course of study available to each grade-level may be tracked by the CHPCS master schedule applicable to each specific grade-level. CHPCS recognizes the following significant challenges to providing a broad course of study for students at each grade-level: 1) availability of school facilities; 2) recruitment, training, and retention of teaching staff; and 3) balancing the need for students in Grade 6 to receive extensive instruction in English and Mathematics while also having access.to a broader course of study. CHPCS is actively working to meet these challenges.|As discussed in response to Question #2 above, CHPCS has experienced noteworthy increases in the extent to which students have access to, and are enrolled in, a broad course of study. CHPCS hopes to continue expanding its course offerings by providing access to new courses of study (with an emphasis on STEAM) designed for students at the Middle-School and High-School levels.|Met|In order to ensure that its students receive a complete learning experience and will be successful in higher education, CHPCS is striving to provide access to a broad course of study. At present, CHPCS provides the following academic areas of study at the following grade-levels: Grade 6: Courses are offered to Grade 6 students in the academic areas of English Language Arts (2 courses) and Math (2 Courses). Grades 7-8: Courses are offered to Grade 7 and Grade 8 students in the academic areas of English Language Arts, Math, Social Science, and Science. Grades 9-12: Courses are offered to high-school students in the academic areas of English Language Arts, Math, Social Science, and Visual Arts. High-school courses have received A-G approval issued by the University of California. Beginning in the 2018-2019 school year, CHPCS also began to offer Honors-level and AP-level courses.Additionally, students in Grade 12 are offered the opportunity to enroll in college courses. This information summarized above is also reflected on the CHPCS course-list.|2018
37683380126730|Kavod Charter|7|As all students, inclusive of all subgroups, are enrolled in the same base courses by grade, all students have an effective access to a broad course of study at Kavod. Our baseline and measure therefore is that 100% of students are all enrolled in Reading, Writing, Math, Science, Social Studies/Israel and Global Studies, Hebrew, Physical Education, Spanish and have exposure to General Electives.|As all students, inclusive of all subgroups, are enrolled in the same base courses by grade, all students have an effective access to a broad course of study at Kavod. Our baseline and measure therefore is that 100% of students are all enrolled in Reading, Writing, Math, Science, Social Studies/Israel and Global Studies, Hebrew, Physical Education, Spanish and have exposure to General Electives. Kavod is a single site LEA.|Kavod has consistently met all priorities. In some classes, we did not show growth and/or had minor dips across due to the limited number of students assessed. For example, the students assessed in grades 3-5 have a high Special Education population or were new to Kavod and enrolled with a significant educational gap. The 5th grade class consisted of 9 students 3 of who are within Special Education, 2 of which were new to Kavod and 1 was an English Learner who had been enrolled in a U.S. School less than a year. Kavod provides supports to ensure all students enrolled can access the courses they are enrolled in, and as a holistic school community Kavod has been able to achieve it’s expected measures while helping each individual child make progress in closing any existing achievement gaps.|Kavod will continue to maintain that 100% of students enrolled are enrolled in Reading, Writing, Math, Science, Social Studies/Israel and Global Studies, Hebrew and have exposure to General Electives. We have and will continue to do extensive training in Universal Design Learning (UDL) and fully integrated Restorative Justice principles to support student’s social/emotional needs in order to ensure all students can access the material.|Met|Beyond the core state course requirements, in which Kavod implements an aligned common core curriculum with significant rigor, Kavod also implements courses in alignment with our school mission that teach our students multiple languages and about the importance of global citizenship and social responsibility. All students are enrolled in language courses for both Hebrew and Spanish as well as a global studies program and a character building/values curriculum. This comprehensive program allows all of our Kavod students to achieve our mission for them to become multilingual, socially responsible, respectful, global citizens.|2018
37683380127647|e3 Civic High|7|PowerSchool Student Information System; Assessments such as MAP; UC A-G;  ELPAC; quarterly counselor meetings on grade checks; IEPs; Individual Learning Program Grad Check; Student Data Checks through Data Binder which includes  PSAT/SAT student review, MAP assessment student review, student progress report review, student college courses review, and student internship review.|All students have equal access to the broad course of studies. This is ensured by the counselors who have a 200:1 caseload meeting with every student, reviewing all possible courses and creating a personalized learning plan for every student.  It’s also ensured by enrolling all freshman in a set of micro courses which include the following: Civics, Career Exploration, Digital Media Arts, Global and Cultural Proficiency, Intro to Finance, and Performing Arts expanding to elective courses of interest and passion. Moreover, counselors meet with parents to review all  A-G courses and requirements.|There are no tangible barriers preventing the LEA from providing access to the broad course of study and in fact access to courses is provided; however staff deep understanding of students’ culture, newness of staff to the profession, and expectations for all students continues to be a barrier.|One-on-one coaching, ongoing cultural proficiency training embedded in all professional development and dedicated cultural proficiency training, training in social and emotional learning and the how the brain functions, and ongoing learning walks focused on learning objectives, relevance and lesson delivery.   Additionally students receive ongoing lessons during advisory on character building, college going culture and cultural sensitivity.|Met||2018
37683380128066|Health Sciences Middle|7|HSMS students are offered integrated courses for history, English, science, and math. In addition, they are offered health, art and physical education coursework. Students are also offered college and career development experiences and off-campus content area field study opportunities. We analyze the outcome data based on unduplicated student groups, including students with disabilities.  This includes access to all content area and elective courses.|All HSMS students have access to, and are enrolled in, a broad course of study, and participation in expanded academic and non-academic opportunities that encompasses a rigorous course of study that includes health education, art, and physical education in addition to content areas, college and career development experiences, and off-campus content area field study opportunities.|There are a number of barriers that we must overcome to ensure that all students access a rigorous and and broad course of study, including costs associated with college and career development experiences and content area field study opportunities.  We support these barriers by providing transportation to college and career field experiences and content area field studies, as well as any associated costs of the experience.  In addition, attendance is a barrier for some students and we have re-focused our efforts in ensuring all students attend every day.  In the summer, we offer an extensive number of courses, including course recovery and elective classes, that allow students to continue to progress.|HSMS has purchased software and hardware to differentiate learning and support learning and student achievement in all core courses. Supplemental instruction and intervention for English learners is provided in all subject areas along with the development of general academic and discipline-specific vocabulary, language and content knowledge. Targeted support and intervention for students who are not passing their classes is provided through ISP and summer course offerings. HSMS provides transportation to, and supervision for expanded academic and non-academic opportunities such as college and career development experiences and content area field study opportunities.|Met||2018
37683380129395|Elevate Elementary|7|Elevate Elementary serves 319 students in grades TK-5.  Our school provides all students with a standards-aligned Project-based learning experience. Our student demographics include: 45% White, 24% Hispanic, 10% African-American, 4% Asian, of which 9.4% are English Language Learners (ELL); 11.6% Students with Disabilities, and 32% qualify for Free/reduced Lunch.  The mission of Elevate Elementary Charter School, a K-5 public school located in the Serra Mesa and Tierrasanta communities of San Diego, is to equip tomorrow’s global innovators by inspiring students to be excellent in academics, exceptional in leadership, and extraordinary in creativity. Having operated for four years, Elevate serves a diverse community of over 300 learners.   Student learning throughout the year is organized into five thematic, interdisciplinary, project-based learning (PBL) units: Community, Character, Service, Justice/Diversity, and Discovery. Elevate’s approach to PBL balances the imperative of being rigorous and standards-based, while providing opportunities for student creativity, voice, and choice as they apply their learning in meaningful ways. During each unit, students work toward answering an essential question with their culminating project, which they share with a public audience comprised of peers, parents, and/or community members at bi-annual Student Exhibition Nights and in other settings. Capping all class sizes at twenty-five students provides the opportunity for each classroom teacher to continually assess and monitor the learning levels of each student.  A core belief of our school is that every child is a leader. As a Leader in Me school Stephen Covey’s timeless leadership principles, the 7 Habits, are integrated into the fabric of our school. The 7 Habits provide a common whole-school language and are woven throughout each unit. Students practice leadership in the classroom and by serving on Peace Patrol, Safety Team, and Student Lighthouse Team. In addition, every classroom leads two whole-school assemblies where even our youngest students get the invaluable experience of speaking in front of 250 students and adults.  Elevate Elementary provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Elevate Elementary’s educational program.   Elevate Elementary uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Elevate Elementary, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades TK-5 have access to and are enrolled in STEAM classes.  There are no differences to accessibility to courses, across student groups at Elevate Elementary.|Currently 100% of the students have access to a broad course of study and Elevate Elementary will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Elevate Elementary in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
37683380131565|High Tech Elementary|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37683380131979|Ingenuity Charter|7|The LEA uses OASIS as its student information system and tracks student enrollment in these courses.  The LEA’s graduation requirements meet California’s A-G requirements. High school counselors review all student transcripts annually and meet with students annually to ensure 100% of students, including but not limited to; unduplicated student groups, and individuals with exceptional needs, are taking approved A-G courses and have access to all courses.|All students have access to a broad course of study.  As a single charter school, Ingenuity Charter School does not have any differences across school sites.  All students in grades 6-12 have access to a range of electives.  In the high school, all students have the opportunity to meet A-G requirements and all academic high school courses are UC system approved. The LEA has a largely online curricular program.  To ensure that all students have physical access to the curriculum, the LEA offers a technology check out system that encourages students to check out laptops and personal hot spots to be used at home|There are no seen barriers to the LEA providing a broad course of study to all students.|The LEA will continue to offer this curricular program selection to all students|Met|The LEA is a designed as a DASS participant.|2018
37683380135913|Urban Discovery Academy Charter|7|There is one track of courses which students can enroll in, with differentiated math and language options for student placement according to math diagnostics and Spanish placement tests. Placements are limited to course offerings; as a small charter school, there is a limited number of programming options.|All students have equitable access to coursework offerings at the TK-8 and high school levels. There is one track of courses which students can enroll in for students at each grade level, with differentiated offerings in Spanish and math based on placement tests (and options for students to move faster through either curriculum).|Since, as a small school, all students have access to the same course of study, the only limiting factor for students is the coursework which is offered.|As high school enrollment grows, a wider breadth of course offerings will become available.|Met||2018
37683380136663|America's Finest Charter|7|America’s Finest Charter (AFC) uses Illuminate Education as a Student Information System (SIS)  to track all of progress of students on how they are doing on the curriculum based on the data that the teachers input into Illuminate.  Students in Special Education Program have access to all the curriculum with modifications or accommodations based on their IEP. Our English Learners are provided with Integrated and Designated Support each day. We have purchased curriculum that scaffolds learning according to the students level of English proficiency. We are tracking our English Learners’ progress based on the English Language Proficiency Assessments for California ( ELPAC) scores.|All students in Grades Tk-11 have access to a broad course of study. All curriculum is aligned to the California common core. Our high school's classes have been approved by UC A-G. We are WASC accredited.Our curriculum provides scaffolding to address the needs of students requiring additional support and accelerating students that are proficient and advanced.|All students have access to a broad course of study. Science and Health are two areas that we need to implement.As the California Department of Education adopts the NGSS selection of materials that we will select curriculum that best fits our needs.|This year AFC realized that we needed a more robust Language Arts Curriculum for grades 3-6. We adopted the curriculum Wonders from Mcgraw Hill and our staff is having extensive training and support to implement this curriculum. Additionally, in grades TK -11 we adopted two (2) Social Studies Curriculum that were just approved by California Department of Education Studies Weekly for TK-6 and Impact grades 7-11 from McGraw Hill. We have a fulltime Literacy coach and a math coach to assist and support teachers to ensure that all students have access to a broad course of study.|Met||2018
37683383730959|Charter School of San Diego|7|Currently, our school serves approximately 1490 students in grades 6-12, with student demographics that include 67.1% Socio-economically Disadvantaged; 4.2% Homeless and Foster Youth; 13.0% English Learners; 21.2% Students with Disabilities.   The school uses the Pathways Personalized Education Plan to track the extent to which all students have access to a broad and rigorous course of study.  The school uses its Student Information System to track the equitable enrollment within a broad and rigorous course of study.|The school’s leadership team analyzes the results of the measures listed above annually. The results demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad and rigorous course of study.  At our school, students take one to two courses at a time and students take the required grade level core courses within an academic school year.  Course planning is individualized within the Pathways Personalized Education Planning (PPEP) Process. This process allows the instructional team to design a course plan based on the student’s skill levels, interests, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement courses, honors courses, and accelerated courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school.|Currently 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor this to ensure equitable access.|Due to the current success our school has in providing all students with access to a broad and rigorous course of study, no changes are currently planned, however this data will continue to be monitored as part of our cycles of continuous improvement.|Met|The Charter School of San Diego reported Local Indicator Priority 7 results at the November 7, 2018 Board of Directors meeting.|2018
37683383731189|Preuss School UCSD|7|The Preuss School UC San Diego uses the Aeries Student Information System to track all students and the extent to which all students have access and are enrolled in a broad course of study.  UC San Diego's Center for Research on Educational Equity, Assessment & Teaching Excellence (CREATE) reports annually on the number of our graduates who have completed their a-g courses, which is consistently above 90 percent.|All Preuss students have access to the same level of courses.  Socioeconomically disadvantaged students, English Learners, students with learning differences, those who are homeless - all are enrolled in the same level of coursework, as we only have one level of each course.  All of our courses in grades 9-12 are a-g courses, except Exercise and Health Science (physical education), Advisory (grades 9 and 10) and support classes.    •             In 6th grade, all take Language Arts 6, Advanced Math 6, Advanced Science 6, Social Studies 6, and electives.   •             7th graders take Advanced English 7, Advanced Math 7, Advanced Science 7, World History/Geography 7, plus electives.   •             8th graders take Advanced English 8, Integrated Math 1, Advanced Science 8, and US History/Geography 8.  9th graders take Advanced English 9, Integrated Math II, Advanced Biology, and Western Civilization and Culture, plus electives. •             10th graders take Advanced English 10, Integrated Math III, Advanced Chemistry, and AP European History.   •             11th graders take AP English Language and Composition, Pre-Calculus, Physics, and AP US History, plus electives.  •             12th graders enroll in AP English Literature and Composition, Calculus or AP Statistics, AP Biology or AP Chemistry or AP Environmental Science and AP US Government and Politics, plus electives. •             Several electives are Advanced Placement as well, including Spanish Language, Spanish Literature, Music, Art History, Studio Art, and Environmental Science.|We do not have barriers preventing us from providing access to a broad course of study for all students.|We annually review our course of study, and add new courses.  Courses added in the last five years include Integrated Math I, Integrated Math II, Integrated Math III, Astronomy, Mandarin, Marine Science and AP Music Theory.|Met||2018
37683383731247|High Tech High|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37683383731395|Audeo Charter|7|Currently, our school serves approximately 524 students in grades K-12, with student demographics that include 56.3% Socio-economically Disadvantaged; 1.5% Homeless and Foster Youth; 9.4% English Learners; 18.3% Students with Disabilities.   The school uses the Pathways Personalized Education Plan to track the extent to which all students have access to a broad and rigorous course of study.  The school uses its Student Information System to track the equitable enrollment within a broad and rigorous course of study.|The school’s leadership team analyzes the results of the measures listed above annually. The results demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad and rigorous course of study.  At our school, students take one to two courses at a time and students take the required grade level core courses within an academic school year.  Course planning is individualized within the Pathways Personalized Education Planning (PPEP) Process. This process allows the instructional team to design a course plan based on the student’s skill levels, interests, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement courses, honors courses, and accelerated courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school.|Currently 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor this to ensure equitable access.|Due to the current success our school has in providing all students with access to a broad and rigorous course of study, no changes are currently planned, however this data will continue to be monitored as part of our cycles of continuous improvement.|Met|The school reported Local Indicator Priority 7 results at the November 7, 2018 Board of Directors meeting.|2018
37683386039457|Darnall Charter|7|Darnall uses our student information system (SIS) and a Data and Assessment system to track enrollment and course/subjects we offer. We also use these systems to track support programs and interventions to ensure all students have access to the curriculum. Courses, curriculum and student support systems are evaluated and monitored by the school’s Leadership Team, School Leadership Council and task force teams.|At Darnall, students in TK-8th engage in a challenging learning program that is tailored to the students' needs and backgrounds in order to prepare for the 21st Century. Darnall’s vision is that students will embrace learning, opportunity, and responsibility, explore their unlimited potential, and create positive change. Darnall recognizes its responsibility to generate enthusiasm and excitement for our students to become lifelong learners by providing a curriculum that is relevant, integrated, age appropriate, and Common Core aligned with a focus on advancing our English Language Learners.   Darnall is in its first year of implementing Benchmark Advance / Adelante to address the needs of all of the students in ELA and ELD.  In our efforts to support bilingual, bicultural, and biliterate education in our multicultural world, Darnall Charter offers bilingual classes in Kindergarten through 3rd grade. In our school community, Spanish is valued and students gain a positive self-image as Spanish speakers and the Spanish speaking cultures they come from.  TK-6th grade classrooms are self-contained. In order to continue our path of excellence, Darnall transformed a TK-6th grade school to include a middle school four years ago. In 2016-2017, our middle school has grown to include single subject credentialed teachers in every subject area, additional literacy and math interventions built into our school day, and electives that provide enrichment in the visual and performing arts, cultures and language, STEAM, and fitness and sport teams.  Darnall Charter School, offers Summer School and Extended Learning Support for all students including English learners, foster youth and socioeconomically disadvantaged students. Each intervention has targeted goals in literacy and math.|We are constantly refining and improving our program. Our current challenge is creating a comprehensive system to track intervention and supports to ensure students have access to our current curriculum and course offerings.|We will continually evaluate and monitor to ensure all of our students have access to a broad course of study. We have begun implementing the California SUMS initiative to provide a Multi-Tiered System of Support (MTSS) to ensure we have the systems in place to support all students. We are planning to implement a new tool to improve tracking and documenting individual student supports.|Met||2018
37683386040190|King-Chavez Primary Academy|7|KCPA monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System.  This includes unduplicated students and individuals with exceptional needs.  The data informs our staffing levels and course offerings.|All students have access to, and are enrolled in, a broad course of study as described in the underlying charter petition.  This includes all relevant courses of study specified in the California Education Code, such as physical education minutes.  Since we are a single-site LEA, there are no differences across school sites.    Our course offerings have progressed over time to include data-driven differentiated support and expanded use of technology across the content areas.  English learners, in particular, have benefitted from these initiatives.  We have also partnered with community organizations to increase access to experiential learning opportunities.|At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students.  We recognize and provide for potential barriers in the form of income, language, family engagement, and special needs.|King-Chavez Primary Academy will continue to implement the course of study described in the charter petition.  KCPA recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We have increased the level of socio-emotional support and opportunities for parent engagement.  KCPA has also implemented restorative justice techniques that lowered suspension rates.  Going forward, we will invest in professional development for staff that focuses on differentiated support so that all students can access content, as well as instructional materials that support college and career readiness.|Met||2018
37683386061964|The O'Farrell Charter|7|The LEA uses power school as its student information system and tracks student enrollment in these courses.  The LEA’s graduation requirements exceed California’s A-G requirements. High school counselors review all student transcripts annually and meet with students annually to ensure 100% of students are taking approved A-G courses and have access to AP, honors, and electives courses.|All students have access to a broad course of study.  As a single-site charter school, The LEA does not have any differences across school sites.  All students in the elementary school receive music, Spanish, and physical education instruction.  All students in the middle and high school have access to a range of electives.  In the high school, all students exceed A-G requirements.  All academic high school courses are UC system approved.  Enrollment in honors and AP courses are annually reviewed to ensure equity and access among all demographic groups.  Enrollment in AP courses is similar to total school enrollment demographic percentages.|There are no seen barriers to the LEA providing a broad course of study to all students.|The LEA will continue to offer this curricular program selection to all students.|Met||2018
37683386117279|Holly Drive Leadership Academy|7|Holly Drive Leadership Academy is a  self contained public charter school where teachers co-teach and collaborate on lesson planning and review.  When students enroll in our academy they are all assigned to a classroom.  Once a student is enrolled they are enrolled in all the courses offered by our academy.  Benchmark tests will prompt a teacher to utilize aides and other specialty staff to assist with students who need additional or exceptional services.|All students in grades K-8 are automatically enrolled in ELA, Math, Science, hands on Science, history/social studies and engineering/coding (5-8)|The biggest barrier to full implementation is time to fit it in during the school day.  Currently our students spend three hours on ELA, one hour on math, one hour on science, two hours per week on Spanish,  and 30 min on history, as well as specialty programs throughout the week so our High School planning and beyond time gets shorten each week.  We are in the process of implementing our Science into our language art curriculum to free up more time|This year we have partnered with Junior Achievement and have added free enterprise courses at  Biztown and Fico Scores, budget and career planning at Finance Park, as well as the implementation of the California Career technical lesson plans from the California Department of Education.  Students in 8th grade will map out their pathways as they prepare for high school and create a presentation and portfolio with their action plan and next steps including autobiography, resume, enrolling in college board, fast web, SAT prep and test dates and demonstrate sites to apply for scholarships.|Met|Holly Drive Leadership Academy is a self contained K-8 Elementary school where they are enrolled in English Language Arts, Mathematics, Science and History Courses.  The 6-8 grade students are enrolled in conversational Spanish and exposed to for one semester sign language.  New this year is the Career and Technical course included in our high school ready and beyond Course.|2018
37683386117683|High Tech Elementary Explorer|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37683386119168|San Diego Cooperative Charter|7|The tools used to determine access to the broad course of study at SDCCS include student schedules, the student information system (Powerschool), and our data analysis system. The local measures reviewed include but are not limited to: MAP, suspensions and expulsions, field trip attendance data, portfolio pass rates, and counseling logs.   Standard measures include CAASPP, ELPAC, physical fitness testing, and the CA Healthy Kids survey.|All students have access to a broad course of study at SDCCS.  Occasionally, students with special needs, per their IEP's, require services that are better received outside of the inclusive setting. In these cases, students are enrolled in one or more periods of support with specialized academic instruction. At times, students who are dis-regulated cannot attend core inclusion opportunities and are presented with other access points to the standards.|SDCCS is a constructivist setting where hands on/ concrete application of concepts is a central practice.  Students who require extremely quiet spaces or excessive amounts of structure can struggle with this type of learning environment.|SDCCS continues to work on the Universal Design for Learning (UDL) strategies and tenets with instructional design and delivery staff.  The goal is to create many access points at grade level work so that students can understand and master concepts that may seem inaccessible at first.  Using formative and cumulative data, our teachers are tuning the planning, instruction, guided practice, and assessment phases of learning to meet the needs of more students.  Using spaces in and out of the traditional classroom perimeters is a focal point of the co-teaching design and planning.  SDCCS teachers, leadership and classroom support specialists are receiving advanced training in social-emotional learning (SEL) strategies to help all students maintain healthy relationships and emotional regulation.|Met||2018
37683386119598|King-Chavez Academy of Excellence|7|KCAE monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System.  This includes unduplicated students and individuals with exceptional needs.  The data informs our staffing levels and course offerings.|All students have access to, and are enrolled in, a broad course of study as described in the underlying charter petition.  This includes all relevant courses of study specified in the California Education Code, such as physical education minutes.  Since we are a single-site LEA, there are no differences across school sites.  Our course offerings have progressed over time to include data-driven differentiated support and expanded use of technology across the content areas.  English learners, in particular, have benefitted from these initiatives.  We have also partnered with community organizations to increase access to experiential learning opportunities.|At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students.  We recognize and provide for potential barriers in the form of income, language, family engagement, and special needs.|KCAE will continue to implement the course of study described in the charter petition.  We recognize the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We have increased the level of socio-emotional support and opportunities for parent engagement.  KC has also implemented restorative justice techniques that lowered suspension rates.  Going forward, we will invest in professional development for staff that focuses on differentiated support so that all students can access content, as well as instructional materials that support college and career readiness.|Met||2018
37683386120935|Albert Einstein Academy Charter Elementary|7|All students have access to the IB curriculum that includes instruction in literacy, mathematics, science, social studies, physical education and the fine arts.|All students have access to the above mentioned curriculum and are measured with benchmark assessments and formative assessments throughout the year. Students with special needs may have modifications and/or accommodations as identified in their individualized education plan.|There are no barriers preventing students access to a broad curriculum.|AEA continues to provide all students with access to the full IB curriculum and the technology needed to support it.|Met||2018
37683460000000|San Dieguito Union High|7|Every year, each student and parent/guardian receives course selection guidance and contracts with all grade level course offerings available to all students. SDUHSD has an “expanded access” course selection policy which means that students are not in tracks. To ensure this policy is meeting the needs of all students, the district annually reviews the following measures disaggregated by student group and ethnicity; UC/CSU admission eligibility rates, cohort graduation rates, CTE course enrollment, Advanced Placement and Honors course enrollment, as well as results on the College and Career Indicator on the CA School Dashboard. Throughout the year, counselors conduct transcripts and course schedule audits and meet with students to complete 4 and 6 year plans based on their post-secondary goals. The D/F grade list is reviewed every grade reporting period to monitor student progress and determine intervention needs. Individual student meetings to discuss course schedules or intervention needs are recorded in the Student Information System. The Special Education department at each site tracks course placement through the IEP process. SDUHSD requires 230 credits which is 100 credits more than the CA state minimum, which requires students to take 70 electives for graduation. Graduation requirements for eligible students who are military dependents, homeless, in juvenile court settings or foster care may be modified in compliance with CA law to meet the unique needs of these students.|Graduation rates, CCI, CSU/UC A-G eligibility rates: SDUHSD students continue to graduate at a significantly higher rate (94%) than the state (86.6%) or county averages (85.3%) for all students and student groups. A review of multi-year cohort graduation rates indicates that English Learners (72.5%), socio-economically disadvantaged students (81.9%), Hispanic/Latino students (82.8%), and students with disabilities (78.7%) graduate at lower rates when compared to the district average (94%). Although the most recent cohort graduation rates (2016-17) indicate lower graduation rates for these students, each student group has a higher graduation rate than the county and statewide averages for their peers. Further investigation into student level data shows that a significant number of students are duplicated within the lower graduation rates for English Learners students, Hispanic/Latino students, and socio-economically disadvantaged students.   SDUHSD and all comprehensive district high schools reported a CCI in the High to Very High range during the fall 2017 dashboard release. Further review of CCI results by student group revealed lower CCI rates for English Learners (38%), socio-economically disadvantaged students (43%), Hispanic/Latino students (53%), and students with disabilities (30%).   SDUHSD students report high rates of UC/CSU eligibility with 77.2% of students meeting A-G course requirements. A review of multi-year UC/CSU eligibility rates indicates that English Learners (0%), socio-economically disadvantaged students (58.6%), Hispanic/Latino students (63.1%), and students with disabilities (33.7%) demonstrate lower rates when compared to the district average. Although the most recent UC/CSU eligibility rates (2016-17) indicates lower rates for these students, each student group has a higher rate than the county and statewide averages for their peers with exception of English Learners.  CTE and Advanced Placement course enrollment: SDUHSD has expanded CTE course options and pathways over the last few years. As a result, CTE course enrollment has risen by 40% with over 6,000 students enrolled in CTE courses. An analysis of CTE enrollment by sector has revealed gender disproportionality in target CTE courses and pathways which include; Building and Construction Trades, Education, Child Development, and Family Services, Engineering and Architecture, Information and Communication Technologies, Transportation Manufacturing, and Product Development.  Over the course of the last few years, SDUHSD saw shifts toward gender equity in CTE enrollment in target CTE sectors. The number of females enrolled in courses within these target sectors increased significantly (+422 students) in 2016-17. Approximately 65% of SDUHSD students are enrolled in honors and Advanced Placement (AP) courses each year. Disaggregated data shows that Honors and AP course enrollment generally reflects the demographics of the district.|English Learners demonstrate lower rates across all measures. The majority (70-80%) of English Learners meet the district criteria to be reclassified as Fluent English Proficient before they graduate or complete their 12th grade year. Upon further investigation into those students who do not meet the district reclassification criteria before the end of their 12th grade year, we discovered that there was a significant number of English Learner students who enroll within their 10th-12th grade year as a new student to the US with limited English proficiency and limited formal schooling from their home country. Although we offer the Newcomers Academy to provide intensive language development support for these students, it is sometimes not possible for them to meet SDUHSD high school graduation requirements before the end of their 12th grade year. The district's EL team collaborated with counselors and EL lead teachers to provide additional training for district counselors on options for students who will not graduate on time to finish their high school education which includes collaboration with Mira Costa Community College to support students transition to the Adult Education and English as a Second Language programs.|SDUHSD maintains an “expanded access” policy which allows any student to enroll in the courses of their choosing with guidance from their counselors and teachers. There are no honors or other tracks. For all students, and the target student groups who report lower rates as noted above, the district offers several programs to promote access to a broad course of study and increase opportunities for struggling students. Programs and services to support struggling students include; a credit recovery program through Sunset Continuation High School, remediation opportunities through Independent Study Online Learning (ISOL), off campus coursework up to 30 credits, summer school opportunities for 11th/12th grade credit deficient students, summer school for math remediation and bridging between courses, and summer school for English Language Development. Additionally, counselors meet regularly with students to complete 4/6 years plans and the district continues to improve and expand CTE pathways as well as STEM courses.|Met||2018
37683530000000|San Pasqual Union Elementary|7|All students have access to and are enrolled in a broad course of study, including English Language Arts, Mathematics, Science, History/Social Science, Visual and Performing Arts, and Physical Education.  The tools used to track course access and enrollment include the Local Control Accountability Plan (LCAP), the Synergy Student Information System (SIS), and the Special Education Information System (SEIS).  While the LCAP defines specific programs and budgetary expenditures for our unduplicated student groups (i.e., English Learners, Foster Youth, Low Income), the Synergy SIS reflects all course offerings and tracks specific enrollment information.  Additionally, the SEIS system is used to ensure that students with exceptional needs are provided access to a broad course of study with appropriate services and supports in the least restrictive environment.|As noted and specified above, all students have access to and are enrolled in a broad study that includes English Language Arts, Mathematics, Science, History/Social Science, Visual and Performing Arts, and Physical Education.  As San Pasqual Union is a one-school district, there are no other school sites to compare.    Middle School students (grades 6th-8th) also have access to courses within an exploratory wheel.   As students matriculate from the 6th through the 8th grades, all students have access to and enroll in each of the three exploratory wheel offerings.  As each wheel consists of three sections, students take one section during each of the three trimesters of the school year.  Each wheel contains a class in the arts, language, and technology.  For example, course offerings in Wheel 1 include Technical Theater, Communications with presentation technology, and American Sign Language.  Students enrolled in Wheel 2 take Musical Poetry, Code Studio, and Spanish, while those in Wheel 3 enjoy Globe Trotters (world cultures through the visual arts), Forensics, and French.  It should be noted that the three language offerings, Spanish, French, and American Sign Language, mirror and provide an introduction to the same three language offerings available when the students promote to high school.      Significant progress has been made over time in the extent to which all courses are offered to all students.  Prior to the 2017-2018 school year, students struggling in language arts, mathematics, and/or study skills were offered tutorials in those areas in lieu of exploratory options.  Additionally, students receiving special education services would often receive those services during their exploratory wheel.  While the intent of these interventions was to promote student success and close the achievement gap, the net result was less access to enrichment for our unduplicated and special needs students.     Additionally, through the 2017-2018 exploratory classes were offered in 4 wheels.  As schedules only permitted to enroll in three wheels over their middle school experience, not all students were able to enroll in all course offerings.  As a result, some students did not have the opportunity to experience all the world language introductory courses designed to better prepare them for high school language requirements.    In the elementary grades (TK-5), students have enrichment and extension opportunities through elementary rotations.  Once a week, for a 2-hour block, students rotate through science, music, physical education, and technology classes.  While students receive this instruction from credentialed teachers, the main teacher meets with grade level teams to collaboratively plan and analyze student progress.|Time and schedule constraints were the biggest barriers in ensuring every child received what every child needed.  While all students had access to and were enrolled in a broad course of study, many unduplicated middle school students were not receiving enrichment opportunities but instead received remediation for core skill deficiencies.  For example, a struggling student in math would receive additional math instruction through “Math FIT” (Focused Instructional Time) instead of an exploratory option like visual or performing arts.  While some academic growth was obtained via this model, many students did not progress as expected, due, in large part, to a lack of school engagement.    Similar challenges existed with elementary school children.  While all students received access to and enrolled in a broad course of study, sufficient time for remediation was lacking during the school day without encroaching upon primary instruction and enrichment offerings.|In order to ensure a broad course of student for all students, changes were made to the master schedule.  As noted above, the middle school exploratory wheel was changed so that all students have access to all exploratory wheel offerings.  Additionally, the middle school schedule was amended to include a daily homeroom period during which remediation for English Learners, special needs students, and any other students needing assistance is provided.  By providing these services during homeroom, all students still have full access to both core and enrichment opportunities during the school day.    To provide for additional remediation for our unduplicated students, after school tutorial programs were also established.  For our struggling kindergarteners, the school day was extended for 90 minutes to provide targeted instruction.  For our older children, after school tutorials are offered twice weekly, with students working on both language and math skills.  After school transportation is provided to promote attendance.    The school year was also extended for our English learners via our “Summer Library” program.  During the summer months, the library is open 6 days during which time students receive language arts instruction and are guided in appropriate book choices.  By providing additional opportunities to our unduplicated students, we anticipate progress towards closing the achievement gap.|Met||2018
37683610000000|Santee|7|Santee School District utilizes a student information system (PowerSchool) to export individual student data to analyze their access to courses of study.  Exported data is arranged in Microsoft Access and Excel to summarize end of year enrollments of all classes offered.  The analysis includes but is not limited to the count and percentage by student groups that are enrolled in courses of study required by the California Department of Education.|Santee School District is a transitional kindergarten (TK) through eighth grade district.  Therefore, we summarize access to a broad course of student in two grade spans; TK – fifth grade and sixth through eighth grade.  For TK through fifth grade, all students have access to a broad course of study.  Students are assigned to self-contained classroom with teachers holding the appropriate teaching credentials.  In 6th – 8th grade, all students are enrolled in English, Social Science, Science, and Mathematics.  In addition to the core subjects, students are enrolled in various enrichment classes: Arts, Robotics, Computer Education, Digital Art, Drama/Theater, Engineering, Fundamentals of Art, Introduction to Media Arts, Journalism, Life Skills/Char Ed, Robotics, and Spanish.  While 100 percent of students are enrolled in the core subjects, approximately 63 percent of students are enrolled in at least one of the enrichment electives.  Santee School District has seen an increase of the number of opportunities offered and an increased participation rate compared to prior years.|Santee School District has a unique educational setting with 8 of the 9 schools educating grades transitional kindergarten – eight.  One school offers all self-contained classes in kindergarten – sixth grade.  While all students are enrolled in the required core subjects, a challenge of offering more electives exists due to the relatively low enrollment number, compared to dedicated middle schools, at each site in grades 6-8.  Enrollments among these grade levels range from 160 students to 350 students.  Building schedules with this number of students have been limited due to the fact that teachers would need to hold two or more single subject credentials to deliver instruction.|Santee School District will continue to recruit and retain teachers that will enable the expansion of electives that full under the definition of “broad course of study”.  Site administration continue to employ creative schedule building to provide a quality education, empowering students to achieve academic excellence and to develop life skills needed for success in a diverse and changing society.|Met||2018
37683790000000|San Ysidro Elementary|7|The San Ysidro School District (SYSD) monitors course access through its Student Information System, Edupoint Synergy.  SYSD has created a course catalog for its middle schools which includes a description of all core and electives classes provided at the two schools.  Counselors at each middle school meet with students to review student enrollment, grades, and A-G requirements.  In elementary schools, teachers review student grades during parent conferences which are held twice times per year.  At all schools, data for all student groups including unduplicated and individuals with exceptional needs are assessed and evaluated five times a year to ensure academic progress and appropriate placement so students are challenged.  Science, Technology, Engineering, Art, and Math (STEAM) is offered throughout SYSD.  Programs offered within the district include Project Lead the Way Engineering Modules, Digital Learning Project, Code to the Future, and Robotics.  Also, the district has created Pathway programs which include visual and performing arts (VAPA).  All student groups have the option to enroll in enrichment classes after school.|The San Ysidro School District (SYSD) provides a broad course of study to all students.   The district provides rigorous, research-based core curriculum in all schools.  SYSD offers electives in Spanish, Project Lead the Way, and VAPA as well as additional STEAM programs as enrichment after school.  Enrichment programs are based on student interest and some may vary, however all students have the opportunity to enroll in the program at their school.  Accelerated courses are available for students who desire Advanced Placement courses in high school.|SYSD provides access to a broad course of study and continues to look for new opportunities to bring programs to the district that will present students with numerous enrichment experiences.  At this time, student attendance (i.e. chronic absenteeism) is a barrier that prevents access to a broad course of study. Another barrier is the increase in the number of students with social-emotional challenges.  SYSD is developing a multi-tiered system of support to address these barriers and improve student access.|SYSD is developing a multi-tiered system of support (MTSS) to address these barriers and integrate current initiatives into one cohesive system.  The attendance initiative “Two Is Too Many” is in its second year of implementation.  The goal is to decrease SYSD’s chronic absenteeism rate and to increase school and district overall attendance rates.  The Positive Behavior Intervention System (PBIS) is also being integrated into MTSS to support the social-emotional and behavioral challenges for students and families.|Met||2018
37683870000000|Solana Beach Elementary|7|Daily attendance data, class schedules, learning walks, and formative and/or summative assessments.|SBSD provides Discovery Labs to all students, including unduplicated student groups and individuals with exceptional needs.  The Discovery Labs include: art, music, technology, STREAM, and physical education.  In addition, all students receive instruction in areas such as mathematics, language arts, history/social science, and science.  Evidence is based off of daily attendance, schedules, learning walks, and formative and/or summative assessments.|Not applicable|Not applicable|Met||2018
37683950000000|South Bay Union|7|SBUSD analyzes the instructional program and access to a broad course of study through a variety of measures.  Classroom schedules are collected and analyzed at the beginning of each school year to ensure students receive adequate instructional minutes in all academic content areas.  In addition, site schedules are collected and analyzed for English Language Development instruction based on language proficiency levels.  Classroom walkthroughs are also conducted by district staff in collaboration with site principals.  Site principals report classroom walkthrough data, including access to a broad course of study and implementation of state standards to the superintendent on a regular basis.|Using the locally selected measures, SBUSD has determined that students at all sites and grade levels have access to a broad course of study.  Over time, instructional minutes have been increased in the area of literacy instruction, given the district goal of all students reading at grade level by third grade and beyond.  In addition, all sites begin designated ELD instruction based on EL proficiency level within the first two weeks of school.  This marks an improvement from past practice. An increased focus on the implementation of Next Generation Science Standards will begin in the spring of 2019, thus increasing access to further science instruction for all students.  During the 2018-2019 school year, SBUSD fully implemented VAPA/STEM instruction through the hiring of thirteen visual and performing arts and STEM teachers to ensure all SBUSD students have access to these areas of instruction once a week.|Due to prioritized curriculum initiatives in the area of literacy, the full implementation of NGSS and adoption of new instructional materials has yet to be fully realized.  This is a challenge in ensuring every student has a deeply meaningful experience in the area of science.  Selection and adoption of science instructional materials will begin once CDE approves the list of approved instructional materials for consideration.|SBUSD will continue its instructional focus on Reading and Writing Workshop as the instructional framework for literacy instruction across all sites, grade levels and student groups.  In addition, job-embedded professional learning is taking place through a lab-site model in mathematics during the 2018-2019 school year.|Met||2018
37684030000000|Spencer Valley Elementary|7|Any students who are exhibiting below standard skills are identified through a compilation of local measures, classroom performance, parent and student input, and CAASPP scores. At Spencer Valley, all students operating below standard in RLA or Mathematics are eligible to receive support. These students are individually scheduled by teachers, the administrator, and support providers, in order to ensure each child has an opportunity to have access to and be enrolled in a broad course of study.|All students receive supports that are embedded or are mostly pushed-in to the regular program. Students needing more intensive extra assistance beyond these embedded supports are eligible for a 20 minute targeted assistance sessions that can take place individually or with a group. Student pull-out times happen during the school day and are rotated so that a student who is pulled for assistance does not regularly miss instruction in any one subject. Additionally, students can be scheduled for individual after-school tutoring with their own teachers.|Internet services are not available to many of our students in their homes This is a barrier that often prevents students from accessing online resources for enrichment or remediation or even homework assignments. Lack of internet service also prevents students from using technology at home for research projects as well.  Spencer Valley has worked to maintain fast internet service in the district and maintains a 1:1 computer ratio in the 3rd through 8th grade classroom. Computers are available to students after school and during lunch and recess breaks.|The district will continue to frequently monitor student progress and revise instruction as is indicated by the data collected throughout the year (defined by the assessment calendar), and work to create a robust Student Study Team process. This year, the district goals for staff and parents are two-fold #1 To support staff in receiving training in developing and writing rigorous performance tasks in all core areas of instruction and #2 Engage parents in supporting the students in developing foundational skills in mathematics and reading language arts. Students will not have access to a broad course of study if they cannot perform  foundational skills with automaticity or receive many quality opportunities during the instructional day to establish and reinforce practices needed to complete rigorous performance tasks.  All available parents were asked to come to school and volunteer to lead groups (established by teachers) to develop student automaticity in basic foundational skills, and reinforce skills practice at home.|Met||2018
37684036120893|California Virtual Academy @ San Diego|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives that range from foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on an semi-annual basis at a minimum. Additionally, administrative teams review course reports regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of students are enrolled in a minimum of language arts, math, science, and history at the TK-8 level, with the majority of students participating in at least six courses. High school students are enrolling regularly in college preparatory, honors, and Advanced Placement, and credit recovery courses. TK-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to develop a CTE program and offerings.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met||2018
37684110000000|Sweetwater Union High|7|We have analyzed our progress towards providing access by noting that our Middle School Promotion Requirements and High School Graduation Requirements demonstrate that our students do indeed have access to the Broad Course of study as described in EC 51220(a)-(i).  Furthermore, we have analyzed our Graduation rate by student group to determine the extent to which significant student groups are completing these requirements.|Our overall graduation rate is hovering around 85% and our Socioeconomically Disadvantaged Students have nearly an identical graduation rate at approximately 83%.   English Learners, Students with Disabilities, Foster and Homeless students all have graduation rates lower than our district average and require our continued attention and intervention.   We have added many services and support for Foster and Homeless students, in particular, and continually support the progress of English Learners and Students with Disabilities.|The barriers to students attaining the broad course of studies include a lack of timely and accurate data to ensure that all students are on track for graduation and A-G completion.  We also would benefit from instructional strategies to support students who are taking advance coursework.|The following revisions, decisions, and new actions have been implemented to address our barriers to supporting all student groups in graduating in four years.  We have implemented and utilize a Data Warehouse system (Data Insights) to provide timely data.  In particular, we have provided reports that indicate which students are on track for graduation and A-G completion and the exact category of course for which they are deficient.  This tool has helped counselors and administrators identify students who need course changes or credit recovery opportunities to graduate and complete A-G requirements.  We participate in the NIMSI grant which provides teacher training and student tutoring in the completion of our most rigorous courses (Advanced Placement) which lead to graduation, A-G completion, and college acceptance.|Met||2018
37684110126086|Hawking S.T.E.A.M. Charter|7|Currently, Hawking STEAM Charter Schools serves 1000 students in grades TK-7, across 3 campuses, and will expand annually by a grade level to serve TK-12 by Fall 2023.  Our school provides all students with a standards-aligned learning experience. Hawking STEAM Charter School student demographics include: 46.9% English Language Learners (ELL); 6.8% Students with Special Needs, .4% Homeless; and 74.4% Socio-economically Disadvantaged.  The mission of Hawking STEAM Charter Schools is to prepare students for college- and career- readiness through an integrated STEAM curriculum (science, technology, engineering, the arts, and math), project-based learning, and social-emotional awareness.   Hawking STEAM Charter School’s vision is to ensure that students are engaged in discovery, exploration, and problem-solving through rigorous Project Based Learning activities driven by the Common Core State Standards to gain knowledge in the STEAM subjects of science, technology, engineering, the arts and math. We strive to develop our students’ academic, social, and emotional knowledge in order to engage in public discussions, presentations as well as enter into various careers, trade schools, or universities of their choice.  Hawking STEAM Charter Schools provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Hawking STEAM Charter School’s educational program.   Hawking STEAM Charter Schools uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal/ during classroom observations and ensure classroom schedules are being followed.   This will be verified by the Principal’s analysis of weekly classroom schedules for each teacher, coupled with classroom observations to verify that schedules are being followed. This will also be measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by counselors, Advisory teachers, students and parents/guardians to monitor if the student is on track to graduate.  This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Hawking STEAM Charter School all students in grades TK-7 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in:  • Site #1 (Grades TK-7): Music, Visual Arts, Fitness/Athletics, Gardening, Coding, Robotics/Engineering, AVID (Grade 7 only), AVID Integrated (Grades 5-6) • Site #2 (Grades TK-6): Music Appreciation, Visual Arts, Fitness/Athletics, Coding, Robotics/Engineering, & AVID (Grades 5-6) • Site #3 (Grade K):  Same as Site #1  There are no differences to accessibility to courses, across student groups at Hawking STEAM Charter Schools.|Currently, 100% of the students have access to a broad course of study and Hawking STEAM Charter Schools will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Hawking STEAM Charter Schools in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
37684110128082|Hawking S.T.E.A.M. Charter School 2|7|Currently, Hawking STEAM Charter Schools serves 1000 students in grades TK-7, across 3 campuses, and will expand annually by a grade level to serve TK-12 by Fall 2023.  Our school provides all students with a standards-aligned learning experience. Hawking STEAM Charter School student demographics include: 46.9% English Language Learners (ELL); 6.8% Students with Special Needs, .4% Homeless; and 74.4% Socio-economically Disadvantaged.  The mission of Hawking STEAM Charter Schools is to prepare students for college- and career- readiness through an integrated STEAM curriculum (science, technology, engineering, the arts, and math), project-based learning, and social-emotional awareness.   Hawking STEAM Charter School’s vision is to ensure that students are engaged in discovery, exploration, and problem-solving through rigorous Project Based Learning activities driven by the Common Core State Standards to gain knowledge in the STEAM subjects of science, technology, engineering, the arts and math. We strive to develop our students’ academic, social, and emotional knowledge in order to engage in public discussions, presentations as well as enter into various careers, trade schools, or universities of their choice.  Hawking STEAM Charter Schools provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Hawking STEAM Charter School’s educational program.   Hawking STEAM Charter Schools uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal/ during classroom observations and ensure classroom schedules are being followed.   This will be verified by the Principal’s analysis of weekly classroom schedules for each teacher, coupled with classroom observations to verify that schedules are being followed. This will also be measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by counselors, Advisory teachers, students and parents/guardians to monitor if the student is on track to graduate.  This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Hawking STEAM Charter School all students in grades TK-7 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in:  • Site #1 (Grades TK-7): Music, Visual Arts, Fitness/Athletics, Gardening, Coding, Robotics/Engineering, AVID (Grade 7 only), AVID Integrated (Grades 5-6) • Site #2 (Grades TK-6): Music Appreciation, Visual Arts, Fitness/Athletics, Coding, Robotics/Engineering, & AVID (Grades 5-6) • Site #3 (Grade K):  Same as Site #1  There are no differences to accessibility to courses, across student groups at Hawking STEAM Charter Schools.|Currently, 100% of the students have access to a broad course of study and Hawking STEAM Charter Schools will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Hawking STEAM Charter Schools in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
37684113731304|MAAC Community Charter|7|MAAC Community Charter School (MCCS) was established in 2001 in response to the increasing need for a supportive, alternative learning environment to help struggling students gain self-confidence, embrace learning and earn a high school diploma. MAAC Community Charter School has been designated Dashboard Alternative School Status (DASS) with over 90% of its students designated as high risk. Currently, MAAC serves over 243 students in grades 9-12 ages 14-20, and demographics that include:  77% English Language Learners (ELL); 2% Students with Special Needs; 2.5% Homeless; 0.8% Foster Youth; and 89% who qualify for free and reduce lunch.   MAAC Community Charter School offers students a unique curriculum in which they learn traditional subjects in relation to real-world issues. Our community-based approach is grounded in the theory of Critical Pedagogy and encourages an atmosphere in which academic progress is expected and diversity is embraced. Authorized by Sweetwater Union High School District, MCCS is open to students ages 14-20 and provides the same core education classes offered at traditional public high schools. MCCS offers three “Career Pathway” tracks that provide students with baseline knowledge and skill set in the areas of multimedia, art, and building trades with OSHA 10 certification.   It is our belief that in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with Ed Code 51210 (where applicable) based on the nature of MAAC Community Charter School’s educational program.   MAAC Community Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (quarter), report cards, student schedules, and transcript analysis, that are reviewed by the school counselor and Advisory teachers to ensure all students are on track towards high school graduation.  This applies to all students and subgroups including unduplicated students and students with disabilities to ensure they benefit from a broad course of study.|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study at MAAC Community Charter School. All students have access to and are enrolled in ELA, Mathematics, Science, Social Studies/History, and Physical Education. In addition, 100% of students have access to and are enrolled in Art, Health, Advisory, Multimedia, College Bound courses, and Work Experience Education. Our students have access to a college liaison.  There are no differences in accessibility to courses across student groups, including unduplicated students and students with disabilities.|Currently 100% of the students have access to a broad course of study and MAAC Community Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of MAAC Community Charter School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
37684370000000|Vallecitos Elementary|7|100% of students have access to a broad course of study at Vallecitos. All students have access to the required amount of minutes provided in our daily schedule for broad courses, including English learners and special education students. All teachers plan lessons based on essential standards and learning targets coordinated within their PLC groups. Students in 5th and 7th grade take the physical fitness test and students prepare all year long for the test. All students fulfill the required minutes for physical education each week.|Vallecitos is a one school district, one school site. Therefore, there are no differences across school sites and student groups. Our goal for the 2018-2019 school year is 63% of students are within the Healthy Fit Zone in body composition as evidenced by Physical Fitness Testing (PFT).|One barrier preventing the LEA from providing access to broad course of study for all students is having enough funding to provide all types of broad courses. Second, another barrier preventing the LEA from providing access to a broad course of study is having credentialed teachers for specialized courses.|Potential new actions for Vallecitos is to consider broadening our VAPA program.|Met||2018
37684520000000|Vista Unified|7|Students in the Vista Unified School District have access and are enrolled in a broad course of study.  The district uses various tools to measure access to a broad course of study including a district wide data dashboard that tracks student participation and completion of a-g courses, AP/IB courses, intervention courses in the core content subjects, dual enrollment, CTE participation, and continuation school course completion. In addition to the data dashboard, the district staff uses semi annual and annual metrics, both local and state generated, to monitor progress expanding access for students who may be socially/economically disadvantaged, English learners, students with disabilities, homeless and foster youth.|All students in the Vista Unified School District have access to a broad course of study across all grade spans. Starting at the elementary and moving through high school, all students have access to the core content areas including English language arts, math, science, social studies, art, music, P.E. and social/emotional learning. Students who fall into the category of socio/economically disadvantaged, English learners, student with disabilities, homeless and foster youth have additional multi-tiered systems of supports to ensure that district staff respond quickly to challenges they may have as they progress through the grade levels. Some examples of increased access include the implementation of a full inclusion continuum of services for students with special needs so that they have access to grade level content standards in the general education learning environment with their typical peers. Another example includes specific time built into the instruction day for English learners to access designated English language development. Many of the school sites with high concentrations of economically disadvantaged students, English learners and students with disabilities have expanded course access to a-g and AP/IB programs in an effort to increase participation. As a result, the district has seen a rise in the number students from high needs backgrounds passing these courses.|Given the diversity of the district student population, there are ongoing barriers that continue to slow progress towards full access to a broad course of study. The largest barrier continues to be language. While the district has made tremendous progress with reclassification rates, English learners still face tremendous challenges access the rigorous content as they strive to learn English as a second language. Poverty continues to serve as a barrier to course access as students in extreme poverty often miss school more often and, when attending school, can be distracted in their learning due to the demands of their homelife. A third barrier is social/emotional wellness. The district has seen a dramatic increase in the stress level on students as a result of the current social climate at the local and national level.|The district is expanding the implementation of the multi-tiered system of support from a set of schools to a district wide approach. We have implemented a formalized reading intervention program at the seven highest need elementary schools. Transportation options for students were expanded reducing the walking demand on students and families.  Dual Language progress are being added at the elementary level to leverage the linguistic strengths of our community. The district continues to expand access to Equal Opportunity Schools for AP/IB enrollment. All elementary schools have access to a teacher collaboration model that is embedded within the school day to focus on analyzing student achievement and refining pedagogy and practice.|Met||2018
37684520124917|Guajome Learning Center|7|The administration, in conjunction with the counseling department, evaluates our course offerings each year in order to update the course catalog.  We present any proposed changes in courses, graduation requirements, and/or pathways to the board of directors for final approval.  The track for UC eligibility is clearly outlined for incoming students. Our independent study students access curriculum using the APEX virtual school program.  APEXVS is a leading program nationwide, and consistently updates its courses and material to reflect the current educational requirements and best practices at both the national and state levels.  This year, a CTE track was added.  In addition to the wide range of courses offered online, Guajome Learning Centers offers off line, book-based elective courses to round out the robust offerings. Student support is a pillar of the homeschool/independent study programs offered at GLC. All students are entitled to take all courses (as fitting their academic goals, graduation requirements and after school plans) offered, regardless of ELD, SPED or other status. There are measures in place to ensure that students receive additional support when needed, including the SST referral process, and one on one and group teacher meetings.|Our independent study students access curriculum using the APEX virtual school program.  In addition to the wide range of courses offered online, Guajome Learning Centers’ students are able to take off line, book-based elective courses as well as up to two (2) in-seat courses on the Guajome Park Academy (GPA) campus.  The homeschool program for elementary and middle school students includes an in-seat class once weekly as well as regular field trips to support student learning. All students are entitled to take all courses (as fitting their academic goals, graduation requirements and after school plans) offered, regardless of ELD, SPED or other status. There are measures in place to ensure that students receive additional support when needed, including the SST referral process, and one on one and group teacher meetings.|One barrier that can arise within the GLC program is the acceptance of a student who is credit deficient.  While measures are now in place to ensure that students who are credit deficient are eligible to enroll in GLC with a reasonable chance of graduation and a reasonable course load, there remain a few students whose course loads are requirement-heavy.  This limits the variety of courses available to the student.|The GLC has implemented a number of practices to ensure access to a broad course of study for all students.  First, we adopted the CTE courses through the APEXVS program.  Next, we created clear pathways to graduation beginning with the class of 2022.  We are currently revamping the enrollment protocol to include a transcript review with the guidance department and an intake meeting with GLC leadership to ensure proper placement of students and working with staff to identify the ideal pacing of students’ personal learning plans as it pertains to rolling enrollment.|Met||2018
37684520128223|Bella Mente Montessori Academy|7|Student needs are identified through CALPADS, student records, initial assessments, etc. Based on that information, students are enrolled in appropriate programs (i.e. English Learner Learning Center, Reading Center, Leveled Math Groups, Leveled ELA groups, and more). Data is then collected 3 times per year to ensure success and determine additional appropriate interventions as necessary.|All students attend weekly extracurricular classes including Garden/Nutrition Lab and Art. Additionally, all students grades 4-6 attend dance class. Students in grades 1-3 participate in a music series, which focuses on different genres each month. Middle school students (7/8) participate in additional electives on Fridays. Electives include Spanish, Student Government, Community Service, STEAM and College/Career Readiness.|BMMA has identified 3 barriers that can prevent the LEA from providing a broad course of study.  1. Time- Academic instruction in the core areas (ELA/Math) are priority. BMMA works to ensure that all students have 90 minutes of uninterrupted instruction both ELA and and math.  2. Funding: Extracurricular classes are provided at additional cost to the school.  3. Staffing: Extracurricular classes require additional credentialed teaching staff. As a result, additional staff must be hired.|Bella Mente applies for grants throughout the school year and sponsors fundraisers to support extracurricular classes. The administration team also works on flexible scheduling in order to ensure that all students have weekly access to the broad course of study.|Met||2018
37684523730942|Guajome Park Academy Charter|7|Yearly our course offerings are evaluated as part of the process to evaluate our course catalog. This is done collaboratively with administration and the counseling department. Any proposed changes, including graduation requirements, course offerings, or course pathways, are brought before the Board of Directors. As a result of the review processes in place, Guajome Park Academy has done a tremendous job in providing access to a broad course of study. This is evident in our a-g offerings and access. 100% of core courses offered are a-g aligned, with 84% of all courses CSU/UC approved. The courses that are not a-g courses, are still valuable in offering the broadest course of study for our students. These courses include our multiple career-related studies courses, as well as academic support courses. Our course offerings have resulted in 53% of our students graduating UC/CSU eligible for the 2016-17 academic year.   In addition to access to a broad course, we see evidence of success in our Early Assessment Program (EAP) data. In 2017 53% of GPA juniors tested ready for college in English Language Arts, with an additional 35% testing conditionally ready. In math we had 29% of GPA juniors test ready for college, and 33% test conditionally ready.  To support students in their courses, a number of procedures are in place to monitor performance and provide support where needed. These include the safeguards and accommodations in place for students with IEPs or with 504s. In addition, we implemented the Student Achievement Collaboration (SAC) process to increase intervention and support for struggling students. At the heart of the SAC process are the weekly SAC Meetings, which are organized into grade level groups allowing teachers to collaboratively work to determine effective intervention strategies for students needing additional support. A part of the SAC process includes documenting discipline data and positive behavior strategies that are currently being implemented. The efficacy of these strategies is evaluated on a daily basis by individual teachers, and then the results of the strategies are discussed and reevaluated as a group at the end of each week. Data is shared between teachers and administrators and the progress of implemented behavior intervention strategies is regularly discussed.|Access to academic programs at GPA are inclusive. Students who need additional support have the opportunity to receive push in or pull out intervention services. In the primary program, English language learners are identified and supported through the general education classroom. Special education students are supported through push in instruction, pull out instruction, and group instruction in and out of the general education classroom. In our Middle and High school programs, we look to implement push in services first. English language learners take English Language Development (ELD), and Special Education students who take study skills have these courses instead of an elective. Our ELD courses are aligned to be taught by the primary English teacher of that grade level to further support our EL students.  The Special Education program at GPA is structured to meet the needs of students as outlined by IDEA and their Individual Education Plan (IEP).  GPA’s focus centers on the students with total staff collaboration and home/school communication.  Support in these three areas best serves the needs of Special Education students, general education staff, and home.  To meet the needs of all students, GPA has four Education Specialists, two School Psychologists, three Instructional Assistants, a Speech and Language Pathologist, an Occupational Therapist, a Deaf and Hard of Hearing Specialist, and an Assisted Technology specialist on site. Additional professionals are available if needed, based on the student’s IEP.   Special Education students at GPA are participants in all of the GPA educational programs, including IB and AP courses. It is important that students have the opportunity to fully participate at their grade level in core curriculum. Special and general education staff monitor student performance outcomes and provide the accommodations outlined in the student’s IEP. Added support is available in Study Skills classes, as well as co-taught English and Math courses, and is based on the needs of the individual student as indicated on each IEP. Furthermore, there has been a focus of transitioning to more of a push in model with instructional aids in classes in a co-teaching capacity to further support those student’s needs.|One barrier that exists is the limits of a six-period schedule. By having a limit of six periods, if a student requires a study skills class as part of their IEP or ELD class, that class is given in place of an elective.  Our graduation requirements also become a barrier for some students in that there are higher requirements in many areas than the minimum state requirements. This is done intentionally to provide students the opportunity to be more competitive and have the courses needed to attend the UC system. These higher graduation requirements include three years of approved social studies-history, three years of UC approved lab science, two years of foreign language, and three years of math -through Algebra 2. Identified Special Education students may take an alternative course of study as specified in their IEP to meet state and local graduation requirements for a diploma.  Additionally, within the guidelines of the IEP, if a student with a disability does not meet all state and local requirements for earning a high school diploma, then the local education agency may award the student a certificate of completion in lieu of the traditional diploma.|To support students in the courses a number of procedures are in place to monitor performance and provide support where needed. These include the safeguards and accommodations in place for students with IEPs or on 504s. In addition, we implemented the Student Achievement Collaboration (SAC) process to increase intervention and support for struggling students. At the heart of the SAC process are the weekly SAC Meetings, which are organized into grade level groups allowing teachers to collaboratively work to determine effective intervention strategies for struggling students or for those needing additional support. A part of the SAC process includes documenting discipline data and positive behavior strategies that are currently being implemented. The efficacy of these strategies is evaluated on a daily basis by individual teachers, and then the results of the strategies are discussed and reevaluated as a group at the end of each week. Data is shared between teachers and administrators and the progress of implemented behavior intervention strategies is regularly discussed. In our Middle and High school programs, we look to implement push in services first. English language learners take English Language Development (ELD). For our ELD courses, we have aligned those courses to be taught by the primary English teacher of that grade level to further support our EL learners. In addition, specific targeted tutoring is available for our ELD and reclassified students. Also, beginning the 2018-19 academic year, we offer Spanish for Spanish Speakers I, II, and III as a language pathway that supports students mother tongue.|Met||2018
37735510000000|Carlsbad Unified|7|CUSD tracks and measures the extent to which all students have access to a broad course of study in the following ways: graduation rates, a-g rates, CTE enrollment, AP enrollment, VAPA enrollment.  AERIES and AERIES Analytics are used to analyze and track data.|At the K-5 level all students have courses in music, art, PE, and engineering.  In additional to traditional academic courses all elementary students are part of career awareness continuum which includes: At the elementary level, this includes experiences with careers and local government through Carlsbad City Hall and BizTown, environmental conservation with Agua Hedionda Lagoon, biomedical engineering with Botanical Gardens, and Lego Robotics for design thinking. This exposes elementary students to a myriad of careers and real-world connections to make learning meaningful and relevant.  In grades 6-8 students participate in a broad course of study which includes core academic courses that prepare them for college/career.  Students also have access to VAPA, STEM, CTE, and World Language.    In grades 9-12 CUSD has two comprehensive high schools.  Each offering broad courses of study as well as specialized programs.  These include STEM (Project Lead the Way) Pathways at Sage Creek High School and Film, Broadcasting, Speech and Debate, Journalism, and Finance Business Pathways.  Both high schools offer a myriad of VAPA, World Languages, and other CTE programs.    The CUSD diploma is aligned to the a-g UC/CSU requirements which expose all students to a broad course of study.  Including all core academic courses as well as VAPA, Foreign Language, CTE, and Physical Education/Health.  This is tracked by monitoring graduation rates, AP enrollment, CTE data, and general course enrollment numbers grade K12.   Carlsbad also offers a continuation high school as well as an independent study program for students in grades 9-12.|A barrier in the past was in grades 9-12 was non a-g approved courses.  CUSD has performed an extensive course audit and removed many of these courses from the master schedule.  CUSD continues to increase the number of students who take at least one advanced placement course in grades 9-12.|CUSD continues to implement and refine interventions for students at all grades.  We are in the process of creating a Multi-Tiered System of Supports of MTSS that will include common interventions across grade levels and schools.  In our 2018-19 LCAP we identified resources and support to create and implement the plan.|Met||2018
37735690000000|Oceanside Unified|7|Oceanside Unified School District used a locally created survey as the self reflection tool to measure enrollment and access for grades 1-8. Graduation and A-G completion rates were utilized as the tool for the high schools.   Site administrators responded to a Grades 1-6 or Grades 7-8 survey to identify whether the required subjects were offered and if all students, including English Learners, Foster Youth, Homeless, and Students with Disabilities were able to access these subjects.  Additionally, principals were asked to identify possible reasons students were not able to access the content, the types of supports provided to assist students, and how the information gathered will be used to develop the School Plans for Student Achievement.  Data was collected and reviewed on Graduation and A-G completion rates.  This data was reviewed for all students and by each student group at both the district and school level.  Principals were also asked to identify possible reasons for the results, supports offered, and how the information will inform their planning process.|Students in 1st-6th grade are enrolled in English, Math, Science, History Social Science, and receive 200 minutes of Physical Education every 10 days.  Less than half of the 1st-2rd graders and about 75% of 3rd-6th graders are enrolled in Visual and Performing Arts. Approximately 50% of 1st-6th graders receive instruction in Health.  All students, including English learners and students with disabilities are also able to access the content in these subjects.   All students in grades 7 and 8 are enrolled in English, Math, and Physical Education courses. While all schools offer History and Science, not all English learners or students with disabilities are able to enroll in these subjects due to enrollment in additional support classes. Not all of the middle schools offer Visual and Performing Arts, World Language, and/or CTE/Applied Arts, and even if they do, English learners and students with disabilities were not alway able to take these classes.  All required subject areas are offered and students have the opportunity to enroll in these courses at the high school level.  However, there is a discrepancy between the success of each student group. The overall graduation rate for 2018 was 91%, with English learners at 81%, students with disabilities at 51%, and Foster Youth and Homeless students at 69%. The gap between student groups increases in A-G completion,  indicating students are not fully accessing or being successful in the courses.  The A-G completion rate for all students was 41%, while English learners was 13%, students with disabilities was 17%, and Foster and Homeless was 38%.|The barriers identified for 1st-6th grade students were Visual and Performing Arts and Health were not offered as a stand alone subject at all grade levels.  In some cases these subjects are integrated into other content area.   At the middle schools, not all subjects were offered at all schools and/or grade levels. Scheduling conflicts also contributed to English learners and students with disabilities not being enrolled in some courses. This since they are enrolled in a 2-period block and/or intervention classes for additional support.  In high school, English learners and students with disabilities are also enrolled in support classes, limiting access to all the required coursework.  However, the discrepancy between graduation rate and A-G completion indicates students are not being successful in their classes and are earning D’s instead of the C’s required to meet A-G.|Actions include:  -Develop curriculum blueprints and common assessments to ensure coherence and consistency  -Regularly monitor student progress and provide needed supports and interventions -Provide professional learning and coaching to teachers and administrators on evidence-based instructional strategies to ensure best first instruction -Offer tutoring and credit recovery options for secondary students to improve grades -Utilize designated ELD teachers and EL intervention teachers to support English learners at the secondary levels -Target potential long-term English learners and provide supports to ensure students are reclassified before moving to middle school -Provide information to families about A-G requirements and how to support their students at home -Ensure all schools are offering the required subject areas -Implement a district-wide system of support to address academic, social emotional, and behavioral needs so all learners can be successful|Met||2018
37735690136267|Coastal Academy Charter|7|Based on Coastal Academy's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses. For grades 9-12 based on Coastal Academy's charter and course catalog, students have access to a comprehensive selection of courses to meet graduation requirements.  All students including all sub groups may enroll in all courses at Coastal Academy.  Enrollment in courses is tracked through our Student Information System. All students including all sub groups are enrolled in each of those courses.|At Coastal Academy 100% of students,in grades TK-8, including all sub groups of students, are enrolled in the courses outlined in the charter, and for grades 9-12 as outlined in the charter and the course catalog, including A-G, Advanced Placement, and electives.|In grades TK-12, no barriers are identified at this time that are preventing access to courses for any students in any subgroups.|Coastal Academy will continue to review and evaluate student access to a broad course of study as defined in its charter.  As barriers or access issues come up, Coastal Academy will make corrections in its practices to fulfill our goal of all students growing and learning.|Met||2018
37735693731221|Pacific View Charter|7|Pacific View Charter School tracks the extent to which students are enrolled in and have access to a broad course of study through the following ways in the following grade spans: In grades K-8, student enrollment in courses is tracked through the school’s student information system and monitored by both teacher and lead teachers. Student access to curriculum is also carefully monitored by the Director of Curriculum, who oversees the acquisition of new curriculum and monitors teacher lesson plans. In addition to the above mentioned measures, at the high school level, student access to a broad course of study is also tracked by the school counselor who creates learning planners and graduation planners for all students. This tracks their progress towards graduation and is aligned with PVCS graduation requirements. Students with special needs are also assigned a case manager who has access to their student’s courses and monitor progress through courses. Case managers also provide specialized instruction as deemed necessary through IEP meetings.|Students in grades K-5 at the Oceanside campus and K-6 at the Moreno Valley campus have access to a rigorous online curriculum through the PVCS home study program. Students take the four core subjects online and complete Physical Education through Independent Study in collaboration between their teacher and learning coach. Students in these grades receive arts enrichment through school events and field trips. Students in grades 6-8 in Oceanside and 7-8 in Moreno Valley may enroll in the home study program or in a blended learning program  that combines independent study with targeted instruction from credentialed teachers. During classroom time, students are able to collaborate with peers in Math, ELA, Science, Social Studies, Exploratory, PE and other enrichment activities that supplement the curriculum. High school students on both campuses are provided with a broad course of study that allows them to reach the goal of attaining the 220 credits required to receive a diploma from PVCS. Students have access to curriculum designed by credentialed PVCS teachers or online curriculum and those students who need it have access to foundational curriculum that can provide remediation in deficient skills. The following chart shows PVCS’ broad course of curricular options as collected through DataQuest, Fall 2018 (https://dq.cde.ca.gov/dataquest/. )|All students in grades K-12 are provided access to a broad course of study while at PVCS. However, the school has run into barriers in providing a CTE Pathways program for high school students. Most students at PVCS come to the school in their 11th or 12th grade year, making it difficult to create a cohort of students who would be able to complete a multi-year career pathway program. In addition, the small size of the school and the diverse interests of the students makes it difficult to select one pathway that would be of interest to a sufficient number of students. For this reason, PVCS has chosen to provide access to CTE courses through an online curriculum provider and not pursue at pathways program at this time.|PVCS will continue to provide a broad course of study for all students. This year the school adopted a new online curriculum for grades K-8 home study, new social science curriculum aligned to the HSS Framework and new intervention programs for struggling readers. In addition, PVCS plans to increase instruction about post-secondary options for all students starting in grade 6, expand the intervention programs and provide teachers with training in a school-wide instructional framework, which will include training on how best to teach standards-aligned curriculum.|Met||2018
37737910000000|San Marcos Unified|7|The District is tracking the following to determine the extent all students have access to and are enrolled in a broad course of study:  percent of students meeting A-G requirements; number of students enrolled in CTE courses; number of students enrolled in AP courses and pass rate; English learners' grades; students accessing core through co-taught classrooms.|Data is based on 2017-18 school year. Percent of students meeting A-G requirements:  61 % of all students; 45% of students from low-income families;16% English learners. Number of students enrolled in CTE courses:  2350  Number is students enrolled in AP courses:  2115:  738 students from low-income families; 63 English learners.  1272 students out of 1693 students who took an AP exam passed at least one exam (75%). English learners' grades in courses:  49% pass all classes with a C or better grade; 79% pass with a D or better grade. Redesignated Fluent English Proficient students' grades in courses:  63% pass all classes with a C or better grade; 85% pass with a D or better grade. Students with special needs accessing core through co-taught classrooms:  43% of students were in general education 49.2% of their day.|Barriers the District has identified include the following:  Graduation requirements were not aligned closely to A-G requirements; Many CTE classes were not A-G approved; Students who showed potential were not systematically identified for AP classes; AVID was available to support students enrolled in more rigorous courses yet English learners and students with special needs were provided support in specialized classes.|New graduation requirements more closely aligned to A-G requirements have been adopted and are being phased in over time; the majority of CTE classes are now A-G approved; five additional CTE courses were approved last year and pathways are more clearly established; there is a teacher at each high school responsible for identifying students who show potential for AP classes  and supporting AP teachers in their work with students; AVID continues  to support students enrolled in more rigorous courses;  Co-taught classrooms have increased across the district to support English learners and students with special needs with access to a broad course of study.|Met||2018
37737910138222|Pivot Charter School - San Diego II|7|Pivot Charter School uses multiple online curricula across its grade spans that is able to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a board course of study for each grade span and all student groups.|Elementary students access core coursework online and additional coursework while attending the on-site program at the resource center. The elementary teacher is able to supplement the online curriculum with projects, group work, and topics not covered by the curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental program. For the 2018-19 school year, Pivot Charter School is adopting a new curriculum for its elementary students that will also provide access to art and music courses online.  Middle school students access core coursework online and additional supplemental courses when attending the on-site program at the resource center. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental courses. For the 2018-19 school year, Pivot Charter School is adopting a new curriculum for its middle school students that will also provide elective courses to students online.  High school students access core coursework online and additional supplemental courses when attending the on-site program at the resource center. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental courses. For the last few years, Pivot Charter School has been offering high school students a wider variety of courses that span the CTE, technology, and VAPA categories.|Elementary students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study. Additional elective courses offered through the new curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s virtual students. Field trips are offered to all students and encouraging virtual students to participate in these field trips is another way to create excitement around attending the on-site program at the resource center.  Middle school students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study. The new elective courses offered through the new curriculum can help provide a broader course of study to Pivot Charter School’s virtual students. Field trips, clubs, and workshops are offered to all students and encouraging virtual students to participate in these is another way to provide access to a broad course of study.  High school students that don’t attend the resource center program have the greatest barrier to accessing a board course of study. Field trips, clubs, and workshops are offered to all students and encouraging virtual students to participate in these is another way to provide access to a broad course of study. Additionally, Pivot Charter School encourages all high school students to concurrently enroll at their local community college and provides access to a college counselor to help them apply.|Pivot Charter School has already adopted new curricula for both the elementary and middle school grade spans. Previously these grade spans had no options for elective courses and only had access to the core courses. Starting in the 2018-19 school year, all students will have access to elective courses online. There is no policy that a student must take an elective course but that may be considered in the future.  Pivot Charter School has also expanded its on-site elective options, offering high school credit for courses like Work Experience, Excursions, and others. Offering credit for these courses encourages students to participate in a broader course of study.|Met||2018
37754160000000|Warner Unified|7|We make sure all students have equal access to curriculum content, technology, field trips, sports, and all extracurricular activities that are school sponsored.   We don't have any special tools other than our small size and activity monitoring for it.|We recently adjusted our master schedule to a trimester to allow our students more opportunities in high school and middle school.  We now offer coding to all grade levels from K-12.  In elementary we recently added an elective wheel.  We don't have any special tools other than our small size and activity monitoring for it.|Our small size allows us to closely monitor but it also limits our ability because of the small staff.|We continue to personalize our learning to meet the needs of our students.  We ensure that we have small class sizes to offer the best instruction for our students.|Met||2018
37754160132472|California Pacific Charter - San Diego|7|California Pacific Charter School monitors and reviews curriculum/vendor options to ensure that a wide variety of course options are offered, as well as on multiple platforms to best meet various learning styles. We create personalized academic plans for our students to ensure that CTE/college/graduation requirements are met, while still being able to appeal to the students’ interests. Assessments and transcripts are reviewed continuously throughout the year Student progress is monitored regularly|All students have full and complete access to a broad course of study.  We do not have sites or different programs within our school, therefore, all students have the same complete access|There are currently no barriers preventing students from a full and complete access to a broad course of study.|N/A|Met||2018
37756140000000|Valley Center-Pauma Unified|7|Valley Center-Pauma Unified utilizes the Dashboard College and Career Indicator Reports and Data measures that includes: Cohort Graduation Rate, CTE completion rate, SBAC summative assessments in ELA/Math, Completion rate of CTE courses, A-G completion rate meeting UC or CSU criteria & AP exam scores.  Valley Center-Pauma Unified provides all students including unduplicated students (i.e. English learners, low-income students, and foster youth) and students with disabilities in grades 1 through 6, a Broad Course of Study includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies (Dual Immersion English/Spanish  program that is prescribed by the governing board; and for students in grades 7 through 12, a Broad Course of Studies includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.  The additional tools and local selected measures to ensure that all students have access to a broader course of study include:  * Basic Services: Williams Report on credentials, instructional materials and facilities. * Implementation of State Standards as measured by quarterly Principal  classroom observation reporting aligned to California Teaching Standards including English Learners having access to CA State Standards and ELD standards. * Students physical fitness as measured by the state PE testing with an overall score of at or above in the Healthy Fitness Zone.  *All English Learners identified and provided appropriate ELD instruction to obtain English Language Proficiency (Measures:  ELPAC/CELDT scores, Reclassification rate.) *  Course Access for all: A-G  schedule for Secondary courses and Elementary course per weekly schedules that coincide with instructional minutes in all core subjects in accordance to Ed. Code including  unduplicated pupils and students with exceptional needs.|Students have access and are enrolled in a broad course of study as demonstrated by the following: Valley Center-Pauma Unified has one the highest cohort graduation rates in San Diego County for all Ethinic groups (81.6% Am. Indian, 89.2% Hispanic, 94.3% White. Valley Center High School earned the California Distinguished School award for the second time in 2013.  Valley Center Middle School, Lilac School and Primary School are also California Distinguished Schools. Known for being cutting-edge with technology, every student from grades 3rd - 12th have an iPad checked out to them for school and home use. K-2nd have access to computer labs and/or iPads in the classroom.  We use technology as a resource and learning tool to ensure students are 21st Century Learners.  All schools have transitioned to the CA State Standards and Smarter Balance Assessments as teachers and administrators work together to provide quality instructional strategies for all students. Our district is known as a leader with educational technology, award winning Dual Immersion (English-Spanish) program, outstanding music programs, competitive athletic programs, high graduation rate and Partnership for Success program with CSUSM for admission  and Palomar Promise admission for all students meeting minimum criteria. Our community supports and appreciates the educational program which includes academic and career technical programs, including an outstanding Agriculture program, award winning Health Careers Pathway, and Media Technology Pathway. The district also offers alternative education options including online courses and individualized learning opportunities. All students including unduplicated students (i.e. English learners, low-income students, and foster youth) and students with disabilities have access or are enrolled in the district's broader course of study. Keys features of this year's LCAP goals include:1) Every student is actively engaged in learning, feels safe at school, and demonstrates good citizenship as demonstrated by our Dashboard Suspension Expulsion rate. 2) Every student  receives high quality instruction leading to academic achievement and physical fitness, successfully preparing them for college and career readiness. The district continues to work aggressively on the gaps between our unduplicated student groups at all grade levels with new ELA and Math adoptions that provides ELD, MTSS and RTI methodologies to assist all student needs.|Valley Center-Pauma Unified will continue to provide opportunities for all students to participate fully in core academic and extracurricular activities, taking into account and mitigating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. All schools combined are 55.86% unduplicated pupils and each action/service directly supports the effort to ensure that unduplicated pupils meet our LCAP goals. As staff are not permitted by regulation to be informed of the particular students who are low income, it would not be possible to directly target services to students based on that criteria. Therefore, we plan services to support all students who are at risk academically or socially or physically. District data also indicates that there is a strong correlation between English Learners and low-income students, therefore, programs targeted to English Learners will have a positive effect on low-income students. Due to the size of the district, matriculation, and professional learning community collaboration, planning and delivering a cohesive system of support is considered to be a stronger research-based model, based on the work of Richard DuFour and Mike Mattos. Delivery of a districtwide plan provides a cohesive system of support to improve learning for unduplicated pupils, rather than the duplication of effort and risk of fragmentation in a school-by-school approach principally directed towards a focus on unduplicated pupils. Principals and teachers are instructional leaders who work together, representing their school sites and students to develop intervention plans that cover the entire district. Our experience with four elementary schools matriculating into one middle school and one high school reveals that common instructional practices have gained stronger results in the past on standardized measures and internal measures of academic progress.|Actions and services that ensure all students have access to a broad course of study the district continues to focus on students not meeting standards. The district has new curriculum adoption in ELA and Math.  Focus will continue to be provided to all students and  directed toward unduplicated students who will be provided an additional layer of supports by providing additional staffing in programs that are principally directed toward unduplicated students. The additional instructional coaching will provide opportunities for enrichment and acceleration above the base program as well as adjust class sizes to ensure that unduplicated pupils have the greatest opportunities for success. Alternative learning formats will be implemented through online coursework and a range of materials to ensure that all students including unduplicated pupils will be able to learn in multiple modalities. The enhancement of counseling services and parent workshops will provide additional supports for unduplicated pupil success by allocating resources to support social/emotional well being as well as increasing access to college and career pathways. Ensure English learners receive language acquisition support for continuous progress toward English proficiency within five years, as well as continued progress in core academic programs, by providing English learners at all English proficiency levels with full access to all core academic programs including, but not limited to: o Integrated English Language Development (ELD) that provides English learners with support for academic language development in core content courses; o Designated ELD that provides specialized instruction to address particular language learning needs of English learners. • Provide ongoing monitoring and support of reclassified English learners for at least four years after reclassification to ensure correct classification, placement, and whether additional academic support is needed. • Increase enrollment in Career Technical Education (CTE) courses and CTE pathway completion. LEAs regularly and systematically promote student access to strong and supportive CTE pathways that incorporate college- and career-ready skills to provide a foundation for student success.|Met||2018
37764710000000|SBC - High Tech High|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37764710114678|High Tech High Chula Vista|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37764710114694|High Tech High North County|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37764710119271|High Tech Middle North County|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37764710123042|High Tech Middle Chula Vista|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37764710123059|High Tech Elementary Chula Vista|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37764710127605|High Tech Elementary North County|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37764710137067|High Tech High Mesa|7|All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study.|Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2016/17 (the most recent year this data is available) is greater than 97%.  In addition, 100% of HTH students completed a presentation of learning during the 2017/18 school year.|HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.|Met||2018
37768510000000|Bonsall Unified|7|Bonsall Unified School District will be using master schedules, transcripts/report cards, course request forms, core academic class offerings, VAPA course offerings, course catalogs, and CTE enrollment to track the extent to which all students have access to and are enrolled in a broad course of study in all grade spans, unduplicated student groups and those with exceptional needs.|Students have access to and are enrolled in, a broad course of study for grades 1-6 and 7-12, including unduplicated student groups, and student with special needs. Two sites with grades 7-12 are continually redesigning the master schedule to allow all students, including unduplicated student groups, and students with special needs access to Foreign Language and other VAPA courses.  Changes to the master schedule will also be reflected on the student transcripts and course selection cards.  Currently, English Learners and students with special needs are limited in their access and enrollment options in broad courses of study.  The master schedule plan for the coming year will be to increase the opportunities to access and enroll in Language and VAPA courses for our unduplicated students groups and students with special needs.|Barriers preventing the LEA from providing access to a broad course of study for all students includes; having systems in place for providing English language development, identifying students for reclassification, and that subsequent monitoring requires alignment to the expectations of the newly implemented state assessment for English learners, the ELPAC.|The district EL committee is in the process of modifying the English learner monitoring and reclassification process to align with the ELPAC assessment timeline and provide staff with related professional learning and training.|Met||2018
37769010134429|Thrive Public|7|Thrive Public School’s four campuses are located in three of San Diego's most distressed neighborhoods. Thrive seeks to serve a student body that is representative of San Diego's diversity, and our school community encompasses children living in poverty and the children of professionals, English learners, students seeking a fresh start after past school challenges, and children from 37 different zip codes enrolled in TK through high school. Half of our students will be the first in their families to attend college.   Currently, our school serves approximately 967 students in grades TK-11, with student demographics that include: 47.3% Hispanic, 23.1% White, 13.1% African American, 8.6% 2+ Races, 4.8% Asian, of which 59.6% Socio-economically Disadvantaged; 17.1% English Language Learners (ELL), 17.5% have learning and developmental disabilities.   Via the allocation of resources in this LEA, Thrive seeks to support high academic and socio-emotional growth for every student in order to become a tipping point for community transformation in San Diego's highest need neighborhoods. Our academic model is a unique combination of cutting-edge technology and instructional practices that hone students’ academic skills through personalized, blended learning and cultivate students’ passions through project-based learning.  Our rich academic curriculum is supported by practices such as morning meeting, Responsive Classroom, and Council, which support socio-emotional growth. In Thrive’s innovative model, our students’ agency, empathy and discernment, and every student graduates college-prepared, career-inspired, and community-minded.  Thrive Public Schools believes that in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, VAPA, and Foreign Language, including unduplicated students and students with exceptional needs. This will be verified by the Principal’s analysis of weekly classroom schedules for each teacher, coupled with classroom observations to verify that schedules are being followed. This will also be measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by counselors, Advisory teachers, students and parents/guardians to monitor if the student is on track to graduate.  This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Thrive Public Schools, all students are enrolled in ELA, mathematics, science/lab science and social studies. In addition, K-8 students have access to Art Exploratory & Movement Exploratory; Grades 9-10 have access to coursework in art and design and UC A-G approved courses, as part of the school’s high school graduation requirements. There are no differences to accessibility to courses across student groups at Thrive Public Schools.|Currently, 100% of the students have access to a broad course of study and Thrive Public Schools will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Thrive Public Schools in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
37770320134577|Audeo Charter II|7|Currently, our school serves approximately 221 students in grades 6-12, with student demographics that include 53.4% Socio-economically Disadvantaged; 3.7% Homeless and Foster Youth; 7.7% English Learners; 19.5% Students with Disabilities.   The school uses the Pathways Personalized Education Plan to track the extent to which all students have access to a broad and rigorous course of study.  The school uses its Student Information System to track the equitable enrollment within a broad and rigorous course of study.|The school’s leadership team analyzes the results of the measures listed above annually. The results demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad and rigorous course of study.  At our school, students take one to two courses at a time and students take the required grade level core courses within an academic school year.  Course planning is individualized within the Pathways Personalized Education Planning (PPEP) Process. This process allows the instructional team to design a course plan based on the student’s skill levels, interests, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement courses, honors courses, and accelerated courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school.|Currently 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor this to ensure equitable access.|Due to the current success our school has in providing all students with access to a broad and rigorous course of study, no changes are currently planned, however this data will continue to be monitored as part of our cycles of continuous improvement.|Met|The school reported Local Indicator Priority 7 results at the October 18, 2018 Board of Directors meeting.|2018
37770990136077|Grossmont Secondary|7|Currently, our school serves approximately 301 students in grades 6-12, with student demographics that include 66.4% Socio-economically Disadvantaged; 5% Homeless and Foster Youth; 11.6% English Learners; 19.9% Students with Disabilities.   The school uses the Pathways Personalized Education Plan to track the extent to which all students have access to a broad and rigorous course of study. The school uses its Student Information System to track the equitable enrollment within a broad and rigorous course of study.|The school’s leadership team analyzes the results of the measures listed above annually. The results demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad and rigorous course of study.  At our school, students take one to two courses at a time and students take the required grade level core courses within an academic school year.  Course planning is individualized within the Pathways Personalized Education Planning (PPEP) Process. This process allows the instructional team to design a course plan based on the student’s skill levels, interests, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement courses, honors courses, and accelerated courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school.|Currently 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor this to ensure equitable access.|Due to the current success our school has in providing all students with access to a broad and rigorous course of study, no changes are currently planned, however this data will continue to be monitored as part of our cycles of continuous improvement.|Met|The school reported Local Indicator Priority 7 results at the October 18, 2018 Board of Directors meeting.|2018
37771070136473|Sweetwater Secondary|7|Currently, our school serves approximately 231 students in grades 7-12, with student demographics that include 73.2% Socio-economically Disadvantaged; 4.3% Homeless and Foster Youth; 19% English Learners; 19% Students with Disabilities.   The school uses the Pathways Personalized Education Plan to track the extent to which all students have access to a broad and rigorous course of study.  The school uses its Student Information System to track the equitable enrollment within a broad and rigorous course of study.|The school’s leadership team analyzes the results of the measures listed above annually. The results demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad and rigorous course of study.  At our school, students take one to two courses at a time and students take the required grade level core courses within an academic school year.  Course planning is individualized within the Pathways Personalized Education Planning (PPEP) Process. This process allows the instructional team to design a course plan based on the student’s skill levels, interests, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement courses, honors courses, and accelerated courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school.|Currently 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor this to ensure equitable access.|Due to the current success our school has in providing all students with access to a broad and rigorous course of study, no changes are currently planned, however this data will continue to be monitored as part of our cycles of continuous improvement.|Met|The school reported Local Indicator Priority 7 results at the October 18, 2018 Board of Directors meeting.|2018
37771560137323|Vista Springs Charter|7|Our charter petition requires students to be enrolled in a broad course of study.  To ensure this happens when K-8 students enroll, they are placed in the required courses of study.  For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas beginning as soon as possible.  This ensures that all students are not only enrolled in each required course of study, but also complete their graduation requirements with their cohort.  The school’s Math Placement Test (8th grade) ensures that students are placed into math courses that are appropriate for their skill level and provides the support or acceleration needed for each student.  In addition, the Director of High School Programs regularly reviews program schedules to ensure students are enrolled in a broad course of study.|The Math Placement Test (completed prior to 9th grade; preferably 8th) has shown that many students do not have the foundational skills needed for high school mathematics.  This finding also shows that SWD and EL students are disproportionately represented in this group.  Administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.|Barriers for math include: lack of a universal diagnostic, insufficient curriculum scaffolding, and inadequate access to tutors.  Barriers to passing the LOTE courses had been that the online course management portal was difficult to navigate, and scores were reported in bulk rather than assignment by assignment.  This made it difficult for parents and students to receive effective feedback on student achievement.  This is all currently being rectified by staff.|School leadership is in the process of implementing a system that identifies student needs, provides appropriate scaffolding, and brings them up to grade level in our 9th grade courses.  This will ensure that all students have the skills to enroll in higher level math courses.   The school also adopted Rosetta Stone as an option in the LOTE category.  Students are being much more successful in this program since its format and reporting features are much easier to both navigate and understand, and the program provides adequate support and resources for families who are on independent study.|Met||2018
37771720000000|SBE - Baypoint Preparatory Academy San Diego|7|BPA-SD utilizes small-group instruction, blended learning, and a station-rotation model to meet the diverse needs of the student population. Instruction is focused on the Common Core State Standards and Next Generation Science Standards.  BPA-SD supports teachers and students in their path of mastering the standards by providing many different resources including Houghton Mifflin Journeys, Houghton Mifflin Go Math!, Lexia Core5, Lexia Power Up, ST Math, and Edgenuity.  Benchmark assessments are administered using the NWEA MAP at the beginning, middle, and end of the school year to track data and gain valuable insight as to the student growth throughout the year. Ongoing assessments include classroom observation, running records, unit summative assessments, weekly assessments, and student presentations.   The programs and data sources meet the needs of all BPA-SD students including those who have exceptional needs and those who are included in the unduplicated population.|BPA-SD students receive instruction that is precisely targeted to meet students’ individual needs while still providing a broad course of study for all. Student data is collected and reviewed on a daily basis by BPA-SD teachers, instructional coaches, and administration. Together, BPA-SD staff collaborate to adjust curriculum pacing and identify areas where students can benefit from additional support. Students are given timely feedback on their daily progress.|Barriers that may prevent BPA-SD students from accessing a board course of study include a lack of basic technology knowledge when operating a Chromebook or similar device, difficulty working independently during station-rotations, and motivation to stay on task during independent and collaborative activities.|BPA-SD staff meets weekly to review data and make instructional decisions regarding interventions, lesson pacing, and enrichment activities. All grade levels have daily intervention/enrichment, and designated ELD instructional time in their schedules. During this block of time, teachers are able to work with students one-on-one, in pairs, or in small groups on specific standards and skills for an identified group of students to further support their academic needs.|Met||2018
38103890000000|San Francisco County Office of Education|7|SFUSD has selected outcome measures from LCAP, CDE DataQuest and the CA Dashboard to track the extent to which all students have access to a broad course of study. These measures include Kindergarten Readiness (LCAP), SBAC Grade 3-8 ELA and Math (CA Dashboard), HS Readiness (LCAP), 4-year Adjusted Cohort Graduation Rate and Outcome Data (Cohort Graduation Rate, Meeting UC/CSU Requirements, Earning a Seal of Biliteracy, Earning a Golden State Seal Merit Diploma – from CDE DataQuest), and College Career Readiness Indicator (CA Dashboard).|All SFUSD students have access to and are enrolled in a broad course of study. Our Early Education Centers implement a rigorous curriculum that includes both social-emotional learning and academic outcomes resulting in 66.5% of our Pre-K students identified as Kindergarten Ready. As our students progress from Kindergarten through grade 8 over 25% (approximately 10,000) are enrolled in a Biliteracy or Dual Immersion Language Pathway. The 2017 Fall CA Dashboard reports that our Grade 3-8 students on average are 0.1 points above meeting standard in ELA and 7.5 points below meeting standard in Mathematics. These represent a gain of 2 points from the previous year in both subject areas. Our unduplicated count students have not performed as well. Our English Learners, Foster Youth, Socioeconomically Disadvantaged and Students with Disabilities each have a status of low or very low performance in both ELA and Math. As students graduate from Grade 8, we report their High School Readiness based on grades, attendance and suspensions. 62.8% of our 2017-18 grade 8 students were rated as High School Ready. For our Unduplicated count students, the rate was only 41.8%. As our students advance into high school up to 50% enroll in a World Language class. For CTE, in 2016-17, 3629 students were enrolled in 41 CTE Pathways across 14 high schools. Their successful journey through high school is demonstrated by our Adjusted Cohort Outcomes as reported by CDE DataQuest. Our 2016-17 Graduation Rate was 84.4% with 69.7% of the graduates UC/CSU Ready, 21.1% earning a Seal of Biliteracy and 34.6% earning a Golden State Seal Merit Diploma. English Learners (67.9%, 55.0%, 20.0% and 23.2%), Foster Youth (55.4%, 33.3%, 8.3%, 2.8%) and Students with Disabilities (64.9%, 34.7%, 4.5%, 6.7%) continue to trail their peers on these measures but Socioeconomically disadvantaged students are close to par on these measures (83.4%, 64.8%, 21.3%, 29.9%). In addition, the Fall 2017 CA Dashboard reports that for the College/Career Indicator 57.4% of our students are rated as Prepared with Socioeconomically Disadvantaged students at 53.9%. However English Learners (31.9%), Foster Youth (13.9%) and Students with Disabilities (17.7%) lag behind their peers in this measure as well.|In Fall of 2017, we held a data forum with the community to review key measures from 2016­-17. This highlighted both areas of success where gains were made and areas to improve on. Gains include increases in College Readiness rates and SBAC ELA and Math proficiency levels district wide. Social Emotional and Culture / Climate indicators were shared, as well, and as a district a focus on implicit bias training and the importance of reaching all students, particularly our focal students, remains a priority. Areas to improve are the achievement gaps identified when disaggregating district wide data. SBAC proficiency levels among several focal student populations received an orange or red rating within the CDE Dashboard. Additionally, reclassification rates for English learners continues to be an area of focus, and we continue to resource efforts to improve the delivery of ELD frameworks across all schools. We recognize one of the most direct levers for influencing student achievement is in staff, particularly teachers. We therefore also prioritized employing top talent and creating conditions for staff to do their best work. In reviewing the fiscal landscape, it is clear that trade-offs will be necessary to meet our priorities. The Local Control Funding Formula (LCFF) reaches full implementation in 2018-­19. Pending changes in state legislation, this likely means revenue growth in LCFF will begin to reflect cost-­of­-living adjustments (COLA), which will be much more conservative than the leaps made in previous years to close the gap in funding. Mandatory expenditures, such as employer pension contributions, are expected to grow at rates that nearly negate projected increases in revenue growth. The conversations that were held with stakeholders this year highlighted slowing revenue growth and rising expenditures and highlighted key performance indicators. While acknowledging the fundamental need for quality and rigorous academic instruction and resources, participants felt many students cannot successfully access the curriculum without having social-­emotional and behavior supports in place. And where participants chose to prioritize academic supports, they were focused on English Learners, and discussion centered on concerns about how to improve rates for students to be reclassified as Fluent English Proficient, including what social emotional / culture climate supports need to be in place for students to thrive. The combined feedback and reflection gathered from school site plans, community conversations and data review reinforced our priorities and highlighted key areas, particularly social emotional supports, academic supports for focal students (particularly English Learners and African American students) and the need to invest in professional development among staff to build cultural competency.|The SFUSD Board of Education (BOE) and Superintendent of Schools have established policies that serve as a call to action to better ensure the success of our historically underserved student populations. English Learners: Aligned with the district’s strategic goals for all students, SFUSD is working to ensure implementation of the ELD frameworks across all our schools. This includes: rigorous instruction; proper identification and placement of English learners; access to effective language pathways and specialized programs and services; appropriate staffing and professional development; meaningful parent/guardian communication, outreach and engagement African American Achievement and Leadership Initiative: The district is committed to interrupting systemic barriers that have resulted in lower student performance, higher rates of suspension and racial isolation of our African American students. This work includes: analysis of existing policies and programs to enhance and target effective services and interventions; enlisting parents, educators and community partners in monitoring and improving systems and strategies to support students; collaborating with city agencies and the local community to maximize resources and coordinate case management Students with Disabilities/Promotion of Inclusive Practices: The BOE has established policies to ensure the use of effective practices to support students receiving special education services. This work recognizes that: students requiring special education services are, first and foremost, general education students who need additional services and supports; decisions about student services are based on individual students’ specific needs Foster Youth: The Foster Youth Services Coordinating Program (FYSCP) coordinates services and supports for foster youth in SFUSD and County Schools. These include: School-site FYSCP Liaisons provide case coordination services; Centralized supports to address truancy, high school graduation, and school discipline; Tutoring services; Provide professional development and ongoing technical assistance to schools and community partners such as Child Welfare and Juvenile Probation in order to meet the unique education needs of foster youth Finally, in Spring 2016, SFUSD implemented for the first time a Social-Emotional Learning (SEL) survey for students in grades 4-12. The two domains with the lower or mixed responses from the Spring 2017 survey administration are Growth Mindset and Self-Efficacy. These are the same two lower domains from Spring 2016. In Spring 2017 62% favorability rating for Growth Mindset, and 54% for Self-Efficacy districtwide. Growth Mindset: The belief that one's abilities can grow with effort, see effort as necessary for success, embrace challenges, learn from criticism, and persist in the face of setbacks. Self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and environment.|Met|San Francisco operates as both a County Office of Education and a Unified School District. We are reporting the same metrics for both entities.|2018
38684780000000|San Francisco Unified|7|SFUSD has selected outcome measures from LCAP, CDE DataQuest and the CA Dashboard to track the extent to which all students have access to a broad course of study. These measures include Kindergarten Readiness (LCAP), SBAC Grade 3-8 ELA and Math (CA Dashboard), HS Readiness (LCAP), 4-year Adjusted Cohort Graduation Rate and Outcome Data (Cohort Graduation Rate, Meeting UC/CSU Requirements, Earning a Seal of Biliteracy, Earning a Golden State Seal Merit Diploma – from CDE DataQuest), and College Career Readiness Indicator (CA Dashboard).|All SFUSD students have access to and are enrolled in a broad course of study. Our Early Education Centers implement a rigorous curriculum that includes both social-emotional learning and academic outcomes resulting in 66.5% of our Pre-K students identified as Kindergarten Ready. As our students progress from Kindergarten through grade 8 over 25% (approximately 10,000) are enrolled in a Biliteracy or Dual Immersion Language Pathway. The 2017 Fall CA Dashboard reports that our Grade 3-8 students on average are 0.1 points above meeting standard in ELA and 7.5 points below meeting standard in Mathematics. These represent a gain of 2 points from the previous year in both subject areas. Our unduplicated count students have not performed as well. Our English Learners, Foster Youth, Socioeconomically Disadvantaged and Students with Disabilities each have a status of low or very low performance in both ELA and Math. As students graduate from Grade 8, we report their High School Readiness based on grades, attendance and suspensions. 62.8% of our 2017-18 grade 8 students were rated as High School Ready. For our Unduplicated count students, the rate was only 41.8%. As our students advance into high school up to 50% enroll in a World Language class. For CTE, in 2016-17, 3629 students were enrolled in 41 CTE Pathways across 14 high schools. Their successful journey through high school is demonstrated by our Adjusted Cohort Outcomes as reported by CDE DataQuest. Our 2016-17 Graduation Rate was 84.4% with 69.7% of the graduates UC/CSU Ready, 21.1% earning a Seal of Biliteracy and 34.6% earning a Golden State Seal Merit Diploma. English Learners (67.9%, 55.0%, 20.0% and 23.2%), Foster Youth (55.4%, 33.3%, 8.3%, 2.8%) and Students with Disabilities (64.9%, 34.7%, 4.5%, 6.7%) continue to trail their peers on these measures but Socioeconomically disadvantaged students are close to par on these measures (83.4%, 64.8%, 21.3%, 29.9%). In addition, the Fall 2017 CA Dashboard reports that for the College/Career Indicator 57.4% of our students are rated as Prepared with Socioeconomically Disadvantaged students at 53.9%. However English Learners (31.9%), Foster Youth (13.9%) and Students with Disabilities (17.7%) lag behind their peers in this measure as well.|In Fall of 2017, we held a data forum with the community to review key measures from 2016-­17. This highlighted both areas of success where gains were made and areas to improve on. Gains include increases in College Readiness rates and SBAC ELA and Math proficiency levels district wide. Social Emotional and Culture / Climate indicators were shared, as well, and as a district a focus on implicit bias training and the importance of reaching all students, particularly our focal students, remains a priority. Areas to improve are the achievement gaps identified when disaggregating district wide data. SBAC proficiency levels among several focal student populations received an orange or red rating within the CDE Dashboard. Additionally, reclassification rates for English learners continues to be an area of focus, and we continue to resource efforts to improve the delivery of ELD frameworks across all schools. We recognize one of the most direct levers for influencing student achievement is in staff, particularly teachers. We therefore also prioritized employing top talent and creating conditions for staff to do their best work. In reviewing the fiscal landscape, it is clear that trade-offs will be necessary to meet our priorities. The Local Control Funding Formula (LCFF) reaches full implementation in 2018-­19. Pending changes in state legislation, this likely means revenue growth in LCFF will begin to reflect cost­-of-­living adjustments (COLA), which will be much more conservative than the leaps made in previous years to close the gap in funding. Mandatory expenditures, such as employer pension contributions, are expected to grow at rates that nearly negate projected increases in revenue growth. The conversations that were held with stakeholders this year highlighted slowing revenue growth and rising expenditures and highlighted key performance indicators. While acknowledging the fundamental need for quality and rigorous academic instruction and resources, participants felt many students cannot successfully access the curriculum without having social-­emotional and behavior supports in place. And where participants chose to prioritize academic supports, they were focused on English Learners, and discussion centered on concerns about how to improve rates for students to be reclassified as Fluent English Proficient, including what social emotional / culture climate supports need to be in place for students to thrive. The combined feedback and reflection gathered from school site plans, community conversations and data review reinforced our priorities and highlighted key areas, particularly social emotional supports, academic supports for focal students (particularly English Learners and African American students) and the need to invest in professional development among staff to build cultural competency.|The SFUSD Board of Education (BOE) and Superintendent of Schools have established policies that serve as a call to action to better ensure the success of our historically underserved student populations. English Learners: Aligned with the district’s strategic goals for all students, SFUSD is working to ensure implementation of the ELD frameworks across all our schools. This includes: rigorous instruction; proper identification and placement of English learners; access to effective language pathways and specialized programs and services; appropriate staffing and professional development; meaningful parent/guardian communication, outreach and engagement African American Achievement and Leadership Initiative: The district is committed to interrupting systemic barriers that have resulted in lower student performance, higher rates of suspension and racial isolation of our African American students. This work includes: analysis of existing policies and programs to enhance and target effective services and interventions; enlisting parents, educators and community partners in monitoring and improving systems and strategies to support students; collaborating with city agencies and the local community to maximize resources and coordinate case management Students with Disabilities/Promotion of Inclusive Practices: The BOE has established policies to ensure the use of effective practices to support students receiving special education services. This work recognizes that: students requiring special education services are, first and foremost, general education students who need additional services and supports; decisions about student services are based on individual students’ specific needs Foster Youth: The Foster Youth Services Coordinating Program (FYSCP) coordinates services and supports for foster youth in SFUSD and County Schools. These include: School-site FYSCP Liaisons provide case coordination services; Centralized supports to address truancy, high school graduation, and school discipline; Tutoring services; Provide professional development and ongoing technical assistance to schools and community partners such as Child Welfare and Juvenile Probation in order to meet the unique education needs of foster youth Finally, in Spring 2016, SFUSD implemented for the first time a Social-Emotional Learning (SEL) survey for students in grades 4-12. The two domains with the lower or mixed responses from the Spring 2017 survey administration are Growth Mindset and Self-Efficacy. These are the same two lower domains from Spring 2016. In Spring 2017 62% favorability rating for Growth Mindset, and 54% for Self-Efficacy districtwide. Growth Mindset: The belief that one's abilities can grow with effort, see effort as necessary for success, embrace challenges, learn from criticism, and persist in the face of setbacks. Self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and environment.|Met||2018
38684780101337|KIPP Bayview Academy|7|KIPP Bayview Academy continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Bayview Academy implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Bayview Academy’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Bayview Academy offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP Bayview Academy will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
38684780101352|KIPP San Francisco Bay Academy|7|KIPP SF Bay continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP SF Bay Academy implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP SF Bay Academy’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP SF Bay Academy offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP San Francisco Bay Academy will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
38684780101774|Five Keys Charter (SF Sheriff's)|7|Five Keys tracks which courses our students have access to and are enrolled in through OASIS, our student information system. Access is not determined by grade, student group, or exceptional student needs, but rather by TABE score and the resources available at the site in which the student is enrolled (and the initiative of their teacher to adopt curriculum not included in our existing library). As a DASS school serving adult students, our grade enrollment policy is not based solely on students’ age, but also on TABE score, number of required units deficient, and number of days enrolled.|All students have access to Elective courses, which include Reading, Writing, Math, Computers, and Life Skills. Students with a TABE score of 5.0 or higher have access to English, Social Sciences, Science, Mathematics, and Visual Arts courses. All students, including unduplicated student groups and individuals with exceptional needs, may enroll in the courses available to them at any time. Our school offers an Independent Study model, which allows students to choose, under the guidance of their teacher, the courses in which they want to enroll and when, as well as a site-based model, in which course offerings vary from site to site and from marking period to marking period.   Some students have access to Foreign Language and Performing Arts courses, depending on the site. Our graduation requirements allow students to choose between earning 10 credits of a Foreign Language or Visual Arts (Performing and Applied Arts are not required). Physical Education courses are currently not available (and are also not a graduation requirement). In our LASD and Santa Clara facilities, students can dually enroll in both high school diploma and CTE courses, depending on their scheduling restrictions; offerings include welding, embroidery, auto-mechanics, mattress-making, engraving in metal, even pet grooming.|At FKCS, 100% of our students are in-custody, which restricts access to certain courses beyond our control and set the terms on which offerings are available to our students and which are not. These facility restrictions, in addition to funding and personnel limitations, are the barriers preventing us from providing access to a broad course of study for all students.|In order to further ensure access to a broad course of study for all students, several plans for new course offerings are in development. A Performing Arts curriculum is in the works and undergoing beta testing within one of our in-custody classrooms; we are working to offer more CTE courses at our community sites, and as a more long-term plan, are looking into ways to restructure our in-custody CTE program so that our vocational classes can be recognized as CTE pathway courses.|Met||2018
38684780107300|City Arts and Tech High|7|CAT’s instructional model is heavily centered around project based learning and performance assessment, and we use these models as a means to ensure that all of our students have access to a broad course on study.|In our students’ journey at CAT, they conduct research, analyze complex text, conduct inquiry experiments and express themselves creatively. Through this process of project based learning, students compile artifacts of their learning, and reflect on that learning, and at the end of 10th and 12th grade, defend their growth and learning in front of a panel of teachers, students, and parents. Envision Schools’ graduation requirements require all students to fulfill the A-G requirement in addition to their senior defense and a Work Learning Experience. This ensures that our students have access to a broad course of study to prepare them academically and socio-emotionally for the demands of college and career.   In addition to CAT’s focus on PBL and performance assessment, we offer a 6-period school day. This allows our students to supplement their core coursework with elective courses that they are interested in including: Drama, Ethnic Studies, Holocaust and Human Behavior, Mural Design, Advanced Digital Media Art, and others. All of our elective courses, including our Advanced Placement courses,  are A-G approved which supports Envision’s mission of preparing our graduates for acceptance to 4-year colleges and universities.|There are limited barriers preventing our students from accessing a broad course of study.|We will continue to build upon our project based learning and performance assessment models that ensure that our students continue to have access to a broad course of study|Met||2018
38684780118133|Five Keys Adult School (SF Sheriff's)|7|Five Keys tracks which courses our students have access to and are enrolled in through OASIS, our student information system. Access is not determined by grade, student group, or exceptional student needs, but rather by TABE score and the resources available at the site in which the student is enrolled (and the initiative of their teacher to adopt curriculum not included in our existing library). As a DASS school serving adult students, our grade enrollment policy is not based solely on students’ age, but also on TABE score, number of required units deficient, and number of days enrolled.|All students have access to Elective courses, which include Reading, Writing, Math, Computers, and Life Skills. Students with a TABE score of 5.0 or higher have access to English, Social Sciences, Science, Mathematics, and Visual Arts courses. All students, including unduplicated student groups and individuals with exceptional needs, may enroll in the courses available to them at any time. Our school offers an Independent Study model, which allows students to choose, under the guidance of their teacher, the courses in which they want to enroll and when, as well as a site-based model, in which course offerings vary from site to site and from marking period to marking period.   Students have access to Foreign Language and Performing Arts courses at varying times throughout the year. Our graduation requirements allow students to choose between earning 10 credits of a Foreign Language or Visual Arts (Performing and Applied Arts are not required). Physical Education and CTE courses are not currently available.|At FKAS, 100% of our students are in-custody, which restricts access to certain courses beyond our control and set the terms on which offerings are available to our students and which are not. These facility restrictions, in addition to funding and personnel limitations, are the barriers preventing us from providing access to a broad course of study for all students.|In order to further ensure access to a broad course of study for all students, several plans for new course offerings are in development. A Performing Arts curriculum is in the works and undergoing beta testing within one of our in-custody classrooms; we are working to offer more CTE courses at our community sites, and as a more long-term plan, are looking into ways to restructure our in-custody CTE program so that our vocational classes can be recognized as CTE pathway courses. At our Solano facility (FKAS), we will be opening a CTE school, which will allow students housed there access to CTE courses.|Met||2018
38684780118141|Five Keys Independence HS (SF Sheriff's)|7|Five Keys tracks which courses our students have access to and are enrolled in through OASIS, our student information system. Access is not determined by grade, student group, or exceptional student needs, but rather by TABE score and the resources available at the site in which the student is enrolled (and the initiative of their teacher to adopt curriculum not included in our existing library). As a DASS school serving adult students, our grade enrollment policy is not based solely on students’ age, but also on TABE score, number of required units deficient, and number of days enrolled.|All students have access to Elective courses, which include Reading, Writing, Math, Computers, and Life Skills. Students with a TABE score of 5.0 or higher have access to English, Social Sciences, Science, Mathematics, and Visual Arts courses. All students, including unduplicated student groups and individuals with exceptional needs, may enroll in the courses available to them at any time; our school follows an Independent Study model, which allows students to choose, under the guidance of their teacher, the courses in which they want to enroll and when. Some students have access to Foreign Language and Performing Arts courses, depending on the site. We do not currently have adopted courses in these areas; our graduation requirements allow students to choose between earning 10 credits of a Foreign Language or Visual Arts (Performing and Applied Arts are not required).  Students at our community sites generally have access to a broader course of study than those in custody, due to equipment and personnel facility restrictions beyond our control. For example, students in community sites can access online Foreign Language programs such as Rosetta Stone and Duolingo, and Performing Arts courses such as Sound Engineering, Music, Acting, and Film and Editing are offered at our Southern California TAY sites. Physical Education and Nutrition is available to all Southern California community sites, and there are plans in place to offer an Applied Arts Silk Screening course to these sites, as well.  CTE courses are offered both in-custody and in the community, but access varies. In Southern California, several community sites have hosted/are currently hosting CTE courses in Construction, Welding, Forklift Certifications, and Food Handling. There are plans in place to expand these offerings to more sites. In our LASD and Santa Clara facilities, students can dually enroll in both high school diploma and CTE courses, depending on their scheduling restrictions; offerings include welding, embroidery, auto-mechanics, mattress-making, engraving in metal, even pet grooming.|At FKIH, approximately 50% of our students are in-custody, which restricts access to certain courses beyond our control. In the community, we co-locate within existing centers as one of several wraparound services available to clients (e.g., probation departments, WorkSource centers, homeless shelters), which also set the terms on which offerings are available to our students and which are not. These facility restrictions, in addition to funding and personnel limitations, are the barriers preventing us from providing access to a broad course of study for all students.|In order to further ensure access to a broad course of study for all students, several plans for new course offerings are in development. A Performing Arts curriculum is in the works and undergoing beta testing within one of our in-custody classrooms; we are working to offer more CTE courses at our community sites, and as a more long-term plan, are looking into ways to restructure our in-custody CTE program so that it meets CDE’s CTE pathway standards.|Met||2018
38684780123265|Gateway Middle|7|All students at Gateway have the same course requirements to complete our program and to be promoted to high school.  There is no differential access to a broad course of study at Gateway and there is no tracking or differentiated expectations.  Course requirements include the following:  English:  Students take English all three years of middle school, with two years focused on world literature and one year focused on US literature. Social Studies:  Students take social studies all three years of middle school, with two years focused on world history and culture and one year focused on US history and culture. Math:  Students take math all three years of middle school, with extended blocks time on the subject each year. Science:  Students take science all three years of middle school Physical and Health Education:  Students take physical and health education in all three years of middle school Visual and Performing Arts:  Students take art in at least two years of middle school World Language:   Students have the opportunity to take Spanish in two years of middle school  Each student is assigned an advisor who helps the student and his/her family make course decisions annually.  Advisors are trained and receive coordinated support materials from Gateway’s leadership to ensure all students register for courses that move them towards meeting our broad course requirements.    In addition, our school leadership and student support teams monitor student progress in real time and work to provide interventions and supports as needed.  We use student achievement data based on classroom, and standardized assessments to analyze and understand achievement.  Our standards-based grading approach means teachers, students and families have consistent information about how students are accessing and mastering content in their courses.  By virtue of Gateway’s course requirements and strong systems of support in place, all students at Gateway have access to a rigorous and college-prep sequence of classes that includes all subject areas.|See number 1.|See number 1.|See number 1.|Met||2018
38684780123505|Mission Preparatory|7|Our academic model rests on the belief that all students must master fundamental literacy and numeracy skills and must access rigorous academic content. Given our mission of equipping all students with the skills they need to be successful in college, we focus intensively on literacy and math instruction throughout grades TK-8. At Mission Prep, 160 minutes of daily literacy instruction and 90 minutes of daily math instruction comprise the core of the academic day for students in grades K-4. In grades 5-8, students receive 90 minutes of literacy instruction and 90 minutes of math instruction daily.  In terms of our literacy program, students in all grades read independently (IDR) and have a 30-minute Read Aloud and Vocabulary lesson. In addition, reading comprehension, writing, and research skills are explicitly taught and applied in Social Studies and Science classes. The balanced literacy program for grades TK - 2 includes direct and guided instruction in fluency, phonics, vocabulary, comprehension, grammar, handwriting, and writing in teacher-led groups and centers. Students in grades 3 - 8 continue with direct and guided instruction in vocabulary, comprehension, grammar, and writing. In addition, they engage in Literature Circles that develop advanced comprehension and critical thinking skills and Writer’s Workshop that expands students’ abilities to revise, edit, organize, and evaluate. Our team utilizes the DRA as an assessment tool in grades TK - 2, as well as Running Records assessments in grades 3-8.  Math instruction includes arithmetic procedures and mathematical problem solving at each grade level. Automaticity with basic math facts for addition, subtraction, multiplication, and division are critical; students are then able to perform mental math with greater ease, perform increasingly difficult algorithms, access conceptual mathematical knowledge, and solve multi-step problems. Math instruction in grades TK-8 is based around the Common-Core aligned Eureka Math curriculum. Eureka Math builds number sense, concepts of place value, and automaticity and incorporates arithmetic computation with problem solving. Our team utilizes EngageNY Mid-Module and End of Module Assessments throughout the year to gauge progress.   In regards to providing instruction of unduplicated students, our teaching team works to infuse best practices in whole group, small group, and individualized instructional times. ELD strategies are a focus of our beginning of year PD, and all teachers use ELD output and input strategies to encourage and develop use of English in the classroom. Our SPED Team works with our classroom teachers and teaching assistants to adjust instruction as needed in order to support all learners and monitor progress towards individual IEP goals. Our team supplements the program as appropriate to support struggling students and challenge advanced students.|All students have access to rigorous and engaging curriculum within a broad course of study. While 73% of our students are ELs, our differentiated instructional model provides all students with the knowledge and skills to achieve. Our recent SBAC scores indicate that our ELs are achieving at high rates alongside native English speaking peers.|One of the barriers we experience is related to teacher development and retention. Because our teachers work relentlessly to learn and apply new strategies and skills each year, the training of new teachers takes a tremendous amount of time and energy. While our recent teacher retention has climbed, we are working on providing support to our teachers so that they can grow and develop, as well as attain clear teaching credentials. We continue to look for new ways to support and develop our teachers, as well as provide ongoing professional development opportunities to engage them. Through these opportunities, we also provide new strategies and tools to our students.|We have explored a new opportunity to support our teachers who wish to pursue their California Clear Credential through an external partner. We are also exploring new personalized learning platforms, such as Reading Plus, to engage ELs, as well as all students, in new ways through technology.|Met||2018
38684780127530|KIPP San Francisco College Preparatory|7|KIPP San Francisco College Prep continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP San Francisco College Preparatory implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP San Francisco College Preparatory’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP San Francisco College Preparatory offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP San Francisco College Prep will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
38684783830437|Gateway High|7|All students at Gateway have the same course requirements to complete our program and receive a diploma.  There is no differential access to a broad course of study at Gateway and there is no tracking or differentiated expectations.  Course requirements include the following:  English:  4 years  Social Science:  4 years, including 2 years of world cultures, 1 year of US history, 1 year of Civics/Econ Sciences:  Students take at least 3 years of science, including chemistry and biology World Language:  Students take 3 consecutive years of a language, though successful completion of Spanish 3 or the equivalent Visual and Performing Arts:  Students take at least 2 years of art Other Electives:  Students take at least 2 years of other electives and Project Week 9th Grade Seminar:  Students take 1 year of 9th Grade Seminar, which includes health education College Counseling:  Students take 1 year of college counseling Physical Education:  Students must complete 2 years of physical education or the equivalent Community Service:  Students must complete at least 25 hours of community service for each year in attendance at Gateway  Each student is assigned an advisor who helps the student and his/her family make course decisions annually.  Advisors are trained and receive coordinated support materials from Gateway’s leadership to ensure all students register for courses that move them towards meeting our broad course requirements.    In addition, our school leadership and student support teams monitor student progress in real time and work to provide interventions and supports as needed.  We use student achievement data based on classroom, and standardized assessments to analyze and understand achievement.  Our standards-based grading approach means teachers, students and families have consistent information about how students are accessing and mastering content in their courses.  By virtue of Gateway’s course requirements and strong systems of support in place, all students at Gateway have access to a rigorous and college-prep sequence of classes that includes all subject areas.|See number 1|See number 1|See number 1|Met||2018
38684786040935|Thomas Edison Charter Academy|7|TECA is able to monitor and measure student access to and enrollment in a broad course of study through our School Information System (SIS), which houses our course registration information. Our School Counselor and her team are able to run reports in our SIS that will identify when a student may be missing a course registration, or enrolled in an incorrect course. In addition, homeroom teachers, enrichment teachers, as well as administration play an important role in supporting our students and ensuring their participation in programs. Our School Counselor and Principal play a critical role in supporting students with special needs and their participation in general and enrichment courses. The School Counselor is able to meet with families when a concern is identified, either by the parent or teachers. If the concern is found to be substantial and requires additional investigation, she then organizes a Student Support Team (SST), where a team of the student’s guardians, administrators, and teachers meet to express concerns, identify strengths, and develop a plan for supporting the student to ensure they are able to access their course of study and be successful in their programs. For our students with existing IEPs, the Special Education Teachers manage their caseloads to ensure students are receiving the supports they are entitled do, with the support of administrators. For our EL students, our EL coordinator is able to support EL students who may need additional support, as well as to provide support to classroom teachers who are working with EL students to ensure all EL students are receiving the supports they need to continue to progress in their development of English Language. Finally, for our 8th grade students who are preparing to go on to high school, we offer an advisory program. In this system, all students in 8th grade are assigned a staff member to be their advisory teacher. They meet daily in small groups to discuss their challenges, support each other in problem solving, and provide each other with a group they can trust and spend quality time with. On 2 days of the week, students review their academic progress with their advisory group and set goals for their study habits to help them succeed. One day a week is focused on preparing for success in High School and may include guest speakers from high schools, support in the application process, or discussions on what each student may want to look for in a high school that best meets their needs. In addition to our 8th graders, halfway through this year, our 6th graders will begin to participate in an advisory program model that will focus on socio-emotional learning to support their transition from elementary to middle school.|At TECA, 100% of our students receive academic courses, including ELA, Math, Science and Health, and Social Studies. In most grades, the general education homeroom teacher teaches all content areas. In upper grade classrooms students may rotate classes for a couple of subjects a day, as in a traditional middle school model. We are able to measure our 100% receipt of all content areas through teacher measure of coursework, and through our SIS. All EL students additionally receive support from our EL coordinator or classroom teacher during ELD time. 100% of our students with special needs receive the support they require through push-in services by our Special Education Teachers or Paraeducators.  In addition to the general course offerings, TECA is a unique place to be a student in that all of our students, TK-8th grade, benefit from our Visual and Performing Arts program, and other enrichment opportunities. In our TK-6th grade classes, we know through our course registration system that 100% of our students participate in an enrichment class. Current offerings include Visual Arts, Music, Media Arts, PE, Dance, and Drama for the lower and upper elementary students. This 100% enrichment participation is true for all subgroups, including our ELs, students with IEPs, and students from low SES homes. We know that our enrichment offerings are especially important for our students from disadvantaged homes, because the likelihood is that outside of our school walls they do not have the opportunity to receive enrichment. For this reason we are especially proud to be able to offer these enrichment classes and make it a priority to do so. In 7th-8th grades, 100% of students participate in enrichment programs. The offerings include those mentioned above, with the addition of Speech and Debate, Teacher’s Apprentice and Yearbook. For students in some grades interested in Spanish instruction, Drama is offered in Spanish. Additionally, for students enrolled in the Dual Language Program, PE is offered in Spanish to further support their language learning. One final enrichment opportunity is Spanish as a Foreign Language for our 6th and 7th graders. One program at our school that does not benefit 100% of our students is the Dual Language Program. This program is selected by the parent at the time of enrollment in Kindergarten, and for older student transfers into TECA is determined by their program enrollment in their previous school, or an assessment to gauge whether the student will be able to transfer in to this language enrichment program successfully at a later age. For initial enrollment in K, there are no prerequisites to participation in this program aside from parent interest. In this program, students receive 50% of their daily instruction in Spanish, and 50% in English, with the goal of bilingualism and biliteracy following exit of the program. Currently the program extends through 6th grade, with the hopes of continuing through 8th grade.|The main area of improvement identified with regards to course access from our inquiry is enrollment in a foreign language course. While the majority of students enrolled in our English Only strand in each grade (approximately 33% of each grade K-6) were initially placed there intentionally in Kindergarten because of their guardian’s preference for enrollment, there continues to be families on our waiting list for this program who would like for their children to receive language instruction. In addition, while families in the English Only strand may not want their child to receive Spanish instruction for 50% of the day as is with the Dual Language program, they may still be interested in their child learning Spanish as a foreign language in a less-time-intensive setting. For both of these reasons, an effort has begun to re-envision what our Language Enrichment offerings may be able to expand to, so that we can eventually offer a Foreign Language to all of our students, not just those enrolled in our Dual Language Program. The barrier in this matter is budget and staffing, however. Expanding our language program would require more staff who are fluent in both Spanish and English, and who are credentialed to teach their given subject.  One other area where we see a growth opportunity is in regards to the course offerings to our middle schoolers. While we are currently offering opportunities in Applied Arts through our VAPA programming, as well as Career Technical Education through our Teacher’s Apprentice course, our 7th and 8th graders have limited access to Foreign Language Instruction. Currently 7th graders receive Spanish as a Foreign Language, however due to staffing requirements our 8th graders do not. This is a long-term goal that we hope to address soon.|Overall, TECA has done a great job in ensuring that ALL students have access to a broad course of study, including enrichment activities. 100% of TECA students have access to enrichment activities that support their development, not only academically, but also creatively. As mentioned above, one area where we can continue to grow to provide more offerings is in the language enrichment program. The LEA is in the process of reviewing the current program, and identifying ways that we can work to support this within the constraints of the current budget. The LEA is also pursuing a grant opportunity, to further expand and disseminate best practices of the Dual Language program so that all students are able to receive language enrichment opportunities. Additionally, as shown in our LCAP, TECA has dedicated funds to increasing Spanish language reading materials to support students in their second language development.|Met|Overall, TECA has done a great job in ensuring that ALL students have access to a broad course of study, including enrichment activities. 100% of TECA students have access to enrichment activities that support their development, not only academically, but also creatively. As mentioned above, one area where we can continue to grow to provide more offerings is in the language enrichment program. The LEA is in the process of reviewing the current program, and identifying ways that we can work to support this within the constraints of the current budget. The LEA is also pursuing a grant opportunity, to further expand and disseminate best practices of the Dual Language program so that all students are able to receive language enrichment opportunities. Additionally, as shown in our LCAP, TECA has dedicated funds to increasing Spanish language reading materials to support students in their second language development.|2018
38769190132159|OnePurpose|7|All students at ?OnePurpose School (OP)? enroll in a broad course of study appropriate for Kindergarten through fourth grade and that includes: English Language Arts, Mathematics, Science, History-Social Science, Health and Physical Education, Visual and Performing Arts, and World Language. All students are enrolled in the same common curricular sequence in core and non-core classes, ensuring all students have access to and are enrolled in this broad course of study.|The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled).|There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required.|OP will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study .|Met||2018
38769270132183|The New School of San Francisco|7|As a fully inclusive school model, all children have access to all course offerings. As an elementary school where there are no electives (i.e. all students have access to a general education curriculum), the curriculum is designed around Common Core, Next Generation Science Standards and social-emotional Casel competencies. All students have access to: Literacy instruction: for approximately 400 minutes per week, students engage in Reads and Writers workshop model, aligned to common core standards. Class size is 24 students with two certified teachers, thus bringing the teacher to student ratio to 1:12.  Numeracy instruction: for approximately 200 minutes per week, students engage in Common Core aligned numeracy instruction and problem-solving. Class size is 24 students with two certified teachers, thus bringing the teacher to student ratio to 1:12.  Social studies and science instruction: for approximately 200 minutes per week, students engaged in ‘inquiry’ time which brings social studies and science standards together to explore content and questions through hands-on learning. Class size is 24 students with two certified teachers, thus bringing the teacher to student ratio to 1:12.  Social-emotional instruction: for approximately 100 minutes per week, students engage in curricula that addresses SEL competencies. Class size is 24 students with two certified teachers, thus bringing the teacher to student ratio to 1:12.  Spanish instruction: for approximately 90 minutes per week, students have access to Spanish instruction to gain language proficiency. Spanish music is also integrated. Art instruction: for approximately 90 minutes per week, students have access to art instruction, which focuses on visual and performing art. Music is integrated at times. Physical Education instruction: for approximately 90 minute per week, students have access to physical education, which follow the CA standards. Activities are also rooted in social-emotional competencies.  Given students do not elect course in Kindergarten through 4th grade, access is tracked by attendance reports. Proficiency is tracked through a goal-setting process for every child. All students begin the year with goals for all core content areas and these goals lived in their Individualized Learning Plan. Benchmark assessments and observational data are collected to assess progress.  English Language Learners additionally have access to the CA ELD standards, which are integrated into all course offerings.  Students with exceptional learning needs have IEPs and their services are all done with the least restrictive environments such that learning is most often done alongside typically developing peers as ‘push in’ supports.|In the 2017-18 school year, 181 students were enrolled in Kindergarten through 3rd Grade and all students had access to the above described course offerings. Attendance was, on average, XX% for the year. With respect to student progress in demonstrating proficiency of course standards in the 2017-18 school year, students met or exceeded 80% of the 1,446 individualized learning goals we set, spanning literacy, writing, numeracy, inquiry and social-emotional learning (this is up from 74% the year prior year). 71% of students are at or above grade level in reading. 71% of students are at or above grade level in numeracy. 74% of students are at or above grade level in writing.|There are no barriers in terms of student access to all course offerings.|We continue to focus on proficiency in all subject areas for all students. For students with IEPs, we have shifted our Special Education structure to be more specialized by grade level. In the 2018-19 school year, we will have a learning specialist for lower elementary students (K-2) and one for upper elementary students (3-4). We believe this specialization and focus will ensure even greater support for students with IEPs.   For students who continue to struggle with content -- whether that’s reading or numeracy or social skills -- we have made the addition in the 2018-19 school year to add targeted support in small groups beyond the general curriculum. ‘Brain Gym’ occurs in the morning, at lunch or at the end of the day.|Met||2018
38771310137307|KIPP Bayview Elementary|7|KIPP Bayview Elementary School will partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Bayview implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Bayview Elementary required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Bayview offers enrichment courses to all students.|Not applicable at this time.|Not applicable at this time.|Met||2018
39103970000000|San Joaquin County Office of Education|7|The San Joaquin County Office of Education tracks progress in meeting Priority 7 by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to ensure all students have access to and are enrolled in a broad course of studies.  This analysis includes a thorough review of our student information systems PROMIS and Illuminate by administrative and support staff throughout the year.  During the time of enrollment, all student transcripts are reviewed to ensure appropriate placement in grade level appropriate courses.    For the 2017-18 school year, 100% of San Joaquin County Office of Education Schools had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i).  Increased access to Career Technical Education courses was identified as an area of need and included on the 2018-19 LCAP.|All students enrolled in San Joaquin County Office of Education schools continue to have access to and are enrolled in a broad course of studies.  At the time of enrollment students and families are provided a wide range of options for school placement based on student age, grade level, and individual student learning needs. All SJCOE teachers, support staff, and administrators engage in ongoing professional learning focused on providing access to a broad course of studies based on grade level, unduplicated student needs, and individuals with exceptional needs.  Our school sites include students who have been adjudicated, are delinquent and/or dependent wards of the court, or have had other challenges navigating the traditional public school system.|Based on the small class size (45-120 students per school) and sites intentionally located throughout San Joaquin County to be easily accessed by students and families, providing access to career technical education has been problematic. The 2018-19 LCAP intentionally reflects the need to address this challenge, and increase access to CTE pathways for all our students.|Content area committees were formed in 2015-16 and began the process of reviewing and adopting Common Core State Standards aligned curriculum.  Program-wide math curriculum was adopted in 2016-17, English Language Arts/ELD curriculum in 2017-18, History Social Science curriculum in the fall of 2018, and Next Generation Science Standards curriculum will be reviewed and adopted in 2018-19. The 2018-19 LCAP reflects the need to address the challenge of increasing CTE pathway access to all students.|Met||2018
39103970120717|one.Charter|7|One.Charter tracks progress in meeting Priority 7 by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to ensure all students have access to and are enrolled in a broad course of studies.  This analysis includes a thorough review of our student information systems PROMIS and Illuminate by administrative and support staff throughout the year.  During the time of enrollment, all student transcripts are reviewed to ensure appropriate placement in grade level appropriate courses.   For the 2017-18 school year, 100% of our students had full access to and enrolled in a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i).|All students enrolled in one.Charter schools continue to have access to and are enrolled in a broad course of studies.  At the time of enrollment students and families are provided a wide range of options for school placement based on student age, grade level, and individual student learning needs. All one.Charter teachers, support staff, and administrators engage in ongoing professional learning focused on providing access to a broad course of studies based on grade level, unduplicated student needs, and individuals with exceptional needs.  Our school sites include students who have been adjudicated, are delinquent and/or dependent wards of the court, or have had other challenges navigating the traditional public-school system.|Based on the small class size (45-120 students per school) and sites intentionally located throughout San Joaquin County to be easily accessed by students and families, providing access to career technical education has been problematic.|Content area committees were formed in 2015-16 and began the process of reviewing and adopting Common Core State Standards aligned curriculum.  Program-wide math curriculum was adopted in 2016-17, English Language Arts/ELD curriculum in 2017-18, History Social Science curriculum in the fall of 2018, and Next Generation Science Standards curriculum will be reviewed and adopted in 2018-19.|Met||2018
39103970121723|San Joaquin Building Futures Academy|7|San Joaquin Building Futures Academy tracks progress in meeting Priority 7 by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to ensure all students have access to and are enrolled in a broad course of studies.  This analysis includes a thorough review of our student information systems PROMIS and Illuminate by administrative and support staff throughout the year.  During the time of enrollment, all student transcripts are reviewed to ensure appropriate placement in grade level appropriate courses.   For the 2017-18 school year, 100% of our students had full access to and enrolled in a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i).|All students enrolled in San Joaquin Building Futures Academy schools continue to have access to and are enrolled in a broad course of studies.  At the time of enrollment students and families are provided a wide range of options for school placement based on student age, grade level, and individual student learning needs. All of our teachers, support staff, and administrators engage in ongoing professional learning focused on providing access to a broad course of studies based on grade level, unduplicated student needs, and individuals with exceptional needs.  Our school sites include students who have been adjudicated, are delinquent and/or dependent wards of the court, or have had other challenges navigating the traditional public-school system.|Based on the small class size (45-120 students per school) and sites intentionally located throughout San Joaquin County to be easily accessed by students and families, providing access to career technical education has been problematic.|Content area committees were formed in 2015-16 and began the process of reviewing and adopting Common Core State Standards aligned curriculum.  Program-wide math curriculum was adopted in 2016-17, English Language Arts/ELD curriculum in 2017-18, History Social Science curriculum in the fall of 2018, and Next Generation Science Standards curriculum will be reviewed and adopted in 2018-19.|Met||2018
39103970127134|River Islands Technology Academy II|7|All students, including unduplicated students and students with exceptional needs, have access and are enrolled in rigorous a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12 , as applicable, verified by class assignments and class schedules.|All students, including unduplicated students and students with exceptional needs, have access to rigorous curriculum and assignments through their individual devices, verified by class assignments and class schedules.   Students in grades 6-8 have additional Success Classes (electives) that they sign up for based on interest three times a year.  Students have access to all course options and are assigned to either their first or second choice selections.|There are no barriers to providing access to a broad course of study for all students enrolled.|n/a|Met||2018
39103973930476|Venture Academy|7|Venture Academy tracks students' enrollment through our student information system (School Pathways), as well as Jupiter Ed. Data on the number of students completing courses that meet requirement for admission to California State Universities and University of California (A-G completion) and the number of students completing Career Technical Education Pathways is reviewed for the LCAP development. Information on class enrollment for students who receive Special Education services is included in SEIS and reviewed during IEP meetings.|All students have access to curriculum that is aligned to state standards from the most current cycle of adoption. All high school students may enroll in A-G and/or CTE courses. Students in the Independent Study Academy must choose coursework from the Odysseyware site to complete A-G coursework.|It is challenging to develop a master schedule that allows all students to complete a CTE Pathway. Students in the Independent Study Program who wish to complete an A-G pathway must have access to technology that supports the on line learning platform.|Venture Academy staff will review the master schedule to assess what changes can be made to maximize students' opportunity to complete an A-G and/or CTE pathway.  Venture Academy is implementing a plan to increase student achievement in Mathematics, beginning in the elementary program, to better prepare students for rigorous Math courses at the high school level.|Met||2018
39684860000000|Banta Elementary|7|The district tracks progress in meeting Priority 7 by reviewing the school master schedule, class schedules, class enrollments, and program participation reports for all TK-8 grade students, including unduplicated student groups, and students with exceptional needs.|For the 2017-2018 year, 100% of students, in grades TK-8, had access to, and are enrolled in a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i), English Language Arts, Mathematics, Social Science, Science, Physical Education, Health, and Visual/Performing Arts.  In addition to a broad course of studies offered to all students, unduplicated students receive additional services and programs such as English Language Development Imagine Learning. Students with exceptional needs receive additional services and programs through an onsite Resource support class and/or Speech and Language, as outlined in the student's IEP.|No barriers have been found in providing access to a broad course of study for all students.|To ensure all student groups have access to a broad course of studies, the following actions/services have been implemented in the annual LCAP:  Continue to provide all student groups sufficient access to standard aligned instruction and materials in all subjects, Technology program to support curriculum technology integration, Science program, Visual/Performing Arts program,  Physical Education program, Health education, English Language Development program. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
39684860131789|NextGeneration STEAM Academy|7|All students, in grades K-8, have access to, and are enrolled in a broad course of study, verified by the school's master schedule and class rosters.  Additionally, unduplicated students receive additional programs and supports, verified by program rosters, and classroom aide schedules.  All students with exceptional needs receive additional programs and services as outlined in student IEPs, verified by class rosters, program rosters, and SEIS data.|All students have access to and are enrolled in a broad course of study, including English Language Arts, Mathematics, Social Science, Science, Physical Education, Health, and Technology.  In addition to a broad course of study offered to all students, unduplicated students receive additional services and programs such as English Language Development Imagine Learning, Reading Intervention, Max Scholar Reading Program, after school tutoring, as well as teacher aides to provide support in the classrooms.  Students with exceptional needs receive additional services and programs through an onsite Resource support class and/or Speech and Language, as outlined in the student's IEP.|No barriers have been found in providing access to a broad course of study for all students.|To ensure all student groups have access to a broad course of study, the following actions/services have been implemented in the annual LCAP.  Continue to provide all student groups sufficient access to standard aligned instruction and materials in all subjects. Technology program to support curriculum technology integration, Physical Education program, Health education, English Language Development program.|Met|No additional information.|2018
39685020000000|Escalon Unified|7|The mission of the Escalon Unified School District is to, “ensure that all students learn at high levels.”  Keeping this in mind, the district monitors the extent to which all students have access to, and are enrolled in a broad course of study by analyzing qualitative and quantitative district data.  This analysis includes a review of the courses/classes that are offered, reviews of class schedules and overall school schedules district wide.  Furthermore, district course enrollment reports are created from within our Student Information System and analyzed for trends and patterns.  The data helps identify student enrollment in various courses/classes throughout the different grade spans and also allows the district to analyze course enrollment of unduplicated student groups as well as the enrollment of students with exceptional needs.  The data is also helpful in identifying what course offerings should be made available the following school year to ensure that all of our students have access to same course offerings.|During the 2017-2018 school year, 100% of EUSD students had full access to a broad course of studies consistent with CA Ed. Code 51210 (Grades 1st through 6th) and 51220 (a) (Grades 7th through 12th) respectively.  The district operates within a Response to Instruction and Intervention RTI2 and Muti-Tiered Systems of Support (MTSS) framework where access to core instruction and broad course of studies are made available to all of our students to the extent possible.  All of our elementary students have access to and the opportunity to enroll in the seven areas (English, Math, Social Science, Science, Visual and Performing Arts, Health, and Physical Education) identified as a broad course of studies for grades 1-6.  Even our smallest rural elementary schools offer access to visual and performing arts during the regular school day.  Similarly all EUSD secondary students have access to a broad course of studies within both within and outside of the school day.  Even though the district only operates one middle school and one high school, a large selection of courses are available.  For example the district’s high school offers access to multiple CTC pathways, Advanced Placement Classes and College Preparatory Coursework consistent with broad course of studies.  Furthermore, the high school allows access to elective course work as pre periods and post periods so that students who may require additional intervention during the school day (e.g. students with exceptional needs or second language learners) have access to additional electives.|Some of the barriers preventing EUSD from maximizing broad course of study offerings to all students include the geographical location and size of certain schools within the district.  For example, two of the district smaller elementary schools are some distance away from town.  Even within these barriers however the district has been able to provide access to broad course of studies to all students within every school site.  A second barrier has been providing access to a broad course of study to students that may require more intensive intervention and additional supports.  The district however offers before school and after school access to electives at the secondary level and is exploring possibilities to expand these opportunities further.|EUSD will continue to analyze both quantitative and qualitative data district wide to ensure that all students have access to a broad course of study.  The district will also continue to seek further input from all stakeholders to help support the continued implementation and development of appropriate coursework specific to the needs of our students and our community.  A great example is the recently created (first year of implementation 2018-2019 school year) Dual Language Immersion Program (DLI) at one of our elementary school sites.  This program consistently offers a broad course of study and provides and alternative educational opportunity for all students that are interested.  A second example is access to a district operated independent study charter which also provides extensive access to a broad course of study.|Met||2018
39685020126011|Escalon Charter Academy|7|The mission of the Escalon Unified School District is to, “ensure that all students learn at high levels.”  Keeping this in mind, the district monitors the extent to which all students have access to, and are enrolled in a broad course of study by analyzing qualitative and quantitative district data.  This analysis includes a review of the courses/classes that are offered, reviews of class schedules and overall school schedules district wide.  Furthermore, district course enrollment reports are created from within our Student Information System and analyzed for trends and patterns.  The data helps identify student enrollment in various courses/classes throughout the different grade spans and also allows the district to analyze course enrollment of unduplicated student groups as well as the enrollment of students with exceptional needs.  The data is also helpful in identifying what course offerings should be made available the following school year to ensure that all of our students have access to same course offerings.|During the 2017-2018 school year, 100% of EUSD students had full access to a broad course of studies consistent with CA Ed. Code 51210 (Grades 1st through 6th) and 51220 (a) (Grades 7th through 12th) respectively.  The district operates within a Response to Instruction and Intervention RTI2 and Muti-Tiered Systems of Support (MTSS) framework where access to core instruction and broad course of studies are made available to all of our students to the extent possible.  All of our elementary students have access to and the opportunity to enroll in the seven areas (English, Math, Social Science, Science, Visual and Performing Arts, Health, and Physical Education) identified as a broad course of studies for grades 1-6.  Even our smallest rural elementary schools offer access to visual and performing arts during the regular school day.  Similarly all EUSD secondary students have access to a broad course of studies within both within and outside of the school day.  Even though the district only operates one middle school and one high school, a large selection of courses are available.  For example the district’s high school offers access to multiple CTC pathways, Advanced Placement Classes and College Preparatory Coursework consistent with broad course of studies.  Furthermore, the high school allows access to elective course work as pre periods and post periods so that students who may require additional intervention during the school day (e.g. students with exceptional needs or second language learners) have access to additional electives.|Some of the barriers preventing EUSD from maximizing broad course of study offerings to all students include the geographical location and size of certain schools within the district.  For example, two of the district smaller elementary schools are some distance away from town.  Even within these barriers however the district has been able to provide access to broad course of studies to all students within every school site.  A second barrier has been providing access to a broad course of study to students that may require more intensive intervention and additional supports.  The district however offers before school and after school access to electives at the secondary level and is exploring possibilities to expand these opportunities further.|EUSD will continue to analyze both quantitative and qualitative data district wide to ensure that all students have access to a broad course of study.  The district will also continue to seek further input from all stakeholders to help support the continued implementation and development of appropriate coursework specific to the needs of our students and our community.  A great example is the recently created (first year of implementation 2018-2019 school year) Dual Language Immersion Program (DLI) at one of our elementary school sites.  This program consistently offers a broad course of study and provides and alternative educational opportunity for all students that are interested.  A second example is access to a district operated independent study charter which also provides extensive access to a broad course of study.|Met||2018
39685440000000|Jefferson Elementary|7|Jefferson Elementary School District (JESD) tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 year, 100% of Jefferson Elementary School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).  https://www.jeffersonschooldistrict.com/domain/7|All JESD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. All JESD middle school students have access to a broad course of studies within their school offerings. While some schools offer different electives within a course of study, middle school students are free to attend schools within the district that offer courses within their area of interest. Over time, JESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, a first period advanced math course is available to all 7th and 8th grade students to apply for. In addition, one school has provided advanced band after school, programs such as this also allow unduplicated students to access visual and performing arts if their regular school day schedule does not have space for such an elective.|Barriers preventing JESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day. In addition to offering advanced math, choir, and advanced band, JESD has offered several other courses to students before and after school. Funding for these before and after school sections comes from the LCAP. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
39685690000000|Lincoln Unified|7|Lincoln Unified School District (LUSD) tracks progress in meeting State Priority 7 standards by a review of course offerings, class schedules, school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  Additionally, course enrollment reports developed in Aeries the district’s student information system indicate access and enrollment based on grade spans, unduplicated student groups, and student with exceptional needs in a broad course of study.|For the 2017-18 school year, 100% of LUSD students had full access to a broad course of studies as defined by California Education Code 51210 and 51220 (a)-(i).|All LUSD students in TK-6 are enrolled in a broad course of studies.  All elementary school offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6.  Elementary students can access some courses, such as visual and performing arts within the regular school day.  All LUSD secondary students have access to a broad course of studies within their school offerings.  The district monitors student enrollment in a broad course of studies to ensure that all students, including unduplicated populations are represented in course offerings including access to the visual and performing arts.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
39685690132415|John McCandless Charter|7|Lincoln Unified School District (LUSD) and John McCandless track progress in meeting State Priority 7 standards by a review of course offerings, class schedules, school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  Additionally, course enrollment reports developed in Aeries the district’s student information system indicate access and enrollment based on grade spans, unduplicated student groups, and student with exceptional needs in a broad course of study.|For the 2017-18 school year, 100% of LUSD students had full access to a broad course of studies as defined by California Education Code 51210 and 51220 (a)-(i).|All LUSD students in TK-6 are enrolled in a broad course of studies.  All elementary school offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6.  Elementary students can access some courses, such as visual and performing arts within the regular school day.  All LUSD secondary students have access to a broad course of studies within their school offerings.  The district monitors student enrollment in a broad course of studies to ensure that all students, including unduplicated populations are represented in course offerings including access to the visual and performing arts.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
39685770000000|Linden Unified|7|LUSD is using the following measures to track the extent to which all students have access to, and are enrolled in, a broad course of study: (1) Customizable Aeries reporting for specific student groups provide relevant data ; (2) Courses are WASC approved (as appropriate) and are taught by credentialized teachers; (3) Site administrators, guidance staff, and the Student Resource Deputy conduct home visits to eliminate truancy;|"All students in Linden Unified have access to, and are enrolled in, a broad of course of study as demonstrated in Aeries reporting, ""Blue"" or ""Very High"" graduation indicator on the Schools Five-by-Five Placement Matrix. Due to structural differences, Linden High School (comrehensive high school) and PRIDE High School (continuation high school) offer courses that are structured differently, yet address the same California Standards. This is a common difference between comprehensive and continuation high schools."|Small schools make learning in Linden unique and offer a  distinct close-knit community feel to studying there. At the same time, students attending small schools, historically did not have access to the variety of electrive courses as their counterparts attending larger urban schools.|In order to bring more educational options traditionally not found in small schools to Linden students, the AP program was expanded to include AP Biology and the Dual Enrollment program with Delta College that started with 28 students in 2015-16 currently has enrollment of 40.|Met||2018
39685850000000|Lodi Unified|7|Our student information system, Aries and student data system, Illuminate DnA, with their associated course enrollment data, are both utilized as the process for determination of access and actual enrollment.  Counselors meet to guide individual students with respect to the benefits of enrolling in challenging classes and staying on track in meeting graduation requirements. Our courses, at the high school level have no prerequisites thus allowing access to all students.|All K-6 students are enrolled in broad course of study as a matter of general enrollment and curriculum.  Each student is enrolled in courses containing the four major disciplines of Math, ELA, Science and Social Science.  Additionally these students receive Physical Education and Classroom Music.  At grade 5 and 6 Instrumental Music is provided for all students as well. At Grades 7-8 over 99% of all students, over 95% of students in Special Education over 99% of English Learners are enrolled in the 4 aforementioned major disciplines as well as Physical Education. Over 99.5% of all students, and English Learners as well as over 97% of students in Special Education are also enrolled in an elective, support or ELD class in addition to these courses.   Grades 9-12 are listed together and separately as certain grades have fewer requirements regarding the major disciplines and electives.  Also, the district graduation requirements do not require 4 years of enrollment in the major disciplines. At Grades 9-12 over 56% of all students, over 31% of students in Special Education over 42% of English Learners are enrolled in the 4 aforementioned major disciplines. Over 99% of all students, English Learners as well as students in Special Education are also enrolled in an elective, support or ELD class in addition to these courses.    At Grade 9 approximately 60% of all students are enrolled in the 4 major disciplines. Nearly 100% of all students are also enrolled in an elective, support or ELD class in addition to these courses. At Grade 10 over 83% of all students are enrolled in the 4 major disciplines. Nearly 100% of all students are also enrolled in an elective, support or ELD class in addition to these courses. At Grade 11 over 57% of all students are enrolled in the 4 major disciplines. Nearly 99% of all students are also enrolled in an elective, support or ELD class in addition to these courses. At Grade 12 over 22% of all students are enrolled in the 4 major disciplines. Over 97% of all students are also enrolled in an elective, support or ELD class in addition to these courses.|Students who are two or more grade level in English Language Arts are enrolled in an Intensive Intervention that requires a two period block, limiting their selection of electives. Failing grades has also been identified as a barrier.  Additionally, at some alternative sites the number of teachers and students limit offerings.|Alternative programs are small and do not have the ability, given their number of teachers, nor credentials to offer a multitude of classes with additional variety. The plan is to establish a protocol or opportunities for students to attend classes at comprehensive high schools in the district, with district provided transportation. The district has implemented a credit recovery program throughout the school year and summer school to keep students on pace for graduation. This also allows for increased access to electives.   Emphasis has been placed on reading by 3rd grade and interventions are in place at the elementary level to address this goal.|Met||2018
39685850101956|Aspire Benjamin Holt College Preparatory Academy|7|"As outlined in our graduation requirements, high school students take a broad course of study resulting in completion of all A-G course requirements. As an ""early college"" high school, students also complete a minimum of 5 college-level courses through our college partners, for a total of 15 credits. These are the default bechmarks for all students, including unduplicated student groups and individuals with exceptional needs."|Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST, or RtI process. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Benjamin Holt College Prep Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
39685850122580|Rio Valley Charter|7|As mentioned, Rio Valley Charter School uses the NWEA/ MAP as its most significant academic measuring tool for students in grades 3-11.  NWEA is administered bi-annually, at the beginning of each semester.  MAP scores are used to determine appropriate interventions, unique to each learner. The students in grades K-2 are assessed with DIBLES to identify early literacy skills and to determine if interventions are needed.  Rio Valley also uses the SBAC as a tool for academic growth.  The scores are used to determine gaps in learning or content in grade level materials. Students enrolled in Special Education are enrolled in a transitions program at the age of 15.  This program offers assistance and guidance for post high school planning in the areas school and career.|The academic counselor meets with high school students and parents to guide class placement.  The placement is based on the board approved structure for graduation requirements, in addition to reviews of both transcript and assessment data. MAP testing is a significant marker for determining math placement for grade 9, per SB 359. Of the 57 students in 9th grade who are monitored by SB359, 84% of them tested at or above grade level readiness or were vouched for by staff members who work closely with them. Students who are very low on MAP, combined with teacher input, are enrolled in Integrated Math part 1 of 4 as a four semester pace to completing Integrated Math 1.  Breakdowns are as follows:  Algebra 1- 7 students, Geometry-2 students, Integrated Math 1- 39 students, and Integrated Math Part 1 of 4-9 students.   In addition to core classes, the academic counselor also provides information on CTE coursework and college preparation activities. The academic counselor also meets with middle school students to determine interest and academic needs as they begin high school planning.  Below is a sample schedule the academic counselor set up to create access for all students to a broad course of study. August: Academic Counselor meets individually with students and families.  Introduce CTE and A G course work, clearly listing benefits of coursework and how these courses tie in to post high school plans and outcomes.  Enroll Seniors in a CTE course and all 9th graders in A-G coursework. Monthly: Counselor will have open drop in hours as well as scheduled meetings with families.  Presentations will include CTE and A G courses, internship opportunities, parent/teacher trainings on CCSS, and concurrent enrollment. January: Enroll all new or non-enrolled Seniors in a Spring semester CTE course. March-May: Host high school information meetings for 8th grade students introducing A-G high school courses, CTE programs, and concurrent enrollment in a Junior College.|Our independent school setting can be a barrier as the students are spread over a wide geographical area. Students, teachers, and parents must work together to ensure that students are using appropriate curriculum, accessing online programs, and  attending classes at community college when appropriate.  The access for a broad course of study is available to every student.  Student use of the programs requires motivated students and involved teachers, parents, and members of the local community.|Rio Valley Charter School will continue to create a strong, diverse program to meet the needs of each student. Each year the progress of students as determined by the MAP/ NWEA and SBAC is used to drive LCAP decisions and goals.  The LCAP funding is used specifically to drive academic instruction.  The school administration, academic counselor, teachers, and students will continue to focus on graduation requirements and CTE coursework.  To date, the measurement tools have encouraged funding online academic programs, virtual classes, curriculum, student computers, internet services, and an increase in A G and CTE course offerings.|Met||2018
39685850133678|Aspire Benjamin Holt Middle|7|All students receive a year of math and English.  Students who need additional support with reading will be enrolled in Read 180 class and students needing support with math will be enrolled in math intervention for a semester.  Students will also receive a semester of science and have options for electives.  Electives offered are art/literature, Spanish, PE, WEB Leadership Advisory Class, Yearbook Advisory, technology classes.  Our teachers also serve as club advisers and support students with their interests after-school (Art Club, Basketball club, Science Olympiad, Writing Club, Dance Club, etc.|As previously mentioned, we have intervention supports in reading and math.  Our teachers also offer office hours once a week to provide students with small group instruction and help support any learning that needs attention.  Teachers visit our Response to Intervention Tracker about every 5-6 weeks and discuss students who are struggling in classes.  We do have meetings to address student specific needs with 9-Grid, SST's 504s or IEP's if determined needed.|Currently there are no barriers with providing access to a broad course of study for all students.|Aspire Ben Holt Middle school will continue to provide access to a broad course of study for all students, and support individual or groups of unduplicated students as necessary on a needs basis.|Met||2018
39685856116594|Aspire Vincent Shalvey Academy|7|Students in grade K-3 have music, P.E, and Art one day per week for 40 minutes. Grades 4-5 have music and P.E. two times per week for 40 minutes and Art one time per week for 40 minutes.|Access to all these courses is equitable across all grade levels. Students in grades 4/5 must have P.E. and Music two times per week.|There are no barriers preventing the school from providing access to music, P.E. and art. All teachers are credentialed in these subject areas.|We are meeting this requirement and will continue to offer students this broad course of study while at Aspire Vincent Shalvey Academy.|Met||2018
39685856118921|Aspire River Oaks Charter|7|Students in grade TK-5 have VAPA, P.E, SEL and Library. Some of the classes are run twice a week and some are only once a week.Each of these classes are 40 minutes.|Access to all these courses is equitable across all grade levels.|There are no barriers preventing the school from providing access to VAPA, P.E. and Library.|We are meeting this requirement and will continue to offer students this broad course of study while at Aspire River Oaks Charter School.|Met||2018
39685930000000|Manteca Unified|7|Manteca Unified School District measures its success at whether or not all students have access to, and are enrolled in, a broad course of study by implementing board policy (No. 5127 and 6011), California Ed Code (51210), and preparing students for high school graduation.  In order to meet the high school graduation requirements of  MUSD, a student must successfully complete 40 units of English, 30 units in mathematics, 30 units in social studies, 20 units in science, 40 units in physical education, 5 units of health education, 5 units of safety education, and 10 units of visual/performing arts or foreign language.|100% of MUSD students have access to the broad course of study, and are enrolled in such courses.  Students at continuation high schools may not be enrolled in all courses, but this enrollment addresses deficiencies in passing courses in which the students were previously enrolled.|At this time, there are no barriers which prevent students from having access to, and being enrolled in, a broad course of study.|Manteca Unified School District will continue to make available and enroll all students in a broad course of study as outlined in board policy and California Education Code.|Met||2018
39685930126094|be.tech|7|Q Student Information Systems Enrollment Analysis Q Student Information System Class Enrollment Analysis Be.tech Master schedule District Administrative Regulation 6143 Course of Study CTE standards CTE pathways District Administrative Regulation 6146.1 Manteca USD Graduation requirements|Be.tech is a Career Technical Education (CTE) charter high school.  Students' class choice is driven by their chosen CTE pathway.  Their schedule involves a multiyear sequence of courses that integrates core academic knowledge with technical and occupational knowledge.  Be.tech operates an A/B schedule that enables them to simultaneously complete academic and CTE coursework.  Friday, is a student CTE day where students work collaboratively in industry settings often as interns. Be.tech students have a broad course of study within the recommendations of the CTE framework.|As a small charter school, funding for some facilities such as a science lab do not exist.  Prior to the board resolution, funding for staff has been challenging.|Manteca Unified School District passed a board resolution in April to fund program and staff needs for Be.tech.|Met||2018
39686190000000|New Hope Elementary|7|New Hope Elementary School District (NHESD) tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of curriculum and school schedules to assess the extent to which all students have access to a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 year, 100% of NHESD students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).  New Hope Elementary School District is a single site district. CA School Dashboard Fall 2017|Barriers preventing NHESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day and a lack of qualified staff available to teach additional courses.|Regular analysis of enrollment in broad course of study courses helps inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
39686270000000|New Jerusalem Elementary|7|New Jerusalem School tracks progress in meeting Priority 7 Standards by looking at both qualitative and quantitative data to review course offerings, class schedules, school schedules and curriculum to assess the extent to which all students have access to and enrolled in a broad course of studies. A few of the tools used to track information includes use of the student information system (AERIES), reports from Digital curriculum product (Edgenuity), information from CALPADS, and reports from our Special Education program (SEIS).|For the 2017-2018 year, 100% of New Jerusalem School offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51210 for grades 1-6, broad course of studies include  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education. California Education Code 51220 (a) –(i) for grades 7-12 include in broad course of studies English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education.|All students at New Jerusalem School enrolled in a broad course of studies. Barriers preventing New Jerusalem School from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule. Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day. Finally, course offerings are limited for before and after school courses due to transportation and available staff.|In response to the review of data, considerations to the following implementations of broad based studies include; Create optimal conditions for learning by supporting the non-academic needs of students. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners. Alleviate barriers related to income, transportation, family/guardian engagement, and special needs.|Met||2018
39686270117796|New Jerusalem|7|New Jerusalem Charter School tracks progress in meeting Priority 7 Standards by looking at both qualitative and quantitative data to review course offerings, class schedules, school schedules and curriculum to assess the extent to which all students have access to and enrolled in a broad course of studies. A few of the tools used to track information includes use of the student information system (AERIES), reports from Digital curriculum product (Edgenuity), information from CALPADS, and reports from our Special Education program (SEIS).|For the 2017-2018 year, 100% of New Jerusalem Charter School offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51210 for grades 1-6, broad course of studies include  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education. California Education Code 51220 (a) –(i) for grades 7-12 include in broad course of studies English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education.|All students at New Jerusalem Charter School enrolled in a broad course of studies. Barriers preventing the school from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule. Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day. Finally, course offerings are limited for before and after school courses due to transportation and available staff.|In response to the review of data, considerations to the following implementations of broad based studies include; Create optimal conditions for learning by supporting the non-academic needs of students. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners. Alleviate barriers related to income, transportation, family/guardian engagement, and special needs.|Met||2018
39686270126755|Humphreys College Academy of Business, Law and Education|7|ABLE Charter Schools uses the following measures to advise next steps: CAASPP Interim and Summative assessments, CAST, ELPAC, Renaissance Learning STAR 360 (Early Lit., Reading, & Math), iO Education Data and Assessment platform, ePortfolio/Capstone Projects, common assessments across contents, daily Exit Tickets|ABLE Charter Schools' educators are trained to implement, interpret, and act on data from the selected measures; ultimately, creating an environment where all students have access to instructional and social-emotional needs.|The number families interested in our educational program continues to increase. ABLE Charter Schools seeks continued growth both in it's infrastructure and staffing to serve families and students in San Joaquin County.|Discussions and actions underway following parental input include: • improvement of student drop-off and pick-up in light of increased enrollment; • establishment of a second ABLE program and campus; and • structured internship opportunities to align with enhanced graduation requirements.|Met||2018
39686270127191|California Virtual Academy @ San Joaquin|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives that range from foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on an semi-annual basis at a minimum. Additionally, administrative teams review course reports regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of students are enrolled in a minimum of language arts, math, science, and history at the TK-8 level, with the majority of students participating in at least six courses. High school students are enrolling regularly in college preparatory, honors, and Advanced Placement, and credit recovery courses. TK-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to develop a CTE program and offerings.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met||2018
39686270129890|Delta Home Charter|7|Delta Home Charter School tracks progress in meeting Priority 7 Standards by looking at both qualitative and quantitative data to review course offerings, class schedules, school schedules and curriculum to assess the extent to which all students have access to and enrolled in a broad course of studies. A few of the tools used to track information includes use of the student information system (AERIES), reports from Digital curriculum product (Edgenuity), information from CALPADS, and reports from our Special Education program (SEIS).|For the 2017-2018 year, 100% of Delta Home Charter School offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51210 for grades 1-6, broad course of studies include  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education. California Education Code 51220 (a) –(i) for grades 7-12 include in broad course of studies English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education.|All students at Delta Home Charter School enrolled in a broad course of studies. Barriers preventing the  school from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule . Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day. Finally, course offerings are limited for before and after school courses due to transportation and available staff.|In response to the review of data, considerations to the following implementations of broad based studies include; Create optimal conditions for learning by supporting the non-academic needs of students. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners. Alleviate barriers related to income, transportation, family/guardian engagement, and special needs.|Met||2018
39686270129916|Valley View Charter Prep|7|Valley View Charter Prep uses NWEA MAP assessments (SB 359 mathematics placement), CAASPP data, Board approved graduation requirements, A-G course descriptions and diploma requirements to identify and place students in high school courses. Additionally, school administrators and counselors use our Student Information System to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, un-duplicated student groups, and individuals with exceptional needs served.|All Valley View Charter Prep students have access to, and are enrolled in, a broad course of study. For example, Of the 19 students in 9th grade who are monitored by SB359, 100% tested/demonstrated at or above grade level readiness. VVCP identifies differences programmatically and across student groups in access to, and enrollment in, a broad course of study. These differences (including differences within un-duplicated student groups) are addressed in our LCAP plan. Valley View measures progress over time, using the stated measurement tools, to ensure students have access to, and are enrolled in, a broad course of study.|Valley View Charter Prep identifies the barriers preventing access to a broad course of study for all students through the results of NWEA MAP assessments and the analysis of diploma and a-g requirements (CP coursework.) As a result of this analysis, VVCP has developed an LCAP plan that identifies and remediates (identified in our LCAP goals) issues that prevent all students from accessing a broad course of study. This includes focus on academically struggling students, college and career readiness, and stakeholder engagement.|Valley View Charter Prep response to the results of locally selected measures, by revisions, decisions, and new actions to our strategic action plans (LCAP, WASC, site plan) to ensure access to a broad course of study for all students. This includes, but is not limited to, directing funding (including LCAP concentration and supplemental funds) to students in need.|Met||2018
39686270130864|Delta Charter Online|7|Delta Charter Online School tracks progress in meeting Priority 7 Standards by looking at both qualitative and quantitative data to review course offerings, class schedules, school schedules and curriculum to assess the extent to which all students have access to and enrolled in a broad course of studies. A few of the tools used to track information includes use of the student information system (AERIES), reports from Digital curriculum product (Edgenuity), information from CALPADS, and reports from our Special Education program (SEIS).|For the 2017-2018 year, 100% of Delta Charter Online School offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51210 for grades 1-6, broad course of studies include  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education. California Education Code 51220 (a) –(i) for grades 7-12 include in broad course of studies English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education.|All students at Delta Charter Online School enrolled in a broad course of studies. Barriers preventing the school from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule. Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day. Finally, course offerings are limited for before and after school courses due to transportation and available staff.|In response to the review of data, considerations to the following implementations of broad based studies include; Create optimal conditions for learning by supporting the non-academic needs of students. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners. Alleviate barriers related to income, transportation, family/guardian engagement, and special needs. Increase enrollment of Career Technical Education (CTE) courses and CTE pathway completion.|Met||2018
39686270132050|Delta Bridges Charter|7|Delta Bridges Charter School tracks progress in meeting Priority 7 Standards by looking at both qualitative and quantitative data to review course offerings, class schedules, school schedules and curriculum to assess the extent to which all students have access to and enrolled in a broad course of studies. A few of the tools used to track information includes use of the student information system (AERIES), reports from Digital curriculum product (Edgenuity), information from CALPADS, and reports from our Special Education program (SEIS).|For the 2017-2018 year, 100% of Delta Bridges Charter School offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51210 for grades 1-6, broad course of studies include  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education. California Education Code 51220 (a) –(i) for grades 7-12 include in broad course of studies English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education.|All students at Bridges Charter School enrolled in a broad course of studies. Barriers preventing Delta Bridges Charter School from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule . Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day. Finally, course offerings are limited for before and after school courses due to transportation and available staff.|In response to the review of data, considerations to the following implementations of broad based studies include; Create optimal conditions for learning by supporting the non-academic needs of students. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners. Alleviate barriers related to income, transportation, family/guardian engagement, and special needs.|Met||2018
39686270136028|Delta Keys Charter #2|7|Delta Keys #2 School tracks progress in meeting Priority 7 Standards by looking at both qualitative and quantitative data to review course offerings, class schedules, school schedules and curriculum to assess the extent to which all students have access to and enrolled in a broad course of studies. A few of the tools used to track information includes use of the student information system (AERIES), reports from Digital curriculum product (Edgenuity), information from CALPADS, and reports from our Special Education program (SEIS).|For the 2017-2018 year, 100% of Delta Keys #2 School offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51210 for grades 1-6, broad course of studies include  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education. California Education Code 51220 (a) –(i) for grades 7-12 include in broad course of studies English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education.|All students at Delta Keys #2 School enrolled in a broad course of studies. Barriers preventing the school from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule. Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day. Finally, course offerings are limited for before and after school courses due to transportation and available staff.|In response to the review of data, considerations to the following implementations of broad based studies include; Create optimal conditions for learning by supporting the non-academic needs of students. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners. Alleviate barriers related to income, transportation, family/guardian engagement, and special needs. Increase enrollment of Career Technical Education (CTE) courses and CTE pathway completion.|Met||2018
39686270136135|Delta Charter Online No.2|7|Delta Charter Online #2 School tracks progress in meeting Priority 7 Standards by looking at both qualitative and quantitative data to review course offerings, class schedules, school schedules and curriculum to assess the extent to which all students have access to and enrolled in a broad course of studies. A few of the tools used to track information includes use of the student information system (AERIES), reports from Digital curriculum product (Edgenuity), information from CALPADS, and reports from our Special Education program (SEIS).|For the 2017-2018 year, 100% of Delta Charter Online #2 School offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51210 for grades 1-6, broad course of studies include  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education. California Education Code 51220 (a) –(i) for grades 7-12 include in broad course of studies English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education.|All students at Delta Charter Online #2 School enrolled in a broad course of studies. Barriers preventing the school from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule. Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day. Finally, course offerings are limited for before and after school courses due to transportation and available staff.|In response to the review of data, considerations to the following implementations of broad based studies include; Create optimal conditions for learning by supporting the non-academic needs of students. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners. Alleviate barriers related to income, transportation, family/guardian engagement, and special needs. Increase enrollment of Career Technical Education (CTE) courses and CTE pathway completion.|Met||2018
39686276119309|Delta Charter|7|Delta Charter School tracks progress in meeting Priority 7 Standards by looking at both qualitative and quantitative data to review course offerings, class schedules, school schedules and curriculum to assess the extent to which all students have access to and enrolled in a broad course of studies. A few of the tools used to track information includes use of the student information system (AERIES), reports from Digital curriculum product (Edgenuity), information from CALPADS, and reports from our Special Education program (SEIS).|For the 2017-2018 year, 100% of Delta Charter School offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51210 for grades 1-6, broad course of studies include  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education. California Education Code 51220 (a) –(i) for grades 7-12 include in broad course of studies English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts and Career Technical Education.|All students at Delta Charter School enrolled in a broad course of studies. Barriers preventing the school from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule. Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day. Finally, course offerings are limited for before and after school courses due to transportation and available staff.|In response to the review of data, considerations to the following implementations of broad based studies include; Create optimal conditions for learning by supporting the non-academic needs of students. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners. Alleviate barriers related to income, transportation, family/guardian engagement, and special needs. Increase enrollment of Career Technical Education (CTE) courses and CTE pathway completion.|Met||2018
39686350000000|Oak View Union Elementary|7|According to CALPADS records, the District's textbook sufficiency resolution and zero teacher vacancies as reported to the County Office of Education, all Oak View students have access and are in enrolled in a broad course of study in grades 1-8.|All Oak View students have access and are in enrolled in a broad course of study in grades 1-8. There are no differences between student groups or between school sites since Oak View is a single site district.|Oak View has no barriers preventing students from having access to or enrolling in a broad course of study.|Oak View will continue to give students access to and enroll them in a broad course of study in grades 1-8.|Met||2018
39686500000000|Ripon Unified|7|The master schedule is tied directly to CALPADS.  All students are tracked through AERIES and CALPADS.  All students, TK-8 are taught in self-contained classrooms that include core curriculum, as well as a variety of enrichment programs.  All high school students have access to a broad course of study as demonstrated on the master schedule and verified by CALPADS.|TK/K-8 sites offer the same programs and curricula.  Ripon HS is a comprehensive high school and Harvest, an alternative high school.  Harvest students can access subjects not available at their site, at RHS.  All English learners, socio-disadvantaged students, and students with exceptional needs are offered access to a broad course of study, as verified by CALPADS.|For a small high school of just under 1000 students, RHS offers a wide variety of courses and pathways.  Any limitations in course offerings is due solely to our small size.|Elective options and CTE pathways have continued to grow in recent years.  RHS will continue to offer a wide variety of courses and pathways, as well as pursue new options as opportunities and funding allows.|Met||2018
39686500125849|California Connections Academy @ Ripon|7|N/A|N/A|N/A|N/A|Met|California Connections Academy @ Ripon does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to California Connections Academy @ Ripon.|2018
39686760000000|Stockton Unified|7|Access to a broad course of study was measured using the “Numbers of Classes by Subject” report provided by CDE and the district’s high school course catalog. Enrollment in a broad course was verified through the local student information system for all students and groups of students.|The “numbers of classes by subject” (CDE) report indicates that students in grades 1-6 configured schools accessed a broad course of study through self-contained classrooms, where multiple content areas are delivered in one classroom. Depending on schools, grades 7-8 were configured as either self-contained or content-centered. Students in secondary grades accessed courses through content-centered classrooms (CDE) described in the high school course catalog. Nearly all students in grade 1-8 were enrolled in self-contained or content-centered classroom in a broad course of study (100% - self contained classrooms, and above 98% - content centered classrooms). Students in grades 9-12 have flexibility in course selection and enrollment that leads to the completion of the high school graduation requirement. Analysis of current enrollment in a broad course of study is based on the four-year plan (outlined in the course catalog). Enrollment in English (grades 9-12), Math (grades 9-10), and History/Social Science (grades 10-12) ranged from 93% to 99%. Enrollment in PE, Science, VAPA, and LOTE, had greater variability due to the number of years recommended and/or required for high school graduation. The highest percent of enrollment for each subject are: science and PE (both 93%) and VAPA (46%) in grade 9, and LOTE (55%) in grade 10. Enrollment in CTE courses remain consistent across all grade levels (32%).|All students have access to a broad course of study, as all courses are available at each site. Specifically for grades 9-12, enrollment in particular pathways (i.e.CTE), or specialized classes (i.e. VAPA) is dependent on the availability and specialty offered at each site. Additionally, students’ access to advance or next series courses may be dependent on successful completion of prerequisite or entry course(s) (i.e. Integrated Math I, II, and III). The availability of courses and the flexibility of course selection throughout grades 9-12 allow students to access all courses needed to fulfill the high school graduation requirements by the end of grade 12.|There are ongoing analyses and revisions to the recommended student placement guidelines, course prerequisites, and program availability to ensure equitable access to a broad course of study is available to all students. For example, multiple measures are used for student placement recommendations including grades and interim and summative assessments. Additionally, multiple systems are used to identify and evaluate students’ progress in meeting high school and A-G requirements (SIS, data management system, and college readiness reports).|Met||2018
39686760108647|Aspire Rosa Parks Academy|7|All students in grades K-5 attend art, music and library once per week.  They all each attend P.E. and science twice per week.  The schedule for this broad coursework includes all students, including those in unduplicated groups and individuals with exceptional needs.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers exist preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study while at Aspire Rosa Parks Academy, and provide supports to students wherever needed.|Met||2018
39686760111336|Pittman Charter|7|Students in grades K-6 have access to a broad course of study through self-contained classrooms, where multiple content areas are delivered in one classroom. In grades 7-8 students are taught in content centered classrooms.|All students have access to a broad course of study, as all courses are available in all K-6 classrooms. Over the last two years, students in 7-8 grade also have had access to and AVID elective class. In addition, Pittman offers Spanish Dual Immersion program for K-8 students. The dual program is available to all students that apply and qualify for the program.|There are ongoing analyses and revisions to the recommended student placement guidelines and program availability to ensure equitable access to a broad course of study is available to all students.|Pittman is a dependent charter; therefore, we follow all guides set by the district to ensure all decisions made are compliant with state and local guidelines, so that all students have access to a broad course of study for all students.|Met||2018
39686760114876|Aspire Port City Academy|7|Students in grade K-3 attend Art once per week.  Students in grade K-5 attend P.E. and Music twice per week.  Students in grade 3-5 attend technology once per week.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade levels, and include students of unduplicated groups and students with exceptional need.  K-3 students attend Art once per week. Students K-5 attend Music and P.E. twice per week.  Students grades 3-5 receive technology instruction once per week. (As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study)|There are no barriers exist preventing the school from providing access to a broad course of study for all students.|Aspire Port City Academy will continue to provide access to a broad course of study for all students, and support individual or groups of unduplicated students as necessary on a need basis.|Met||2018
39686760118497|Aspire Langston Hughes Academy|7|"High school students take a broad course of study that results in completion of all A-G course requirements. As an 'early college"" high school, students also complete five college-level courses, as outlined in our graduation requirements and even have the opportunity to complete an Associate Degree through San Joaquin Delta College. These are the default benchmarks for all students, including unduplicated student groups and individuals with exceptional needs. In middle school, all students are enrolled in Math, Science, ELA, Social Science, Physical Education, and Technology. Some middle schools students may also take Art, Intervention Courses, or Science Olympiad depending on the grade level."|Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST, or RtI process. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aspire Langston Hughes Academy will continue to provide access to a broad course of study for all students and support individual or groups of unduplicated students as needed.|Met||2018
39686760119743|Stockton Early College Academy|7|Access to a broad course of study was measured using the “Numbers of Classes by Subject” report provided by CDE and the district’s high school course catalog. Enrollment in a broad course was verified through the local student information system for all students and groups of students.|The “numbers of classes by subject” (CDE) report indicates that students in grades 1-6 configured schools accessed a broad course of study through self-contained classrooms, where multiple content areas are delivered in one classroom. Depending on schools, grades 7-8 were configured as either self-contained or content-centered. Students in secondary grades accessed courses through content-centered classrooms (CDE) described in the high school course catalog. Nearly all students in grade 1-8 were enrolled in self-contained or content-centered classroom in a broad course of study (100% - self contained classrooms, and above 98% - content centered classrooms). Students in grades 9-12 have flexibility in course selection and enrollment that leads to the completion of the high school graduation requirement. Analysis of current enrollment in a broad course of study is based on the four-year plan (outlined in the course catalog). Enrollment in English (grades 9-12), Math (grades 9-10), and History/Social Science (grades 10-12) ranged from 93% to 99%. Enrollment in PE, Science, VAPA, and LOTE, had greater variability due to the number of years recommended and/or required for high school graduation. The highest percent of enrollment for each subject are: science and PE (both 93%) and VAPA (46%) in grade 9, and LOTE (55%) in grade 10. Enrollment in CTE courses remain consistent across all grade levels (32%).|All students have access to a broad course of study, as all courses are available at each site. Specifically for grades 9-12, enrollment in particular pathways (i.e.CTE), or specialized classes (i.e. VAPA) is dependent on the availability and specialty offered at each site. All students at Stockton Early COllege Academy are offered advanced Placement, Honors, and college level coursework. Additionally, students’ access to advance or next series courses may be dependent on successful completion of prerequisite or entry course(s) (i.e. Integrated Math I, II, and III). The availability of courses and the flexibility of course selection throughout grades 9-12 allow students to access all courses needed to fulfill the high school graduation requirements by the end of grade 12.|There are ongoing analyses and revisions to the recommended student placement guidelines, course prerequisites, and program availability to ensure equitable access to a broad course of study is available to all students. For example, multiple measures are used for student placement recommendations including grades and interim and summative assessments. Additionally, multiple systems are used to identify and evaluate students’ progress in meeting high school and A-G requirements (SIS, data management system, and college readiness reports).|Met||2018
39686760120725|Stockton Collegiate International Elementary|7|Stockton Collegiate International Elementary School is an authorized IB World School offering the globally recognized Primary Years Program to all students. Stockton Collegiate's charter and mission is to offer the International Baccalaureate (IB) Primary Years Program (PYP) to all students who enroll. Applications are open to all students. Enrollment is limited only by space and is offered based on a public, random lottery.|Stockton Collegiate International Elementary School is an authorized IB World School offering the globally recognized PYP to all students. All enrolled students, including all grade spans, all unduplicated student groups (English Learners, foster youth, socioeconomically disadvantaged), and students with exceptional needs are IB students participating in the PYP.|All enrolled students, including all grade spans, all unduplicated student groups (English Learners, foster youth, socioeconomically disadvantaged), and students with exceptional needs are IB students participating in the PYP.  The PYP offers a broad course of study including Math, ELA, Units of Inquiry (Social Science and Science), Music, PE, and Art. All students participate in the entire course of study.|All enrolled students, including all grade spans, all unduplicated student groups (English Learners, foster youth, socioeconomically disadvantaged), and students with exceptional needs are IB students participating in the PYP.  The PYP offers a broad course of study including Math, ELA, Units of Inquiry (Social Science and Science), Music, PE, and Art. All students participate in the entire course of study.|Met||2018
39686760120733|Stockton Collegiate International Secondary|7|Stockton Collegiate International Secondary School is an authorized IB World School offering the globally recognized Middle Years Program (MYP) and Diploma Program (DP) to all students. Stockton Collegiate's charter and mission is to offer the International Baccalaureate (IB) programs--MYP and DP--to all students who enroll. Applications are open to all students.|Stockton Collegiate International Secondary School is an authorized IB World School offering the globally recognized MYP and DP to all students. All enrolled students, including all grade spans, all unduplicated (English Learners, foster youth, socio-economically disadvantaged) student groups, and students with exceptional needs are IB students participating in the MYP and DP. Students are supported with individualized attention, differentiated instruction, and a range of Special Education services when necessary.|All enrolled students, including all grade spans, all unduplicated student groups (English Learners, foster youth, socio-economically disadvantaged), and students with exceptional needs are IB students participating in the MYP and DP.  The MYP and DP offer a broad course of study. All students have access to courses that meet the UC/CSU a-g requirements. All students have access to the full range of courses, including higher level math courses, a choice of lab sciences, at least six years of a second language, and the fine arts.|All enrolled students, including all grade spans, all unduplicated student groups (English Learners, foster youth, socio-economically disadvantaged), and students with exceptional needs are IB students participating in the MYP and DP.  The MYP and DP offer a broad course of study. All students enroll in a course of study that meets all the UC/CSU a-g requirements. All students have access to the full range of courses, including higher level math courses, a choice of lab sciences, at least six years of a second language, and the fine arts.   All DP students participate in the full program including IB exams. Stockton Collegiate pays the fees for IB exams to assure that access to the benefits of the exams is available to all students.|Met||2018
39686760121541|Aspire APEX Academy|7|All students receive access to core subjects (math, ELA,, science, and history is embedded in ELA curriculum.  Students in TK-5 grade have access to PE, Art, ad Music.  We also have students who received support through small group instruction to meet them at their individual needs as well as our students who need additional support to further their understanding of standards.  We also have students participate in Wildcat Club (intervention) where students with skills gaps can receive additional support which included socio-emotional support as well.|Access to a broad course of study is equitable across all grade levels which includes all subgroups of students.  We are a fully inclusive school where students received additional supports as identified through IEP, 504, SST, RTI process.|With the supports in place, there are no barriers presenting students from access to a broad course of study.|APEX will continue to provide a broad course of study for all students and will provide additional supports as needed.|Met||2018
39686760123802|Health Careers Academy|7|Access to a broad course of study was measured using the “Numbers of Classes by Subject” report provided by CDE and the district’s high school course catalog. Enrollment in a broad course was verified through the local student information system for all students and groups of students.|The “numbers of classes by subject” (CDE) report indicates that students in grades 1-6 configured schools accessed a broad course of study through self-contained classrooms, where multiple content areas are delivered in one classroom. Depending on schools, grades 7-8 were configured as either self-contained or content-centered. Students in secondary grades accessed courses through content-centered classrooms (CDE) described in the high school course catalog. Nearly all students in grade 1-8 were enrolled in self-contained or content-centered classroom in a broad course of study (100% - self contained classrooms, and above 98% - content centered classrooms). Students in grades 9-12 have flexibility in course selection and enrollment that leads to the completion of the high school graduation requirement. Analysis of current enrollment in a broad course of study is based on the four-year plan (outlined in the course catalog). Enrollment in English (grades 9-12), Math (grades 9-10), and History/Social Science (grades 10-12) ranged from 93% to 99%. Enrollment in PE, Science, VAPA, and LOTE, had greater variability due to the number of years recommended and/or required for high school graduation. The highest percent of enrollment for each subject are: science and PE (both 93%) and VAPA (46%) in grade 9, and LOTE (55%) in grade 10. Enrollment in CTE courses remain consistent across all grade levels (32%).|All students have access to a broad course of study, as all courses are available at each site. Specifically for grades 9-12, enrollment in particular pathways (i.e.CTE), or specialized classes (i.e. VAPA) is dependent on the availability and specialty offered at each site. Additionally, students’ access to advance or next series courses may be dependent on successful completion of prerequisite or entry course(s) (i.e. Integrated Math I, II, and III). The availability of courses and the flexibility of course selection throughout grades 9-12 allow students to access all courses needed to fulfill the high school graduation requirements by the end of grade 12.|There are ongoing analyses and revisions to the recommended student placement guidelines, course prerequisites, and program availability to ensure equitable access to a broad course of study is available to all students. For example, multiple measures are used for student placement recommendations including grades and interim and summative assessments. Additionally, multiple systems are used to identify and evaluate students’ progress in meeting high school and A-G requirements (SIS, data management system, and college readiness reports).|Met||2018
39686760124248|Pacific Law Academy|7|Access to a broad course of study was measured using the “Numbers of Classes by Subject” report provided by CDE and the district’s high school course catalog. Enrollment in a broad course was verified through the local student information system for all students and groups of students.|The “numbers of classes by subject” (CDE) report indicates that students in grades 1-6 configured schools accessed a broad course of study through self-contained classrooms, where multiple content areas are delivered in one classroom. Depending on schools, grades 7-8 were configured as either self-contained or content-centered. Students in secondary grades accessed courses through content-centered classrooms (CDE) described in the high school course catalog. Nearly all students in grade 1-8 were enrolled in self-contained or content-centered classroom in a broad course of study (100% - self contained classrooms, and above 98% - content centered classrooms). Students in grades 9-12 have flexibility in course selection and enrollment that leads to the completion of the high school graduation requirement. Analysis of current enrollment in a broad course of study is based on the four-year plan (outlined in the course catalog). Enrollment in English (grades 9-12), Math (grades 9-10), and History/Social Science (grades 10-12) ranged from 93% to 99%. Enrollment in PE, Science, VAPA, and LOTE, had greater variability due to the number of years recommended and/or required for high school graduation. The highest percent of enrollment for each subject are: science and PE (both 93%) and VAPA (46%) in grade 9, and LOTE (55%) in grade 10. Enrollment in CTE courses remain consistent across all grade levels (32%).|All students have access to a broad course of study, as all courses are available at each site. Specifically for grades 9-12, enrollment in particular pathways (i.e.CTE), or specialized classes (i.e. VAPA) is dependent on the availability and specialty offered at each site. Additionally, students’ access to advance or next series courses may be dependent on successful completion of prerequisite or entry course(s) (i.e. Integrated Math I, II, and III). The availability of courses and the flexibility of course selection throughout grades 9-12 allow students to access all courses needed to fulfill the high school graduation requirements by the end of grade 12.|There are ongoing analyses and revisions to the recommended student placement guidelines, course prerequisites, and program availability to ensure equitable access to a broad course of study is available to all students. For example, multiple measures are used for student placement recommendations including grades and interim and summative assessments. Additionally, multiple systems are used to identify and evaluate students’ progress in meeting high school and A-G requirements (SIS, data management system, and college readiness reports).|Met||2018
39686760124958|TEAM Charter|7|TEAM Charter School use Powerschool as a student informational system to measure student demographics.  We use standard based report cards to measure and track the extent to which all students have access to and are enrolled in a broad course of study.|We use McGraw-Hill Wonders for ELA and ELD instruction.  We use Pearson Envision 2.0 for mathematics instruction.  For supplemental material, we use online services from Splash Math and Starfall.|There were not any barriers to providing access to a broad course of study for all students.|All students are issued one book per area of study.   In addition, for curriculum that is on line and each child is administered a device to complete assignments.  We offer interventions (after school tutoring, push in services, and pull out programs) for identified students.|Met||2018
39686760136283|Team Charter Academy|7|TCA uses PowerSchool as a student information system to measure student demographics.|The ELA/ELD curriculum is Study Sync, the Social Studies curriculum is TCi History Alive, the Math curriculum is GoMath, the Science is CK12, and the Physical Education curriculum is SPARK for all students grades 6-8. All student curriculum is online and each child is administered a chromebook to use daily. TCA uses the Leader in Me curriculum as component of Positive Behavior Supports.|There are no barriers.|In response to the low achieving scores of the 2018 SBAC scores, TCA has invested in professional development opportunities for all new teachers. Go Math was purchased for a Core Curriculum and teachers have received training in Leader in Me and social emotional learning. In addition, TCA teachers recieve instructional coaching and mentoring on effective instructional practices. Interventions will be implemented during Trimester 2.|Met||2018
39686766042725|Nightingale Charter|7|Access to a broad course of study was measured using the “Numbers of Classes by Subject” report provided by CDE and the district’s high school course catalog. Enrollment in a broad course was verified through the local student information system for all students and groups of students.|The “numbers of classes by subject” (CDE) report indicates that students in grades 1-6 configured schools accessed a broad course of study through self-contained classrooms, where multiple content areas are delivered in one classroom. Depending on schools, grades 7-8 were configured as either self-contained or content-centered. Students in secondary grades accessed courses through content-centered classrooms (CDE) described in the high school course catalog. Nearly all students in grade 1-8 were enrolled in self-contained or content-centered classroom in a broad course of study (100% - self contained classrooms, and above 98% - content centered classrooms). Students in grades 9-12 have flexibility in course selection and enrollment that leads to the completion of the high school graduation requirement. Analysis of current enrollment in a broad course of study is based on the four-year plan (outlined in the course catalog). Enrollment in English (grades 9-12), Math (grades 9-10), and History/Social Science (grades 10-12) ranged from 93% to 99%. Enrollment in PE, Science, VAPA, and LOTE, had greater variability due to the number of years recommended and/or required for high school graduation. The highest percent of enrollment for each subject are: science and PE (both 93%) and VAPA (46%) in grade 9, and LOTE (55%) in grade 10. Enrollment in CTE courses remain consistent across all grade levels (32%).|All students have access to a broad course of study, as all courses are available at each site. Specifically for grades 9-12, enrollment in particular pathways (i.e.CTE), or specialized classes (i.e. VAPA) is dependent on the availability and specialty offered at each site. Additionally, students’ access to advance or next series courses may be dependent on successful completion of prerequisite or entry course(s) (i.e. Integrated Math I, II, and III). The availability of courses and the flexibility of course selection throughout grades 9-12 allow students to access all courses needed to fulfill the high school graduation requirements by the end of grade 12.|There are ongoing analyses and revisions to the recommended student placement guidelines, course prerequisites, and program availability to ensure equitable access to a broad course of study is available to all students. For example, multiple measures are used for student placement recommendations including grades and interim and summative assessments. Additionally, multiple systems are used to identify and evaluate students’ progress in meeting high school and A-G requirements (SIS, data management system, and college readiness reports).|Met||2018
39754990000000|Tracy Joint Unified|7|Tracy Unified School District identifies and monitors progress in Priority 7 by administering a review of course offerings, class schedules, school schedules, and student transcripts, to ensure all students have access to and are enrolled in a broad course of studies.  This process includes a review of our student information systems AERIES and CALPADS by administrative and support staff throughout the year.  During the time of enrollment, student records are reviewed to ensure appropriate placement in grade level appropriate courses.    For the 2017-18 school year, 100% of Tracy Unified Schools had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i). In addition, Career Technical Education Staff are revising courses to be better sequenced and articulated between schools and Post Secondary Education.|All students enrolled in TUSD schools continue to have access to and are enrolled in a broad course of study. At the time of enrollment students and families are provided a wide range of educational options based on student age, grade level, and individual student learning needs. District programs available to students include: Preschool, Transitional Kindergarten, Special Education Services, Bilingual Program, GATE, AVID, High School Bridge, Advanced Placement, International Baccalaureate Program, Medical Health Services Academy, Space and Engineering Academy, Visual Performing Arts Academy, Agriculture Academy, and Dual Enrollment in Partnership with Delta Community College. Administrators and Teachers associated with the programs listed above, engage in ongoing professional learning focused on providing access to a broad course of studies based on grade level, unduplicated student needs, and individuals with exceptional needs.|TUSD challenges include maintaining a wide range of course offerings during a time of declining enrollment, fiscal constraints, and teacher shortage with appropriate credentials. The 2018-2019 LCAP directly reflects action services to address these challenges.|To ensure access to a broad course of study listed above, TUSD will continue to monitor and evaluate the impact on student success. TUSD had committed to prioritizing state adoptions by purchasing and implementing ELA/ELD and Mathematics state standards aligned curriculum. The next phase of adoptions include Social Studies and Next Generation Science Standards. The LCAP reflects action services to fund the core adoptions and support for implementation of state standards and TUSD programs and pathways.|Met||2018
39754990102384|Primary Charter|7|All students have access to all curriculum offered at Primary Charter.  This is tracked through classroom observations and curriculum planning.|All students have access to the curriculum as well as classes with visual and performing arts teachers and a Spanish teacher.  The students have PE daily with credentialed teachers.|No barriers|We believe all students have access to a broad course of study for all students.|Met||2018
39754990102392|Millennium Charter|7|All students have access to the board course of study.  There are prerequisites for some courses, but tutoring and homework support is available to help students who are behind in math or language arts skills. Millennium is a college prep high school that expects at least 60% of the students to complete the A-G requirements for college.|Transcripts for students indicate a full range of available courses including enrollment in college courses for those who are ready.  Over 95 percent of the students graduate each year.|The master schedule is designed with the students in mind.  If a student needs a course, the course is offered.  The needs of the students is the driving force for creating the master schedule.|Continually looking for ways to help students meet the prerequisites for college level courses is of concern.  We would like to exceed 60 percent fulfilling the A-G course requirement.|Met||2018
39754996118665|Discovery Charter|7|All students have access to all the curriculum presented at Discovery.  Students are enrolled in all core courses and Physical Education as well as enrichment classes in Spanish and visual and performing arts.|Classroom observations and enrollment data support inclusion of all students.|No barriers were identified|The school will strive to continue to involved all students in a broad course of study.|Met||2018
39767600000000|Lammersville Joint Unified|7|Lammersville Unified School District tracks progress in meeting Priority 7 by undertaking a qualitative and quantitative view of course offerings and student requests, along with course schedules to ensure all students have access to a broad course of study. In grades TK-6, all schools offer access and enrollment in the seven areas identified as a broad course of study.  In addition to a broad course of study offered to all students (EC 51210), through the IEP process, students with exceptional needs are provided Resource Support and Speech and language by credentialed staff, using a push in /pull out, one to one and/or small group model.  Course offerings and placement in Career Technical Education (CTE), Advanced Placement (AP), Early College and all other course-work is reviewed through AERIES, Learning Management System.  LUSD continues to broaden access to CTE courses and the PLTW curriculum across grade spans.  Data is disaggregated by focus group and gender. While all students have access to a broad course of study, some classes require prerequisite work to prepare the student for the rigors of the class.|All students of Lammersville Unified School District (LUSD) were able to enroll in a broad course of study as indicated in Education Code 51210, including but not limited to electives, advanced courses, visual and performing arts, physical education, Outdoor Education, health education and Career Technical Education (CTE). Students in grades three through twelve have the opportunity to complete Project Lead The Way (PLTW) coursework as a discreet elective course or as elective time.  In addition to a broad course of study offered to all pupils, unduplicated students will be provided additional programs and services through small group instruction in Differentiated Instruction Groups (DIG) regrouping, ELD time, after school intervention and “SUCCESS!” period at the high school.  Support programs include Este math, I-Read, and other online resources.  The District measures access to courses through AERIES Learning Management System and comprehensive master scheduling.   In addition to a broad course of study offered to all students, through the IEP process, students with exceptional needs will be provided Resource Support and Speech and language by credentialed staff, using a push in /pull out, one to one and/or small group model. Students have access to a broad course of study at the high school through numerous core and elective offerings.  Tenth grade students have the opportunity to take the PSAT free of charge.  LUSD provides the PSAT to all students so students may experience the rigors of the SAT and to provide staff with data related to AP potential.  Students with AP potential are encouraged to take more rigorous coursework.  Multiple measures allow the school staff to encourage students to enroll in a more rigorous course offering if they have not self-selected.|"There are few barriers to the students of LUSD accessing the course of study.  One identified barrier may be student reluctance to self-select classes that are more rigorous. In fact 80% of students in grades 5, 7 and 9 indicate the District challenges students to develop their academic potential.  71% of students in grades 5, 7 and 9 indicate the District is preparing students to be successful in life. Both survey questions had 6% of students respond in the negative.  As a result of multiple measures, LUSD continues to strive to provide students with more opportunities to feel ""connected.""  This connection may enhance self-efficacy thereby enhancing student outcomes."|All students of Lammersville Unified School District (LUSD) were able to enroll in a broad course of study as indicated in Education Code 51210, including but not limited to electives, advanced courses, visual and performing arts, physical education, Outdoor Education, health education and Career Technical Education (CTE). Students in grades three through twelve have the opportunity to complete Project Lead The Way (PLTW) coursework as a discreet elective course or as elective time.  In addition to a broad course of study offered to all pupils, unduplicated students will be provided additional programs and services through small group instruction in Differentiated Instruction Groups (DIG) regrouping, ELD time, after school intervention and “SUCCESS!” period at the high school.  Support programs include Este math, I-Read, and other online resources.  The District measures access to courses through AERIES Learning Management System and comprehensive master scheduling.  Site and District staff monitor enrollment by focus group to ensure all students have access to a broad course of study.  Students are encouraged to take a rigorous course of study.  Those that have challenges meeting standard are given remediation during and after school, or through online resources.|Met||2018
40104050000000|San Luis Obispo County Office of Education|7|The LEA uses the following locally selected measures and/or tools to track the extent to which all student have access to a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs: 1. Aeries: this student information system tracks courses, state and local test results, student demographics, grades, and transcripts. 2. Northwest Evaluation Association (NWEA): this tool measures academic growth in reading and mathematics for the Common Core State Standards and produces an individualized learning path in each of these areas. 3. Edgenuity: this online learning platform offers a broad course of study in all subject areas including credit recovery, A-G courses and advanced placement options. 4. Special Education Information System (SEIS): this online database tracks individualized transition plans for each individual student with exceptional needs.|All students, at all school sites, have access to the same broad course of study which is tracked by the identified tools and measures listed above. Any differences in access to or enrollment in a broad course of study is due to student preference and/or need.|While our LEA provides access to a broad course of study for all students, the following are barriers that at times prevent individual student access: 1. Attendance 2. Credit deficiency 3. Mental health/drug and alcohol issues 4. Past and/or ongoing trauma|To help students take ownership and be full participants in their learning pathway, the LEA has recently implemented student and parent portal access in Aeries to allow for tracking of credits, grades and state and local test scores. The LEA also uses NWEA results to drive instruction as well as help students to make decisions about their own individual learning path.|Met||2018
40104050101725|Grizzly ChalleNGe Charter|7|The locally selected tools used by the Grizzly Challenge Charter School to determine if all students, including unduplicated, are enrolled in a broad course of study are credit assessments, class schedules, report cards, English Language Learner identification, MTSS, 504's and Individualized Education Plans.|Grizzly Challenge Charter School is a one school LEA and is a five month intervention program. All students attending our school are at risk of dropping out of school and as such they are also credit deficient having failed or never taken grade level courses. In our efforts to intervene all students are placed in in a broad course of study yet appropriate for credit recovery and ones that best prepare them to complete high school and be college and career ready.|All Grizzly Challenge Charter School students have access to a broad course of study as explained in Prompts 1 and 2 and evidenced in local measures. There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|As an LEA, Grizzly Challenge Charter School is exploring a new master calendar that incorporates additional blended learning opportunities to better address some required courses that only a small number (less than a class size) needs to make progress on their high school diploma.|Met||2018
40687000000000|Atascadero Unified|7|Atascadero Unified School District generates a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports are reviewed to identify access and enrollment based upon student demographics subgroups.|For the 2017-2018 year, 100% of Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(j).  All AUSD students in grades TK – 8 are enrolled in a broad course of studies. All elementary schools and middle schools offer access and enrollment in the seven areas identified by California Ed Code as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  All AUSD secondary students have access to a broad course of studies within their school offerings. Atascadero High School offers 95 UC/CSU A-G approved courses covering all subject areas, with only 9 core subject classes and 35 elective classes not UC/CSU A-G approved.  Additionally, AHS offers rigorous, and relevant career and technical education (CTE) opportunities for its students to prepare them for a wide range of high-wage, high-skill, high-demand careers. The eight CTE career clusters include: Agricultural Mechanics; Agriscience; Design, Visual, and Media Arts; Education; Food Service and Hospitality; Performing Arts; Software and Communications; and System Diagnostics, and Service and Repair. Most of the courses are UC and CSU approved and provide the challenge for college bound and non-college bound students alike. Students eager to take college-level courses are now able to enroll in classes at AHS that also offer college credit from our local community college. This Dual Enrollment program features classes in geology, astronomy, career exploration, advanced auto, video production, graphic design, photography, and sports medicine. In the upcoming school year, sections in Expository Reading and Writing (ERWC), Introduction to Theatre, App Development, Math Analysis, Calculus, Careers in Education, and Child Development.|When reviewing our enrollment in courses at our high school, we see equivalent percentages of student subgroups across most of our different types of courses.   In comparing the percentages of student subgroups in our UC/CSU A-G courses and CTE pathway courses to our general enrollment subgroup percentages, the percentage of each subgroup by race, ethnicity, gender, socioeconomic status, and language fluency are equivalent.  The one course group with a discrepancy in their student subgroup enrollment is within our AP courses.  Within our AP courses, the percent of English Learners and male/females match our general population, though we see 6% fewer Hispanic students and 13% fewer low socioeconomic status students enrolled within our AP courses.|Because our subgroup enrollments are so similar across all areas of course offerings, the additional counselors funded through the AUSD LCAP will continue to identify and support students within the Hispanic and low socioeconomic status to encourage enrollment within our AP offerings.|Met||2018
40687260000000|Cayucos Elementary|7|Cayucos Elementary School analyzes student schedules to ensure all students have equal access to a broad course of study.  We also analyze our staffing to ensure that we have the staff in place to provide a broad course of study.|After analyzing student schedules, we believe that Cayucos Elementary School provides a broad course of study.  Not only do middle school students have access to electives that include art, drama, gardening, music, STEAM, and yearbook, we also provide access to TK-5 students.  Elementary students are provided with drama, art, music and STEAM lessons weekly.  We are proud of our programs that provide a broad course of study to every student on campus.|One of our challenges to providing a broad course of study is at the middle school level.  Special education students get pulled part of the time from elective classes to get additional help according to their individual education plan (IEP).  Another barrier to our ability to continue to provide such a broad course of study is ongoing staffing.  Funding the single subject credentialed teachers that provide these programs to all students is very expensive.  With the increased costs of retirement benefits, it will be more difficult in future years to continue to staff at the current levels.|Our District must find areas of savings in our budget to continue to afford staffing for these programs over the next several years.  We are committed to providing a broad course of study for all students.|Met||2018
40687590000000|Lucia Mar Unified|7|Lucia Mar Unified School District measures the progress in meeting Priority 7 standards by qualitatively and quantitatively reviewing course offerings, class schedules and school master schedules. We aim to assess the extent to which all students have access to and/or enrolled in a broad course of study.|All LMUSD students in grades TK-6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the areas identified as a broad course of studies for grades TK-6. Elementary students can also access some courses such as coding, robotics, and dance both within and outside of the regular school day. All LMUSD secondary students have access to a broad course of studies within their school offerings. While some schools offer different specific pathways and specific programs within a course of study, secondary students are free to attend schools within the district that offer courses within their area of interest. For example, at one comprehensive high school students can participate in a Project Based Learning course structure. At another high school, students can participate in a nationally ranked Agriculture program. Over time, LMUSD has increased the number of options students have in selecting specific CTE and Dual Enrollment courses that meet the broad course of studies parameters. For example, a before school AVID course has been funded through the LCAP and enrolls allows students to take a-g courses in their regular school day. Summer school acceleration courses allow students who are English learners to keep up with core courses to stay ready for college and career. elective.  Funding for these before and after school sections comes from the LCAP.|Barriers preventing LMUSD from maximizing broad course of study offerings to all students include a lack of time during the regular 6-period school day. In addition to offering the AVID and Summer School programs, LMUSD has offered several other courses to students through Independent Studies.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP  funds to support Priority 7. Possible actions to allow even more students to access a broad course of study include increasing enrollment in college courses and examining a 7-period school day for grades 7-12.|Met||2018
40687910000000|Pleasant Valley Joint Union Elementary|7|Teachers are instructed to focus on the core subjects: language arts, mathematics, social science, science, and physical education.  In addition, they give instruction in art, which All students receive instruction in all core subject areas including language arts, mathematics, science, social studies, and physical education.  In addition, they receive instruction in art, which include various media, music, and dance.  All first through sixth-grade teacher plan lessons where the students practice their 21st Century skills such as word processing, accessing software and, for the older grades, coding. Teachers are encouraged to participate in professional development opportunities for all subject.|All students receive instruction in all core subject areas including language arts, mathematics, science, social studies, and physical education.  In addition, they receive instruction in art, All students receive instruction in all core subject areas including language arts, mathematics, science, social studies, and physical education.  In addition, they receive instruction in art, which include various media, music, and dance.  All student in first through sixth grade receive regular instruction where they practice their 21st Century skills such as word processing, accessing software and, for the older grades, coding.|The District has done a good job of keeping up with the demands, for example, of the more hands-on practices under the Next Generation Science Standards, but some career and technical education opportunities that are available at the larger districts are not available in Pleasant Valley.|The District needs to continually look for opportunities to join forces with other districts and other agencies to ensure that the Pleasant Valley Students have the same access to career and technical education opportunities. In addition, any grant opportunities need to be pursued as well.|Met||2018
40688090000000|San Luis Coastal Unified|7|SLCUSD uses the following systems to ensure that all of our students are enrolled in a broad course of study:  CALPADS; PowerSchool, PowerScheduler,  Illuminate.|Upon enrollment in SLCUSD all elementary students are placed in a Homeroom which will automatically enroll them into a Broad course of study.  Secondary students scheduling are overseen by their site admin, counselors and registrars to ensure they are enrolled in a broad course of study.|Given the results all SLCUSD students are enrolled in a broad course of study.|Within PowerSchool we access custom reports that have been built to identify the following: Duplicate enrollments in schedules Holes in Schedules (at the secondary level) Incomplete Schedules Enrollment Counts Upon running these reports, counselors, principals, secretaries and/or registrars are alerted and will take action to remedy any issues with student enrollment to ensure access to all students and student groups into a broad course of study.  Additionally, we analyze student achievement across the subject areas within our data and assessment system, Illuminate, to ensure that students are placed in the appropriate academic program.|Met||2018
40688096043194|Bellevue-Santa Fe Charter|7|BSFCS utilizes DIBELS screening, Pearson Math Benchmarks, writing samples, SBAC scores (3-6) and observational data to determine student access to the broad course of study per grade level.|All students have access to curriculum and educational experiences based on the adopted state standards.|In the past, differentiated supplementals have proven difficult to weave into thematic units of instruction.  Linear programs can prove difficult to integrate with simulations and traditions associated with the Charter School.  Our weekly pull outs for specialty class instruction in Science, Garden, PE, Electives, and Arts deters dedicated blocks of time for repeated practice for core subjects.|BSFCS has adopted new foundational curriculum and differentiated supplementals. We have reorganized the pull out schedule to improve developmental appropriateness across the grade spans.  We will be implementing Professional Development focused on classroom-based interventions.|Met||2018
40688250000000|San Miguel Joint Union|7|San Miguel Joint Union School District tracks progress in meeting Priority 7 standards by undertaking a review of course offerings, class schedules, and school schedules to assure that all students have access to a broad course of studies. We use our student information system to identify enrollment and access needs based on student numbers, numbers of unduplicated students, and numbers of special needs students.|For the 2017-18 school year 100% of San Miguel Joint Union Students had full access to a broad course of studies as defined by California Education Code 51210 and 51220 (a)- (i). Students in grades TK-5 were all enrolled in self-contained classes with fully credentialed teachers. All of our English Learners and Special Education students were taught by teachers with the proper credentials. In grades 6-8 at Lillian Larsen Elementary School, students participated in a fully departmentalized setting with appropriately credentialed teachers. Students in grades 6-8 at Cappy Culver Elementary School were instructed in self-contained classrooms.|Our biggest barrier to providing access to a broad course of study for all students is the size of the district. We also have a large number of English Language Learners at Lillian Larsen from a wide variety of backgrounds which makes scheduling ELD at their levels a challenge.|At Cappy Culver we added part-time staff to grades 7 and 8 to avoid combo classes and provide a focus on math. The middle school grades there have also implemented an elective wheel to give students access to visual and performing arts during the school day. At Lillian Larsen we have added an English Language Learner TOSA to help support our Newcomers and ELPAC level 1 students. We are providing additional ELD support for our Long-term English Language Learners in grades 6-8 and our students at-risk for becoming LTELs in grades 4-5. We have added an elective period in Middle school for 7th and 8th graders that focuses on Agricultural Sciences or Service Learning. Students are also offered a variety of courses after school in the arts.|Met||2018
40688250125807|Almond Acres Charter Academy|7|Almond Acres reports to its local governing board each trimester, using the following locally selected assessment tools to measure student academic progress: K-2 Developmental Reading Assessment (DRA) Phonics Inventory High Frequency Word Inventory Writing Assessment I.O. Assessments for Mathematics  (formerly EADMS)  3-8 Roe & Burns Informal Reading Inventory (IRI) Writing Assessment ELA - Interim Assessment Blocks through CAASPP Math - Interim Assessment Blocks through CAASPP|The data captured by our locally selected assessment tools show that all students are progressing academically and therefore have full access to a broad course of study.   Generally,  In grades K-1 a majority of our students are approaching/meeting or exceeding grade level standards for ELA and Mathematics. A small percentage of students are below grade level expectations.  In grades 2-8, approximately two-thirds of our population are approaching/meeting or exceeding grade level standards in ELA and Mathematics.  One-third of the population are below standard.   Data I used to support my generalizations K-1 Reading 42% of students are exceeding grade level expectations 52% of students are approaching/meeting grade level expectations 6% of students are below grade level expectations  Writing 20% of students are exceeding grade level expectations 75% of students are approaching/meeting grade level expectations 5% of students are below grade level expectations Phonics 14% of students are exceeding grade level expectations 77% of students are approaching/meeting grade level expectations 8% of students are below grade level expectations Math 10% of students are exceeding grade level expectations 90% of students are approaching/meeting grade level expectations 0% of students are below grade level expectations   2-8 Reading 49% of students are exceeding grade level expectations 41% of students are approaching/meeting grade level expectations 9% of students are below grade level expectations Writing 11% of students are exceeding grade level expectations 81% of students are approaching/meeting grade level expectations 8% of students are below grade level expectations Math 23% of students are exceeding grade level expectations 38% of students are approaching/meeting grade level expectations 39% of students are below grade level expectations ELA 28% of students are exceeding grade level expectations 53% of students are approaching/meeting grade level expectations 19% of students are below grade level expectations|In reviewing the data provided through the locally selected measurement tools the LEA is meeting the needs of most learners.|In response to the data provided by the locally selected tools, our LEA has focused on 3 primary initiatives.  We have implemented the Leader in Me program to empower students to be leaders in their education. We have continued to provide training and support in Service Project Based Learning to help teachers engage and empower students to drive their learning through the development of 21st Century Skills. Lastly, with a focus on integration of 21st Century skills we are encouraging the use of applications and skills that will be provide universal access to all learners.|Met||2018
40688330000000|Shandon Joint Unified|7|All students have access to and can choose to be enrolled in a broad course of study based on course selection and the individual academic planning sessions that all students in grades 9-12 attend.  Students in grades 6 though 8 also receive academic planning but in a group setting.Students may take an accelerated pathway as appropriate to meet their needs.|Twice per year (Fall and Spring), students receive presentations that include course selection, dual enrollment opportunities with our local community college, Advanced Placement and college courses, and career technical Education (CTE) pathways.  In addition, college presentations by admissions personnel and counselors are provided for our high school students and early college discussions are held at the middle school level.|Shandon Joint Union School District has a limited budget for additional teaching staff and this results in less diversity of class options available to students.  The current facilities have limited space for CTE and STEAM facilities but there are expansion plans for the Vocational-Agriculture facilities.|This year the Shandon Joint Union School District has offered several electives to help meet the needs of a broad course of study.  In addition to core subjects, classes in art, music, theater, graphic design, agricultural leadership, welding, agricultural construction, and agricultural mechanics, New classes include graphic design and theater. Students would still like to add additional classes in art, music, engineering and robotics.  Creative development of the master schedule is an ongoing commitment.|Met||2018
40688410000000|Templeton Unified|7|The Templeton Unified School District (TUSD) determined that it met the standards associated with Priority 7 by providing a broad course of study for students. TUSD used master schedules, student demographics related to enrollment in various courses, Career Technical Education (CTE) pathway completion and college acceptance rates. Beginning next year, TUSD will add college and career readiness indicators to the metrics that are analyzed and reported as required by this local indicator.|TUSD has a unique design from the perspective that there is only one school in each grade span from Transitional Kindergarten - Grade 2, Grades 3-5, Grades 6-8 and Grades 9-12.  As a result, there aren't any differences in participation or access across our system.  That being said, an achievement gap in ELA and math exists for unduplicated students and other at-risk youth implies that students in those groups have less access to advanced placement courses.  Additionally, students enrolled in English Language Development and intervention classes have less access to electives than peers who are performing at or above grade level.  Both of these situations reduce access to the broad range of courses available in our schools.|As stated above, poor academic performance is the only barrier preventing some students from accessing all of the courses offered across our system.|TUSD will redouble intervention efforts in the early grades in an effort to promote more students to middle and high school who are meeting standards and expectations.  TUSD will expand extended day intervention programs in order to allow for greater access to elective offerings.  This will enable students to maximize access to coursework and to empower them to pursue college and career goals based on interest rather than limited by performance.|Met||2018
40754570000000|Paso Robles Joint Unified|7|Paso Robles Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|For the 2017-2018 year, 100% of  Paso Robles Joint Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220. All PRJUSD students in grades TK – 5 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-5. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day and magnet elementary magnet schools offer additional course offerings based upon the focus of the school. All 6th grade students have access to an exploration wheel which focuses on college and career exploration while 7th and 8th graders have the opportunity to choose a more specific broad range courses. PRJUSD 9th through 12th grade students have the have the opportunity to participate in 13 pathways. These pathways provide a program of study involving a multiyear sequence of courses which integrate core academic knowledge with technical and occupational knowledge providing a pathway to postsecondary education and careers. Over time, PRJUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters.|Barriers preventing PRJUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day.|In addition to offering the CTE pathways, PRJUSD has offered several other courses to students before and after school. Funding for these before and after school sections comes from the LCAP. For example, field studies courses are offered through LCAP funding to provide the opportunity for students to conduct real world research outside the classroom while still receiving class credit. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
40754650000000|Coast Unified|7|Coast Unified School District works to ensure that all students have access to the broad course of study offered. All comprehensive sites offer services for students in special education, English language development, and a rich core curriculum. At the high school level, students are scheduled to complete graduation and/or A through G requirements for college preparedness. Beyond these courses, the district has established a variety of electives and two Career Technical Education pathways (Arts Multimedia Entertainment pathway, and Agriculture pathway). School site administrators and the academic counselor at Coast Union High School use tools through Illuminate to monitor track student course enrollment and completion of requirements.|Students at all sites are given access to core academic classes, needed remediation courses and elective options. Elective courses offered in grades six through eight include: ASB Student Leadership Digital Journalism Environmental Education Fine Art Introduction to Arts Multimedia Entertainment Introduction to Product Design Music/Band  Elective courses offered in grades nine through twelve include: Agricultural Mechanics ASB Student Leadership Cybersecurity Digital Media /Advanced Digital Media Fine Art Horticulture Information Processing Music/Band/Choir Publications Veterinary Science|The small size of Coast Unified School District enables students to have a rich and varied school experience. This small size could create complexity in developing master schedules, however, principals work diligently to offer students access to a broad range of classes.|Course schedules and offerings are examined each year. Schedules are refined to improve the district's ability to have students access a broad course of study.|Met||2018
41104130000000|San Mateo County Office of Education|7|All students in both our SMCOE K - 12 Special Education Schools and our SMCOE Court and Community Schools are served through a variety of student information systems designed for alternative programs and student information systems designed for students in special education programs and local assessment tools in curriculum such as MAP and Unique.  These records  - including transcripts - are reviewed per either: incoming student, annually, per Education Code or per the need.|Teams use a variety of tools to asses where a student is in their progress and trajectory towards graduation. The team assesses the student's past curricular work and then designs individual programs for each student so that each student will be working towards his or her graduation goal. Students are given a broad course of study in order to meet the graduation requirements.|While we offer all courses tied to the Broad Course of Study including all core subjects, physical education, etc. we have adopted Edgeuity which offers a world language component. With such small populations of students, and the transitory nature of the students, we are currently focusing our energies on newly adopted curriculum in the Special Education K - 12 school and on new math curriculum, and reading and writing curriculum that are common-core aligned.|SMCOE continues to focus on the outcomes of all students in order to help us review what more we, as the LEA, needs to do differently to make sure all students meet the College and Career Readiness Indicators in the new DASS. Reviewing our data over the next several years will allow us to meet more of the needs of our students in stronger and broader ways.|Met|We continue to set high standards for all of our students despite the transitory nature of some. In addition, we strive to serve students in ways that will allow them to progress in their education whether the student stays with our programs for several years, whether the student returns to his or her home school district, or whether the student moves on to college or career. In addition, we are striving to build student agency and independence with an initial focus on creating tier 1 supports that address academic, social, emotional and behavioral needs.|2018
41104130135269|Oxford Day Academy|7|We benchmark agains the goals set out in our charter petition and LCAP to identify academic goals for students; we also have weekly staff meetings and monthly parent meetings to dive deep into individual student outcomes. Over 90% of our students qualify for the unduplicated count and/or for special education services; we are careful to consider each of these segments in our discussions. We are intentionally small (100 students) to ensure that we can focus on individual students within each of these buckets.|All of our students take courses that are A-G aligned so that they are UC eligible upon graduation. Additionally, all students meet with a college counselor weekly beginning in 9th grade to ensure that they understand what courses are required for graduation and college admissions, and so that they understand whether or not they are on track. Counselors also help them to build a plan to keep them on track, or to get them back on track in the case that they are not.|Our newcomer population has grown dramatically, we are working to identify a specialized curriculum and instructional team to provide the targeted ELD courses this large group will need.|We are seeking to hire a new, dedicated ELD teacher for our newcomer students, and to identify supporting curriculum and scheduling accommodations that will allow them to access core content while acquiring English.|Met||2018
41688580000000|Bayshore Elementary|7|The Bayshore Elementary School District utilized a tool created by the San Mateo County Office of Education to track both enrollment in courses and success (as measured by report cards) within each course broken down by subgroups of students.|Utilizing the tool created by the SMCOE, Bayshore Elementary School District determined that 100% of our students have access to a broad course of study.  100% of our students are enrolled in grade level ELA, math, science, social studies, and PE.  100% of our K-5 students have choir and gardening.  100% of our 6-8 students have an elective.|While 100% of our students are enrolled in a broad course of study, 100% are not successful in each course as measured by receiving a 3 (at grade level) on his/her respective report card.  Continuous work is done around improving students meeting grade level standards as evidenced in our LCAP goal related to Academics.|Due to less than 100% of our students not meeting standard, the Bayshore Elementary School District redrafted its LCAP goal related to Academics.  Our new goal states:  Increase the academic achievement of all students while closing the opportunity and achievement gaps within our student groups. We are continuing to deepen the understanding of the standards for our teaching staff and providing professional learning around Standards Based Grading.|Met||2018
41688660000000|Belmont-Redwood Shores Elementary|7|We reviewed the rosters of all of our advanced standing and remedial courses offered at the middle school level to compare the demographic data in order to understand the courses our unduplicated pupils were actually enrolled in for the 2018-2019 school year.|In all of our advanced standing courses at the middle school level, our English Learners, Students with IEPs and Socio-Economically disadvantaged students are under-enrolled.  There are no English learners in any of the Advanced Standing ELA courses, and only 1 English learner enrolled in the advanced Math classes.  There are more students with IEPs in the Advanced Standing ELA and Math courses, but they are still not representative of the overall population in the school.|Our placement process for advanced classes involves multiple assessment measures.  We used to place students based on teacher recommendation, and we removed that to minimize unconscious bias.  We moved to a combination of standardized assessments and performance tasks to determine who out-performed their peers and ought to be placed in an Advanced Standing class. For parents who disagreed with our assessment, they appealed to the principal (who ultimately allowed any interested child to be enrolled in the advanced courses).  Despite these attempts to make access more equitable, our data indicate that the problem is more deeply rooted in the years of instruction prior to having the opportunity to take placement tests.  Our traditionally under-served students are not enrolled in advanced classes.|We will be reviewing the metrics used to place students in Advanced Standing classes to determine if placement procedures are serving as a systemic barrier.  We are also focusing in on earlier intervention and instruction in the primary grades so that the performance gap is closed before there are high-stakes tests that determine course access.|Met||2018
41688740000000|Brisbane Elementary|7|The District analyzed the instructional materials list, report cards, and the master schedule of each school. Because we are an elementary district, there is no variety in subject matter and all classrooms are aligned to the Common Core State Standards.|All schools in the Brisbane School District meet the grade-level course requirements and are aligned with the Common Core State Standards. Principals collaborate to ensure that same or similar programs are offered at each grade level across the District. Students from the same grade at different schools even participate in the same field trips on the same day (unless there is a space issue that requires them to attend on different days). Students with exceptional needs are mainstreamed as much as possible (in accordance with parent permission), including field trips.|This was not an issue for the District.|The Brisbane School District is small, K-8 district with three small schools, one of which is geographically separated from the other two. The District has a vital artistic community that has been supporting a thriving Art and Music program in the schools for many years. However, due to economies of scale, no school is large enough to be able to offer many electives beyond those mandated by California law. Because of this, the District has increased its after-school enrichment opportunities to allow more students to access these classes.|Met||2018
41688820000000|Burlingame Elementary|7|The LEA uses student information and data support systems to support student growth throughout the school year.|The tool used to measure the enrollment of a broad course of study is the Site Plan for Student Achievement coupled with student information systems (master schedules).|None identified at this time.|We will continue to seek and monitor student input as the LEA develops and implements a broad course of study.|Met|Not applicable as an Elementary School District.|2018
41688900000000|Cabrillo Unified|7|Cabrillo Unified School District is a K-12 district.  The local measures we choose to use focus on are students' access to both the college and career technical pathways at our high school.  The district will  measure the percentage of graduates meeting the A-G requirements.  The district will also measure the number of career technical courses the high school offers.  Finally, the district will measure the percent of students that have completed either Early College or Advanced Placement courses.  It is the district's intention to dis-aggregate the data into student subgroups for each of the identified areas.|53.8% of all Cabrillo Unified School District graduates met the A-G course requirements in the 2017-2018 school year.   The breakdown of this data is: English Learner students 6.7% and Socioeconomically Disadvantaged  students 27.2%.  The number of career technical course offerings were not listed in the Local Control Accountability Plan (LCAP) for 2017-2018.  This data will be included in the 2018-2019 revisions.  42.6% of all students completed at least Early College or Advanced Placement course at Half Moon Bay High School in 2017-2018.  This data will be dis-aggregated starting with the 2018-2019 school year.|Some students are intimidated by Advanced Placement Courses.  This is particularly true of underrepresented students.|The district has Advancement Via Individual Determination (AVID) in Grades 6-12.  AVID has significantly increased the participation of underrepresented students in Advanced Placement courses.  The district has also had great success instituting dual enrollment courses offered at Half Moon Bay High School in partnership with the San Mateo Community College District where students receive both high school and college credits for successful completion of the course.|Met||2018
41689080000000|Hillsborough City Elementary|7|The HCSD used the end of year report card grades for students in grades 6-8 and local assessment data gathered for grades K-5 to identify the level to which all students have access to and are enrolled in a broad course of study. End of year scores for each of the required courses outlined for 1st-6th and 7th-8th were analyzed using a passing grade of 'C' for middle school and end of year benchmarks for elementary students.|Given our local measures, students overall have access to and are enrolled in a broad course of study. This holds true for English Learners and Students with Disabilities, as called out in our LCAP goals. It was noted that some data gathered was not able to be disaggregated given collection and reporting methods, which the HCSD intends to address this school year. Generally, all elementary students participate in all subject areas, unless determined by a team (which includes parents) that a student should not participate in a program. At the middle school level, students are supported to take core courses and many electives are offered. CTE electives tended to be highly represented, with lower enrollment in VAPA courses. This was consistent across subgroups and across school sites. One area for focus would be English Learners in the HCSD.|Identified barriers include providing a range of VAPA courses in which students want to enroll and scheduling them at times when students can take them. Some of this may be due to the size of the middle school, which does place some constraints on the number and variety of courses that can be offered. Additionally, the HCSD will continue investigating and researching ways to best support English Learners and Students with Disabilities. Additional metrics to support analysis in this area will be gathered this year.|The HCSD will continue to monitor student course access using grades reported at the end of each trimester. This data will be reviewed after collected and analyzed with teachers and administrators. Updates may be periodically shared with the Board of Trustees. We believe this periodic review will help us in making necessary changes as the year progresses.|Met|This item was presented at the November 13, 2018 regularly scheduled meeting of the Hillsborough City School District Board of Trustees. https://hillsborough.agendaonline.net/public/Meeting.aspx?AgencyID=28&MeetingID=68004&AgencyTypeID=1&IsArchived=False|2018
41689160000000|Jefferson Elementary|7|The Jefferson Elementary School District staff monitor student access to, and are enrolled in, a broad course of study through reports exported from the Synergy Student Information System master schedule. This report disaggregates student enrollment by grade span, unduplicated student groups and individuals with exceptional needs.|All students, including unduplicated student groups (English Learners, Homeless and Foster Youth, and Socio-Economically Disadvantaged pupils) and individuals with exceptional needs, in Jefferson Elementary School District have access to, and are enrolled in, a broad course of study such as English Language Arts, Mathematics, Social Sciences, Science,  and Physical Education. At the elementary schools, students receive instruction in Visual and Performing Arts and Health integrated in core content areas or part of the weekly lesson schedule. In the middle schools and K-8 school (Franklin D. Roosevelt), students have access to Health through their core Science courses and have the option of selecting Visual and Performing Arts and World Language courses through their elective classes. This access is measured by student enrollment in courses based on school site master schedules. Individuals with exceptional needs have access through their Individualized Education Plans that identify the appropriate course of study that is aligned to the Common Core State Standards based on their qualifying determination for services.|The Jefferson Elementary School District administrative team reviewed the results of the student access report from the Student Information System using a tool developed by the San Mateo County Office of Education. The tool listed the numbers of students enrolled in the core courses of study required by California Education Code. The team identified the following barriers that may prevent the district from providing access to a broad course of study for all students. Funding for staffing of the Visual and Performing Arts courses is limited due to the lack of additional funds appropriated through the Local Control Funding Formula funds. Teacher credentials and preparation to teach Visual and Performing Arts courses is also a barrier that prevents our district from offering a wide variety of these types of courses.The courses that are offered such as World Language also have limited spaces available for students to elect to participate in the course if they choose.|In order to better ensure access to a broad course of study for all students, the Jefferson Elementary School District Administrative team recommended that the district attempt to offer courses in Visual and Performing Arts and World Language in the elementary school to the extent possible with current staffing and funding through contracting with local partners in the community to provide a robust offering of these courses to students. When the Local Control Funding Formula base is increased to sufficient levels, the district will consider appropriating resources towards additional staffing to teach these courses aligned to these goals.|Met||2018
41689160112284|California Virtual Academy San Mateo|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives that range from foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on an semi-annual basis at a minimum. Additionally, administrative teams review course reports regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of students are enrolled in a minimum of language arts, math, science, and history at the TK-8 level, with the majority of students participating in at least six courses. High school students are enrolling regularly in college preparatory, honors, and Advanced Placement, and credit recovery courses. TK-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to develop a CTE program and offerings.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met||2018
41689240000000|Jefferson Union High|7|The District decided to use the student's Course History to measure access and completion of A-G courses of the graduating class of 2017. We reviewed the percentage of students who had full access to A- G college preparatory courses and who completed the A-G courses.|Based on our findings, students had the least access and completion to laboratory science and math courses. None of our English learner students who graduated in 2017 completed the A-G course sequence.|The bridge courses in math have derailed some students on being on-track for A-G courses. For our English learners, starting in ELD courses have caused limited availability of other college prep courses. They often got tracked due to the scheduling constraints of the master schedule.|An Equity Group has been convened Districtwide to examine the inequities in the access to A-G courses. Actions and services will be developed and will be included in the development of next year's LCAP.|Met||2018
41689240127548|Summit Public School: Shasta|7|All students are enrolled in a broad course of study that will prepare them to be college eligible and college ready according to standards defined by the California State University system, the Advanced Placement program, and applicable academic research. Our full-inclusion model ensures each student is enrolled in the same course sequence of English, Math, Social Science, Science, and Foreign Language. Students have access to additional courses, including Visual and Performing Arts, through our Expeditions elective program. Master schedule audits and transcript analyses are used to track student access.|According to our master schedule audits and transcript analyses, all students have full access and are enrolled in a broad course of college preparatory study. In addition, 100% of our graduates meet UC/CSU a-g course requirements, the only exception being any student with graduation requirements modified through an IEP.|Ensuring full access to each student is an important standard that we have met. Our work to continually improve the learning experience for all students includes addressing any additional barriers related to income, language, or special needs of our diverse learners.|To ensure access for all students, we continue to implement academic interventions for students needing additional instruction in literacy and numeracy in order to benefit from their grade-level courses, we monitor and support English Learners, and we use one-on-one mentoring to ensure each student's personal needs are met. Our curriculum integrates academic instruction with Habits of Success and Restorative Circle Practices to support the non-academic and social-emotional development of students.|Met||2018
41689320000000|Pacifica|7|The locally selected tool Pacifica School District is using to track the extent to which all students and student subgroups have access to a broad course of study is a survey that has been developed to track percent of student enrollment; barriers to access both within school and outside of school; and student perception of their access to the courses of study. This self reflection survey will help determine what is being done and what could be done to ensure students have access to these courses of study. The survey was given to selected teachers, content specialists from all of the core content areas of English Language Arts, English Language Development, Math, History/Social Science and Science. The goal is for this survey to be given to all teachers and support staff along with surveying the students and families through our yearly student and family surveys.|All students have access to all content areas through enrollment but barriers do exist both outside of school and within school that limit true access.|Technology availability both at school and at home. Barriers within school include alternate methods to demonstrate skill competency, tools to scaffold learning. In certain subject areas like Science there at times is an inconsistent time allotted, no modified content to use, inconsistent teacher experience. Barriers Outside of school include lack of access to internet/technology, inconsistent access to science experiences that require driving, lack of parent education on things they can do or support learning at home.|Opportunities to have alternate ways to access content other than the adopted curriculum has been provided and will continued to be developed. Teachers provide and will continue to provide summaries, digital tools for writing assignments, study partner, class buddy, read alouds through digital tools, reading assignments reflect reading level, audio books, digital access to ELA, modified curriculum, multi-media lessons, flexible scheduling during electives. Parents will be provided parent educational opportunities and resources for access to outside of school educational experiences.|Met||2018
41689400000000|La Honda-Pescadero Unified|7|LHPUSD uses the following measures to determine to what extent all students have access to a broad course of study.  Review of transcripts A-g access data A-G Success data Math Placement Policy Concurrent Enrollment data- both number of students enrolled and achievement of students. # of students successfully completing Algebra 1 in 9th grade|LHPUSD has one high school and one middle school so there are no differences between school sites. A-G course success data shows that in 2017-2018, 52% of students successfully completed a-g requirements to be eligible to attend a 4-year UC or California State University. 58% of these eligible students qualified for Free or Reduced Lunch and 83% were Latino. These numbers are compared to overall school statistics of 72% Latino students and 63% of students qualifying for free and reduced lunch indicating strong access for these important student groups.  Students with disabilities had less access to success in the a-g course sequence with no students with disabilities successfully completing all a-g courses. As a results of this analysis, students with disabilities are being provided additional assistance to be successful in a-g courses.|The limited master schedule of the middle and high school is both a barrier and a support for access to a broad course of study. Students have few course choices outside of the a-g course sequence.|LHPUSD is looking closely at the access of students with disabilities to the a-g course sequence to determine how to best support all students to be successful. While in school and after-school supports are in place for the key areas of Math and ELA, improved monitoring to ensure that students with disabilities are accessing these supports are planned.|Met||2018
41689570000000|Las Lomitas Elementary|7|LLESD used a tool developed by the San Mateo County Office of Education to gather information on the percent of students enrolled in all courses, academic performance in those courses, and any barriers to access to each course.|100% of our students have access to a broad course of study.  LLESD has an extensive elective program which ensures that students have access to specialists in Physical Education, Music, and Technology beginning in Kindergarten.  In the Middle School, the 8 period day affords all students access to Physical Education, Technology, World Language, and Visual and Performing Arts courses.|There are no barriers preventing access to a broad course of study for all students.|LLESD will continue to offer Algebra or Geometry to all 8th graders, 4 options of World language, Visual Performing Arts and Technology electives.|Met||2018
41689650000000|Menlo Park City Elementary|7|We created a self-reflection tool that examined student groups (all, EL, SED, SwD), the percentage of students proficient from these groups in each content area and then reflected on these students' barriers to access external to the school, within the school, and  next steps to ensure access.|Students mostly have access to a broad course of study.  This is an area of focus in our district and sites prioritize course access for students from our under-represented groups.  Since this is the first year of this priority, this has been baseline data for our analysis.  All sites provide some push-in support as well as pull out intervention classes.  Scheduling is a major barrier to access at each of our sites, especially the middle school.|External barriers include:  home language, attendance, significant learning differences, low self-identity, low parent engagement, trauma, mental health, stereotype threat. Internal barriers include:  SWD may receive supplanted ELA or math curriculum per IEP goals, need to accelerate students to grade level (which may impede the ability to participate in or with grade level class), scheduling conflicts.|Our new action this year is to develop our Multi-Tiered Systems of Support, focusing especially on strong Tier 1 instruction in order to improve achievement so that students do not need intervention services that can create barriers to access of core content.|Met||2018
41689730000000|Millbrae Elementary|7|The Millbrae Elementary School District uses our SIS (Synergy) to track the enrollment of unduplicated student groups and individuals with exceptional needs. Administrators assign the course of study at the beginning of the year and monitor the access throughout the year.|The Millbrae Elementary School District serves students in grades TK through 8. All students receive district adopted curriculum for core subjects.|The Millbrae Elementary School District serves students in grades TK through 8.Each school implements a systematic process to monitor student achievement in each course of study by reviewing student data (State and Local assessments and Trimester report cards)|The Millbrae Elementary School District serves students in grades TK through 8. Any identified barriers for student achievement are analyzed and supports are developed to meet students’ needs by Student Success Meetings, Parent Teacher Conferences or Teacher Collaboration Time.|Met||2018
41689810000000|Portola Valley Elementary|7|In order to look at access to a broad course of study, we created a data collection form to keep track of enrollment in courses and proficiency in those courses.  The form is broken up into several different groups - K-5 Self-Contained Classrooms, Grade 6 courses, and Grade 7-8 courses. Within each of these groups, we looked at the percent of students enrolled in each course/subject and the percent of students meeting or exceeding standards in the course. This data was also disaggregated by unduplicated student groups and students with IEPs so that we could analyze results around not just grade levels but also specific students groups within each grade level span.|Self-Contained K-5: 100% of all students including unduplicated and students with exceptional needs were enrolled in ELA, Math, Science, Social Studies, Art, Health, PE, Music, and Foreign Language classes.  86% of students met or exceeded grade-level proficiency standards in ELA. 47% of unduplicated students met or exceeded grade-level proficiency standards in ELA. 66% of students with exceptional needs met or exceeded grade-level proficiency standards in ELA.  Grade 6: 100% of all students including unduplicated and students with exceptional needs were enrolled in ELA, Social Studies, Math, Science, Health, PE, Visual and Performing Arts. 65% of all students were enrolled in a foreign language class (40% - EL / 90% - IEP) 87% of all students groups met or exceeded grade-level proficiency standards in ELA, Social Studies, PE, Visual and Performing Arts, and Foreign Language. 92% of all students met or exceeded grade-level proficiency standards in math; 80% of unduplicated students and individuals with exceptional needs met or exceeded grade-level proficiency standards in math. 94% of all students met or exceeded grade-level proficiency standards in Science; this dropped to 86% for unduplicated students and 74% for students with an IEP.  Grades 7-8: 100% of all students including unduplicated and students with exceptional needs were enrolled in ELA, Social Studies, Math, Science, Health, and PE. 91% of students were enrolled in a Visual and Performing Arts course; this dropped to 60% of students with exceptional needs. 50% of students enrolled in a foreign language course - no unduplicated(5 students total) nor students with exceptional needs(15 students total) enrolled in a foreign language course. 93% of all students including unduplicated and students with exceptional needs had a proficient grade in all courses (ELA, Social Studies, Math, Science, Health, PE, Visual and Performing Arts, and Foreign Language)|Portola Valley School District continues to transform learning experiences so that students can thrive academically and become compassionate citizens of our global community.  Project Based Learning opportunities around authentic real-world issues exist throughout all grades, technology is used to enhance and individualize experiences in the classroom, and makerspace (STEM Labs) areas promote hands-on creativity and critical thinking. Portola Valley School District provides choice to students which leads to students having access to a broad course of study including unduplicated students and students with exceptional needs. 100% of our students are enrolled in core courses K-8 and most are successful in those courses. Due to the additional support that is provided for our students with exceptional needs and unduplicated student groups, these students are able to be successful.  However, there are still areas for improvement.   At grades 6-8, only 50% of our 7-8 graders and 65% of 6th graders enrolled in a foreign language course. External barriers including motivation of students and perception of those classes played a role in this low number. Internal barriers include a limited number of choices in foreign language, as Spanish is the only language offered. We also noted that there is a small number of students with exceptional needs who do not take a Visual and Performing Arts course. The barrier limiting students to enrolling in these classes is based on scheduling constraints due to the additional study skills course that they take to help them be successful with their core subjects.   At grades K-5, 47% of unduplicated students and 66% of students with exceptional needs did not reach grade-level proficiency in reading. Barriers include parent engagement, access to grade-level small group instruction, and having additional support in classrooms.|Each year, at the 6-8 level, we take a look at the prior year’s course offerings in order to develop a master schedule based on student course preference sheets that are filled out by the students each spring. These help us in determining what classes to offer in grades  6-8.  This allows students to be enrolled in a broad course of study in courses that are of interest to them. We will continue to provide an appropriate level of additional support that allows individual students and student groups to get help to meet grade level standards. In grades K-5, students will continue to receive individualized support through our Reading Recovery and small group reading and math intervention programs. Students with exceptional needs will continue to be supported with appropriate modifications and Special Education teacher and paraprofessional support.  Our 6-8th-grade students will continue to receive additional support in all classes by continuing to offer “Flex”. This allows students to connect with one consistent teacher throughout the year and receive any support they might need with homework. We will also be surveying student interest in foreign language to understand why fewer than 50% of our students choose to take Spanish in 7th and 8th grade.|Met||2018
41689990000000|Ravenswood City Elementary|7|The Ravenswood City School District is using a tool provided by our County Office of Education to assess the extent to which all students have access to and are enrolled in a broad course of study, across demographic factors.  This tool and the accompanying finding was presented to our school board, and is posted on our district website for reference by our board and the public.  We collected course and grade data for all students and disaggregated to compare the whole population to the subgroups: Hispanic, African American, Pacific Islander, English Learner, Homeless/Foster Youth, Socioeconomically Disadvantaged, and students with disabilities.|Since we are a K-8 LEA, all students are enrolled in a broad course of study consistent with their grade. We used grades as a proxy for access to those classes; if a student is receiving a grade indicating standard met or nearly met, then they must be able to access the class. If they do not, there must be some barrier to the student’s successfully accessing the course content.  There was no significant difference in access when comparing across school sites.  The largest difference in grades was found when comparing elementary grades to middle school. Middle school students were less likely to get a grade indicating that the course standard was met.  We found another difference in students with IEPs. These students had lower rates of receiving grades indicating standard met or nearly met.  African American students also experience lower outcomes in grades compared to Hispanic or Pacific Islander students – our three main ethnic / racial groups.  Foster Youth are achieving higher grades compared to the whole population.  English Learners also experience less access compared to fluent English users.|Barriers to Access: External to School - Racism - Capitalism  - Lack of Societal Empathy - Gentrification  - Poverty - Trauma - Parent Education Level  Barriers to Access: Within School - Racism - Staffing challenges - retention, turnover, unstaffed positions; particularly in grades 6-8 and in special education - Uneven training for teachers via in-depth multi-year PD and coaching  Additional Barriers to Access for English Learners - External to school: Language - Within school: Sufficient use of EL teaching strategies  Additional Barriers to Access for Students with Disabilities - External to school: Parent education level and understanding of the disability - Within school: Special education staffing, retention, and turnover, need for more collaboration between General Education and Special Education staff  Additional Barriers to Access for Foster and Homeless Students - External to school: Unstable housing, access to materials and study space at home - Within school: Understanding of circumstances and social emotional supports for families  Additional Barriers to Access for African American Students - Within school: Higher rate of suspension for African American students, need for building stronger relationships with students|In order to ensure a broad course of study for all students, our district will need to create and execute a strategic staffing plan identifying how to recruit highly qualified teachers and classified staff in all positions.  As part of this plan, we will also need to revisit how to better retain our staff to decrease turnover.  We will also need to continue providing ongoing, focused professional development accompanied by coaching.  And finally, we will need to take on new curriculum adoptions in Science and History-Social Science aligned to most recently adopted state standards and frameworks.|Met||2018
41689990134197|Aspire East Palo Alto Charter|7|Teacher credentials, classroom schedules, and master schedules (PowerSchool) are measures we use.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate.  Supports are put in place if necessary for students with exceptional needs to participate.|Access to a broad course of study is equitable across all grade levels, including students of unduplicated groups and students with exceptional need.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI processes and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.|Met||2018
41689990135608|KIPP Valiant Community Prep|7|KIPP Valiant partnered with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Valiant Community Prep implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Valiant Community Prep’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Valiant Community Prep offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP Valiant will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
41690050000000|Redwood City Elementary|7|RCSD uses power school to ensure that all students have access to all expected courses. Principals and teachers at least 3 times a year, review every child to ensure every child has all courses and have access to English Language Development courses for English Learners.  The district office personnel work closely with principals to ensure that all students have access to all courses.|100 percent of students have access to and are enrolled in a broad course of study.|No barriers found.|RCSD will continue to use the process to identify any student not enrolled.|Met||2018
41690050127282|Connect Community Charter|7|The school's master schedule makes is used to monitor that students are receiving a broad course of study.  Students receive standards-based instruction that is supplemented with Problem-Based or Inquiry-Based learning projects.|Connect Community Charter school is a K-8 configuration with single classes at each grade level.|As a single school site of fewer than 250 students, the school does not have financial resources to offer additional classes such as instrumental music, and foreign language instruction.|A limited elective program was created for the middle school students based on the skill set of existing staff.  The electives were created based on feedback from prospective enrollees during the outreach for new families, as well as the preferences of current students.|Met||2018
41690050132068|KIPP Excelencia Community Preparatory|7|KIPP Excelencia continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Excelencia Community Preparatory implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Excelencia Community Prep’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Excelencia Community Preparatory offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP Excelencia will continue to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers will be provided tools and resources for use in their classrooms. Course scheduling and student assignments will be part of School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback will better prepare students for success in high school, college and beyond.   KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Excelencia Community Preparatory implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|Met||2018
41690050132076|Rocketship Redwood City|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
41690130000000|San Bruno Park Elementary|7|The district will utilize a spreadsheet to track the percent of students having access to a broad course of study including Visual and Performing Arts, Applied Arts and Foreign Language in both elementary (1st - 5th) and middle (6-8) school.  This tool will also track the percentage of students enrolled in each content area based on student demographic groups .|The data collected indicate that all students have access to a broad course of study, however, the percentage of 7th and 8th grade students enrolled in courses such as Visual and Performing Arts, Applied Arts and Foreign Language is impacted by the number of students requiring additional support courses as designated by their IEP or the English Learner master master plan.|Students in 7th and 8th grade who have not attained English language proficiency must participate in English Language acquisition courses as their exploratory course.  Additionally, students with disabilities may participate in an alternate course of study as designated by their Individualized Education Plan (IEP).|Based upon the data collected, the district will work with the middle school to revise the master schedule to ensure access to a broad course of study.|Met||2018
41690210000000|San Carlos Elementary|7|SCSD performed an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Particular attention was placed on middle school mathematics, where students have opportunity for acceleration into advanced courses.|The analysis performed revealed that students in grades K-5 have full access to a broad course of study.  In grades 6-8, students have full access to a broad course of study in all subjects except mathematics, where accelerated courses of study are offered.  The analysis performed for courses in middle school mathematics revealed that the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs was significantly lower in advanced mathematics courses when compared to grade level mathematics courses.|Overall student achievement for students from unduplicated student groups and students with exceptional needs is lower than for students not in these groups.  The math placement criteria and related pathways lack clarity and are not readily available to all students and families.|An analysis and revision of SCSD’s math placement criteria and related pathways will take place during the 2018-19 school year.  The criteria and pathway revision will be made readily available on the District website following this process. During and following this process, an increased emphasis will be placed on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school.|Met||2018
41690216044721|Arundel Elementary|7|SCSD performed an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Particular attention was placed on middle school mathematics, where students have opportunity for acceleration into advanced courses.|The analysis performed revealed that students in grades K-5 have full access to a broad course of study.  In grades 6-8, students have full access to a broad course of study in all subjects except mathematics, where accelerated courses of study are offered.  The analysis performed for courses in middle school mathematics revealed that the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs was significantly lower in advanced mathematics courses when compared to grade level mathematics courses.|Overall student achievement for students from unduplicated student groups and students with exceptional needs is lower than for students not in these groups.  The math placement criteria and related pathways lack clarity and are not readily available to all students and families.|An analysis and revision of SCSD’s math placement criteria and related pathways will take place during the 2018-19 school year.  The criteria and pathway revision will be made readily available on the District website  following this process. During and following this process, an increased emphasis will be placed on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school.|Met||2018
41690216044739|Brittan Acres Elementary|7|SCSD performed an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Particular attention was placed on middle school mathematics, where students have opportunity for acceleration into advanced courses.|The analysis performed revealed that students in grades K-5 have full access to a broad course of study.  In grades 6-8, students have full access to a broad course of study in all subjects except mathematics, where accelerated courses of study are offered.  The analysis performed for courses in middle school mathematics revealed that the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs was significantly lower in advanced mathematics courses when compared to grade level mathematics courses.|Overall student achievement for students from unduplicated student groups and students with exceptional needs is lower than for students not in these groups.  The math placement criteria and related pathways lack clarity and are not readily available to all students and families.|An analysis and revision of SCSD’s math placement criteria and related pathways will take place during the 2018-19 school year.  The criteria and pathway revision will be made readily available on the District website  following this process. During and following this process, an increased emphasis will be placed on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school.|Met||2018
41690216044754|Heather Elementary|7|SCSD performed an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Particular attention was placed on middle school mathematics, where students have opportunity for acceleration into advanced courses.|The analysis performed revealed that students in grades K-5 have full access to a broad course of study.  In grades 6-8, students have full access to a broad course of study in all subjects except mathematics, where accelerated courses of study are offered.  The analysis performed for courses in middle school mathematics revealed that the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs was significantly lower in advanced mathematics courses when compared to grade level mathematics courses.|Overall student achievement for students from unduplicated student groups and students with exceptional needs is lower than for students not in these groups.  The math placement criteria and related pathways lack clarity and are not readily available to all students and families.|An analysis and revision of SCSD’s math placement criteria and related pathways will take place during the 2018-19 school year.  The criteria and pathway revision will be made readily available on the District website  following this process. During and following this process, an increased emphasis will be placed on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school.|Met||2018
41690216044770|Tierra Linda Middle|7|SCSD performed an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Particular attention was placed on middle school mathematics, where students have opportunity for acceleration into advanced courses.|The analysis performed revealed that students in grades K-5 have full access to a broad course of study.  In grades 6-8, students have full access to a broad course of study in all subjects except mathematics, where accelerated courses of study are offered.  The analysis performed for courses in middle school mathematics revealed that the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs was significantly lower in advanced mathematics courses when compared to grade level mathematics courses.|Overall student achievement for students from unduplicated student groups and students with exceptional needs is lower than for students not in these groups.  The math placement criteria and related pathways lack clarity and are not readily available to all students and families.|An analysis and revision of SCSD’s math placement criteria and related pathways will take place during the 2018-19 school year.  The criteria and pathway revision will be made readily available on the District website  following this process. During and following this process, an increased emphasis will be placed on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school.|Met||2018
41690216044788|White Oaks Elementary|7|SCSD performed an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Particular attention was placed on middle school mathematics, where students have opportunity for acceleration into advanced courses.|The analysis performed revealed that students in grades K-5 have full access to a broad course of study.  In grades 6-8, students have full access to a broad course of study in all subjects except mathematics, where accelerated courses of study are offered.  The analysis performed for courses in middle school mathematics revealed that the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs was significantly lower in advanced mathematics courses when compared to grade level mathematics courses.|Overall student achievement for students from unduplicated student groups and students with exceptional needs is lower than for students not in these groups.  The math placement criteria and related pathways lack clarity and are not readily available to all students and families.|An analysis and revision of SCSD’s math placement criteria and related pathways will take place during the 2018-19 school year.  The criteria and pathway revision will be made readily available on the District website  following this process. During and following this process, an increased emphasis will be placed on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school.|Met||2018
41690216112213|San Carlos Charter Learning Center|7|As a small, K-8 school all our learners have access to all of the academics courses that we offer.|As a small, K-8 school all our learners have access to all of the academics courses that we offer.|We have identified no barriers.|We are constantly reflecting on and revising our curriculum. All learners participate in our school-based academic and enrichment Programs.|Met||2018
41690390000000|San Mateo-Foster City|7|Our district used a rubric provided by our county office of education to evaluate student access to all of the aspects of a broad course of study.  The rubric evaluated disaggregated student groups using a variety of quantitative and qualitative measures to help identify where students might not be able to access some courses.  The tool also helped identify specifically what might be the cause of the limitations.|Overall, our students have excellent access to a broad course of study.  Two significant blocks where identified.  First, our district has a diverse set of schools, many of which have strong themes.  To implement the theme at some sites course offerings were reduced or eliminated in other areas.  Therefore, students attending one site might have access to a course where other students at a different site might not have that access.  The second area is students who are reviving pull-out or schedule based services.  These students include English Learners, Students with Disabilities, and some Socioeconomically Disadvantaged students.  When the intervention or support pulls the student from the general education classroom or schedule, they do not have access to the content or courses their peers receive.  We did not observe this practice interfering with students accessing core instructional content, but some students access to electives was impacted.  An example of this is the Math Foundations intervention at the middle school which takes the place of an elective.|There are time an resource challenges to ensuring all students have access to the full range of options in a broad course of study.  While the supports mentioned above do take students away from other options, they are instructionally important supports.  Finding time in the school schedule for these additional supports and interventions is a significant challenge.|"Our district continues to examine how supports and interventions are delivered and if there are other less restrictive possibilities.  One key strategy is our efforts to deepen the understanding school leaders (administrators and teacher leaders) have of Multi-Tiered Systems of Support (MTSS), specifically the implementation and monitoring of these supports.  We are focusing on how to ensure that targeted (Tier 2) and intensive (Tier 3) supports are time-limited and ""temporary"" supports that do not limit some students' access to a broad course of studies on an on-going basis."|Met||2018
41690470000000|San Mateo Union High|7|"The San Mateo Union High School District has elected to use two of its pre-existing LCAP metrics to track progress related to the concept of ""access to a broad course of study."" These two metrics are related to student completion of all of the courses that are required for eligibility to the University of California colleges and student enrollment in our Advanced Placement (AP)/International Baccalaureate (IB) Programs.  The language of these metrics are as follows: The District will improve A-G completion overall and increase attainment among key subgroups:   A-G Eligible Student Goal - All students (from 65% in 2016) to 75% for Class of 2020 (14% increase) Sub-group A-G completion acceleration outcomes: The district will increase by 3% the overall percentage of students meeting A-G Requirements in 2017-18, 3% in 2018-19, & 4 % in 2020 The district will increase by 5%, the number of EL, Low-Income, Foster/Homeless Youth, Special Education, Latino and Pacific Islander students completing A-G course sequence in 2017-20, respectively.  AP/IB Enrollment Goal: increase overall percentage of students enrolled by 3%; Increase in overall AP/IB enrollment (participation in at least one course) percentage of EL, Low-Income, Foster/Homeless Youth, Latino and Pacific Islanders by 10%.  These metrics have been and will continue to be reported and tracked in the LCAP."|Students in the SMUHSD exceed state averages in A-G completion rates and overall AP/IB exam-taking. Overall, the District and site A-G completion are as follows: - District-wide: 68.8% - Aragon HS: 76.9% - Burlingame HS: 79.2% - Capuchino HS: 63.5% - Hillsdale HS: 67.6% - MHS HS: 74.8% - San Mateo HS: 64.3% Although the majority of SMUHSD students meet the A-G requirements, the District still has significant achievement gaps among key subgroups. The District has seen some narrowing of these gaps over the last two years, but still has significant improvements to make in further narrowing these gaps.  In addition, the majority of SMUHSD students participate in at least one course in our Advanced Placement/International Baccalaureate. Overall, the percentage of students who participate in these programs are as follows: - District-wide: 60.9% - Aragon HS: 63.3% - Burlingame HS: 64.9% - Capuchino HS: 64.6% - Hillsdale HS: 57.7% - Mills HS HS: 67.9% - San Mateo HS: 49.5% Although the majority of SMUHSD students are enrolled in at least one AP/IB course, the District still has significant enrollment gaps among key subgroups. The District has seen some narrowing of these gaps over the last two years, but still has significant work to do.|The barriers preventing ALL students from successfully meeting the A-G requirements and being enrolled in AP/IB courses have been identified in the District's LCAP, but the core reasons are as follows: - The need for a more coordinated and coherent Multi-tiered System of Support for students - including a stronger 1st Tier of instruction (general classroom instruction that is grounded in the District's Instructional Framework) - Inadequate and/or infrequent school counseling and/or outreach regarding the requirements/pre-requisites - Student understanding/ownership of the value of A-G Eligibility and/or AP/IB enrollment - Parent/Family understanding/ownership of the value of A-G Eligibility and/or AP/IB enrollment|"The District has instituted a variety of strategies to support A-G completion and AP/IB course-taking among all student subgroups. These strategies include: - The District is undertaking a significant reorganization of its Multi-Tiered Systems of Support (MTSS) and is utilizing professional development to ensure that all teachers implement the core elements of the SMUHSD Instructional framework in ALL general education classrooms. We anticipate that high-quality instruction in our general education classes will do much to support student access to a broad course of study. - As part of the District's effort to re-organize its MTSS, it is also implementing the National Counseling Standards among its School Counselors. Norming School counseling around these standards will redress the inadequate or infrequent academic counseling that our historically under-served groups of students (HUGS) experience. - The District continues to implement the Advancement Via Individual Determination (AVID) Program that supports HUGS college-going activities at three school sites (AHS, SMHS and CHS) - The District administers the Pre-SAT to all 10th and 11th Grade students. As a result of that assessment, the District receives a report that identifies students who have ""AP Potential"" based on the results of their PSAT scores. The District uses this information to target HUGS for AP/IB courses in future years. - The District financially supports a 7-period day for all students to ensure that they are able to take the full compliment of courses required to be A-G eligible or to accommodate the taking of AP/IB courses."|Met||2018
41690470129759|Design Tech High|7|We have several supports in place to ensure that students are enrolled in a broad course of study.  Every student is enrolled in an advisory class with each advisor responsible for tracking the course enrollment of their advisees.  Additionally, we have three counselors on campus who support academic placement.  Our primary mechanism for this is quarterly transcript analysis and weekly academic advising.|Our graduation requirements align to the U-C a-g requirements and all students are enrolled in the courses they need to graduate and subsequently meet the a-g requirements.|We are in our first year of operation and moved school sites four times in four years.  As such our primary barrier has been time to develop sustainable systems and hiring teachers each year.  This issues have decreased substantially as we now have a permanent home on the Oracle corporate campus, which has allowed us to focus more on our educational program.|N/A|Met||2018
41690620000000|Sequoia Union High|7|Sequoia uses several measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs served.  In addition to the tracking that the state does to provide dashboard indicators of progress, for several years now the District has had its own in-house metrics known as the District Dashboard.  The components of this Dashboard are: enrollment; 9th grade GPA and credits earned; 10th grade GPA and credits earned; 11th grade GPA and credits earned; attendance rates; suspension rates; expulsion rates; A-G completion rates; AP/IB participation and passing rates; and graduation rates.  In addition to overall student performance, each area is broken down by a large number of subgroups including: school; ethnicities; Special Ed.; co-taught classes; NSLP; SED; Title I; EL; RFEP; Short Term EL; Long Term EL; migrant youth; foster youth; homeless; Tinsley; parent education levels; partner districts; geographical areas; and programs (AVID, Academies, Boys and Girls Club; BUILD; etc).  In addition, the spreadsheets track performance in each of the above areas and subgroups over four years so the District can see trends in student outcomes as a whole and by subgroups.  While it might not be readily apparent what GPA, attendance, suspension and expulsion rates have to do with access to a broad course of study, as we look at the outcomes for our other measures, it is apparent that students who struggle with GPA, attendance and/or suspension/expulsion experience far less access to a broad course of study.|While the majority of the District’s students take a UC A-G course of study, there is disparity in the percentile of student groups successfully meeting UC A-G.  Of the District’s 1,983 members of the Class of 2017’s, 59.7% met A-G.  The percentiles of ethnic groups meeting A-G ranged from 85.7% of Asian students at the high end, 12.5% of Pacific Islanders at the low end.    Of the remaining ethnic student subgroups, 79% of White, 77% of two or more races, 41% of Hispanic/Latino, and 16.4% of African American graduates successfully completed A-G.  While the District’s trend over time is mostly positive, the achievement gaps between ethnic groups is also a constant.  In the Class of 2014, of the District’s 1,795 graduates, 58.1% met A-G.  Much like the Class of 2017 in subgroup performance,  the percentiles of ethnic groups meeting A-G ranged from 81.3% of Asian students at the high end, to 23.5% of Pacific Islanders at the low end.    Of the remaining ethnic student subgroups, 78% of White, 79% of two or more races, 38.7% of Hispanic/Latino, and 26.9% of African American graduates successfully completed A-G.  While the percentiles of students in subgroups sees some performance variation, the only change in order of performance is a 2% flip between White and two or more subgroups.  Of note is the fact that the two subgroups of students whose performance does not improve over time is in our two lowest performing subgroups: Pacific Islander and African American students both drop approximately 10% between 2014 and 2017.  Special Education performance grows from a 15.6% UC A-G completion rate in 2014 to one of 19.1% in 2017.  While moving in the right direction, Sped completion of A-G is still an area of growth for the District as is socio-economically disadvantaged students.  In addition, AP and IB courses are accessed in disproportionate numbers by student subgroups, thereby indicating another area of growth to provide all students with access to and enrollment in a wide range of study.  In the Class of 2017, 1,983 graduates took at least one AP/IB class and 68.6% of those who took an AP/IB passed at least one AP/IB exam.  In comparison, in the graduating class of 2014, 59.3% of the classes 1,795  seniors took at least one AP/IB and 75.3% of those who tested passed at least one AP/IB exam.   This means that 188 more students are now accessing AP/IB than were four years ago.  While the pass rate of exam takers has dropped, it is still higher than the national average.  The rise in AP/IB course takers is not realized in some of the District’s ethnic subgroups.  Whereas 26.9% of the Class of 2014’s African American students took an AP/IB, in 2017 that percentile fell to 14.9%.  However, some subgroups are finding more representation in the District’s most rigorous courses.  In 2014, 43.2% of graduating Hispanic/Latinos took an AP/IB.  In the Class of 2017, that percentile rose to 53.6%.|One of the barriers preventing the Sequoia Union High School District from providing access to a broad course of study for all students are the number of Ds and Fs students receive that keep them from meeting UC A-G and deters interest in AP/IB classes.  For this reason, the District is piloting a credit recovery program that will allow students to begin their credit recovery before they earn a D or F.  In algebra, a program is being piloted that makes it possible for students who earn a D or F on a unit exam to make up that unit while still proceeding in math.  The hope is that with offering students the opportunity to recover during a semester, students will continue to work for a C since the semester is no longer lost after the first few unit tests.  The intent is that, if the pilot is successful, the District will expand these mid-course recovery options.  In so doing, more students will meet UC A-G and have space in their schedules to take advantage of a wide range of additional courses as well.  Another barrier to preventing a broad course of study is the District’s support classes.  Support classes are in place primarily 9th and 10th grade year to help students who on multiple assessment measures are very far behind in literacy and/or numeracy.  The goal of the classes is to give students the skills they will need to graduate successfully from high school.  There is room in a student’s schedule to complete both support classes and UC A-G, but this leaves little room for anything else.   In addition, if students earn Ds or Fs in their UC A-G classes while catching up in their support courses, the ability to meet A-G and access other district offerings is greatly reduced.  To help with this, the District is working with Stanford University to conduct two studies on our students who most frequently find themselves in support classes: our English Learners. Chaired by Dr. Guadalupe Valdez and Dr. Guillermo Solano-Flores, the first study looks at the trajectory of EL students as they proceed through our two largest partner districts and our own high school district.  Much of the study’s elements are about the support classes and their long term student results.  The second Stanford study focuses on a group of mainstreamed ELD III students who are taking the grade level equivalent class in a co-taught model.  Finally, the District will be working with an outside agency to look at the District’s math program, including support classes.|Because it impacts all that we prioritize, the clearest place to see the changes made by SUSHD to ensure access to a broad course of study for all students is by looking at our LCAP goals.  The LCAP goals underwent a good deal of revision this past year with the aim of helping us to better serve all of our students.  Serving all of our students well includes offering access to a broad course of study.  Below are the LCAP goals and how actions put in place under each of them help to support this endeavor.   Goal 1: Continue to hire the most highly qualified teachers for openings in the District, while seeking to increase the number of teachers who reflect demographically the students we serve. Action 1.1 District based program ensures that 100% of the teachers hired/recruited/retained are highly qualified and are credentialed to teach in their assigned subject area.  Note: this means that teachers are more able to make curriculum accessible to students so that a range of courses are available to all students.     Action 2.5 Increase participation in “Developing Our Own” program.  Note: Studies show that students find courses taught by teachers from their own background makes class more accessible.  Developing Our Own is a District program that hires many staff who are under represented in our teaching ranks. Goal 2: Provide rigorous, engaging, standards-aligned instruction with embedded language supports and meaningful technology integration. Action  2.1 Increase rigor in instruction and assessments; increase student engagement.  Note: if work is more rigorous and less difficult and assessments are authentic and meaningful, student engagement will increase and courses will be more accessible for all students. Goal 3: Promote a welcoming environment where parents/guardians and community members are encouraged to partake and give input in school/district decision making and the progress being made by their own child as well as all students in general. Action  3.1 Continue to support Parent Project districtwide with site hosting two series per year.  Note: one of the main emphasis of the Parent Project is teaching parents about the broad course of study available to students and the importance of students meeting UC A-G, participating in CTE and taking the most challenging courses possible. Goal 4: Support English Learners in mastering grade-level curriculum, enrollment in mainstream core courses, and graduating from high school with a clear pathway to post-secondary education.  Action 2.4 Pilot Co-taught model for students performing at the ELD III level.  Note: said pilot gives students access to mainstream, college prep classes.  If the pilot works, it will be expanded. Goal 5: Graduate students who are college and career ready. Action 1.1: Support a College & Career Advisor (CCA) at each site      Action 1.2: Support classes in Math and English for students that need additional support in meeting graduation requirements and A-G requirements|Met|Action 1.3: Create a plan of action for juniors and/or seniors in need of making up A-G courses (credits) Action 1.5: Increase the number of dual enrollment courses offered to District students so more students graduate from high school with UC transferable college courses completed Action 1.6: Support an AVID program at each of the comprehensive sites, continuing to provide all students with one-to-one electronic devices Action 1.7: Work towards all students having access to appropriate technology tools that enhance richer levels of learning Goal 6: Promote positive and personalized learning environment that will result in students maintaining positive behavior and engaging in their educational experiences. Note: if learning is positive and personalized, all classes are more accessible. Goal 7: Provide Foster Youth with academic resources and social-emotional supports that result in their educational outcomes mirroring that of the general population.  Note: said resources and supports will result in more access to a wide range of courses.       In addition, in the last few years, the District has created spreadsheets broken down by school and counselor that specify who is meeting UC A-G, who is not, and where the holes are in UC A-G completion.  Each fall and spring, site counseling departments take retreats from school to spend the day looking at the current standings of juniors and seniors and making recovery plans for students who are in danger of not meeting A-G.|2018
41690620112722|Summit Preparatory Charter High|7|All students are enrolled in a broad course of study that will prepare them to be college eligible and college ready according to standards defined by the California State University system, the Advanced Placement program, and applicable academic research. Our full-inclusion model ensures each student is enrolled in the same course sequence of English, Math, Social Science, Science, and Foreign Language. Students have access to additional courses, including Visual and Performing Arts, through our Expeditions elective program. Master schedule audits and transcript analyses are used to track student access.|According to our master schedule audits and transcript analyses, all students have full access and are enrolled in a broad course of college preparatory study. In addition, 100% of our graduates meet UC/CSU a-g course requirements, the only exception being any student with graduation requirements modified through an IEP.|Ensuring full access to each student is an important standard that we have met. Our work to continually improve the learning experience for all students includes addressing any additional barriers related to income, language, or special needs of our diverse learners.|To ensure access for all students, we continue to implement academic interventions for students needing additional instruction in literacy and numeracy in order to benefit from their grade-level courses, we monitor and support English Learners, and we use one-on-one mentoring to ensure each student's personal needs are met. Our curriculum integrates academic instruction with Habits of Success and Restorative Circle Practices to support the non-academic and social-emotional development of students.|Met||2018
41690620119503|Everest Public High|7|All students are enrolled in a broad course of study that will prepare them to be college eligible and college ready according to standards defined by the California State University system, the Advanced Placement program, and applicable academic research. Our full-inclusion model ensures each student is enrolled in the same course sequence of English, Math, Social Science, Science, and Foreign Language. Students have access to additional courses, including Visual and Performing Arts, through our Expeditions elective program. Master schedule audits and transcript analyses are used to track student access.|According to our master schedule audits and transcript analyses, all students have full access and are enrolled in a broad course of college preparatory study. In addition, 100% of our graduates meet UC/CSU a-g course requirements, the only exception being any student with graduation requirements modified through an IEP.|Ensuring full access to each student is an important standard that we have met. Our work to continually improve the learning experience for all students includes addressing any additional barriers related to income, language, or special needs of our diverse learners.|To ensure access for all students, we continue to implement academic interventions for students needing additional instruction in literacy and numeracy in order to benefit from their grade-level courses, we monitor and support English Learners, and we use one-on-one mentoring to ensure each student's personal needs are met. Our curriculum integrates academic instruction with Habits of Success and Restorative Circle Practices to support the non-academic and social-emotional development of students.|Met||2018
41690620126722|East Palo Alto Academy|7|The EPAA charter was developed to ensure first generation college-going students would have access to all the necessary coursework and supports to apply to a 4-year college.  All students are enrolled in an A-G track of coursework.  Starting in 9th grade, even if a student does not have proficiency, s/he is enrolled in A-G coursework.  Through small class sizes, the Advisory program, a college going team for guidance and a school mental health team for wrap-around support, we make this possible.|The EPAA charter was developed to ensure first generation college-going students would have access to all the necessary coursework and supports to apply to a 4-year college.  All students are enrolled in an A-G track of coursework.  Starting in 9th grade, even if a student does not have proficiency, s/he is enrolled in A-G coursework.  Through small class sizes, the Advisory program, a college going team for guidance and a school mental health team for wrap-around support, we make this possible.  Additional supports are provided through rich culturally responsive and relevant instruction and on-going professional development around the challenging work of differentiated instruction.  Students with special needs such as IEPs or ELL needs are likewise enrolled in the A-G track with supports such as a study skills course for help with homework and assignment completion.  There are also instructional aids who push in to provide support during the regular courses.  All teachers provide assistance during office hours after school, with Instructional Aids available in the library after school for tutoring three days a week.  We work with the local Boys and Girls club to provide additional tutoring help on Saturdays.|We believe we provide access to a broad course of study as defined by the CDE.  However, we do also want to think critically about ways we can provide access to a more diversified course of study for all.  Being such a small school EPAA has found creative ways to provide a robust A-G track for all students, while also including some opportunities that our supportive and authentic for A-G and credit recovery options.   We work with Foothill College to provide an Early College program on our campus, at no cost to our students and families.  Every semester our students can choose to take college-level courses taught by Foothill professors.   There are courses that can compliment the A-G series, such as Psychology, Ethics, Western Civilization and Art (drawing).  We also offer courses that can be used towards an AA degree that help students in the transition process to a 4-year college/university such as “Introduction to the Medical Field” or “How to pass an on-line course.”   We also provide electives such as Creative Writing and Race and Ethnicity that can also double as credit recovery options for students who did not pass English or U.S. History respectively.  In rare cases, we do also offer access to on-line courses through Cyber High.|EPAA has worked hard to provide access to even more electives, in such a small school setting.  Through some generous donors we have been able to add P.E. as an elective, in addition to one class of Music called “Intro to Music” which is a mix of music theory, history and beginning instrumentation.  Additionally we have started offering AVID strategies to all core classes and specifically for our academic monitoring and college going strands of Advisory.|Met|Please see narrative above.|2018
41690700000000|South San Francisco Unified|7|SSFUSD analyzed student handbooks which consist of course offerings at our high schools and reviewed student transcripts. In addition, we reviewed middle and high school master schedules to evaluate our course offerings for our students.|Objective: Measured progress to the extent that students have access to, and are enrolled in, a Broad Course of Study.  In grades 9-12, we define a Broad Course of Study as:   A Course Catalog that provides students with several opportunities to meet the A to G requirements.  98% of students are enrolled in at least one class that meets the A-G requirements. Coursework that includes optional two year CTE pathways such as Biotech, Automotive, Culinary, Video Art, and Photography.  1.5% of high school students completed a two year pathway in 2017/2018. Courses that meet the UC/CSU entrance requirements. At the middle schools, we continue to explore ways to provide opportunities in the areas of CTE/computer Science/VAPA and world languages. The district has recently applied for the SASE grant and if awarded the grant will assist the district in expanding opportunities in the areas of Visual performing arts.|Our schools at the high school level follow a traditional six period schedule. having a six period schedule restricts access for our students and often makes students have to choose between taking an elective class versus taking a core class. The district is partnering with schools to explore other scheduling options and looked at other ways to provide additional opportunities to take a broad course of study. Other barriers that are preventing the district from providing a broad course of study for our students is the lack of teachers in these subject areas (CTE, VAPA, World languages) and finite amount of resources the districts has to upgrade facilities to meet the current industry requirements especially in the area of CTE. Consumables for these programs can be rather expensive which limits exposure to the number of activities/lessons/experiments a teacher can conduct during the school year.|In 2018-19 SSFUSD has entered into an agreement with Skyline College to provide dual enrollment courses. Dual enrollment along with the possibility of offering college prep and enrichment courses via our summer school programs are ways to enhance opportunities for our students to take a broad course of study.|Met||2018
41690880000000|Woodside Elementary|7|WESD uses multiple measures to study student access to all course work. All students have full access to all leveled course work, elective work and or interventions of any kind.|All WESD students complete at least four courses of math study in the three years of middle school. All students are given access to three full years of world language study. All students are given access to the student study team process to trouble shoot additional needs or access across the performance spectrum.|No barriers exist except for financial resources for additional staffing.|Academic intervention monitoring is a focal point for all administrative work including the oversight of students with an IEP.|Met||2018
42104210000000|Santa Barbara County Office of Education|7|The tools listed below have been identified to track student access and enrollment in a broad course of study:  Transcripts and Individualized Learning Plans (ILPs)  Upon enrollment, JCCS staff request and evaluate student transcripts to determine the appropriate course of study for each individual student.  Priority is given to courses needed for graduation. An Individualized Learning Plan (ILP) is created for every JCCS student to help ensure access to and completion of courses needed for graduation. ILPs are reviewed with students on an ongoing basis as courses are completed and new courses are assigned.    Master Schedule The JCCS master schedule is created to ensure that all students have access to state required coursework. The master schedule is flexible enough to allow for the creation of special schedules when students have unique coursework needs that deviate from a traditional schedule.  Aeries Course Report JCCS provides a breadth of online coursework opportunities through the Anywhere Learning System (A+).  Online course enrollment and completion are monitored through Aeries.    Individualized Education Plan (IEP) The four tools identified above may be used to disaggregate data for all JCCS student subgroups.  In addition, the IEP is consistently used to review and monitor the course of study for students with exceptional needs.|We devote a great deal of energy into ensuring our students have access to and are enrolled in the courses needed to progress toward high school graduation. We are proud to say that 100% of our students have access to a breadth of courses through either direct instruction or online coursework. Of our three school sites, Juvenile Hall presents the greatest challenge due to the short-term nature of detainment. We have employed a transition specialist to aide in the collection and use of necessary data to ensure students receive a seamless education while enrolled with JCCS.|In 2017-18, the greatest barriers we faced were these: • With the daily turnover of students at Juvenile Hall, staff are faced with balancing the ongoing demands of (a.) meeting the comprehensive needs of newly enrolled students, including evaluation of transcripts, determination of coursework, assessment of academic strengths and needs, and orientation; (b.) determination of grades and transcript updates for exiting students; and (c.) maintaining a rigorous instructional environment for all students. • The length of detainment for students at Juvenile Hall is varied, with some enrollments lasting only a few days.  Ongoing and necessary triage is needed in order to accommodate the academic needs of our students and provide essential supports. • Since the majority of students enter JCCS with severe academic deficits, our main priority is helping them get back on track toward high school graduation.  Once students are on track, we are able to offer a greater breadth of coursework to enrich their high school experience. • Many JCCS students have experienced social, emotional and physical trauma that impedes their ability to access the academic curriculum, interact with others, cope with anxiety, and maintain focus.  Our staff has engaged in meaningful professional learning to implement practices that support the academic, social and emotional needs of our students. It is necessary to constantly evaluate student needs and adjust strategies, supports and instructional practices, and we are dedicated to ensuring our students are provided every opportunity for success.|In order to promote access to a broad course of study, we are focusing on: • Adopting and implementing standards-based curriculum; • Enhancing transitional supports for students entering and exciting JCCS;  • Communication within school sites and across the JCCS system; • Aligning courses between court schools to ensure continuity of education and coursework as students transition between sites; • Continuing to engage in professional learning in such areas as standards-based instruction, trauma informed care, and restorative practices.|Met||2018
42691040000000|Ballard Elementary|7|The Ballard School District ensures that all students have access to a broad course of study.  The school has one class at each grade level (K-6), and the enrollment averages under 20 students/class.  The district adopted curriculum (based on the CA Standards) is provided in each classroom, and additional enrichment and intervention classes (within and outside the school day) are offered.  The district is part of the Santa Ynez Valley Special Education Consortium.  Individualized Education Plans (IEPs) are developed and reviewed by case carriers, classroom and support teachers to ensure students have equal access to a broad course of study.  Unduplicated students and students with exceptional needs are provided support structures and resources to access the core curriculum.  The school employs specialists in the areas of Literacy/Mathematics support and intervention, instrumental and vocal music, school garden, visual arts, and Physical Education.  No students are excluded from any of these programs.|Ballard is a one-school, K-6th grade district.  All students have access to the district adopted core curriculum, supplemental materials to scaffold instruction, and a wide-variety of enrichment opportunities.  Professional development is provided to all teachers to ensure effective research-based practices are implemented in classrooms.  Ballard participates with other local schools/districts in the Santa Ynez Valley Collaborative.  This provides Ballard's teachers opportunities to collaborate with same grade level colleagues.|There are no barriers to providing access to a broad course of study for all students.|As there are no barriers to providing access to a broad course of study for all students, no revisions are planned at this time.|Met||2018
42691120000000|Blochman Union Elementary|7|The district utilizes a student information system to ensure all students are enrolled in an instructional program aligned with the California state standards, including CCSS.  This board course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs is also evidenced by classroom observations conducted by the Principal.|There are no differences across school sites as the district only has one school site.  The district utilizes self-contained classes so all students have equal access to a broad course of study as outlined in California Education Code Section 51210.|The district currently has no barriers to providing a broad course of study for all students as outlined in California Education Code Section 51210.|For fiscal year 2018/2019 the district added a part-time physical education teacher to improve the physical education program and to give classroom teachers time to work one-on-one with our English language learner students.|Met||2018
42691120111773|Family Partnership Home Study Charter|7|All students in grades K-5 have access to text-based and hands-on curriculum that are aligned to state course of study and can be accessed through Independent Study or Montessori Learning Resource Centers. All students in grades 6-8 have access to text-based and online curriculum aligned to the state approved course of study and that can be accessed through Independent Study/Blended Learning Resource Centers.  Students in grades 9-12 have access to online curriculum including A-G approved courses, Honors courses, elective courses, credit recovery courses, and career pathway and dual enrollment courses.  Students and families, in conjunction with their primary advisor will develop academic plans to best support mastery of California State Standards, and support of student academic and personal achievement.|The courses offered at Family Partnership Charter School are consistent at the two K-5 resource centers, at the two 6-8 resources centers, and at the two 9-12 resource centers.  All students are have access to the full course of study for their program level and work closely with their advisor and parent/guardian to establish a schedule of courses that meets their needs and interests.|The expansion of the online library of course and curriculum offerings have enabled Family Partnership Charter School to provide all students, even those with special schedules and needs, access to a broad course of study.  In addition, the use of portable wet labs for science classes has enabled FPCS to offer lab sciences as part of the course of study.|FPCS is in the process of developing and implementing Career Pathways which include 2-3 years of coursework at the high school.  In order to ensure that there are multiple entry and exit points into each pathway, considerations need to be made to accommodate students who enroll after 10th grade or leave the school prior to graduation.  In addition, sample maps of a four-year high school schedule of courses needs to be developed to assist students in planning for the completion of Career Pathway.|Met||2018
42691120124255|Trivium Charter|7|Students all follow a Personalized Learning Plan that are reviewed and updated to ensure appropriate progress is made in each course.|Students all follow a Personalized Learning Plan that are reviewed and updated to ensure appropriate progress is made in each course.  Students who need extra support are provided additional tools that include specialized programs, tutoring, virtual study hall and in-person support.|We wish to provide a broader range of in-person CTE course; however, our high school student numbers are small, the interests of the students are varied and students live spread out over a wide geographical area so we rely mostly on virtually delivered options.|We are implementing a new, synchronous, virtual program platform and, with success, we will be able to expand course offerings in the future.|Met||2018
42691120137877|Trivium Charter School Adventure|7|Each student has a Personalized Learning Plan which is regularly reviewed and updated to make sure appropriate progress is being achieved.  Students and families have a wide range of standards-aligned curriculum choices to meet their needs whether it is through a text/workbook delivery system or online.  Each student has a broad range of standards-aligned  choices for core and elective classes.  Students who need extra support are offered extra on-campus support, virtual study hall, and tutoring.|All students have access to multiple curriculum choices and access to a broad course of study.    Each student has a Personalized Learning Plan that encourages academic rigor and active engagement I their learning path.|We do not have any barriers as a new charter and are providing a broad range of course options.  As we develop and grow, we will expand the elective options.|We do not have this data yet as a new charter.|Met||2018
42691120137885|Trivium Charter School Voyage|7|Each student has a Personalized Learning Plan which is regularly reviewed and updated to make sure appropriate progress is being achieved.  Students and families have a wide range of standards-aligned curriculum choices to meet their needs whether it is through a text/workbook delivery system or online.  Each student has a broad range of standards-aligned  choices for core and elective classes.  Students who need extra support are offered extra on-campus support, virtual study hall, and tutoring.|All students have access to multiple curriculum choices and access to a broad course of study.    Each student has a Personalized Learning Plan that encourages academic rigor and active engagement I their learning path.|We do not have any barriers as a new charter and are providing a broad range of course options.  As we develop and grow, we will expand the elective options.|We do not have this data yet as a new charter.|Met||2018
42691200000000|Santa Maria-Bonita|7|Santa Maria-Bonita School District (SMBSD) has tracked progress in meeting Priority 7 standards by using a qualitative rubric of school master schedules and course offerings to assess the extent to which all students have access to and are enrolled in a broad course of study. The rubric used at the elementary school level for students in Grades 1-6 measured students’ access to a broad course of study to include English, mathematics, social studies, science, visual and performing arts, health, physical education, and English Language Development which is prescribed by the governing board. The rubric used at the junior high school level for students in Grades 7-8 measured students’ access to a broad course of study to include English, social sciences, foreign language, physical education, science, mathematics, visual and performing arts, applied arts, and career technical education. The rubrics were used to further collect qualitative data concerning barriers to access, strategies used in order to meet specific needs, and potential areas for growth at individual school sites. Access for our students/individuals with exceptional needs is addressed and monitored through collaborative site and district teams. SMBSD will continue to analyze and update the data gathered in order to allow management teams, along with site and district staff, to improve equity in access.|All students in Grades 1-6 who attend elementary school in the Santa Maria-Bonita School District (SMBSD) have full access to English, mathematics, social studies, science, visual and performing arts (VAPA), health and physical education (PE). English Learners (EL) have full access to English Language Development (ELD). In the areas of VAPA, there were some noticeable differences concerning how access to all four disciplines, including dance, music, theatre, and visual arts, is being provided. All students receive standard based instruction through Children’s Creative Project in at least one of the disciplines. Other disciplines are integrated across subject areas within the classroom. Further experiences that are provided include fine arts field trips, enrichment, and assemblies. SMBSD’s Local Control and Accountability Plan (LCAP) supports the VAPA program by strengthening collaboration, communication, innovation, critical thinking skills and academic skills through the Fine Arts Action and Service in Goal 1. SMBSD continues work on the Fine Arts Master Plan and to create collaborative teams that will focus on identifying grade level standards across the four VAPA disciplines. Another difference includes students’ access in Grades 1-6 to health education. Although health education is provided, the district’s progress in implementing health education content standards is in the exploration and research phase. SMBSD will make progress in this area by reviewing the grade level recommendations and content areas outlined in the Health Education Content Standards to ensure all students have equal access to these standards. Elementary students receive weekly PE instruction. Students in Grades 1-3 are taught by their classroom teacher. The district’s LCAP continues to support the PE program by providing certificated PE specialists for all students in Grades 4-6. Dual Language Immersion (DLI) is provided at one elementary school in Spanish. DLI is offered in Grades K-3. The program will expand each successive year through Grade 8.  All students in Grades 7-8 who attend junior high school in SMBSD have full access to English and mathematics, and at three of the four sites students have alternating days science and social studies. Junior high student scheduling is overseen by the site administrator, counselors, and collaborative teacher teams. All students Grades 7-8 have access to PE. Scheduling is being addressed to ensure that during weeks with minimum days, the required 400 minutes of PE is met. ELs in Grades 7-8 have full access to ELD. Junior high school students have the option of participating in a variety of VAPA electives. SMBSD provides limited access to applied arts and career technical education. Foreign language is currently not available. SMBSD is making progress in these areas by reviewing current course offerings and planning for changes that will be made to ensure that equitable access is provided to all students in these areas.|Efforts to ensure we are providing students with access to a broad course of study include the identification of academic, non-academic, and structural coherence barriers. The inaccessibility of grade level core curriculum by a great number of SMBSD students is an academic barrier. This barrier has been identified and continues to be addressed to meet the needs of our students. To reduce the academic barrier, SMBSD utilizes standards aligned instruction that leverages the collaboration of educators, supports for teachers, and a sustained focus on the strengths and needs of individual students with the persistent belief that all students can achieve academic excellence and be successful in life. To address the barrier, some models of practice include: interventions and accommodations, support of early academic programs to promote strong academic foundations (Preschool); implementation and integration of State Academic Standards throughout all subjects with appropriate supports to ensure accessibility for all students, access to technology, and ongoing monitoring of reclassification of English Learners to ensure appropriate support structures and placement. Identification and mitigation of non-academic barriers related to transportation, family engagement, income, socio-emotional needs and others have guided Local Control and Accountability Plan (LCAP) actions and services in an effort to address the needs of the whole child and create and maintain safe, secure, healthy and positive learning environments for all students. These include: creation of structures to improve access to meet basic needs with five Family Outreach Advocates, four District Community Liaisons and a Program Specialist to expand family engagement, Marriage and Family Therapists and Outreach Counselors at school sites to address socio-emotional needs of students, Homeless Liaisons for students experiencing homelessness, and the increase of school safety and health services. School site schedules have been a barrier to structural coherence and a challenge in providing a broad course of study for all students. Progress toward coherent structures is being achieved through the identification of common learning outcomes, the redesigning of junior high school master schedules, collaborative work around best practices and delivery of integrated instruction and project-based learning. School sites have increased learning time through extended learning opportunities that are supported by the district’s LCAP in Goals 1 and 2. Extended learning classes are offered before and after school. These increase our students’ access to academic content and extracurricular activities. In addition, Saturday school, summer school, newcomer classes, and winter intersession classes are offered across the district. Regular analysis of student data and increased funding for extending learning opportunities has allowed school sites to plan their extended learning opportunities in response to student needs.|SMBSD remains committed to providing all students with comprehensive core instruction and providing equitable interventions for students in need of additional time and supports to access the core curriculum. The analysis of data conducted by administrators and leadership teams in order to monitor student learning, provide research-based interventions, make decisions regarding instruction,and focus on evidence-based strategies for the coordination of essential student resources, has yielded the implementation of the actions below. To ensure students have access to a broad course of study SMBSD has implemented the following: *Use of collaborative teams to promote integrated curriculum across subject areas, share best practices, and create a common understanding around equitable access for all students *Regular review of interventions and accommodations to allow for modifications designed to better meet the needs of students *Identification of grade-level specific academic standards through collaborative work done at the school site by both grade level and vertical teams *Use of the MTSS framework and resources at 2 of 20 school sites to align response to instruction and intervention with the State Standards and the systems necessary for academic, behavior, and social success for our students  *Building of Positive Behavior Interventions and Supports (PBIS) at 14 sites and training for more than 90 staff members about strategies to improve learning and behavior for all students  *Development and support of English Learner (EL) research-based programs and capacity building for staff at all levels to ensure the needs of English Learners are being addressed   *Structures to create greater coherence across schools and within the district through professional learning, collaboration time for EL Intervention teachers, and the district coordination of EL programs  *Support structures and allocation of resources to ensure that students experiencing homelessness are provided with additional supports to allow these students access to a free and appropriate education, which include a Homeless Liaison to connect families and students to resources for transportation and basic needs, along with other connections to community organizations *Systems to expand and promote the opportunities to develop critical family partnerships at both site and district level to build a strong home-school connection and support student achievement by focusing on student outcomes through increased communication, family engagement activities linked to student learning, and an examination of support structures for families|Met||2018
42691380000000|Buellton Union Elementary|7|-CAASPP for grades 3-8 reading and math -CAASPP for grades 5 & 8 science -ELPAC for English Learners -DIBELS -Easy CBM -SRI|-All curriculum and instruction is aligned to CCSS -New text adoptions in grade K-3 English -New text adoptions in grades 6-8 social studies -New adoptions planned for science (NGSS) -EL students continue to be reclassified at a high rate as RFEP. -BUSD students continue to show positive growth on CAASPP assessments.|-We continue to explore new texts and curriculum. -We continue to provide relevant professional development for new standards, best practices and technology.|-We are continuing to analyze data in order to ensure that all subgroups of students' needs are being met through UDL (Universal Design for Learning) professional development. -We are in year 1 of implementing a social & emotional support curriculum across the district called Second Step. -We are reviewing all core and supplemental instructional materials for all subject areas in order to ensure that all students have access to the highest quality education.|Met||2018
42691460000000|Carpinteria Unified|7|The Student Information System is used to track enrollment and course selection for all students, including unduplicated students and students with exceptional needs.|All students have access to and are enrolled in a broad course of study.  There are no differences across schools or student groups.|There are no barriers that prevent the District from providing access to a broad course of study for all students.|None.|Met||2018
42691610000000|Cold Spring Elementary|7|Cold Spring School District is a one school, elementary school district that ensures all students have access to a broad course of study in all required subject areas, including math, social science, science, visual and performing arts, health, physical education, career and technical education and STEAM, that prepares them for college and career.  The superintendent/principal monitors the master schedule to ensure all students are enrolled in, a broad course of study.   The quarterly Williams/Valenzuela Uniform Complaint report is reported out to the Cold Spring School Board by the superintendent in April, July, October and January. There were zero complaints 2017 to present.  In September, a resolution regarding sufficiency or insufficiency of textbooks/materials (Ed Code 60119) and a public hearing is held to ensure all students have sufficient materials.  We have had zero complaints from the public regarding instructional materials.|The superintendent/principal ensures all students have access to a broad course of study in all required subject areas, including math, social science, science, visual and performing arts, health, physical education, career and technical education and STEAM, that prepares them for college and career through formal and informal classroom observations, evaluation of student formative and summative math and reading data that is recorded in the Renaissance Learning program and by monitoring the master schedule.|There are no barriers preventing the Cold Spring School District from providing access to a broad course of study for all students.|The Cold Spring School District implemented the Renaissance Learning Star Reading and Star Math assessments in August 2017 to ensure all students are making growth in their broad course of study courses.  The superintendent/principal works with classroom teachers during the summer on the master schedule to ensure all students have access to a broad course of study.|Met||2018
42691790000000|College Elementary|7|The district developed a self evaluation tool where we determine the percentage of students (including unduplicated and exceptional needs students) that have access to each required course of study.  This percentage is evaluated at each grade level and for each required course of study per Ed Code EC 51210 and 51220.  These percentages are then aggregated to give the district a percentage score on the access that students have to the broad course of study.  The self evaluation tool for the 2018 school year gave a score of 100%.|The self evaluation tool for the 2018 school year gave a score of 100%.  There is only one site per grade range; therefore, there are no access differences across sites.  It was the determination of the district while using the self reflection tool, that both the unduplicated sub group and the students with exceptional needs sub group had the same access to the broad range of study that the general population had.|In CESD there is one main barrier to providing a broad course of study to all students, that is the limited number of teachers within the district, especially at the middle school.  With only 16.5 teachers it is a challenge to provide adequate access in areas like foreign language and applied arts.|The district has worked in the previous three years at increasing student access to visual and performing arts, physical education and career technical education.  The also attempted to pass a bond that would have funded more STEAM courses and study.  The district will continue to look at ways to increase STEAM curriculum during the coming years.|Met||2018
42691796118434|Santa Ynez Valley Charter|7|The school is using discussion and feedback from staff and administration to determine the level at which all students have access to, and are enrolled in, a broad course of study. The school undertakes a review of course offerings and class schedules, as well as the curriculum content employed across all grade levels. Course enrollment reports in the student information system identify access and enrollment based upon grade spans and students with exceptional needs. All students, regardless of grade level or special educational needs have access to, and are enrolled in, a broad course of study.|All students in K-6, regardless of grade level or special educational needs have access to, and are enrolled in, a broad course of study. The prescribed courses are: English, Mathematics, Social Science, Science, Visual and Performing Arts, Health, Physical Education. Based on teacher survey responses, of these courses, Health and Social Science are ranked lowest by teachers for accessibility. The prescribed courses for grades 7-8 are the same as the above and also include Career Technical Education and World Languages, neither of which the school offers as stand alone courses.|Barriers preventing the school from maximizing broad course of study offerings to all students include an already full schedule during the regular school day as well as budgetary limitations. The school offers electives in art, music and garden provided by outside contractors, and does not have sufficient resources to extend offerings to world languages, technology or other subjects outside the core.|The school will consider input from stakeholder groups, including teachers, parents and board members, to prioritise actions related to the continued development of a broad course of study for all students. Feedback shows that certain subjects such as PE, Math and Visual/Performing Arts rank highly against these measures, whereas Social Studies, Health and Language do not perform as well. The school will develop an updated action plan in the area of curriculum to address these issues.|Met||2018
42691950000000|Goleta Union Elementary|7|GUSD utilizes site master schedules of courses, student rosters of those courses, and student/parent survey data to ensure all students have access to a broad course of study in TK-6th grade.  Leadership reviews unduplicated student group participation and case managers of students with specialized needs ensure all students with exceptional needs have equal access to a broad course of study.|All students have access to a broad course of study, although some subjects are more or less emphasized than others.  Additional credentialed teacher support is available on all campuses to support specialized courses such as music, art, and PE.  Some campuses elect to have a support science teacher where others elect to have classroom teachers deliver all science-based lessons.  Intervention, extension, and English Language Development services are offered during the school day, but outside core instruction time, in order to ensure all students have access to grade level curriculum.|Teachers and site leaders have noted that additional integration of core subjects would be useful to more comprehensively address each subject thoroughly, given the time constraints of the elementary school day.  Survey information has yielded some differences in expectations and practices across campuses.  Additional materials may be needed to support a fully differentiated curriculum.|Efforts to align practices across campuses began with a survey regarding each schools' practices.  Discussions at the site level, district teacher advisory level, and leadership level are being facilitated to ensure common best practices across the district.  Our school district's ongoing strategic planning includes discussion about access and equity to a broad course of study for all students.|Met||2018
42692030000000|Guadalupe Union Elementary|7|Review of master schedule and teacher daily schedules indicate that all students in all grade levels receive and are enrolled in a broad course of study, receiving academic content standard instruction in English language arts, mathematics, science, history/social science, health, visual and performing arts, music, physical education, and, in the case of students enrolled in DBE, world language.  No students are excluded from any of these programs, as all occur during the course of the instructional day. In addition, English learners engage in Designated and Integrated English language development instruction.|All students and all student groups have access to and are enrolled in a broad course of study.|There are no barriers to providing access to a broad course of study for all students.|As there are no barriers to providing access to a broad course of study for all students, no revisions are planned in this area.|Met||2018
42692110000000|Hope Elementary|7|On all campuses of Hope School District, all students participate in designated art, computer, and music classes. Students also have access to class and grade level plays and performances. All students have access to a before school violin program as well. Unduplicated students have additional access to after school tutoring and designated ELD if needed. Students with exceptional needs are integrated to the maximum extent possible. Hope School serves the district's SDC students and provides targeted support with specialized instruction, academic instructional aides, adaptive PE, speech and language supports, and occupational therapy if needed.  We review and track access during child study teams, IEP meetings, PLC meetings, and data review meetings.|All campuses offer a broad course of study including the curricular areas of math, ELA, social studies, science, and PE. Additionally, student on all campuses participate in instruction in music, computers, visual art, and performing arts.|There is no barriers in preventing a broad course of study at this time. However, as computer science standards begin to be implemented, the district will need to address the ability of teachers to teach these skills and a possible lack of devices needed for teaching these standards.|Hope School District is designing grade level technology standards to be implemented both in the classroom and in computer labs. As the computer science standards come to implementation, teachers will be provided training on these standards and how to teach them.|Met||2018
42692290000000|Lompoc Unified|7|LUSD reviewed Elementary and Secondary Master Schedules to ensure that all students including unduplicated and students with exceptional needs had access to a broad course of study as determined by California Education code 51210 and 51220 (a)-(i).   List of Courses were reviewed for all secondary schools.  In addition, a review of student request versus student schedules occurred.|While reviewing the measures to determine whether LUSD students have access to a broad course of study, it was determined that LUSD minimum high school graduation requirements follow California Education Code 51220(a)-(i) - Course of Study.  In addition, 96.2% of all LUSD students graduate high school.   A review of secondary school subgroup data reveal: • Students counted as Unduplicated in CalPads including English learner students have limited access to or enrollment in a broad course of study, in particular Foreign Language and CTE classes. English learners receive one section of Designated ELD instruction per day until they are Reclassified, which then limits the number and type of elective class they can add to their schedule.     • Special education students may have limited access to a broad course of study at the secondary level dependent on their identified individual educational needs.   Special education students may be in a directed study class to work on individual goals and not enrolled in an elective course, Foreign Language or CTE class. • Students coming into the secondary level academically below grade level in subject areas of  English and Mathematics have limited access to and enrollment in courses especially Foreign Language and CTE classes due to the fact that they are taking support or intervention classes.  This limits the number and type of elective courses they can add to their schedule.  All elementary students receive access to a broad course of study including unduplicated student groups and special education.  ELD instruction, intervention and support classes have been carefully placed in the daily schedule as to not interfere with core instruction.  We recognize that:   • Elementary health instruction is within various programs of study, including PE, language arts and science.    • Visual and performing arts instruction is site driven. Every elementary site provides visual and/or performing arts instruction whether through outside providers, classroom teachers, clubs, and PTA sponsored events.|LUSD has identified the following barriers preventing students from accessing a broad course of study: • Student academic performance is a barrier to accessing and enrolling in a broad course of study.  Students performing below grade level have limited access to electives, including foreign language and CTE courses due to the need for support and/or intervention classes in order for them to graduate. • Lack of credentialed math teachers are a barrier and key to low levels of performance in the subject area of mathematics.   • LUSD’s number of long-term English learners that enter secondary schools without being reclassified is a barrier to the student having access to and enrolling in a broad course of study.|Knowing that if we can improve student achievement, secondary students would have more access to and enrollment in a broader course of study.  The measures that LUSD has implemented to eliminate barriers for all students include: • Full time Literacy Specialist to support literacy at grades K-3.  • Math coaches to support and coach elementary teachers in best practices and mathematical mindset changes needed to ensure a rigorous mathematics program.  • SBCEO ELD Consultant to provide professional learning and ongoing monthly on-site support and training to principals and staff by building capacity in developing integrated and designated ELD in all content areas and monitoring of progress.   • Created an English Language Development Leadership team to work with the County Office of Education Consultant to review the work and focus at sites in developing understanding of the ELA/ELD Framework, and the CA ELD Standards.  • LUSD is piloting the co-teaching model for special education students at one high school and one elementary school.    • LUSD has one elementary school that is a Visual and Performing Arts Academy.  • LUSD offers a signing bonus in order to attract math teachers.|Met||2018
42692290116921|Manzanita Public Charter|7|Manzanita has created a new master schedule which has been implemented school-wide.  The new schedule carefully maps out a designated EL period;  a re-teaching period for essential L/A standards; Spanish Language, music, art, and PE electives; NGSS Science instruction; Social Studies projects.  In addition, the school's Special Education department has adopted a strong inclusion model which encourages access to core instruction for a majority of SPED students.  The master schedule is designed to ensure that ALL students have access to the broad course of study with no conflicting overlaps.  Access to this broad course of study is measured by formative assessments that are administered on a monthly basis as well as performance based projects, concerts, and plays.|Manzanita is a single school district.  As such, we are able to measure, over time, student access to a broad course of study.  A recent decision which involved the school-wide adoption of Benchmark Advance, a Language Arts curriculum, was made partly due to the fact that both NGSS and History grade level standards are carefully woven into each curriculum unit.  In this way, all scholars will have access to a broad course of study each school year with this new curriculum.|Potential barriers include securing qualified teaching staff and the school's facility space limitations.  Manzanita is located in a geographically rural region and recruitment and retention of qualified staff can create challenges.  In addition, the school site has limited facility space, and the space that does exist has not been rehabilitated since 1960.  Offering NGSS science experiments is quite challenging in current classrooms.|The District successfully applied and was granted a Prop 51 Charter School facilities grant.  The rehabilitation grant includes the creation of an outdoor science space that will allow classes to safely access NGSS science experiments.  Manzanita will outreach to our Vandenberg Air Force base partners to recruit qualified out of state teachers to help fill both teacher and instructional support roles in the classrooms.|Met||2018
42692450000000|Los Olivos Elementary|7|The Los Olivos School District uses our student information system (School Wise) to track which courses our students are enrolled in during the year based on grade spans, it also tracks our unduplicated students, our English Learners, and our students with special needs. All of this information is reported to the State through CalPads reporting.|Los Olivos School District operates a single school site. All students in TK- sixth grades have access to a broad course of study including: english language arts, english language development, mathematics, history, science & gardening, digital learning/technology, music, art, social-emotional curriculum and physical education. In our junior high our seventh and eighth grade students are also exposed to a broad course of study and receive instruction in: english language arts, english language development, mathematics, history, science & gardening, digital learning/technology, music, art, social-emotional curriculum, health, physical education, electives and career technical education.|The Los Olivos School District is a very small school district with approximately 150 students in TK through eighth grades. Located in a rural area we have some difficulty in providing a wide variety of elective courses for our junior high students. However, we are providing a broad course of study to the best of our ability.|The district annually evaluates all courses offered to students and continually makes a concerted effort to bring a variety of courses to our students to ensure they are receiving a broad course of study based on the availability of instructors.|Met|The Los Olivos School District has met this priority area and provides a broad course of study to all students.|2018
42692520000000|Montecito Union Elementary|7|Review of master schedule and teacher daily schedules indicate that all students in all grade levels receive and are enrolled in a broad course of study by receiving academic content standards from their homeroom teachers (ELA, math, science, history/social science, health), as well as visual and performing arts, music, physical education, Spanish and library from content specialists.  No students are excluded from any of these programs, as all occur during the course of the instructional day. In addition, English learners engage in English language development coursework.|Having only one school site and as noted above, all student groups have access to and are enrolled in a broad course of study.  Analysis of the tools mentioned above show that every child is enrolled in all courses we provide at our school (ELA, Math, Science, Social Studies, Art, Music, Physical Education, Library, Spanish)|There are no barriers to providing access to a broad course of study for all students.|Because there are no barriers and no students without access to a broad course of study, there is no need for revisions or new actions.  We will continue to use our tools to ensure all students have access to a broad course of study.|Met||2018
42692600000000|Orcutt Union Elementary|7|1. Orcutt Union School District utilizes the student information system Aeries to track student enrollment in courses for all students, unduplicated student groups, and individuals with exceptional needs served.|2. Students attending elementary school in the Orcutt Union School District are given access daily to grade level curriculum, as well as intervention and enrichment curriculum based on their individual needs. Students receive weekly physical education and classroom music instruction taught by fully credentialed specialist teachers. In addition, students receive weekly instruction in visual arts and makerspace with a trained credentialed teachers. In addition to the district’s adopted curriculum, students are also provided with an online curriculum that is at their grade level, and also specifically pathed for them based on their results from the NWEA Measures of Academic Progress, a nationally norm-referenced test. Students attending junior high school (grades 7-8) are enrolled in grade-level courses for all subject areas with the exception of mathematics. Students are assessed using multiple measures and a set criteria to determine placement for mathematics, and multiple pathways exist for accelerated math courses. Students are able to accelerate their math coursework in either seventh or eighth grade depending on when they are developmentally ready.  Approximately 20% of “all” students are enrolled in an accelerated mathematics course at the junior high level. Comparatively, 3% of English Learners, 39% of Redeisgnated Fluent English Proficient, 8% of Homeless, 0% of Foster, 1% of Special Education and 11% of Socio-economically Disadvantaged students are enrolled in an accelerated mathematics course. The Foster and Homeless student group size is relatively small (13 homeless and 8 foster youth), and we have identified a very high chronic absenteeism rate for these groups that we are addressing. English Learner students receive support through integrated ELD in their courses and have a smaller class size in mathematics, allowing for additional support. We continue to examine factors affecting enrollment in higher level coursework for unduplicated students, and continue to develop strategies to address the disparity between the groups.|3. In examining the data for the unduplicated student groups, several trends have emerged. The Foster and Homeless student group size is relatively small (13 homeless and 8 foster youth), and we have identified a very high chronic absenteeism rate for these groups that we are addressing. English Learner students receive support through integrated ELD in their courses and have a smaller class size in mathematics, allowing for additional support. Barriers that exist for students include language barriers, the amount of language required for success in mathematics courses is significantly more than previous math curricula and state standards. The Orcutt Union School District continues to examine factors affecting enrollment in higher level coursework for unduplicated students, and continues to develop strategies to address the disparity between the groups.|4. The first step the Orcutt Union School District has taken to ensure access to a broad course of study for all students is to identify the equity gap and identify potential barriers to success for our students. We have offered professional development on working with English learners, how to scaffold information and build academic language for students that may not have strong language skills. Additionally, identifying and utilizing research-based strategies for supporting our socioeconomically disadvantaged students is a priority. We have also identified other factors contributing to challenges in school including chronic absenteeism, school climate issues that may directly affect suspension/expulsion rates, and lack of prior knowledge academically. These areas continue to be a focus in our schools Single School Plans and the District’s Local Control and Accountability Plan.|Met||2018
42692600116434|Orcutt Academy Charter|7|The Orcutt Academy and the Orcutt Union School District utilize the Aeries Student Information System to track student enrollment in courses.  This data shows enrollment trends by students schoolwide and by unduplicated groups.|The focus of Orcutt Academy High School is on college preparation and a rigorous course of study.  Almost all courses offered are approved for University of California a-g requirements, and indeed a record high 84 percent of graduating seniors met the requirements in 2017-2018.  Accordingly, it is inherent at OAHS that unduplicated students are taking rigorous, college prep courses.  Another way to look at course access is by focusing on Advanced Placement (AP) courses.  AP courses with stronger participation (% participation > group % schoolwide) by economically disadvantaged students include AP Statistics, AP Calculus BC, AP Physics, and AP Art/Drawing.  AP courses with stronger participation by English Learners/Redesignated English Learners include AP Statistics, AP Calculus AB, AP Spanish, and AP Art/Drawing.  Meanwhile, only one AP course, AP Art/Drawing, featured stronger participation by students with disabilities.|As mentioned in the previous response, it is inherent at Orcutt Academy High School that all students -- including unduplicated students -- are taking rigorous, college prep courses.  To validate this, compliance with University of California a-g requirements has ranged between 70 percent and 84 percent in the past six years.   The chief barrier present at OAHS is a lack of career readiness options for students.  Despite much hard work on career readiness in the past the school does not have an articulated pathway of courses in a Career Technical Education (CTE) industry, and it has only limited opportunities for students to visit work sites to explore careers – all while other local high schools are ramping up their efforts with CTE programming and career readiness.|In its Western Association of Schools and Colleges (WASC) self-study, the Orcutt Academy identified career readiness options as a critical area for improvement. OAHS is committed to relaunching a job shadowing program for students; in addition, the school will continue research on funding and staffing for CTE courses.  Meanwhile, the K-8 campus and K-8 independent study program will identify ways to include career readiness in classroom instruction and school activities.|Met|The College Readiness Block Grant has been utilized by OAHS to provide important services for low-income students, English Learners, and other students who face barriers to success.  These services have included AP test fee waivers, fees for college entrance exams, fees for college applications, and provision of textbooks for College Now and concurrent enrollment courses through Allan Hancock College.  However, grant funding will be depleted after 2019-2020, and staff would like to identify ways to sustain many of these services. Additionally, staff would like to look at other supports that could be beneficial to students facing barriers.  In response, staff will develop a plan, including funding, to sustain some College Readiness Block Grant services in 2019-2020 and beyond.  Based on the 40 Developmental Assets research, staff will identify other supports that can benefit unduplicated students and can be implemented in 2019-2020.|2018
42693100000000|Santa Maria Joint Union High|7|The Santa Maria Joint Union High School District uses a variety of locally selected measures to ensure student access to a broad course of study.  Student placement occurs through the District’s research-based assessment tool for English and math.  The District has a high population of English Language Learners, and proper placement is critical to accessing different courses of study.  The District’s English Learner population is primarily Spanish.  Spanish speaking students who are English Learners are assessed in Spanish to assure proper placement and support to maintain their academic primary language.  Progress monitoring is performed three times a year to provide data on how students are progressing and provided support through interventions. The District uses its student information system to develop and monitor every students four-year academic plan.  Counselors monitor students courses matriculation toward graduation requirements and A-G completion.  All comprehensive sites provide college and career awareness through counselor engagement activities with students.   The District provides all school sites access to the University of California Transcript Evaluation Service (TES).  TES provides schools with student progress on A-G course completion starting with every student in the 9th grade after the fall semester.   The District uses a software program to collect the interest of students regarding College and career readiness.  Students in all grade levels take an interest inventory each year to focus their plans after high school.|The Santa Maria Joint Union High School District assures that all students have access to a broad course of study through the various structures in our school sites.  Some schools do offer the same CTE programs while others may not be offered.  Students have opportunities through the District’s open enrollment process to enroll at schools that may offer different programs not only CTE programs.    CTE programs are expanding through the District’s new CTE facility where any student can participate and student transportation provided.  The new CTE site is set to open in the fall of 2020.   The District has made it a priority that students have access to a broad course of study.  Academic placement of students plays a critical role towards course offerings and progress.  English Learner students who enroll in the District with primary grade level language acquisition are placed properly into content courses.  The District is working on increasing the percentage of English Learners completing A-G requirements.  Through the progress monitoring of students and academic growth, student courses may changed to a next level of study within the school year.|The barriers identified in the District toward a broad course of study are varied.  The District is working with teachers and site administration to assure that master boards are flexible in meeting the needs of students.  As mentioned before with our English learners progressing, the challenge may be rearranging a student’s schedule with minimal disruption to meet the academic change.  There is also a need to provide continuous training to teachers, site administrators and counselors as change in staff occurs.  The implementation of intervention courses should be structured similar throughout the District as student move from one school to another.  It is important that intervention courses are structured and implemented very similar to provide outcomes toward the progress of core content courses.|The District will work with site administration, teachers, and counselors to ensure a broad course of study for all students.  English college preparatory courses that support the transition of English Learners will align with all school sites.  The District is currently working with teachers and counselors to structure the academic alignment.  Professional learning for collaborative teaching in the content area with special education teachers and general education teachers will be implemented in the spring of 2019.  Science teachers are working on implementing the first aligned NGSS course of study for the fall of 2019.  This NGSS course is a 9th-grade course that will be A-G aligned as a D-Lab course.  Math teachers are working on implementing an algebra 1 course through the District’s learning management system.  The intent is to give students the advantage of having resources at their disposal using their District provided laptop.  The District is in the process of developing a seven-year professional learning plan for social studies to implement the new state framework. The above work plays a critical role toward student progress and access.  Along with this movement, the measures mentioned above will assist in guiding the need for all students.  The data collected from the measurement used by the District are essential and continued training for all is necessary.|Met||2018
42693280000000|Santa Ynez Valley Union High|7|There are four main tools used by this school, besides graduation requirements, to accomplish this first prompt. One is by-grade-level course request sheets; these course request sheets outline at each grade level not only the required courses by graduation subject matter, but also a variety of elective courses that are available at a given grade level. All courses are grouped by a specific course of study and represent a wide range of areas.  Also, at each grade level, there is a course request sheet especially designed for the special education student. The special education sheets differ by also listing the courses taught by special education staff as well as a place where the student’s case manager can indicate if the student needs placement in a supported (co-taught) mainstream class.  The second tool also involves the course request sheets. The course requests sheets are reviewed during one-on-one/group counseling when counselors (with student transcripts in hand) meet with current students in their English classes. At that time, courses of study are reviewed as well as the students course selections. In coming 9th graders are met with at their elementary school for the same process.  The third tool is a yearly excel file that reveals the enrollment and number of sections requested for each course. This allows administration to see trends and needs from year to year and that all courses of study are covered.  A fourth tool that is used to be sure all population groups are enrolling in a broad course of study, is by the tracking of student populations that complete academic sequences, CTE sequences, and multiple other LCAP parameters. This is accomplished through both CALPADS reports and a school designed LCAP excel file that breaks down different parameters and courses of study by the following student populations: Non-Hispanic, Hispanic, LEP/RFEP, NSLP, socio/economic and special education|At every grade level and ability level there are courses available to students to pursue a broad course of study; the only limiting factors are pre-requisites in advanced level courses that require a reasonable degree of proficiency in the introductory or preceding course. Students are given the opportunity to improve any limiting grades in core subjects by enrolling in our summer school program that covers the core subjects.  Students with exceptional needs, unless they are physically incapable, may enroll in elective courses. Special education students requiring more support per their IEP are placed in co-taught academic courses (the selected sections of a course have a special education teacher assisting the mainstream teacher). Most mild/moderate special education students are mainstreamed into academic courses. Other student groups such as those with limited English skills are also included in all classes as all teachers use SDAIE teaching methods and frequently have student academic mentors placed in their class sections to assist them. Yearly reports track the make-up of courses showing trends and areas needing scrutiny.  At our continuation school, Refugio High, due to its small size (~20 students), there is a smaller number of electives offered within the school day. The students, however, do have the opportunity to delve into an even broader course of study by taking CTE elective courses on the SYVUHS campus during the afternoon.|The main barrier this LEA has in offering a broad course of study would be that many courses are singletons (only one section is offered). Currently, of our 118 offered courses, 56 are only offered one period. Because of the conflicts caused by the singletons, some students are prevented access to some courses. This can be a mixed blessing as students find themselves forced into exploring a different course not on their wish list and thereby broadening their course of study.  Another barrier would be budget constraints. Ideally, there would be dedicated sections for the English learner student in the core academic sections, rather than co-seating these students with academic mentors and SDAIE instructors. As the numbers of students who would benefit from this service is less than ten, and those ten have varying schedules and interests, money becomes the barrier.|This LEA has implemented a student-driven master schedule; the master schedule is new every year. With the school’s budget as the overseer, each year’s master schedule is designed to accommodate the majority in each population group: those students requesting singletons, those with special needs (such as the need to be in special education co-taught classes or sheltered sections which are co-seated with non-sheltered sections). By letting the master schedule evolve each year by that year’s student course selections and needs most students are accommodated. This in turn allows most students to pursue a broad course of study that includes electives as well as required academic subjects. Likewise, if a certain elective does not draw the interest of that year’s population, the money that would go to support that section, often goes to support the section that does have interest.|Met||2018
42693360000000|Solvang Elementary|7|Program-enrollment records, e.g, Response to Intervention, Acceleration, English Language Development, and Special Education.|All students have access to a broad course of study, as determined by staff and reflected in program-enrollment records.|No barriers exist.|The only new action was the development and implementation of the Acceleration Program (AP), where advanced students have more facilitated instruction.  However, the AP provides improved services to all groups.|Met||2018
42750100000000|Cuyama Joint Unified|7|The district developed a self evaluation tool where we determine the percentage of students (including unduplicated and exceptional needs students) that have access to each required course of study.  This percentage is evaluated at each grade level and for each required course of study per Ed Code EC 51210 and 51220.  These percentages are then aggregated to give the district a percentage score on the access that students have to the broad course of study.  The self evaluation tool for the 2018 school year gave a score of 100%.|The self evaluation tool for the 2018 school year gave a score of 100%.  There is only one site per grade range; therefore, there are no access differences across sites.  It was the determination of the district while using the self reflection tool, that both the unduplicated sub group and the students with exceptional needs sub group had the same access to the broad range of study that the general population had.|In CJUSD there is one main barrier to providing a broad course of study to all students, that is the limited number of teachers within the district.  With only 15.25 teachers for grades K-12 it is a challenge to provide adequate access in areas like foreign language and applied arts.|The district has been working in previous years at increasing student access to visual and performing arts and career technical education.  The district has outside groups that provide visual and performing arts instruction and activities.  In addition, the district has an animal ag science class and foreign language classes.|Met||2018
42750100134866|California STEAM Santa Barbara|7|California STEAM Santa Barbara provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|California STEAM Santa Barbara makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
42750100135590|Uplift California Santa Barbara|7|Uplift California Santa Barbara provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|Uplift California Santa Barbara makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
42750100136630|Valiant Santa Barbara|7|Valiant Santa Barbara provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over thousands of different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|California STEAM Santa Barbara makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to thousands of courses via the in-person and online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
42767860000000|Santa Barbara Unified|7|SBUnified has been actively improving equity in student access to a broad course of study for over a decade, with increased access to rigorous courses and graduates’ completion of UC/CSU ‘a-g’ admissions eligibility requirements being a major focus of our cultural proficiency and equity efforts. SBUnified has been measuring, monitoring, and reporting on student access to advanced learning courses in secondary for nearly five years, with a guaranteed curriculum in elementary being monitored through the development of internal “master schedules” that make visible the time allocated to instruction across content areas each week, grades TK-6. The suite of secondary reports include access to visual and performing arts (VAPA) and career technical education (CTE) as part of the LCAP metrics, and display the results by student groups to allow site and district staff to improve equity in access as master schedules are being developed since spring 2018.|All elementary school students are provided access to the required content areas. SBUnified continues to be a leader in ensuring equity in access to the arts and physical education to all students through the dedication of certificated staff above and beyond what is typically offered across the state, primarily through LCFF funds and the LCAP.  In secondary, equity in course access continues to improve. The UC/CSU ‘a-g’ completion rate has been the primary metric by which districts can monitor student access to rigorous coursework, which SBUnified has improved steadily since 2011-12 . Our newer local reporting tools also show increased completion of advanced learning courses overall across junior and senior high schools, and improved equity in course access across student groups over a similar timeframe. Districtwide, there has been an increase from 56% to 64% of all secondary students completing at least one advanced learning course each year, with some schools showing a gradual increase, others a recent spike, and still others hovering within a steady range. District wide, progress towards equity in course access is visible with the rate of enrollment for Latinx and African American students rising more rapidly than for white and Asian students, although the rate of enrollment for the latter two groups is still nearly double that for Latinx students; Latinx students comprise more than half of all SBUnified secondary students.  With regard to VAPA and CTE in secondary, VAPA course completion is strong and stable, with CTE pathways continuing to develop along with the data to identify pathway completion. VAPA course completion by secondary students has hovered around 45% since 2013-14, with some schools exhibiting greater proportions of students taking VAPA courses than others. Two schools that have steadily increased access to VAPA include La Cumbre Jr. High School at 48%, and Santa Barbara Junior High School at 36%, and increased access to VAPA is improving steadily for students with disabilities. SBUnified monitors CTE pathway completion for graduates, with an increase from 9% of all graduates in 2016-17 to 15% in 2017-18. Asian and white students continue to be overrepresented in CTE pathway completion, and Latinx as well as socioeconomically disadvantaged students, students with disabilities, ELs and reclassified ELs remaining underrepresented. A number of factors are at play with regard to VAPA and CTE course access and equity, discussed further below.|Barriers to accessing a broad course of study include course placement practices for English learners (ELs) who have not reclassified; different instructional minutes across sites and grade levels; lack of sufficient class periods, particularly in junior high, for students who are assigned additional class periods of intervention to support Math learning or ELD (English Language Development), and/or who choose an elective other than the arts; inconsistent use of instructional strategies to differentiate rigorous coursework for all learners, and/or inconsistent use of instructional strategies that support literacy and language development for all students and most particularly ELs and reclassified students; and inconsistent practice in supporting student wellness and positive behavior.|Equitable access to courses is predicated on a systematic approach that predicts and addresses students’ needs for a focused learning environment. This includes several major areas, addressed below.  Creating optimal conditions for learning by supporting the non-academic needs of students is critical in developing a focused learning environment. The recent inclusion of social-emotional learning in our new Pre-K-12 model supporting mental health and wellness strengthens the learning environment for all students, raises awareness and provides access to related services at the school site. In addition, the continued professional learning around implicit bias raises awareness in staff and creates connections across sites that can be leveraged to create more equitable and inclusive learning environments. These two efforts are part of SBUnified’s LCAP.  Additionally, districts must equip all students to participate fully by alleviating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. This is largely being addressed through SBUnified’s instructional Framework for Literacy and Language, Framework for Family Engagement, Language Access Guidelines for families, and daily services overseen by Student Services and provided through Special Education, also identified through the LCAP.  Implementing SBUnified’s Framework for Literacy and Language provides language acquisition support for ELs to secure continuous progress for English proficiency, and promotes the ongoing monitoring and support of reclassified ELs. As detailed in the Local Indicator Report for Implementation of State Academic Standards (Priority Area 2), SBUnified continues the implementation of professional learning around instructional practices that facilitate language acquisition using the ELA/ELD Framework as a guide. Our approach is to ensure content is accessible in all courses so that multilingual students can fully engage in a broad course of study. In addition, district leadership continues to develop systems for monitoring reclassified ELs, and for providing the necessary support for their continued academic success.  Finally, increasing access to and enrollment in Career Technical Education (CTE) courses and CTE pathway completion is supported by the SBUnified Coordinator of Special Programs/CTE-VAPA, as is arts education. Funded partially through the LCAP, and largely through state CTE grants, SBUnified continues to develop and promote access to strong and supportive CTE pathways.  In sum, SBUnified implements a robust approach to increasing student access to a broad course of study, with regard to both the quantity of students who are enrolled in specific studies, as well as the classroom learning dynamic to provide access to course content for all learners.|Met|Additional information can be viewed at the November 13, 2018 board meeting at http://www.sbunified.org/board/board-meetings/|2018
42767866045918|Peabody Charter|7|At Peabody, all students have access to a broad course of study, which includes, but is not limited to:  • English • Mathematics • Social Sciences • Science • Visual and Performing Arts • Health  • Physical Education  This is verified through each grade levels’ annual planning documents. Through fundraising, Peabody also employs a PE teacher to provide physical education classes; a ceramics teacher to provide visual arts (this also happens in the classroom with the general education teacher); a dance/movement teacher and a drama teacher who provide performing arts instruction.  Like the course of study offered in the classroom, these courses are provided for all students, K-6, including unduplicated student groups and individual students with exceptional needs.|All students at Peabody have access to, and are enrolled in, a broad course of study.|Peabody does not currently have any barriers preventing the school from providing access to a broad course of study for all students.|To assure a broad course of study, Peabody has been successful in securing additional resources that have allowed the school to expand its physical education and visual and performing arts program to include actual classes in those areas. All students have access to these classes. These classes complement the visual and performing arts efforts that were already happening in the classroom.|Met||2018
42767866111603|Santa Barbara Charter|7|The primary tool for ensuring equity in the classroom-based program is the Master Schedule.  The Master Schedule is used to ensure that students with needs that cannot always be met within the general classroom environment receive a full course of study across the curriculum. To the greatest extent possible, pull-out services are coordinated so that there is a curricular connection to the instruction missed in the general classroom (ELA, math, science, etc.).  In addition, the Master Schedule is used to ensure that students don’t “preferentially” or inadvertently miss classroom instruction weighted toward any single content area (including PE, art, or music).|To ensure appropriate, effective, CCSS-based curriculum, Teachers Council regularly focuses on curriculum design and delivery across the grades. Math and ELA have been a primary focus since the implementation of CCSS, and our staff has focused intensively on science since 2016/17 (a focus that continues in 2018/19).  Teachers Council also has examined the scope and sequence of these subject areas across grades TK-8, with an emphasis on project-based opportunities and the convergence of content area concepts and skills.    In the HomeBased Partnership, parents and teachers meet to oversee a student’s individual broad course of study, as those are set and implemented individually, with coordination between the teacher and parent.|The main barriers to balancing the delivery of special needs services and access to a full course of study comes in reconciling the Master Schedule with the availability and schedule of specialists (school psychologist, counseling professional, speech therapist, and RTI specialists).  Space also can be a barrier, particularly for services that require a confidential setting.|One example of curricular revision implemented based on reflection and discussion in Teachers Council is our PE program. During 2017/18, we re-visioned our PE program with the hiring of a new specialist who is implementing a program based on grade-specific standards in a more systematic manner.  This new vision for PE is being implemented in the 2018-19 school year.|Met||2018
42767866118202|Adelante Charter|7|All students at Adelante Charter have access to all content areas. This is reflected in the master schedule as well as grade level plans. Adelante is committed to educating the whole child and as such provides weekly art, dance, music and PE to every student.|All students at Adelante Charter have access to all content areas. In the past Adelante received Special Education services from SBUSD and students were pulled from Spanish content area classes to receive Special Education support in English. This meant students were missing out on essential Spanish instruction. Now Adelante has its own bilingual SPED program which has addressed this concern and pull out times can be adjusted to better support students.|Barriers in the past were the English-only SPED services and unaccommodating SPED pull-out schedule. That has been remedied with the new SELPA and in-house bilingual SPED services.|Our response was creating our own bilingual SPED program to better meet the needs of our linguistically diverse student population.|Met|Unfortunately, Adelante Charter received an “Un Met” status for this Local Indicator last year. Local indicators were not uploaded last year before the deadline as a designated dashboard coordinator was not identified after a change in administration. The school was unaware of the deadline. All local data re: parent engagement, school climate, state standards and basic priorities for credentialed teachers and facilities were collected and reported to the board of directors and stakeholders as well as being included in the SARC and LCAP last year.|2018
42769500132894|Olive Grove Charter|7|Olive Grove Charter School assigns a counselor to every student that enrolls at OGCS.  This counselor works with the Director of the school and the teacher to ensure that students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  School Pathways (SIS) houses all tracking of student enrollment in a broad course of study.  Counselors review each student's plans several times a year and teachers work weekly with students and families to ensure students needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in a broad course of study.|There are no barriers preventing Olive Grove Charter School from providing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective and CTE course offerings to better serve individual student interests.|Met||2018
43104390000000|Santa Clara County Office of Education|7|Due to the nature of our Alternative Education schools (court and community schools) and Special Education schools our students are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs and per IEP.  Through our LCAP process and the Dashboard we report results to our local governing board.  The LCAP is reported annually in June and our Dashboard in October.  All of these meetings are regular board meetings and are open to the public.  In addition, there materials are available online.|All students have access to, and are enrolled in, a broad course of study based on their individual learning needs.  Student transcripts, IEPs, 504s, student and family choice, and graduation plans are analyzed for each student and they are enrolled in a broad course of study that leads to their graduation plan, completion plan, terms of their expulsion, and or transition plan.  Students and families are part of the planning process, enrollment, and completion process.|Due to the nature of our Alternative Education and Special Education students and programs we provide individualized learning and a broad course of study that meets state and local requirements.  In addition, students have opportunities to co-enroll in Metro Ed, local districts classes, and post-secondary education when appropriate and individualized.|The Student Services Division collaborates with districts partners to ensure that we provide a high level of services for our Alternative Education and Special Education Students.  Through District Representative Meetings, District Representative & Joint Partners Meetings, Special Education Re-Benching, Annual LCAP Surveys, and other avenues we align, collaborate, and provide a full broad range course of study for all of our students.|Met||2018
43104390106534|Bullis Charter|7|The tool we use to identify and monitor student course selection is the student information system PowerSchool. In addition, we utilize analytics from both Dataquest and Cal Pads.|100% of students in grades one through six have access to and are enrolled in English, Mathematics, Social Science, Science, Visual and Performing Arts, Health, and Physical Education. Likewise, 100% of students in grades seven through twelve have access to and are enrolled in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, and Applied Arts. Career Technical Education is integrated into classes through our Fab Lab for students in grades six through eight. In addition, BCS provides a wide range of programs and supplemental services that are funded through the LCFF funding, parent fundraising, and grant writing. These include: academic support such as Associate Teachers, credentialed instructors for PE, Art, Math, STEAM, Drama, Music and World Language (Mandarin K-8 & Spanish 5-8); extensive electives and after school classes, and expanded science programs that include extensive field trips and Project Based Learning activities.|At this time, there are no barriers that prevent BCS from providing a broad course of study.|No new actions needed at this time.|Met||2018
43104390111880|Discovery Charter|7|Professional Development and collaboration time for staff allow teams to work together to ensure all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs are served.  Teachers reflect and track student progress on an ongoing basis through formal and informal assessments.  Data submitted through CALPADS allows us to ensure all students are enrolled in a broad course of study.|All students at Discovery have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  Our small class size, differentiated instruction and classroom supports allow us to ensure student needs are met.  Middle School students have access to a wide range of electives which meet academic and career path options.|Although all students have access to a broad course of study, school finances are a barrier to providing high quality foreign language at our middle school level.  Parents currently provide instruction, however additional funding would allow us to secure a highly qualified teacher.|Discovery has joined with an outside agency to provide quality curriculum and training for our parents who are leading Spanish instruction.|Met||2018
43104390113431|University Preparatory Academy Charter|7|UPA’s own graduation requirements contain criteria that require of each student to complete a broad course of study that meets, or in some cases exceeds the UC a-g entrance requirements, in addition to completing two AP courses with a passing grade. The UC a-g entrance requirements are a comprehensive, multidisciplinary set of coursework.  By adopting these as the graduation requirements, UPA ensures that any student who graduates has received a broad course of study. As such, counselors and administrators track graduation progress within the Powerschool Student Information System, and use data from that system to guide students in selecting courses. Data from the PSAT is used to align student strengths and interests with AP courses. In addition, UPA conducts a course interest survey each year before assembling the Master Schedule in order to match our offerings with the needs and interests of students. UPA reports indicators of success to staff and the board every six weeks, examining GPAs per department. Annually, UPA looks at GPA, graduation rate, and AP exam scores to determine the accessibility of our course of study to all students. UPA contracts with the Santa Clara County Office of Education to provide mainstreamed support services to our IEP students. UPA employs an ELD coordinator to work as case manager for ELD students, as well as offering language instruction for Els whose acquisition levels require more support in order to access the curriculum.|UPA’s four-year graduation rate has been in the “High” to “Very High” band on the state Dashboard for the last two years. The percentage four-year cohort graduation rate for the last 3 years has been 95%, 94%, and 93%. For the last 3 years, the currently enrolled senior graduation rate has been from 98-100%.  Given the broad range of courses required by our graduation criteria, a majority of our students are not only enrolling in but completing a broad course of study. This is accomplished through highly targeted interventions using specialists, such as in the areas of special education or ELD, and also through careful planning of the master schedule, in order to offer students courses that are accessible. An example is UPA’s broad slate of Advanced Placement offerings, 14 courses in total. All students must take and pass 2 AP courses in order to graduate, and the diverse offerings of AP courses allows students choice of college-level curriculum in areas of interest and strength, or to challenge themselves. In addition, UPA has two Career Technical Education (CTE) tracks through the Project Lead the Way curriculum allowing students to explore engineering and biomedical science. UPA has recently begun to outfit other departments with similar college-ready CTE courses, such as the multimedia arts curriculum in the arts department, and computer science in the math department. Both courses have been expanded to second levels in the last year.|UPA’s rigorous, college-prep course of study can be difficult to access for students who come with skill or knowledge gaps. Students come without study skills, organization, or other soft skills that make thriving in our curriculum a challenge. Special Education students present a variety of disabilities that make certain content difficult for them to access. English learners at UPA are majority at the EL3 or EL4 level, and in mainstreamed contexts, their language challenges are not always easily detectable, as they have mastered basic interpersonal communication skills, but still have gaps in their academic language proficiency. UPA’s growing population of low socio-economic background students frequently lack academic support at home.|Since the change in lottery preferences in 2013 to give low socio-economic students admission priority, UPA has been preparing to meet their needs. UPA has increased the scope of its at-risk support and intervention program, called “Students of Promise.” Two full-time administrators now work in close collaboration with the academic counselors, teachers, and volunteer students to provide academic supports, tutoring, student study teams, and remediation plans. Upon enrollment and after readiness assessments, incoming 7th grade students who are below grade level are invited to a summer Math/Literacy Institute course to assist them in acquiring base study skills. The program has been expanded in the last year to include 9th grade as well.  Three skills-recovery intervention courses for Math and English have been dedicated on the master schedule for closing the skills gap that some students come with. Broad use of credit-recovery courses through online provider Edgenuity allows students to stay on track for graduation after experiencing failure. UPA has also brought on the RESH180 program, a motivational program for students who frequently experience low motivation or see no benefit to schooling. The above programs are all components of the Students of Promise program. The Students of Promise program has been written into LCAP as a specific service the school will offer, and LCAP funds the program and its components.  In addition, UPA has begun the process, through working with the Santa Clara County Office of Education, of implementing the MTSS framework, in order to unify the various systems of support on campus for students who struggle. Management has begun attending training, assessing UPA’s current programs, and writing action plans for the implementation of MTSS.  Finally, in UPA’s own locally-developed professional development plan, the faculty has begun a study of equity on campus. The staff is engaged in a book study of Building Equity by Smith, Frey, Pumpian, and Fisher. Professional development time is then spent doing a self-study of the principles discussed in the book, applying those principles to our context, and developing concrete action plans for addressing areas of growth that arise from that work.|Met||2018
43104390113704|Rocketship Mateo Sheedy Elementary|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students are included in classes. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None. All students are enrolled in the same course of study.|N/A|Met||2018
43104390116814|ACE Empower Academy|7|All students at ACE Empower enroll in a broad course of study appropriate for grades five through eight and that includes: English Language Arts, Mathematics, Science,  History-Social Science, Health and Physical Education, and Visual and Performing Arts. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled).|All students are enrolled in the same common curricular sequence in core and non-core classes, ensuring all students have access to and are enrolled in this broad course of study.|There are no differences in access nor enrollment by subgroups. There are no barriers and therefore no revisions, decisions, or new actions are required.|ACE Empower will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing and completing this broad course of study.|Met||2018
43104390119024|Rocketship Si Se Puede Academy|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|n/a|n/a|Met||2018
43104390120642|Rocketship Los Suenos Academy|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
43104390123257|Downtown College Prep - Alum Rock|7|All students at Downtown College Prep Alum Rock (DCP Alum Rock) enroll in a broad course of study appropriate for grades six through twelve, which are also aligned to the UC/CSU A-G Requirements in grades nine through twelve, and that include: English Language Arts, Mathematics, Science,  History-Social Science, Visual and Performing Arts, World Languages, Academic Electives, and Health and Physical Education. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled). The Leadership Team, Central Office, and Board of Directors monitor A-G completion rates, disaggregated by subgroup, to ensure access and enrollment by all.|At the middle school level, all students are enrolled in the same common curricular sequence in core classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with the non-core areas, middle school students are able to exercise choice while still maintaining access and enrollment in a broad course of study. At the high school level,  all students are enrolled in A-G aligned classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with A-G, students are able to exercise choice in these areas while still maintaining access and enrollment in a broad course of study.|There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required.|DCP Alum Rock will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.|Met||2018
43104390123281|Rocketship Discovery Prep|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
43104390123794|Summit Public School: Tahoma|7|All students are enrolled in a broad course of study that will prepare them to be college eligible and college ready according to standards defined by the California State University system, the Advanced Placement program, and applicable academic research. Our full-inclusion model ensures each student is enrolled in the same course sequence of English, Math, Social Science, Science, and Foreign Language. Students have access to additional courses, including Visual and Performing Arts, through our Expeditions elective program. Master schedule audits and transcript analyses are used to track student access.|According to our master schedule audits and transcript analyses, all students have full access and are enrolled in a broad course of college preparatory study. In addition, 100% of our graduates meet UC/CSU a-g course requirements, the only exception being any student with graduation requirements modified through an IEP.|Ensuring full access to each student is an important standard that we have met. Our work to continually improve the learning experience for all students includes addressing any additional barriers related to income, language, or special needs of our diverse learners.|To ensure access for all students, we continue to implement academic interventions for students needing additional instruction in literacy and numeracy in order to benefit from their grade-level courses, we monitor and support English Learners, and we use one-on-one mentoring to ensure each student's personal needs are met. Our curriculum integrates academic instruction with Habits of Success and Restorative Circle Practices to support the non-academic and social-emotional development of students.|Met||2018
43104390124065|Sunrise Middle|7|The school, in conjunction with its own data analyst and Edtec analysts and our resource specialists keep tabs on the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. We are proud that all of our students have equal access to all programs at the school.|All of our students have access to all programs, which include the core subjects, social justice, hands on science, physical education, technology and art, music and drama. However, the school does not have a strong career-based program - only an annual career fair. For technology, all students have access to learn coding and gaming.|The LEA does not have all the resources needed to offer a complete array of courses to its students. The courses that are lacking include career related courses as well as band/instrument courses. Other courses, however, such as technology, coding, robotics, drama, art and vocal, are available to all of our students and subgroups.|We are actively seeking a band/instrumental instructor. We also are attempting to provide more career education. We currently are planning for our fifth annual career fair, to be held in January.|Met||2018
43104390125781|Rocketship Academy Brilliant Minds|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
43104390125799|Rocketship Alma Academy|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
43104390127969|Discovery Charter II|7|Professional Development and collaboration time for staff allow teams to work together to ensure  all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs are served .  Teachers reflect and track student progress on an ongoing basis through formal and informal assessments.  Data submitted through CALPADS allows us to ensure all students are enrolled in a broad course of study.|All students at Discovery have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  Our small class size, differentiated instruction and classroom supports allow us to ensure student needs are met.  Middle School students have access to a wide range of electives which meet academic and career path options.|Although all students have access to a broad course of study, school finances are a barrier to providing high quality foreign language at our middle school level.  Parents currently provide instruction, however additional funding would allow us to secure a highly qualified teacher.|Discovery has hired an instructor to provide quality curriculum and training for our parents who are leading Spanish instruction.|Met||2018
43104390128090|Summit Public School: Denali|7|All students are enrolled in a broad course of study that will prepare them to be college eligible and college ready according to standards defined by the California State University system, the Advanced Placement program, and applicable academic research. Our full-inclusion model ensures each student is enrolled in the same course sequence of English, Math, Social Science, Science, and Foreign Language. Students have access to additional courses, including Visual and Performing Arts, through our Expeditions elective program. Master schedule audits and transcript analyses are used to track student access.|According to our master schedule audits and transcript analyses, all students have full access and are enrolled in a broad course of college preparatory study.|Ensuring full access to each student is an important standard that we have met. Our work to continually improve the learning experience for all students includes addressing any additional barriers related to income, language, or special needs of our diverse learners.|To ensure access for all students, we continue to implement academic interventions for students needing additional instruction in literacy and numeracy in order to benefit from their grade-level courses, we monitor and support English Learners, and we use one-on-one mentoring to ensure each student's personal needs are met. Our curriculum integrates academic instruction with Habits of Success and Restorative Circle Practices to support the non-academic and social-emotional development of students.|Met||2018
43104390129213|Alpha: Jose Hernandez|7|Students are mainly assessed through standardized testing, both at the State Level (SBAC) as well as locally (NWEA Map).  Additionally, students face rigorous expectations in all of their subjects, which include ELA, Math, Science, Social Studies, along with a variety of specials classes (Health & Wellness, Tech, Art).|In addition to standard curriculum, all students at Alpha enjoy access to a variety of digital resources such as blended learning programs, online encyclopedias, and digital libraries.|Sometimes new teachers lack the experience necessary to engage with curriculum in a deep and meaningful way.|This is why Alpha is committed to providing high quality professional development to all of its staff members.  This PD occurs weekly on Thursdays.|Met||2018
43104390131110|Rocketship Fuerza Community Prep|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
43104390131748|Voices College-Bound Language Academy at Morgan Hill|7|Voices uses a variety of academic assessment tools to measure student achievement.    In math, students in elementary grades take three Voices-created interim assessments each year.  The assessments undergo several rounds of revision to ensure alignment to Common Core standards.  Students in all grades also take three Voices-created mid-benchmark quizzes each year.  These mid-benchmark quizzes assess the most important standards that were taught since the last assessment.  In language arts, students in second grade and above take three Voices-created interim assessments each year.  The assessments undergo several rounds of revision to ensure alignment to Common Core standards.  Students in these grades also take three Voices-created mid-benchmark quizzes each year.  These mid-benchmark quizzes assess the most important standards that were taught since the last assessment.  Students in TK - 1st grade are given a variety of assessments, both Voices-created and from published sources, to measure foundational skills. These assessments include Phonemic Awareness, Concepts About Print, Letter & Sound Identification, Sight Words, and Fountas & Pinnell’s Running Record assessments.   In English Language Development, teachers use the assessments from the Systematic ELD curriculum, which ensures that assessments are aligned to the instruction that students receive.   In other Science and Social Sciences, the assessments are teacher-created formative and summative assessments that align to the unit of study.  The assessments can take a variety of forms and always include a performance task.|All Voices students participate in the above assessments in order to follow their progress and needs.  In order to ensure that students have access to the content, Voices practices a rigorous cycle of data analysis and response to data.  On a day-to-day level, teachers collect, assess, and respond to in-class and exit ticket data.  On a week-to-week level, teachers meet in Professional Learning Communities to review class data, plan a response to the data, and intellectually prepare for upcoming lessons.  Three times per year, teachers come together for extended PLC time in order to analyze and respond to benchmark data from interim assessments.  All of these processes help to ensure that all students have access to a broad course of study.  However, proficiency levels have still not reached sufficient levels.  While the data does show progress since the adoption of Common Core standards, Voices will continue to work  to ensure that all students are achieving standards mastery in a broad course of study.|While the data does show progress over time, it is clear that language learners and students with special needs are not achieving the same levels of mastery as other student groups. Therefore, we have implemented two new initiatives to address these discrepancies.|In the past, Voices chose to make math a network-wide priority, because the data indicated that this was the highest need.  Voices put in place a rigorous system of teacher study and preparation, including revamped math data meetings, monthly math intellectual preparation, and weekly math intellectual preparation.  Voices also adopted Eureka, a standards-aligned curriculum, and added language learner supports.  As a result, Voices saw all student groups improve in math performance.  Now that data indicates that math achievement is improving, Voices is choosing to make language arts a network-wide priority.  In order to replicate the successful strategies used with the math priority, Voices has put in place a rigorous system of teacher study and preparation, including revamped language arts data meetings, monthly language arts intellectual preparation, and weekly language arts intellectual preparation.  Language arts will continue to be an area of focus until the data indicates that significant and sustainable progress is being made.|Met||2018
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|7|Voices uses a variety of academic assessment tools to measure student achievement.    In math, students take three Voices-created interim assessments each year.  The assessments undergo several rounds of revision to ensure alignment to Common Core standards.  Students in all grades also take three Voices-created mid-benchmark quizzes each year.  These mid-benchmark quizzes assess the most important standards that were taught since the last assessment.  In language arts, students in second grade and above take three Voices-created interim assessments each year.  The assessments undergo several rounds of revision to ensure alignment to Common Core standards.  Students in these grades also take three Voices-created mid-benchmark quizzes each year.  These mid-benchmark quizzes assess the most important standards that were taught since the last assessment.  Students in TK - 1st grade are given a variety of assessments, both Voices-created and from published sources, to measure foundational skills. These assessments include Phonemic Awareness, Concepts About Print, Letter & Sound Identification, Sight Words, and Fountas & Pinnell’s Running Record assessments.   In English Language Development, teachers use the assessments from the Systematic ELD curriculum, which ensures that assessments are aligned to the instruction that students receive.   In other Science and Social Sciences, the assessments are teacher-created formative and summative assessments that align to the unit of study.  The assessments can take a variety of forms and always include a performance task.|All Voices students participate in the above assessments in order to follow their progress and needs.  In order to ensure that students have access to the content, Voices practices a rigorous cycle of data analysis and response to data.  On a day-to-day level, teachers collect, assess, and respond to in-class and exit ticket data.  On a week-to-week level, teachers meet in Professional Learning Communities to review class data, plan a response to the data, and intellectually prepare for upcoming lessons.  Three times per year, teachers come together for extended PLC time in order to analyze and respond to benchmark data from interim assessments.  All of these processes help to ensure that all students have access to a broad course of study.  However, proficiency levels have still not reached sufficient levels.  While the data does show progress since the adoption of Common Core standards, Voices will continue to work  to ensure that all students are achieving standards mastery in a broad course of study.|While the data does show progress over time, it is clear that language learners and students with special needs are not achieving the same levels of mastery as other student groups. Therefore, we have implemented two new initiatives to address these discrepancies.|In the past, Voices chose to make math a network-wide priority, because the data indicated that this was the highest need.  Voices put in place a rigorous system of teacher study and preparation, including revamped math data meetings, monthly math intellectual preparation, and weekly math intellectual preparation.  Voices also adopted Eureka, a standards-aligned curriculum, and added language learner supports.  As a result, Voices saw all student groups improve in math performance.  Now that data indicates that math achievement is improving, Voices is choosing to make language arts a network-wide priority.  In order to replicate the successful strategies used with the math priority, Voices has put in place a rigorous system of teacher study and preparation, including revamped language arts data meetings, monthly language arts intellectual preparation, and weekly language arts intellectual preparation.  Language arts will continue to be an area of focus until the data indicates that significant and sustainable progress is being made.|Met||2018
43104390133496|Rocketship Rising Stars|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
43104390135087|Opportunity Youth Academy|7|OYA offers a unique educational program to its students which emphasizes core academics and workplace and college readiness skills. The integrated academic curriculum embeds California State Standards into industry-standard software programs such as the Microsoft Office Suite, AutoCAD, Macromedia Flash, and Adobe Creative Suite. This custom curriculum requires that students learn to manipulate sophisticated software applications in order to move through their learning plans. Teachers provide orientation and tutorials to support students learning how to use the software. OYA’s flexible program blends both online and classroom instruction, customized to meet the needs of a variety of students.  OYA offers all required courses necessary for students to obtain a high school diploma and meet college entrance requirements. This includes the following:  English offers four years of college prep; math offers Intro to Algebra, Algebra 1A, Algebra 1B, Geometry, Algebra 2, Liberal Arts Math, and Math for College Readiness (higher level math courses are available as needed); science offers Biology, Physical Science, Earth and Space Science, Anatomy and Physiology, Physics, and Chemistry—all of which include labs; and social studies requires World History I and II, U.S. History I and II, American Government, and Economics.|In addition to the core classes, students are offered electives in the form of Senior Projects to include Small Business Ownership, Computer-Aided Drafting/Design, Composition, Desktop Publishing, and Multimedia Production. Other electives include the following:  Business Technology, Graphic Communications, Computer Literacy, Applied Computer Technology, Digital Art, Health Education, Physical Education, Intensive Reading, Foundational Math, and Spanish 1. All core content courses are fully aligned to California State standards and are continuously updated and revised on an annual basis with the help of the content area teachers.|OYA has had an increase in enrollment of minors this year.  OYA’s student population is 36% minors and 64% adults.  The majority of OYA students need more than 55 credits to graduate. The average student enters OYA with a sixth grade level equivalency in math and reading, based on the results from their first administration of OYA’s benchmark exam in math and reading (Renaissance STAR). The average student needs one or more full years of schooling to earn his/her high school diploma and has a full life including work and family. OYA needs to be supportive and flexible in meeting its students’ needs. This includes keeping the school sites open during evenings and having readily available curriculum and interventions differentiated for a variety of learning needs and academic levels.|Based on staff and stakeholder feedback, we have implemented or will implement more services to improve services for all our disengaged youth:  Opportunity Youth Academy partnered with MAPin, a post-secondary program provided by San Jose Evergreen Community College Division (SJECCD) Workforce Institute, to provide OYA students access to post-secondary opportunities.  MAPin assists OYA students in developing post-secondary transition plans and provided resume and college skill workshops.  Opportunity Youth Academy partnered with First 5 Santa Clara County to provide a variety of healthy and educational supports to OYA students with children, prenatal through age 5, and their families.|Met||2018
43693690000000|Alum Rock Union Elementary|7|As a district we use Eschoolplus to monitor students enrollment and access  in a broad course of study.  In addition, the IEP delineates enrollment for students with disability in general education classes and special education classes, the level of mainstreaming and time they spend in the different settings.  In the elementary grades there are instructional minutes that determines course access for elementary age students. In the middle school the day is divided into periods and all students have access to all courses of study.|Per Ed Code 51210 the study in Grades 1-6 includes the following:  English Mathematics  Social Sciences  Science  Visual and Performing Arts  Health  Physical Education  ELD (integrated /designated)    In Grades 1-6 all students participate in the above courses of study. There is established instructional minutes that address the time distribution to incorporate all. Health Education is delivered in partnership with an outside agency as well as integrated in the physical education time. Most grade 4-5 students have a weekly music class and access to instrumental music and/or choir.  EL students have access to the curriculum as it is an integrated part of their core curriculum in ELA as well as designated ELD time. Many special education teachers /paraeducators  push into the regular education classes in order to provide support to SWD as they receive instruction in the core classes. Differentiated instruction by the classroom teacher throughout the day allows course access.       Per Ed Code 51220 (a)-(i) the course of study for grades 7-8 includes the following:  English  Mathematics  History Social Sciences  Science  Visual and Performing Arts Physical Education  Career Technical Education  ELD (integrated / designated)   In Grades 7-8 all students are given schedules that include all courses of study. In addition many middle schools offer an array of elective classes that include VAPA, MESA, STEAM and AVID.  CTE is incorporated into the STEAM classes and AVID.  EL students, depending on level take a supplemental ELD class to provide them supports to better understand the courses of study. RSP and SDC students have access to all broad courses of study in their designated classes, in a mainstream class or with push in supports from staff. Differentiated instruction by the classroom teacher throughout the day allows course access. Family Life is provided in conjunction with partners.|The  District is still in the exploration and research phase in the areas of career technical education.  The District is still in the exploration and research phase in the areas of health education - Although this is being provided in set grade levels we are researching a more comprehensive program for all grades.  In some Middle School schedules do not allow some students that are designated EL or with IEP’s to have access to electives.   .|Elementary Schools  In review, all elementary school students had access to a broad course of study as outlined by Education Code with the following exception:   Visual and Performing Arts in the lower elementary grades.   Middle Schools  In review, all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:  Choice of electives - some SWD, RTI students and  EL students had double periods which did not allow them to access electives.  Foreign Language  Career Technical Education is offered at schools with AVID and as part of some elective classes only.|Met||2018
43693690106633|KIPP Heartwood Academy|7|KIPP Heartwood continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Heartwood Academy implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Heartwood Academy’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Heartwood Academy offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP Heartwood will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
43693690125526|Alpha: Blanca Alvarado Middle|7|Students are mainly assessed through standardized testing, both at the State Level (SBAC) as well as locally (NWEA Map).  Additionally, students face rigorous expectations in all of their subjects, which include ELA, Math, Science, Social Studies, along with a variety of specials classes (Health & Wellness, Tech, Art).|In addition to standard curriculum, all students at Alpha enjoy access to a variety of digital resources such as blended learning programs, online encyclopedias, and digital libraries.|Sometimes new teachers lack the experience necessary to engage with curriculum in a deep and meaningful way.|This is why Alpha is committed to providing high quality professional development to all of its staff members.  This PD occurs weekly on Thursdays.|Met||2018
43693690129924|Kipp Prize Preparatory Academy|7|KIPP Prize continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Prize Preparatory implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Prize Preparatory required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Prize Preparatory offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP Prize will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
43693696046247|Aptitud Community Academy at Goss|7|As a school, we use Eschoolplus to monitor students enrollment and access in a broad course of study. In addition, the IEP delineates enrollment for students with disabilities in general education classes and special education classes, the level of mainstreaming and the time they spend in the different settings. In addition, teachers differentiate instruction and offer other additional supports before and after school in Language Arts and Mathematics. In the elementary grades, there are instructional minutes that determine course access for elementary age students. The middle school day is divided into periods and all students have access to all courses of study.|Per Ed Code 51210 the study in Grades 1-6 includes the following: English Mathematics Social Sciences Science Visual and Performing Arts Health Physical Education ELD (integrated/designated)  In Grades 1-6 all students participate in the above course of study. There is established instructional minutes that address the time distribution to incorporate all. Health Education is delivered in partnership with an outside agency as well as integrated in the physical education time. All 4-5 students have a weekly music class and access to instrumental music and/or choir. EL students have access to the curriculum as it is an integrated part of their core curriculum in ELA as well as designated ELD time. The special education teachers/paraeducators push into the regular education classes in order to provide support to SWD as they receive instruction in the core classes. Differentiated instruction by the classroom teacher throughout the day allows course access.  Per Ed Code 51220 (a)-(i) the course of study for grades 7-8 includes the following: English Mathematics History Social Sciences Science Visual and Performing Arts Physical Education Career Technical Education ELD  (integrated/designated)  In Grades 7-8 all students are given schedules that include all courses of study. In addition our middle school grades offer an array of elective classes that include VAPA STEAM, and Current Events. Some Career Technical Education is discussed during Social Studies and Science. EL students, depending on level take a supplemental ELD class to provide them supports to better understand the courses of study. Differentiated instruction by the classroom teacher throughout the day allows course access. Family Life is provided in conjunction with partners.|Aptitud is still in the exploration and research phase in the areas of career technical education. The school is still in the exploration and research phase in the areas of health education - Although this is being provided in set grade levels were are researching a more comprehensive program for all grades. We do not allow some students that are designated EL or with IEP’s to have access to the electives. We have limited options for our students since we are a small school with very few classes.|In review, all elementary school students had access to a broad course of study as outlined by Education Code with the following exception. Visual and Performing Arts in the lower grades. In review, all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions: Choice of electives - some SWD, RTI students, and EL students had double periods which did not allow them to access electives.|Met||2018
43693770000000|Berryessa Union Elementary|7|Elementary School • Daily class schedules (Infinite Campus) • Core subjects • English Language Development • Special Education • Music  • Physical Education  Middle School • Daily class schedules - (Infinite Campus) • Core subjects • English Language Development • Special Education • Electives • Physical Education|Elementary Schools In reviewing school and grade level data from the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions: • Foreign Language  • Career Technical Education • One choice elective|Middle School • Daily schedules did not allow all English Language Learners to have a choice elective when they are enrolled in an EL support class thus limited options • The District is still in the Exploration and Research Phase in the area of Career Technical Education (CTE) • The District is still in the Exploration and Research Phase in the area of Foreign Language|• Dual Immersion: A Mandarin Dual Immersion program started this school year at Cherrywood Elementary in Kindergarten and 1st grade. • The District is reviewing, piloting and recommending new middle school Social Studies materials for adoption and use in the 2019-20 school year. • The district is reviewing, piloting and recommending new middle school Next Generation Science Standards (NGSS) materials for adoption and use in the 2019-20 school year.|Met||2018
43693850000000|Cambrian|7|Cambrian uses the district LCAP Community Survey to track the extent to which all students have access to, and are enrolled in, a broad course of study.  The LCAP Community survey was administered in Winter 2018 with 747 parents/families responded to the survey.  The survey results were based on the survey question, “I am satisfied with my student’s education in the following content areas: ELA/Literacy, Mathematics, Science, History/Social Studies, Music/Art, and Physical Education.”|The following survey results based on the survey question, “I am satisfied with my student’s education in the following content areas”:  - ELA/Literacy - 90% of respondents said they, “Agree or Strongly Agree” - Mathematics - 84% of respondents said they, “Agree or Strongly Agree” - Science - 88% of respondents said they, “Agree or Strongly Agree” - History/Social Studies - 90% of respondents said they, “Agree or Strongly Agree” - Music/Art - 85% of respondents said they, “Agree or Strongly Agree” - Physical Education - 90% of respondents said they, “Agree or Strongly Agree”  There are no differences across the district school sites as it relates to student groups access to, and enrollment in, a broad course of study.  Districtwide support and services are provided equitably and universally to all students and accordingly to the needs of students who need additional supplemental and intensified support.  For students in grades 6-8, all students have universal access to the core content areas and electives per students interests and course offerings.|The district efforts through our review process of over the last few years, barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services to students with disabilities, particularly students who have an individualized education plan that requires 60% of services provided within a self-contained classroom.|Information in the ELA/ELD & Universal Design for Learning frameworks describe the benefit of explicit language instruction for all students to better access the state standards, so these strategies will be shared with all teachers to enhance language instruction across all grades and content areas. The supplemental grant funds are being expended on actions and services that are principally directed towards unduplicated student groups. These include: - Counseling services - Professional development focus on differentiated instructional strategies for at-risk students  - Teachers on Special Assignment - instructional support/coaching for staff - Purchase of instructional supplemental materials, including instructional technology and resources for blended learning - Reading and math intervention programs & services implementation and  - Extended learning time beyond the school day and school year  The professional development on working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive the training on strategies and differentiated instruction for ELs, ED, SWD, and Homeless/Foster Youth students.  CSD believes that these strategies are effective teaching strategies that will benefit all students.  Targeted, differentiated instruction and learning for all students and selected students per data review as well as extended learning time will be provided. Student progress is monitored with formative and summative assessments on a regular basis and instruction is adjusted accordingly. This meets the state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes.|Met||2018
43693856046445|Fammatre Elementary|7|Cambrian uses the district LCAP Community Survey to track the extent to which all students have access to, and are enrolled in, a broad course of study.  The LCAP Community survey was administered in Winter 2018 with 747 parents/families responded to the survey. The survey results were based on the survey question, “I am satisfied with my student’s education in the following content areas: ELA/Literacy, Mathematics, Science, History/Social Studies, Music/Art, and Physical Education.”|The following survey results based on the survey question, “I am satisfied with my student’s education in the following content areas”  ELA/Literacy - 90% of respondents said they, “Agree or Strongly Agree” Mathematics - 84% of respondents said they, “Agree or Strongly Agree” Science - 88% of respondents said they, “Agree or Strongly Agree” History/Social Studies - 90% of respondents said they, “Agree or Strongly Agree” Music/Art - 85% of respondents said they, “Agree or Strongly Agree” Physical Education - 90% of respondents said they, “Agree or Strongly Agree”  There are no differences across the district school sites as it relates to student groups access to, and enrollment in, a broad course of study.  Districtwide support and services are provided equitably and universally to all students and accordingly to the needs of students who need additional supplemental and intensified support.  For students in grades 6-8, all students have universal access to the core content areas and electives per students interests and course offerings.|The district efforts through our review process of over the last few years, barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services to students with disabilities, particularly students who have an individualized education plan that requires 60% of services provided within a self-contained classroom.|Information in the ELA/ELD & Universal Design for Learning frameworks describe the benefit of explicit language instruction for all students to better access the state standards, so these strategies will be shared with all teachers to enhance language instruction across all grades and content areas. The supplemental grant funds are being expended on actions and services that are principally directed towards unduplicated student groups. These include:  Counseling services Professional development focus on differentiated instructional strategies for at-risk students  Teachers on Special Assignment - instructional support/coaching for staff Purchase of instructional supplemental materials, including instructional technology and resources for blended learning Reading and math intervention programs & services implementation and  Extended learning time beyond the school day and school year  The professional development on working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive the training on strategies and differentiated instruction for ELs, ED, SWD, and Homeless/Foster Youth students.  CSD believes that these strategies are effective teaching strategies that will benefit all students.  Targeted, differentiated instruction and learning for all students and selected students per data review, as well as extended learning time, will be provided. Student progress is monitored with formative and summative assessments on a regular basis and instruction is adjusted accordingly. This meets the state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes.|Met||2018
43693856046452|Farnham Charter|7|Cambrian uses the district LCAP Community Survey to track the extent to which all students have access to, and are enrolled in, a broad course of study.  The LCAP Community survey was administered in Winter 2018 with 747 parents/families responded to the survey. The survey results were based on the survey question, “I am satisfied with my student’s education in the following content areas: ELA/Literacy, Mathematics, Science, History/Social Studies, Music/Art, and Physical Education.”|The following survey results based on the survey question, “I am satisfied with my student’s education in the following content areas”  ELA/Literacy - 90% of respondents said they, “Agree or Strongly Agree” Mathematics - 84% of respondents said they, “Agree or Strongly Agree” Science - 88% of respondents said they, “Agree or Strongly Agree” History/Social Studies - 90% of respondents said they, “Agree or Strongly Agree” Music/Art - 85% of respondents said they, “Agree or Strongly Agree” Physical Education - 90% of respondents said they, “Agree or Strongly Agree”  There are no differences across the district school sites as it relates to student groups access to, and enrollment in, a broad course of study.  Districtwide support and services are provided equitably and universally to all students and accordingly to the needs of students who need additional supplemental and intensified support.  For students in grades 6-8, all students have universal access to the core content areas and electives per students interests and course offerings.|The district efforts through our review process of over the last few years, barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services to students with disabilities, particularly students who have an individualized education plan that requires 60% of services provided within a self-contained classroom.|Information in the ELA/ELD & Universal Design for Learning frameworks describe the benefit of explicit language instruction for all students to better access the state standards, so these strategies will be shared with all teachers to enhance language instruction across all grades and content areas. The supplemental grant funds are being expended on actions and services that are principally directed towards unduplicated student groups. These include: Counseling services Professional development focus on differentiated instructional strategies for at-risk students  Teachers on Special Assignment - instructional support/coaching for staff Purchase of instructional supplemental materials, including instructional technology and resources for blended learning Reading and math intervention programs & services implementation and  Extended learning time beyond the school day and school year  The professional development on working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive the training on strategies and differentiated instruction for ELs, ED, SWD, and Homeless/Foster Youth students.  CSD believes that these strategies are effective teaching strategies that will benefit all students.  Targeted, differentiated instruction and learning for all students and selected students per data review as well as extended learning time will be provided. Student progress is monitored with formative and summative assessments on a regular basis and instruction is adjusted accordingly. This meets the state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes.|Met||2018
43693856046486|Price Charter Middle|7|Cambrian uses the district LCAP Community Survey to track the extent to which all students have access to, and are enrolled in, a broad course of study.  The LCAP Community survey was administered in Winter 2018 with 747 parents/families responded to the survey. The survey results were based on the survey question, “I am satisfied with my student’s education in the following content areas: ELA/Literacy, Mathematics, Science, History/Social Studies, Music/Art, and Physical Education.”|The following survey results based on the survey question, “I am satisfied with my student’s education in the following content areas”:  ELA/Literacy - 90% of respondents said they, “Agree or Strongly Agree” Mathematics - 84% of respondents said they, “Agree or Strongly Agree” Science - 88% of respondents said they, “Agree or Strongly Agree” History/Social Studies - 90% of respondents said they, “Agree or Strongly Agree” Music/Art - 85% of respondents said they, “Agree or Strongly Agree” Physical Education - 90% of respondents said they, “Agree or Strongly Agree”  There are no differences across the district school sites as it relates to student groups access to, and enrollment in, a broad course of study.  Districtwide support and services are provided equitably and universally to all students and accordingly to the needs of students who need additional supplemental and intensified support.  For students in grades 6-8, all students have universal access to the core content areas and electives per students interests and course offerings.|The district efforts through our review process of over the last few years, barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services to students with disabilities, particularly students who have an individualized education plan that requires 60% of services provided within a self-contained classroom.|Information in the ELA/ELD & Universal Design for Learning frameworks describe the benefit of explicit language instruction for all students to better access the state standards, so these strategies will be shared with all teachers to enhance language instruction across all grades and content areas. The supplemental grant funds are being expended on actions and services that are principally directed towards unduplicated student groups. These include:  - Counseling services - Professional development focus on differentiated instructional strategies for at-risk students  - Teachers on Special Assignment - instructional support/coaching for staff - Purchase of instructional supplemental materials, including instructional technology and resources for blended learning - Reading and math intervention programs & services implementation and  - Extended learning time beyond the school day and school year  The professional development on working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive the training on strategies and differentiated instruction for ELs, ED, SWD, and Homeless/Foster Youth students.  CSD believes that these strategies are effective teaching strategies that will benefit all students.  Targeted, differentiated instruction and learning for all students and selected students per data review, as well as extended learning time,  will be provided. Student progress is monitored with formative and summative assessments on a regular basis and instruction is adjusted accordingly. This meets the state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes.|Met||2018
43693856046494|Sartorette Charter|7|Cambrian uses the district LCAP Community Survey to track the extent to which all students have access to, and are enrolled in, a broad course of study.  The LCAP Community survey was administered in Winter 2018 with 747 parents/families responded to the survey. The survey results were based on the survey question, “I am satisfied with my student’s education in the following content areas: ELA/Literacy, Mathematics, Science, History/Social Studies, Music/Art, and Physical Education.”|The following survey results based on the survey question, “I am satisfied with my student’s education in the following content areas”  ELA/Literacy - 90% of respondents said they, “Agree or Strongly Agree” Mathematics - 84% of respondents said they, “Agree or Strongly Agree” Science - 88% of respondents said they, “Agree or Strongly Agree” History/Social Studies - 90% of respondents said they, “Agree or Strongly Agree” Music/Art - 85% of respondents said they, “Agree or Strongly Agree” Physical Education - 90% of respondents said they, “Agree or Strongly Agree”  There are no differences across the district school sites as it relates to student groups access to, and enrollment in, a broad course of study.  Districtwide support and services are provided equitably and universally to all students and accordingly to the needs of students who need additional supplemental and intensified support.  For students in grades 6-8, all students have universal access to the core content areas and electives per students interests and course offerings.|The district efforts through our review process of over the last few years, barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services to students with disabilities, particularly students who have an individualized education plan that requires 60% of services provided within a self-contained classroom.|Information in the ELA/ELD & Universal Design for Learning frameworks describe the benefit of explicit language instruction for all students to better access the state standards, so these strategies will be shared with all teachers to enhance language instruction across all grades and content areas. The supplemental grant funds are being expended on actions and services that are principally directed towards unduplicated student groups. These include:  - Counseling services - Professional development focus on differentiated instructional strategies for at-risk students  - Teachers on Special Assignment - instructional support/coaching for staff - Purchase of instructional supplemental materials, including instructional technology and resources for blended learning - Reading and math intervention programs & services implementation and  - Extended learning time beyond the school day and school year  The professional development on working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive the training on strategies and differentiated instruction for ELs, ED, SWD, and Homeless/Foster Youth students.  CSD believes that these strategies are effective teaching strategies that will benefit all students.  Targeted, differentiated instruction and learning for all students and selected students per data review, as well as extended learning time will be provided. Student progress is monitored with formative and summative assessments on a regular basis and instruction is adjusted accordingly. This meets the state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes.|Met||2018
43693930000000|Campbell Union|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School   Daily class schedules (Powerschool and teacher created)    Core subjects    English Language Development    Special Education    Art and Music – Montavlo Art and Music Partnership    Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment    Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School    Daily class schedules - Powerschool    Core subjects    English Language Development    Special Education    Electives    Physical Education           Response to Instruction    Elective Course Selection Form  Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place; a plan is currently being developed to support this need|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall   The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year.  The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693930106005|Village|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created),           Core subjects,    English Language Development,    Special Education,    Art and Music – Montavlo Art and Music Partnership,    Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher,   Response to Instruction for Intervention or Enrichment ,   Developmentally Appropriate Health and Sex Education Curriculum,  Social Emotional Learning Curriculum  MIddle School    Daily class schedules - Powerschool,    Core subjects,   English Language Development,   Special Education,          Electives,   Physical Education,   Response to Instruction,          Elective Course Selection Form,  Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place at this time.  A plan is currently being developed to address this need.|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.   Middle Schools With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.    * Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693930137273|Campbell School of Innovation|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School.|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:    Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.   ?Middle Schools ? With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.    * Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693936046510|Blackford Elementary|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created)    Core subjects   English Language Development    Special Education   Art and Music – Montavlo Art and Music Partnership   Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment   Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School   Daily class schedules - Powerschool    Core subjects   English Language Development   Special Education   Electives    Physical Education   Response to Instruction   Elective Course Selection Form Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place.  The Instructional Department is currently developing a plan to meet the math needs.|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693936046536|Capri Elementary|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created)    Core subjects   English Language Development    Special Education   Art and Music – Montavlo Art and Music Partnership   Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment   Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School   Daily class schedules - Powerschool    Core subjects   English Language Development   Special Education   Electives    Physical Education   Response to Instruction   Elective Course Selection Form Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place.  The Instructional Department is currently developing a plan to meet the math needs.|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693936046544|Castlemont Elementary|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created)    Core subjects   English Language Development    Special Education   Art and Music – Montavlo Art and Music Partnership   Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment   Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School   Daily class schedules - Powerschool    Core subjects   English Language Development   Special Education   Electives    Physical Education   Response to Instruction   Elective Course Selection Form Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place.  The Instructional Department is currently developing a plan to meet the math needs.|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693936046577|Forest Hill Elementary|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created)    Core subjects   English Language Development    Special Education   Art and Music – Montavlo Art and Music Partnership   Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment   Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School   Daily class schedules - Powerschool    Core subjects   English Language Development   Special Education   Electives    Physical Education   Response to Instruction   Elective Course Selection Form Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place.  The Instructional Department is currently developing a plan to meet the math needs.|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693936046601|Lynhaven Elementary|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created)    Core subjects   English Language Development    Special Education   Art and Music – Montavlo Art and Music Partnership   Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment   Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School   Daily class schedules - Powerschool    Core subjects   English Language Development   Special Education   Electives    Physical Education   Response to Instruction   Elective Course Selection Form Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place.  The Instructional Department is currently developing a plan to meet the math needs.|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693936046619|Marshall Lane Elementary|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created)    Core subjects   English Language Development    Special Education   Art and Music – Montavlo Art and Music Partnership   Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment   Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School   Daily class schedules - Powerschool    Core subjects   English Language Development   Special Education   Electives    Physical Education   Response to Instruction   Elective Course Selection Form Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place.  The Instructional Department is currently developing a plan to meet the math needs.|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693936046627|Monroe Middle|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created)    Core subjects   English Language Development    Special Education   Art and Music – Montavlo Art and Music Partnership   Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment   Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School   Daily class schedules - Powerschool    Core subjects   English Language Development   Special Education   Electives    Physical Education   Response to Instruction   Elective Course Selection Form Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place.  The Instructional Department is currently developing a plan to meet the math needs.|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693936046668|Rolling Hills Middle|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created)    Core subjects   English Language Development    Special Education   Art and Music – Montavlo Art and Music Partnership   Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment   Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School   Daily class schedules - Powerschool    Core subjects   English Language Development   Special Education   Electives    Physical Education   Response to Instruction   Elective Course Selection Form Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place.  The Instructional Department is currently developing a plan to meet the math needs.|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43693936046692|Sherman Oaks Elementary|7|Through the work of Professional Learning Communities and Instructional Leadership Team teachers and administrators, Campbell Union School District educators identified essential mathematics and English common core state standards to ensure a guaranteed and viable educational experience and curriculum for all students (Pre K-8) in the district.  This imperative work has supported our ability to measure and track student access to a broad course of study TK-1, 2-6 Elem, and 6-8 Middle School. Elementary School    Daily class schedules (Powerschool and teacher created)    Core subjects   English Language Development    Special Education   Art and Music – Montavlo Art and Music Partnership   Physical Education – Rhythm & Moves ; Playworks; Adaptive OT Teacher   Response to Instruction for Intervention or Enrichment   Developmentally Appropriate Health and Sex Education Curriculum  Social Emotional Learning Curriculum  MIddle School   Daily class schedules - Powerschool    Core subjects   English Language Development   Special Education   Electives    Physical Education   Response to Instruction   Elective Course Selection Form Developmentally Appropriate Health and Sex Education Curriculum Drug and Alcohol prevention program partnerships Safe Schools and Gang Prevention Program Partnerships|Elementary Schools  In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code  Middle Schools  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions:   Response to Instruction – Use of Reading Intervention teacher at all three middle school sites, however there is a lack of systemic mathematics intervention in place|Middle School  Daily schedule did not allow English Language Learners, and English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to AVID, STEAM, Visual and Performing Arts, etc.|Overall  The District is in process of reviewing the new Social Studies framework for the 2019-2020 school year. The Instructional Services department leaders are working with site level Instructional Leadership teams to develop mathematics interventions and systemic supports to respond to instructional gaps and needs.  Middle Schools  With the closure of Campbell Middle School and the shift in demographics and students’ needs at Rolling Hills and Monroe Middle Schools, Monroe Middle School adopted the AVID Excel program for students who are EL and for ELs who are also SWD.  This is now giving students a true elective and ELD instruction instead of ELD only.  Resource Specialists are co-teaching and pushing in to classrooms more to give SWD more inclusion and content access from a general ed teacher with additional supports.|Met||2018
43694010000000|Campbell Union High|7|Campbell Union High School District (CUHSD) schools ensure all students have a four-year graduation plan, conduct analyses of Master Schedules and course completion, review marks analysis reports from the student information system, review AP and IB test results, analyze graduation rates and A-G completion rates to determine student access to a broad course of study. Starting in the 2017-2018 school year, the dashboard tool Datazone tool developed by the Santa Clara County Office of Education began producing a data report called the Student Master Roster, which shows which students are on track for graduation and A-G courses; CUHSD school counselors use the tool for monitoring and planning interventions.  Additionally, there are structures in place to ensure that students are informed about, recruited for, and are given the opportunity to experience broad course pathways. Course requests for AP, AVID, CTE, and other courses are collected from students individually between November and January each year and are analyzed by School Counselors. The District also has Board Policy in place to support all students to be on track for graduation, which is in alignment with the CSU/UC A-G requirements starting with the class of 2020. The analyses conducted by CUHSD staff determine the extent to which socioeconomically disadvantaged students, English learners, and students with a disability are enrolled in and have access to a broad range of courses. In the 2017-2018 school year, the percentages of students by ethnicity and socioeconomic status were analyzed in terms of being on track for graduation, on track for completing A-G requirements, participation in the Advancement via Individual Determination (AVID) program, Advanced Placement (AP) courses, and career technical education (CTE) courses.|A-G COURSE COMPLETION All district high schools offer A-G course pathways as the default course pathway. In May 2017 the District adopted a new set of graduation requirements that align more closely with A-G requirements for all students starting with the class of 2020, including a third year of math and a two-year language other than English (LOTE) requirement. For the class of 2021 and beyond, a third year of a lab science is also required. As a result of these policies, the A-G enrollment was nearly identical (within 1%) to the overall student population for socioeconomically disadvantaged students, English learners, Hispanic/Latino students, and was 1.4% lower for students with a disability.   ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE All high schools, excluding the continuation high school, offer Advanced Placement (AP) or International Baccalaureate (IB) courses. Del Mar High School, the District’s Title I school, had its first graduating IB program cohort in 2017-2018.  Over 2,000 students, or 34%, of CUHSD high school students in grades 10 to 12 were enrolled in one or more AP courses. Additionally, Del Mar High School began graduating students as part of its IB program. There were 244 students enrolled in at least one IB course.  All CUHSD comprehensive high schools also offer Advancement via Individual Determination (AVID) courses to target the unduplicated students and offer additional support towards being able to access AP and IB courses. AVID courses during the 2017-2018 school year had a higher percentage of Hispanic/Latino and socioeconomically disadvantaged students than the overall district population, showing effective outreach strategies to target under-represented groups.   CAREER TECHNICAL EDUCATION Thanks to the District’s extensive offerings of courses locally and also its partnership with the Silicon Valley Career Technical Education Center, multiple pathways are available to students from in various industry sectors. Over 2,000 CUHSD students, or 34%, were enrolled in one or more CTE courses in 2017-2018. The representation of students who were socioeconomically disadvantaged or who were English learners mirrored the overall student population (within 1% variance) with a slight over-representation for students with a disability taking a CTE course. All six high schools had students taking courses in the following CTE industry areas, which reflect the career demand of the broader Silicon Valley:  - Building and Construction Trades - Engineering and Architecture,  - Transportation - Health Science and Medical Technology - Hospitality, Tourism, and Recreation - Information and Communication Technologies  DUAL ENROLLMENT A dual enrollment agreement in alignment with AB 288 was signed in February 2018 between CUHSD and the West Valley-Mission Community College District. Community college courses are now offered on-site at all five comprehensive high schools.|Historically, the rates of A-G completion for English learners and students with disabilities have been lower than for other groups. English learners who had not yet reclassified could have been taking additional English Language Development courses, not all of which were A-G aligned. The District has been making strides in its policies to further include students with a disability in integrated classroom settings to the extent possible, but some students who require a separate setting or modified grading will not receive A-G credit for those courses.  Enrollment in AP courses has not been as high for socioeconomically disadvantaged, English learner, or Hispanic/Latino students as for other groups, and this may be due to lack of adequate student and parent outreach during the course request time period.|In response to lower representation among socioeconomically disadvantaged and Hispanic/Latino students in AP courses, the District is implementing the Equal Opportunity Schools program in the 2018-2019 school year. This program includes a student and staff survey component, data review by staff, and proactive recruitment of underrepresented student groups for AP and IB courses to close the gap in enrollment levels for the following year.   Separately, policies and structures are being implemented to support English learners specifically. The Educational Services Department developed an English Learner Master Plan that was adopted by the CUHSD Board of Trustees in June 2018. This plan ensures all English learners have access to an English Language Development course pathway that leads to graduation and A-G course requirement completion. Additionally, it calls for increased monitoring of English learners as they progress towards reclassification.   Finally, the number of CTE course offerings and pathways were expanded in 2018-2019 to add additional concentrator and completer courses. Additionally, dual enrollment courses are available for the first time at each comprehensive high school in CUHSD.|Met||2018
43694190000000|Cupertino Union|7|Staff surveyed elementary and middle school principals, as well as middle school counselors. In addition, we examined instructional minutes across middle schools as well as course enrollment in middle schools.|CUSD offers a broad course of study that provides students with a wide-range of enriching, engaging and supportive learning experiences.  On the fall 2018 survey noted above, the following initial findings were identified: 1.  Program equity across our elementary schools is a challenge due to different levels of funding raised at the school sites.   2.  All middle schools offer a variety of electives and support classes. The number of offerings varies across schools. 3.  Student participation in Foreign Language varies across middle schools. 4.  In middle school, some students with IEPs and some English Learners must enroll in zero period in order to take an elective other than their assigned support class.  5. All middle schools exceed required instructional minutes; however, instructional minutes range across the five comprehensive middle schools. In addition, the structure of the middle school day (number of periods, length of time in each period, etc.) varies across sites.  Further discussion is needed to determine the impact of these findings. Through our work with SPSAs, LCAP and Strategic Planning, we will have an opportunity to clarify impacts and address areas of need.|As noted above, two factors have created challenges and opportunities: 1.  Different levels of funding raised through donations at our school sites 2.  Variation in instructional minutes and structure of the school day at the five comprehensive middle schools|As an initial step, this information was shared with our Board of Trustees at the November 1, 2018 meeting, and staff noted that follow-up conversations would be scheduled as part of our continuous improvement process. Through our work with SPSAs, LCAP, and Strategic Planning, we will have an opportunity to clarify impacts and address areas of need. This work will include working with staff, parents/community members as well as the Board of Trustees to frame priorities for our Strategic Plan as well as our annual SPSA and LCAP goals. Our Strategic Planning conversations include broad input from stakeholders to build a Portrait of a Graduate, identifying the learning experiences and outcomes that we want for each child in CUSD. This work will help us identify our path to ensuring a broad course of study for each child.|Met||2018
43694270000000|East Side Union High|7|As a district we will track the extent to which all students have to access to, and are enrolled in, a broad course of study using core course offerings across all subject areas and AP course offerings at all sites for all core content areas. Specifically we will track the percentage of English learners and students with disabilities enrolled in core designated courses. Additionally, we will track the number of AP courses offered across our school sites.|Examination of our locally selected measures indicate that there is a difference in the number of Advanced Placement courses offered at our comprehensive high schools. The number of AP course offerings range from 23 to 139. Additionally, the percentage of English Learners and students with disabilities accessing and enrolled in AP courses is minimal. Our highest enrollment is in our AP Spanish Language course. It is evident that our English learners and students with disabilities are not accessing AP courses.   When we examine our core course offerings, our targeted populations are accessing the first year courses within sequential course offerings, such as English 1 and 2, and CCSS Math 1 and 2.  Additionally, our students within the targeted student populations are accessing the first year courses within electives such as Drama 1 and Art 1. Specifically, 7% of students with disabilities are accessing our first and second year courses within a sequence.   As a district our students with disabilities represent 10% of our total student population, thus we would expect to see our students with disabilities represented at that same rate in our core content courses as well as in our AP courses.  Our students with disabilities represent 9.7% in English 1 but drop to 6% in English 2 and English 3. When we examine our math course placement we find that 6% of students enrolled in math 1 are students with disabilities. This percentage decreases to 4% in math 2 and to 2% in math 3.  In science courses, we see similar enrollment percentages, with 6% in biology,  2% in chemistry, and 3% in physics. In social science courses, students with disabilities represent 5% of course enrollment.  For our English learners, they represent 15% of our total student population with 10% identified as Long-term English learners (LTEL).  These students have been enrolled in our schools for more than 6 years. We have higher concentration of English Learners at some of our high schools: Andrew Hill, James Lick, Mt. Pleasant, Oak Grove, Overfelt, and Yerba Buena.  The rate at which our English learner students are accessing core content courses within these identified schools is similar to that of our students with disabilities.|There are a number of factors and/or barriers that prevent us from providing access to a broad course of study for all students. Some of the barriers include: -biased-based beliefs that impact scheduling of students -disparity in number of AP courses offered at our schools: -schools with higher EL and SPED populations offer less AP courses -lack of professional development for teachers in the implementation of accommodations and modifications for students with disabilities -Inconsistent use of evidence-based practices for meeting the needs of English learners -policies on placement -flow chart of EL placement (lack of clarity)|a.  Professional Development in use of appropriate strategies, accommodations and modifications for learners. b.  Examine placement policy as part of development of responses toward Multi-Tiered Systems of Support|Met||2018
43694270116889|KIPP San Jose Collegiate|7|KIPP San Jose Collegiate continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP San Jose Collegiate implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP San Jose Collegiate’s required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP San Jose Collegiate offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP San Jose Collegiate will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
43694270123745|Summit Public School: Rainier|7|All students are enrolled in a broad course of study that will prepare them to be college eligible and college ready according to standards defined by the California State University system, the Advanced Placement program, and applicable academic research. Our full-inclusion model ensures each student is enrolled in the same course sequence of English, Math, Social Science, Science, and Foreign Language. Students have access to additional courses, including Visual and Performing Arts, through our Expeditions elective program. Master schedule audits and transcript analyses are used to track student access.|According to our master schedule audits and transcript analyses, all students have full access and are enrolled in a broad course of college preparatory study. In addition, 100% of our graduates meet UC/CSU a-g course requirements, the only exception being any student with graduation requirements modified through an IEP.|Ensuring full access to each student is an important standard that we have met. Our work to continually improve the learning experience for all students includes addressing any additional barriers related to income, language, or special needs of our diverse learners.|To ensure access for all students, we continue to implement academic interventions for students needing additional instruction in literacy and numeracy in order to benefit from their grade-level courses, we monitor and support English Learners, and we use one-on-one mentoring to ensure each student's personal needs are met. Our curriculum integrates academic instruction with Habits of Success and Restorative Circle Practices to support the non-academic and social-emotional development of students.|Met||2018
43694270125617|ACE Charter High|7|All students at ACE Charter High enroll in a broad course of study appropriate for grades nine through twelve, which are aligned to the UC/CSU A-G Requirements and include: English Language Arts, Mathematics, Science,  History-Social Science, Visual and Performing Arts, World Languages, Academic Electives, and Health and Physical Education. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students have access and are enrolled). The Leadership Team, Central Office, and Board of Directors monitor A-G completion rates, disaggregated by subgroup, to ensure access and enrollment by all.|All students are enrolled in A-G aligned classes, ensuring all students have access to and are enrolled in this broad course of study. As all core and non-core classes are in alignment with A-G, students are able to exercise choice in these areas while still maintaining access and enrollment in a broad course of study.|There are no differences in access nor enrollment by subgroups and therefore no revisions, decisions, or new actions are required|ACE Charter High will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.|Met||2018
43694270132274|Alpha Cindy Avitia High|7|Students are mainly assessed through standardized testing, both at the State Level (SBAC) as well as locally (NWEA Map).  Additionally, students face rigorous expectations in all of their subjects, which include ELA, Math, Science, Social Studies, along with an innovative PLT curriculum which teaches students leadership skills through team-building and physical activities.  Students at Alpha Cindy who take AP tests (a significant majority of the student population) provide another source of feedback for the school.  Teachers work to fine-tune their practice by understanding how their past students ended up achieving.    Alpha Cindy students also take the PSAT several times throughout their High School experience so that teachers and administrators can identify gaps in student understanding and address them before they graduate.|In addition to standard curriculum, all students at Alpha enjoy access to a variety of digital resources such as blended learning programs, online encyclopedias, and digital libraries.|Sometimes new teachers lack the experience necessary to engage with curriculum in a deep and meaningful way.|This is why Alpha is committed to providing high quality professional development to all of its staff members.  This PD occurs weekly on Thursdays.|Met||2018
43694274330676|San Jose Conservation Corps Charter|7|While enrolled at SJCCCS students have access to a broad course of study. Some of the selected tools used include Townsend Press, EngageNY, Khan Academy, Banzai, Kudosost, Renaissance, PhET, and TCI. Due to the high-needs student population at the charter school, including those with disabilities, English language learners, and high mobility, teachers implement differentiated instructional strategies in the classroom. These strategies support students with diverse academic needs and learning styles in mastering challenging content. Teachers provide interrelated activities to ensure all students are able to come to a similar understanding of the skill or activity.|In order to achieve these goals, SJCCCS has mapped out a broad set of actions that build a positive school culture, address the professional development needs of our teachers, the learning needs/outcomes for all of our students and ensure positive outcomes, in particular, for the defined subgroups in Education Code Section 52052.   In order to ensure a high quality education, students participate in regularly scheduled assessments in order to measure progress toward meeting the state standards. Teachers are provided with professional development and given collaboration time, which supports them in the development and practice of strong instructional pedagogy.|All our students come to SJCCCS at many different levels. This consistently is often a barrier in providing a broad course of study for all students. Due to the age group that we serve our students often times have large gaps within their education thus creating another barrier.|SJCCCS student outcomes are aligned with the adopted California content standards, the state priorities and the mission of the San Jose Conservation Corps: to provide youth with a quality high school education and teach them valuable work and life skills that empower them to become responsible, productive and caring citizens. In alignment with our literacy outcomes and school-wide expectations, specific classroom-level skills are identified by teachers through grading period planning documents. These documents are used as a collaboration tool and are shared amongst the team. In this way teachers demonstrate a shared responsibility for overall student outcomes and SJCCCS aligns its program with state standards that require instruction in reading, writing, speaking, listening, and language be shared across disciplines.   SJCCCS is committed to ensuring access to a broad course of study for all students and will continue to implement this through Academic Literacy, Digital Literacy, Civic Literacy, and College & Career Literacy.|Met||2018
43694350000000|Evergreen Elementary|7|Evergreen School District utilizes PowerSchool, the District adopted student information system, and teacher created schedules monitored by site principals to track and measure access to, and enrollment in, a broad course of study.  In addition, students in grades 4-6 receive 50 minutes weekly of reading comprehension via the Arts, students in grade 2, 4, and 7 receive instruction in tobacco/drug use prevention education, students in grade K, 2, 5, and 7 receive child abuse prevention (CAPP) instruction and students in grades 5-7 receive instruction in human growth and development.|In reviewing school and grade level data for the 2017-18 school year, all elementary students had access to a broad course of study outlined by Education Code.  In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions: Foreign Language - LeyVa Middle School, Quimby Oak Middle School,  Applied Arts - LeyVa Middle School, Quimby Oak Middle School|The District has traditionally had difficulty hiring teachers with specific foreign language and applied art credentials.  Traditionally we’ve hired teachers with core subject area credentials and relied on the scope of these credentials, and any other credentials individuals may possess, to develop appropriate and meaningful elective options.  This has restricted our ability to provide the desired breadth of elective options.|While each middle school has elective classes which begin to address CTE pathways, the District is still in the exploration and research phase in the area of Career Technical Education.  We have partnered with East Side Union High School District and other partner Networks to develop a CTE Pathway at LeyVa.  We hope to expand this model to other middle schools.  The District is investigating the feasibility of a dual language pathway and is providing professional development to teachers in support of this endeavor.|Met||2018
43694500113662|Voices College-Bound Language Academy|7|Voices uses a variety of academic assessment tools to measure student achievement.    In math, students in elementary grades take three Voices-created interim assessments each year.  The assessments undergo several rounds of revision to ensure alignment to Common Core standards.  Students in middle school take three interim assessments created by Achievement First, and as middle school classrooms are using the Achievement First curriculum, these assessments are highly aligned to classroom instruction and to Common Core standards.  Students in all grades also take three Voices-created mid-benchmark quizzes each year.  These mid-benchmark quizzes assess the most important standards that were taught since the last assessment.  In language arts, students in second grade and above take three Voices-created interim assessments each year.  The assessments undergo several rounds of revision to ensure alignment to Common Core standards.  Students in these grades also take three Voices-created mid-benchmark quizzes each year.  These mid-benchmark quizzes assess the most important standards that were taught since the last assessment.  Students in TK - 1st grade are given a variety of assessments, both Voices-created and from published sources, to measure foundational skills. These assessments include Phonemic Awareness, Concepts About Print, Letter & Sound Identification, Sight Words, and Fountas & Pinnell’s Running Record assessments.   In English Language Development, teachers use the assessments from the Systematic ELD curriculum, which ensures that assessments are aligned to the instruction that students receive.   In other Science and Social Sciences, the assessments are teacher-created formative and summative assessments that align to the unit of study.  The assessments can take a variety of forms and always include a performance task.|All Voices students participate in the above assessments in order to follow their progress and needs.  In order to ensure that students have access to the content, Voices practices a rigorous cycle of data analysis and response to data.  On a day-to-day level, teachers collect, assess, and respond to in-class and exit ticket data.  On a week-to-week level, teachers meet in Professional Learning Communities to review class data, plan a response to the data, and intellectually prepare for upcoming lessons.  Three times per year, teachers come together for extended PLC time in order to analyze and respond to benchmark data from interim assessments.  All of these processes help to ensure that all students have access to a broad course of study.  However, proficiency levels have still not reached sufficient levels.  While the data does show progress since the adoption of Common Core standards, Voices will continue to work  to ensure that all students are achieving standards mastery in a broad course of study.|While the data does show progress over time, it is clear that language learners and students with special needs are not achieving the same levels of mastery as other student groups. Therefore, we have implemented two new initiatives to address these discrepancies.|In the past, Voices chose to make math a network-wide priority, because the data indicated that this was the highest need.  Voices put in place a rigorous system of teacher study and preparation, including revamped math data meetings, monthly math intellectual preparation, and weekly math intellectual preparation.  Voices also adopted Eureka, a standards-aligned curriculum, and added language learner supports.  As a result, Voices saw all student groups improve in math performance.  Now that data indicates that math achievement is improving, Voices is choosing to make language arts a network-wide priority.  In order to replicate the successful strategies used with the math priority, Voices has put in place a rigorous system of teacher study and preparation, including revamped language arts data meetings, monthly language arts intellectual preparation, and weekly language arts intellectual preparation.  Language arts will continue to be an area of focus until the data indicates that significant and sustainable progress is being made.|Met||2018
43694500121483|Alpha: Cornerstone Academy Preparatory|7|Students are mainly assessed through standardized testing, both at the State Level (SBAC) as well as locally (NWEA Map).  Additionally, students face rigorous expectations in all of their subjects, which include ELA, Math, Science, Social Studies, along with a variety of specials classes (Health & Wellness, Tech, Art).|In addition to standard curriculum, all students at Alpha enjoy access to a variety of digital resources such as blended learning programs, online encyclopedias, and digital libraries.|Sometimes new teachers lack the experience necessary to engage with curriculum in a deep and meaningful way.  This is why Alpha (and Alpha Cornerstone in particular) is committed to providing high quality professional development to all of its staff members.  This PD occurs weekly on Thursdays.|N/A|Met||2018
43694500123299|Rocketship Mosaic Elementary|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
43694500128108|Rocketship Spark Academy|7|Rocketship reviews student data on a weekly to monthly basis to ensure all students are accessing a broad course of study.|Rocketship does not differentiate courses of study for individual students, and strives to ensure that all students, including our English Learners and Special Education students have access to all material. Rocketship runs a full inclusion model to the fullest extent possible and all teachers are trained in GLAD strategies to ensure that our English Learners are able to participate in their classes.|None|N/A|Met||2018
43694500129205|KIPP Heritage Academy|7|KIPP Heritage Academy continued to partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP Heritage Academy believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Heritage Academy implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Heritage Academy required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Heritage Academy offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP Heritage will continue the actions and services that have proved successful in providing access to a broad course study for all students.|Met||2018
43694500129247|ACE Esperanza Middle|7|All students at ACE Esperanza enroll in a broad course of study appropriate for grades five through eight and that includes: English Language Arts, Mathematics, Science,  History-Social Science, Health and Physical Education, and Visual and Performing Arts. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled).|All students are enrolled in the same common curricular sequence in core and non-core classes, ensuring all students have access to and are enrolled in this broad course of study.|There are no differences in access nor enrollment by subgroups. There are no barriers and therefore no revisions, decisions, or new actions are required.|ACE Esperanza will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing and completing this broad course of study.|Met||2018
43694680000000|Fremont Union High|7|FUHSD LCAP Goal 1: Sustain generally high student performance while ensuring high levels of learning from every student. The continuous review and maintenance of a broad course of study supports the engagement and performance of our students. FUHSD uses multiple measures to monitor student access to and enrollment in courses across our comprehensive high school program.  A system for allocating sections across departments and sites based on overall student enrollment and staffing was collaboratively developed by the District and teacher leadership, and is reviewed annually. Our sites develop master schedules based on student interests and course requests, and special courses including intervention and support classes, singletons, and off-campus programs are placed first in the schedule building process to maximize access for students. Master schedules, staffing, and section allocation are reviewed collaboratively by administrators and teacher leadership annually.  FUHSD offers a number of intervention and support classes outside of courses specifically designed for English Learners and Students with Disabilities, including: Academic Foundations (supports students in meeting graduation requirements, identifying and preparing for post-secondary plans); Advancement Via Individual Determination (AVID) or Engage; Algebra 1 Workshop; Academic Reading and Writing (for students reading below grade level).  The location and frequency of these course offerings are determined by specific student needs. This differentiation contributes to course-take differences across the schools. Enrollment and progress in these classes is monitored throughout the year to maximize student access to support and gauge movement to grade-level, core courses such as movement from Academic Reading and Writing to World Literature or from Academic Foundations to another elective option that would broaden the students course of study. English Learners or Students with Disabilities who are transitioning from Academic Reading and Writing to World Literature would have their individual needs considered through options such as a sheltered or modified course.  Various groups including Principals, the Teaching and Learning Department, Curriculum and Guidance Council, and Guidance Counselors review student enrollment and outcome data related to individual courses as well as pathway completion and course advancement. Beginning in 2017, these groups explicitly examine the representation of student groups in CTE, elective, and AP/Honors courses, and sites have been exploring a range of activities for recruiting and diversifying some of these courses. For example, recruiting for the Engineering pathway within Algebra I.|FUHSD offers a range of courses across disciplines, including intervention and support classes, a variety of Career Technical Education and electives courses, and Advanced Placement, Honors courses. The location and frequency of these course offerings are determined by specific student needs. This differentiation contributes to course-take differences across the schools.   All sites build their master schedules based on student interests and course requests, demonstrating our District commitment to a student-centered program. Partnerships with local community colleges have brought three dual credit courses to campuses: Statway (math), Kinesiology, and Health Pathways.  Across all campuses, 77% to 92% of 12th graders are enrolled in a math course, and 70% to 83% of 12th graders are enrolled in a science course. FUHSD is one of the few districts in the county that offers a full 5-level course of study in 4 World Languages. Districtwide, 1,246 students in the Class of 2018 (45%) earned a Seal of Biliteracy by demonstrating advanced World Language proficiency. Of the Class of 2018, 88% of students took at least 1 AP or Honors course and 73% of students took at least one CTE course.|Our sites develop master schedules based on student interests and course requests. To ensure student access and minimize conflicts, special courses including intervention and support classes, singletons, and off-campus programs are placed first in the schedule building process. However, there are times when a student must prioritize participation in a singleton (upper level of a language course or VAPA offering) or intervention course due to a conflict. Prioritization may also occur in terms of course takes. All students are guaranteed 6 courses with a 7th added on a space available basis.  Students who participate in an intervention are provided a 7th course in order to ensure access to a broad course of study.|FUHSD is engaging in program evaluation of intervention courses. The focus is on clearly defining the purpose of the course, reviewing the current and intended student population, and examining outcome data. This process incorporates student voice, teacher collaboration and administrative support.   There is consideration of developing a comprehensive survey to gather student and parent voice. All new course proposals and revisions go through a process of site, District Curriculum and Guidance Council, and Board approval.  FUHSD has a partnership with three local community colleges to offer courses through concurrent and dual enrollment. Beginning in the Spring of 2018 concurrent enrollment courses based on student interest were offered on three campuses in the district. We are also in the process of building an Early College program to support high school and post-secondary success of students who are traditionally underrepresented.|Met||2018
43694840000000|Gilroy Unified|7|Gilroy Unified uses an analysis of the master schedules at the secondary schools and the daily schedule for the elementary schools to review that students have access to a broad course of study.|A review of the master schedules at the three middle schools reveals that all students are enrolled in English, Social Studies, Mathematics, Science, and Physical Education classes.  Some students are enrolled in music. However, an area of growth at all three middle schools is the need to develop a variety of elective classes in CTE and the arts for all students.  Three of the four GUSD high schools have graduation requirements which, at a minimum, require students to complete the UC/CSU A-G requirements, ensuring that all students take a broad course of study to receive a high school diploma.  The continuation high school offers a more limited program to its students.  At the elementary level, the recent textbook adoption for English Language Arts includes units that reflect science and social studies standards at each grade level. In addition,  the SEAL (Sobrato Early Academic Language) program at five of the eight elementary schools emphasizes the inclusion of science and social studies units at the K-3 level.  Professional development is being provided to all schools and administrators in NGSS.|While Gilroy Unified does provide access to, and ensure that nearly all students are enrolled in a broad course of study, there are a number of areas for continued improvement.  At the middle school level, the current schedule has limited the possibility of CTE and VAPA elective courses, beyond Band and Choir, in which only a small percentage of students are enrolled.  At the continuation high school, both the small school size, as well as the focus on high school graduation requirements limits the offerings in particular CTE and VAPA.|The 2018-19 LCAP has implemented an Enrichment/Intervention period at all three middle schools to begin to address the need both for additional intervention as well as enrichment for all students.  In addition, the 2018-19 LCAP, the district is implementing a three year NGSS plan to support implementation of the NGSS standards at all grade levels.|Met||2018
43694840123760|Gilroy Prep (a Navigator School)|7|Gilroy Prep School uses Navigator Schools Pacing Guide to ensure and demonstrate that all students have a broad course of study. The inclusion Special Education Model is another tool that is used so that all students are included in the general education classrooms. Gilroy Prep School has also developed a Multi-Tiered System of Support (MTSS) framework which  provides various levels of interventions to any student who may need help in academics, behavior or social emotional learning. We also have Positive Behavior Interventions and Supports (PBIS) program in use for grades K-8.|100% of students are provided with an inclusive setting with appropriate “push-in” support provided by paraprofessionals with supervision and support from the resource teacher and Director of Student Services. Regular intervention is provided to students not achieving at grade level in ELA.|Gilroy Prep School has identified a need for a stronger Social Emotion Learning (SEL) program. We have made continuing to improve our SEL program a priority.|Gilroy Prep School has hired a dedicated MTSS coordinator and purchased SEL curriculum.  A schedule was created to allow for training of staff and teaching of the curriculum.|Met||2018
43695000000000|Loma Prieta Joint Union Elementary|7|All students grades 6-8 are mailed enrollment request forms for electives.   All students grades K-5 participate in pull-out instruction.|Through the enrollment process, all 8th grade students had access to algebra; all 8th graders had access to the geometry elective; all 7th and 8th grade students had access to a STEM/STEAM elective; all students in grades 6, 7 and 8 took a lab science. All students K-5 participate in science, music and physical education pull-out instruction, including unduplicated students and those with exceptional needs.|No barriers for individual students K-8, other than funding to offer a wider array of electives.|All students have access already.|Met||2018
43695180000000|Los Altos Elementary|7|Elementary School: PowerSchool student schedules Core subjects Special Education English Language Development 4-6 Music Site Master Schedule K-3 music/arts Physical education Computer science schedule Art Docent and Living Classroom schedules Health education schedule 5/6  Junior High School: PowerSchool student schedules Core subjects Special Education English Language Development Physical education/Health Electives Elective catalog|All students have access to a broad course of study.|None|None|Met||2018
43695260000000|Los Gatos Union Elementary|7|Our LEA uses our student information system (SIS) to ensure that all students have access to and are enrolled in a broad course of study.|At our district's lone middle school, at least one section of 8th grade Algebra, one section of 8th grade Geometry, and at least one lab science class offered.  Additionally, at least one section of art and one section of music are offered at every grade level.  Each middle school student gets at least one elective class of their choosing each year.  Weekly music classes are provided for all elementary school students.  Additionally, at least four art lessons each year are provided for all elementary school students.  Fourth and Fifth grade students get an hour a week with a credentialed PE teachers and all elementary sites have additional staff (PE specialists) to provide PE for all students.|Funding for enrichment programs like Art, Music, and PE is always a challenge even for our LEA which is considered affluent.|Our district foundation and school site foundations have clarified roles for fund raising and have created a sustainable plan to support Art, Music, and PE personnel for the district.|Met||2018
43695340000000|Los Gatos-Saratoga Joint Union High|7|CCI Dashboard indicator including graduation rates monitor numbers of students meeting UC/CSU eligibility  monitor number of students taking AP exams monitor college enrollment|Our graduation rate is 97.1% our UC/CSU eligibility is 83.9% in the Spring of 2018 over 1300 students took one or more AP exams for a total of 3078 exams 93% of our graduates went on to attend a 4 or 2 year college|While 93% of our graduates go on to attend college, we are working to better support the remaining 7%, especially our students with special needs and foster/homeless youth populations.|We are continuing to work on expanding our collaborative classes which include mainstreaming our special needs students in a regular classroom with the additional support of a credentialed special education teacher working along side the main classroom teacher.|Met||2018
43695750000000|Moreland|7|Elementary School - Daily Class Schedules (Aeries and Teacher Created), Music (District Instrumental Music, Starting Arts, District Performing Arts), Art (Art Vistas, Starting Arts), Physical Education (Rhythm and Moves), Intervention (Classified and Certificated Staff), Health (Always Changing and Growing Up Program)  Middle School - Daily Schedules (Aeries), Elective Choices (Music, Art, STEAM, Cooking, Theater, Spanish, Yearbook), Physical Education, Health (Positive Prevention), Intervention (Math and ELA Classified and Certificated)|Elementary - In reviewing school and grade level data for the 2017-2018 school year, all elementary students had access to a broad course of study as outlined by Education Code.   Middle School - In reviewing student schedules and associated data for the 2017-2018 school year, all middle school students had access to a broad course of study as outlined by Education Code. Each middle school offered different elective choices based on student population size and interests.|At the middle school level, students must choose between intervention or electives due to time constraints. Additionally, the district was unable to hire a Spanish teacher for Latimer and MMS due to limited credentialed teacher candidates.|For all grades, the District will be reviewing, piloting, and recommending new Science materials for adoption and use in 2019-2020.  At the middle school level, we will be studying the elective offerings across the three middle schools to ensure equity and alignment.  School sites are reviewing and restructuring their MakerSpace/STEAM labs to align with their core content.|Met||2018
43695830000000|Morgan Hill Unified|7|Enrollment in elective courses are monitored by enrollment demographics.|Courses are aligned to A-G graduation requirements and are open enrollment. Advanced placement is also offered and work with Equal Opportunities Schools has placed the district in the top few percent of schools nationwide for closely correlating enrollment in advanced placement courses and overall school enrollment.|Prerequisite and need for recommendation as a condition of enrollment have been eliminated. The remaining barrier is student choice. We conduct purposeful outreach and provide academic support to encourage all students to take at least one AP course during High School.|We conduct purposeful outreach and provide academic support to encourage all students to take at least one AP course during High School. We universally administer PSAT to all 8th and 10th graders to help inform early identification of AP students as an LCAP action.|Met||2018
43695836118541|Charter School of Morgan Hill|7|Being a single school site, it is easy to track the access and enrollment of students in courses.  All students have access to the curriculum offered at CSMH.  Besides the core curriculum (math, social studies, science and language arts), all students in K-6th grades receive instruction in Spanish, Agriculture Science, art, music and physical education by instructors that specialize in these areas.  CSMH 5th and 6th grade students also take a computer science course that includes instruction in coding, 3-D printing and robotics.  The 7th and 8th grade students have daily instruction in language arts, social studies, science, mathematics, Spanish and physical education.  In addition, they take an enrichment and elective class such as yearbook, iron chef, geography, Shakespeare, introduction to engineering, art, etc.|CSMH's charter document clearly outlines the broad course of study that all students have access to and can be found on its website (www.csmh.org).|Currently, there are no identified barriers.  CSMH provides access to a broad course of study for all students.|CSMH currently provides access to a broad course of study for all students.|Met||2018
43695910000000|Mountain View Whisman|7|The District uses the following tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. Elementary School:  Daily class schedules both in Powerschool and teacher created that show student enrollment in core subjects, English Language Development, and special education, art and music schedules and agreements with the Community School of Music and Art, physical education schedules and agreements with Rhythm and Moves, Response to Instruction for intervention or enrichment schedules and staffing, Puberty Talk program schedules and agreements.  Middle School:  Daily class schedules in Powerschool which show student enrollment in core subjects, English Language Development, Special Education, electives, physical education and Response to Instruction, the middle school elective catalogs, and the Teen Talk program schedules and agreements.|In the Mountain View Whisman School District all students have access to, and are enrolled in, a broad course of study.   Elementary Schools In reviewing school and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education Code. Middle Schools In reviewing student schedules and associated data for the 2017-18 school year all middle school students had access to a broad course of study as outlined by Education Code with the following exceptions: -Foreign Language :  Graham Middle School (A single subject teacher was not able to be hired)  -One choice elective:  Crittenden and Graham Middle Schools (the middle school 7-period schedule did not allow English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limited options for exposure to Foreign Languages and the Arts  -Response to Instruction:  Crittenden and Graham Middle Schools (the middle school schedule did not allow for an extra period to support students with intervention or enrichment.|There were no barriers preventing MVWSD from providing elementary students access to a broad course of study.  In middle school the following barriers were present: -The middle school 7-period schedule did not allow English Language Learners who also had an Individualized Education Program (IEP) to have a choice elective thus limiting options for exposure to Foreign Languages and the Arts  -The District is still in the Exploration and Research Phase in the area of Career Technical Education   -The District was unable to hire a Spanish teacher for Graham Middle School thus Foreign Language classes were not offered in 2017-18.|MVWSD has done the following in order to better provide students access to a broad course of study:  Overall -The District is in process of developing a Science plan for implementation in 2019-20  -The District will be reviewing, piloting, and recommending new Social Studies materials for adoption and use in 2019-20 pending teacher participation on the committee  Middle Schools A new 8-period middle school schedule was implemented in 2018-19 that allows all students to have at least one choice elective and includes: -Response to Instruction periods  -Co-taught classes  -Math courses that start all students on a pathway to Algebra 1 or Geometry in 8th grade  -The addition of Spanish and French classes at Graham Middle School although the District was unable to hire a Spanish teacher for Crittenden Middle School|Met||2018
43696090000000|Mountain View-Los Altos Union High|7|To examine to what extent all students have access to and are enrolled in a broad course of study, several metrics were analyzed. The district routinely collects and analyzes CTE, Advanced Placement, Algebra II and a-g course completion as part of the ongoing local indicator review. In addition, CBEDS data collection reports are generated each year in October to examine total enrollment in courses of study. The district generates annual data reports to the school sites and for the Board of Trustees which describes the aforementioned data. Master Schedules were also examined to compare the courses of study for both comprehensive sites. In all metrics, the data was desegregated to closely examine the enrollment of diverse student groups, such as English Learners, Reclassified ELs, Socio-economically Disadvantaged students, Students with Disabilities and various ethnic student groups.|MVLA students have access to a multitude of courses. Courses are carefully considered to ensure there is a wide-range of options for every student. Student demand and teacher/school initiative drive course offerings each year. By examining the school master schedules, one can see vast offerings for each content area, including CTE, world languages, visual and performing arts and higher level electives in each department. CTE courses have dramatically increased in the last 3 years, particularly due to the development of CTE pathways at both sites. Each site offers four different word languages at every level, including heritage speakers, honors and AP.  There is a wide range of rigorous courses offered to all students. 30 different AP subjects are offered at the sites, the majority being offered at both high schools. AP courses that are introduced at one site, generally are adopted at the other site which allows for alignment. Overall enrollment increases each year and 45% of students took at least one AP at both sites last year. ELs and SWD represent 1% of the students taking AP courses. SED enrollment is 8% at MVHS and 13% at LAHS, which has increased by 4%. There is an underrepresentation of unduplicated pupils and individuals with exceptional needs placed in our district’s advanced coursework.  A-g completion for all students is a top priority for MVLA, thus closely monitoring this data each year. As a local indicator, MVLA aims to surpass the 85% target for a-g completion. MVLA is inching closer to that target. MVHS increased their overall rate from 70% to 74%. LAHS increased their overall rate from 75% to 78%. ELs at both sites had less than 1% of students completing a-g requirements. However, over 60% of reclassified ELs met target. LAHS increased the percentage of SWD from 26% to 32% and MVHS has remained at 19%. SED have had the highest gains at LAHS from 44% to 53%. SED at MVHS have decreased slightly from 46% to 43%.  Lastly, taking four years of math is a goal for all students at MVLA. The manner in which this is measured is by calculating how many students complete at least Algebra II with a C+ or better before they graduate. The data collected to measure this local indicator impacts a wide range of decisions related to pathways and programs in the math department. By successfully completing Algebra II, students are able to access a wider range of math and science courses. MVLA aims to surpass the 95% target of successful completion of Algebra II for all students. 89% of students met the target at both sites. ELs at both sites reached 20% completion. Reclassified ELs reached higher levels of attainment, including 89% at MVHS and 82% at LAHS. Over half of SWD met the target, including 53% at MVHS and 58% at LAHS. SED students met this target at a higher rate, including 63% at MVHS and 76% at LAHS.|Providing access to a broad course of study for all students is a high priority at MVLA. The district and Board fully support the inclusion of a wide course of study at the schools sites. Resources are widely available to increase staffing, provide high quality professional development and fully provide instructional materials. There are minimal barriers to provide access.  Based on student performance results and local indicators, there are discrepancies in the enrollment of a broad course of study among student groups. Overall, students at MVLA take 6 courses between grades 9-11 and 5-6 courses in 12th grade. The type of course varies on student interest or student need. According to the data, students with high needs such as limited English proficiency or learning disabilities, most often do not take the same courses as their English proficient or general education peers. The courses may span across all content areas, however, they may not be “honors” or “AP” courses. Examining the data across ethnic lines or socio-economic status, there is an underrepresentation of Latinos and SED students in AP and honors classes as well. Various programs or structures exist to increase the number of Latino and SED students such as AVID, reduced class size in 9th grade classes, summer enrichment programs, and academic support classes.|As previously mentioned, the sites and the district continuously examine data and attainment of the district targets for all student groups. This ongoing dialogue impacts what services and programs we offer for all students. Closing the opportunity gap supports the narrowing of the achievement gap among our students. In the fall, schools examine this data which influences how they will advise students for next year’s course selection. Previously, the district worked with Equal Opportunity Schools (EOS) to develop strategies to increase the number of underrepresented students in taking honors and AP courses. These strategies remain in the schools’ practices. Nonetheless, the data suggests that more needs to be done to provide greater access to a broad course of study for students who are EL, SED and SWD.|Met||2018
43696170000000|Mount Pleasant Elementary|7|Elementary Schools - the district is using the Daily class schedules to track students access for all students to a broad course of study: Core subjects -English Language Development, and Special Education for identified  Middle School Daily class schedules (Powerschool Master Schedule) Core Subjects Physical Education English Language Development Special Education Physical Education -Electives choices (Elective Wheel)|Elementary School - For the 2017-18 school year all students had access to a broad course of study as outlined by Education Code Middle Schools - All middle school students had access to a broad course of study as outlined by education Code except for: - English Language Learners have limited access to electives|The daily schedule limits English Language Learners (ELLs) access to elective choices.|The district is surveying ELLs to identify what electives they are interested in and are looking to provide elective opportunities to these students in zero or seventh period.   Bringing STEM to the Middle School grades is a goal that the district is exploring in partnership with the Tech Museum of Innovation through the Tech Academies Fellowship. 2018-19 is the first year of a three year partnership to implement STEM in Middle School.|Met||2018
43696176048045|Ida Jew Academies|7|Elementary Schools - the district is using the Daily class schedules to track students access for all students to a broad course of study: Core subjects -English Language Development, and Special Education for identified  Middle School Daily class schedules (Powerschool Master Schedule) Core Subjects Physical Education English Language Development Special Education Physical Education -Electives choices (Elective Wheel)|Elementary School - For the 2017-18 school year all students had access to a broad course of study as outlined by Education Code Middle Schools - All middle school students had access to a broad course of study as outlined by Education Code.|All students have access to a broad course of study, an area for possible improvements is to add advanced math courses at Ida Jew Academy, similar to the other Middle school in the district.|For the 2018-19 school year, Ida Jew Academy added an advanced math course (Compact Math) in 7th grade, these students will be taking High School math as eighth grade students.|Met||2018
43696250000000|Oak Grove Elementary|7|Elementary School: Teacher Created Daily Schedules to include core subjects, English language development, physical education and special education Art and Music: District visual and performing arts program Response to Instruction for Intervention or Enrichment Research-based resources and lesson plans for comprehensive sexual health ed  Middle school: Daily class schedules that include core subjects, English language development, special education, electives, physical education and response to intervention Positive Prevention Plus|Broad Course of study for grades 1-6: English, mathematics, social sciences, science, visual and performing arts, health, physical education and other studies that may be prescribed for the board  Broad course of study for grades 7-8 English, social sciences, foreign language, physical education, science, mathematics, visual and performing arts, life skills, and computer technical education.|In reviewing schools and grade level data for the 2017-18 school year all elementary students had access to a broad course of study as outlined by Education code.  In middle school, we saw that daily schedules did not allow English language learners in levels 1, 2 or 3 and students who had an Individualized Education Plan (IEP) and had response to intervention classes to have choice elective access thus limited options for exposure to Foreign Language and the Arts|The district is in process of developing more STEM options and is looking to open another STEM choice option in our Davis learning community in 2019-20.  Additionally, the district will be reviewing, piloting and new Social Studies materials for adoption and use in 2019-20.  For middle schools, we will look at options to reduce the number of intervention periods for our English learners from two periods to one period so that they can have access to at least one choice elective.  We'll look at options for more co-taught classes and shortening response to instruction periods from two to one for English learners and students with IEPs in these response to instruction classes.|Met||2018
43696330000000|Orchard Elementary|7|The Orchard School District measures student access to a broad course of study through an annual review and evaluation of the school course catalog, schedule, and instructional minutes. Student demographic data is reviewed as part of a continuous cycle of improvement, in which multiple data points are evaluated to determine student progress and academic achievement as part of their access to a broad course of study.|Orchard is a one-school district serving students in grades TK - 8th grade. All student groups are given access to the required course of study to prepare them for the next grade level. The most notable progress that Orchard School District has exhibited over time was the extension of various elective course in the middle school. These courses include a broadcast journalism and creative engineering electives.|The potential barriers that would prevent Orchard School District from providing access to a broad course of student for all students would be the fiscal and personnel limitations that often occur within a one-school district.|Orchard School District continues to explore options to allow for further elective courses that are specifically geared towards the visual arts, as well as the college and career readiness standards. This is reviewed annually through the Local Control and Accountability Plan (LCAP) stakeholder feedback process.|Met||2018
43696410000000|Palo Alto Unified|7|All students in grades 1-5 receive art, music, and PE in addition to core subjects. In our secondary schools, we use multiple means to track the extent to which all students have access to, and are enrolled in, a broad course of study: Course Catalogs that identify prerequisites, course content and expected workload; The High School Time Management Planning Form to support course registration that balance academic and non-academic pursuits; High School Individualized Four-year Plans to ensure that students fulfill graduation/A-G requirements; and individual planning meetings with the school counselor and college and career advisor. Data is collected and analyzed in Infinite campus (IC); Naviance College and Career Planning Tool; and state reporting tools. Data on graduation rates, AP enrollment, and A-G completion rates are presented to the Board yearly by the Research, Evaluation, and Assessment (REA) department.|We use the following to track how all students have access to, and are enrolled in, a broad course of study: 1) All schools offer the minimum course requirements required by California Education Code (EC). The middle and high school course catalog outlines all required an additional courses. These courses are available to all students who meet the minimum prerequisite if there is one; 2) All high schools offer a broad course of study with courses that meet A-G eligibility and fulfill graduation requirements; 3) All elementary and middle schools offer a broad course of study that are available to each student. Some courses have prerequisites but all required course offering is open without restriction; 4) Students with disabilities, English Learners, and students receiving Tier 2 and 3 intervention have access to a variety of educational and academic options to support learning at the elementary level.  Both high schools have adopted open enrollment statements that state: “A common goal from the PAUSD School Board our high schools is ‘to raise the achievement of historically underrepresented (HUR) students and increase participation and success in rigorous courses at the secondary level, we will assure equity of preparation, access, opportunity, and support from Pre-K to 12th grade.’ We are committed to using course enrollment practices that increase access to honors and AP courses for historically underrepresented students. All students will have the right to participate in our honors and Advanced Placement Program, as long as prerequisite coursework is successfully completed.”  AP Potential Data including PSAT results is reviewed annually by Outreach Counselors at both high schools to encourage students who are eligible to enroll in a broad course of study. Annual enrollment and successful completion in honors and AP courses is also reviewed annually to inform recruitment and support efforts.  A review of data has illustrated that the majority of students are enrolled in a broad course of study. A closer review of data did show a small segment of special education and English language learners that do not have full access to electives at the middle school level.|Barriers preventing the LEA from providing access to a Broad Course of Study include: 1) The school schedule limits the available time for targeted intervention and services. School teams sometimes struggle to identify an intervention period for special education, English learner, and struggling students without impacting the regular course schedule; and 2) In secondary education, students receiving additional services or enrolled in special education and/or EL programs may have to forgo an elective course to receive an intervention/service period. Creative strategies need to be explored to ensure that all students have access to a broad course of study while still benefiting from intervention programs.|District and site leaders, including special education and EL staff and general education curriculum and instruction administrators, will collaborate to identify alternative options for targeted and supplemental intervention that limit access to a broad course of study. The master schedule and supplemental instruction delivery models will be explored.|Met||2018
43696660000000|San Jose Unified|7|Grades 1-5: All elementary students have access to core subject areas including ELD. The district has an instructional schedule for all grades and programs that includes these subjects. Additionally, principals collect individual teacher schedules and conduct periodic walkthroughs to monitor implementation of approved schedule.  Grades 6-12: All students have access to Language Arts, Math, Science, Social Studies, World Languages, PE, and ELD (as appropriate). Art, music, and other elective options are also available for students.|Grades 1-5: All students have access to Language Arts, Math, Science, Social Studies, Health, PE, and ELD. Art and Music is less consistent and varies from school to school. Science implementation isn’t as strong as we would like because of the difficulty in conducting lab experiences in a multi-subject setting. Five of our elementary schools provide Spanish Two-Way Bilingual Immersion programs.  Grades 6-12: All students have access to Language Arts, Math, Science, Social Studies, World Languages, PE, and ELD (as appropriate). Art, music, and other elective options are also available for students|Grades 1-12: Funds and the length of the school day are our primary barriers.|Grades 1-12: We are currently focusing on improving NGSS implementation by providing PD and piloting quality instructional materials. This will improve the implementation of this course of study.|Met||2018
43696660129718|Downtown College Preparatory Middle|7|All students at Downtown College Prep Middle School (DCP El Camino) enroll in a broad course of study appropriate for grades five through eight and that includes: English Language Arts, Mathematics, Science,  History-Social Science, Health and Physical Education, and Visual and Performing Arts. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled).|All students are enrolled in the same common curricular sequence in core classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with the non-core areas, students are able to exercise choice while still maintaining access and enrollment in a broad course of study.|There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required.|DCP El Camino will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.|Met||2018
43696660131656|ACE Inspire Academy|7|All students at ACE Inspire enroll in a broad course of study appropriate for grades five through eight and that includes: English Language Arts, Mathematics, Science,  History-Social Science, Health and Physical Education, and Visual and Performing Arts. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled).|All students are enrolled in the same common curricular sequence in core and non-core classes, ensuring all students have access to and are enrolled in this broad course of study.|There are no differences in access nor enrollment by subgroups. There are no barriers and therefore no revisions, decisions, or new actions are required.|ACE Inspire will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing and completing this broad course of study.|Met||2018
43696664330585|Downtown College Preparatory|7|All students at Downtown College Prep (DCP El Primero) enroll in a broad course of study appropriate for grades nine through twelve, which are aligned to the UC/CSU A-G Requirements and include: English Language Arts, Mathematics, Science,  History-Social Science, Visual and Performing Arts, World Languages, Academic Electives, and Health and Physical Education. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students have access and are enrolled). The Leadership Team, Central Office, and Board of Directors monitor A-G completion rates, disaggregated by subgroup, to ensure access and enrollment by all.|All students are enrolled in A-G aligned classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with A-G, students are able to exercise choice in these areas while still maintaining access and enrollment in a broad course of study.|There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required.|DCP El Primero will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.|Met||2018
43696740000000|Santa Clara Unified|7|Grades TK-12: Williams Act annual audit and reporting of sufficient textbooks and instructional materials, master schedule.   Grades 9-12: The locally selected measures include A-G course completion rates, AP Course Enrollment, and CTE concentrators/completers.|TK-12:  Williams Sufficiency Audit Report indicated 100% sufficiency of instructional materials.  Master schedule indicates that all students are enrolled in a broad course of study, with highly qualified, appropriately credentialed teachers.  9-12: Board policy indicates A-G course enrollment is the default course of study for ALL students.The percentage of all 12th grade students completing A-G requirements has shown an overall upward trend over the past 4 years. (14-15 34.5% completion to 17-18 38.4% completion).  This upward trend holds true for our Hispanic and African American student groups. Our economically disadvantaged student group declined in 17-18 after 3 years of growth.  The completion percentage of English Learner and Students with Disabilities is considerably low and continues to be our primary area of focus.  4-Year trend data (including the current year) shows that  we are maintaining around 50% of all 11th and 12th grade students enrolling in one or more AP Courses.  The enrollment of Hispanic/Latino, Economically Disadvantaged student groups in AP courses is proportional to the enrollment in those grade levels.  SCUSD offers up to 27 CTE pathways.  The number of students taking CTE courses has increased by nearly 100 students between 16-17 (766) and 17-18 (865).|No barriers can be identified at this time.  A broad course of study is available to all students.  An area that we continue to work on is providing professional development to increase teacher knowledge, mindset and effectiveness in providing a rigorous course of study to students with diverse needs.  We do experience difficulty in hiring and retaining Special Education Teachers.|We will continue working towards an integrated services model with identified systemic tiered levels of support.  Continue to provide a broad choice of course options at every school.|Met||2018
43696820000000|Saratoga Union Elementary|7|Elementary School: Daily class schedules (Powerschool and teacher created) Core subjects (Mathematics, English language Arts, Science, Social Studies) English Language Development for English learners Special Education Art and Music - Community School of Music and Art Saratoga Education Foundation- funded programs Physical Education - Rhythm and Moves (each student receives a minimum of 200 minutes of Physical Education, as per CA Education Code 51210) Positive Prevention Plus puberty (comprehensive sexuality education in 5th grade)  Middle School: Daily class schedules - Powerschool Core subjects English Language Development Special Education Electives Physical Education Elective course guide Positive Prevention Plus comprehensive sexuality education|In reviewing school and grade level data for the 2017-18 school year all SUSD students had access to a broad course of study as outlined by Education Code.|Possible barriers preventing SUSD from providing access to a broad course of study for all students include time constraints within the instructional day (elementary) and within the master schedule (RMS), especially for students who require academic interventions and accommodations, as a result of Individualized Education Plans (IEPs) or Tier 2 supports.|Overall: STEAM (Science, Technology, Engineering, Arts, and Math) and MakerSpace lessons and projects Review new Social Studies materials  Comprehensive sexuality education Elementary Schools: Supplementary literacy intervention for English learners and students in special education Differentiated reading pedagogical strategies Extended day kindergarten   Middle School: Modified block schedule pilot (January 2019) Literacy Advisory course and Writing for Real Purposes electives Math courses that give all students access to Algebra 1 or Geometry in 8th grade  Two electives in 7th and 8th grade Flexibility for 6th graders (exploratory wheel, band, orchestra) Orchestra electives Increased STEM (Science, Technology, Engineering, Mathematics) electives|Met||2018
43696900000000|Sunnyvale|7|At the elementary level, we track enrollment in a broad course of study via Powerschool, daily class schedules and Starting Arts schedules. All students receive instruction in the core subjects, in addition to English language development for those students identified as English learners. At the middle school level we utilize Powerschool to track students’ enrollment in a broad course of study.|At the elementary level, all students are enrolled in a broad course of study as defined by California Education Code 51210. All students receive instruction in English, mathematics, social sciences, science, visual and performing arts, health and physical education. All English learners receive English language development based on their English fluency level. At both middle schools, all students are enrolled in English language arts, math, science and physical education/health. Students also enroll in electives based on student interest. At Sunnyvale Middle School, students can choose one elective from courses in Spanish, career technical education, visual or performing arts, and applied arts. At Columbia Middle School, students can choose from courses in Spanish, visual and performing arts or career technical education.  At Sunnyvale Middle School, students with special needs who require support classes, or those students who require intensive intervention in either math or language arts, are not enrolled in an elective course. In addition, emergent English learners, who require a class in English language development, are not enrolled in social studies at the middle schools. At Columbia Middle School, social studies standards are embedded in the English language development course. At Sunnyvale Middle School, the goal is to enroll students in language rich electives, while accelerating students’ progress in English through their English language development course, enabling full access to a broad course of study.|The Sunnyvale School District is committed to providing students with focused instruction based on student needs. Our six period schedule limits the number of courses in which students can enroll. For this reason, students who are enrolled in English language development or support classes may not have electives and/or social studies. In addition, the rich variety of electives from which students can choose results in some students not enrolling in courses in foreign language, visual or performing arts, applied arts or career technical education.|At the middle school level, we are continually working to refine our English language development courses to ensure access to the content areas for all students. Both sheltered social studies and science courses have been developed to allow all students, including English learners, access to a broad course of study. We continue to focus on full inclusion, to allow our students with special needs full access to middle school coursework. We will be working on developing additional coursework in career technical education and applied arts to provide our students with greater educational options to prepare them for college and careers.|Met||2018
43697080000000|Union Elementary|7|Union School District uses a variety of tools to ensure students have access to a broad course of study including the use of PowerSchool to ensure students are enrolled in board approved courses, instructional program data to ensure students in identified subgroups are receiving supplemental instruction and a Physical Education minute tracking spreadsheet to ensure students are adequately enrolled in the recommended number of minutes required by educational code.|All elementary students have access to a broad course of study including language arts, mathematics, health, physical education, science, social studies, and the visual arts. Additionally, our elementary STEAM program allows access to technology, engineering, and basic coding. Middle school students also have access to a broad course of study including language arts, science, social studies, mathematics, health, and visual and performing arts. While Union Middle school students currently have access to world languages through their Spanish class, Dartmouth is in the beginning stages of implementation for world languages.|The district has identified a few barriers that have prevented the LEA from providing access for a limited number of students. Due to the schedules at the Middle School level, some identified English Language Learners had limited options for exposure to Foreign Languages and the Arts. Additionally, Career Technical Education and World Languages electives are limited as the district is still in the Exploration and Research Phase and Beginning Development for these areas.|The district will continue implementation of elementary STEAM and middle school STEM. The district is currently in the process of piloting curriculum in the English Language Arts and Science areas to ensure access to a broad course of study. Additionally, to prepare for piloting social studies curriculum, the district is implementing the new social studies framework to thoroughly understand the changes to the framework in addition to the state standards. Next steps include the exploration of: Career Technical Education courses, a revision of Dartmouth Middle School’s master schedule to provide an additional elective choice in world languages, and increased elective choices for student subgroups.|Met||2018
43733870000000|Milpitas Unified|7|The tools we are using are as follows: 1) Master Schedule (CTE, A-G, AP enrollment and completion rate by subgroups), 2) EOS, 3) Dual enrollment .|All students at MUSD have access to a broad course of study, however, only some take full advantage of these opportunities and a very dismal number of unduplicated student subgroups take the opportunity but are not successful as per GPAs.  There is a big  disparity of AP enrollment for EL, SWD, and Hispanic students. For 2017-18 only 125 Low Income students took AP courses and 10 English Learners.|The barriers are mindset, lack of strong foundational skills to succeed in high rigorous courses, lack of parent and student awareness,  counselor to student ratio is very high, counselors having misconceptions and misguiding students. In addition we have students and parents with language barriers and lack of understanding how the system works.|Implementation of Naviance and creation of four-year plans, decrease counselor- student ratio, provide frequent parent awareness nights, opportunities for targeted tutorials after school and Saturday academies. Ensure students stay with the same counselor for the four years.|Met||2018
43771490137315|KIPP Navigate College Prep|7|KIPP Navigate will partner with other KIPP schools to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core. Course scheduling and student assignments were part of a School Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. This common belief covers the realm from students behind grade level to special education students to English Language Learners (ELL). KIPP Navigate will implement comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.|All students had access to a broad course of study including courses described under EC section 51220, as applicable to KIPP Navigate required course offerings. Additionally, programs and services are developed and provided to individuals with exceptional needs, including students on an IEP. KIPP Navigate offers enrichment courses to all students, including various music options, physical education and student leadership.|Not applicable at this time.|Not applicable at this time.|Met||2018
44104470000000|Santa Cruz County Office of Education|7|Local measures and tools used to track student access to a broad course of study include:  Student transcripts, Individualized Education Plans (IEPs), EL Progress Monitoring forms, College and CTE course completion monitoring, attendance and suspension rates, as well as CAASPP results and local Star Renaissance Reading and Math assessment results. We use our student information system to organize and disaggregate  the data to ensure equal access for all students, including unduplicated students and individuals with exceptional needs.|All of our students have access to a broad course of study. However, grade and course completion rate gaps exist, especially for our students of color, students with exceptional needs, and our English Learners. And while we have increased the number of students completing dual enrollment in college courses and/or CTE courses, we have found that in these two areas there is still work to be done. Alternative education will need to increase the number of CTE pathway offerings and develop additional means for students to be able to access dual enrollment courses for the future.|The Santa Cruz County Office of Education Alternative Programs operates 24 school programs at 19 different sites throughout Santa Cruz County. The mission of our program is to ensure that every student in our county has access to an educational program that suits the individual’s unique need. This is accomplished through a variety of locations, educational models, and programmatic structures. During the course of the school year, we serve anywhere between 600 and 900 students. The vast majority of our students come to us deficient in credits. Typically, our students are affected by one or more significant life challenges. Frequently, these include drug and alcohol abuse, homelessness, criminal activity, truancy, expulsion, poverty, lack of fluency in English, academic failure, and various other trauma.  We provide a number of services for our students intended to ensure that they can benefit from the academic programs. In addition to ensuring that all students have access to courses required for graduation, we provide a variety of programs to meet student needs. Because the needs of our unduplicated and special needs students closely mirror those of our general population, the programs and services developed for our general population address the course access needs of our unduplicated students. These include: counseling, free and reduced meals, special education services, work based learning, and employment counseling.   Many of our students in Alternative Education are behind in credits and enroll with existing learning gaps. These gaps are are wider for our students of color and our students who are English Learners. Further, many of our English Learners are long-term ELs. These gaps are often exasperated by life challenges and trauma.|In response to our results, the following actions are planned:  1. Assign instructional assistants to serve in programs with high concentrations of unduplicated students 2.  Increase CTE pathway offerings throughout our school programs 3. Offer after-school tutoring, paying closest attention to unduplicated students and those with exceptional needs. 4. Assign a teacher on special assignment to provide targeted ELA and ELD professional development to our staff. 5. Contract with STEMulate Learning to provide Alternative Education-specific professional development and coaching to our teachers in mathematics. 6. Participate in Bay Sci, the Santa Cruz County-wide, Next Generation Science Standards initiative. 7. Form a history, social science collaborative cohort to develop and adopt common curriculum and instruction. 8. license online learning remediation software in both math and reading. 9. Utilize Santa Cruz Writes as an effective writing curriculum. 10. Provide access to bus passes for students having difficulty getting to and from school. 11. Provide social emotional and academic counseling at all school sites.|Met||2018
44104470136572|Santa Cruz County Career Advancement Charter|7|Every student at the CAC receives ongoing comprehensive guidance and feedback relevant to their academic progress; 1:1 graduation plan and career pathways counseling, and relevant tutorial support, with a bilingual/bi-cultural program specialist to ensure successful completion of all HSD requirements toward graduation. WE are in the process of implementaing CASAS (Comprehensive ADult Student Assessment Systems) online eTesting in the areas of Reading and Math literacy to measure and report achievement to the CASAS California Adult Ed program. All of our students (Adults) are conversationally fluent in English, however we may have a few LTEL's who were not reclassified when they were younger, and we are in the process of identifying and assessing any possible EL's ages 18-21 so that we can implement ELPAC for them in the spring.|All students at all sites have access to coursework and instruction needed, in all content areas, in order to complete the HSD.|Most of our students are former drop-outs. Now adult learners. There are barriers to accessing data from prior schools.|"Implementation of the CASAS student achievement eTests. Implementation of bilingual (Spanish/English) academic tutoring Access to curriculum for students who are identified as former ""SPED"" Opening an ESL position"|Not Met|In process: access and utilization of ELPAC, CalPads, CASAS and SBAC when relevant. (All of our students are 18+ years of age)|2018
44104474430252|Pacific Collegiate Charter|7|All students not only have access to, but are required to take a course of study that meets or exceeds the entrance requirements to the UC/CSU systems.  Our counseling team uses our student information system as well as Naviance to track progress towards graduation as well as building a resume for college applications.|All students have access to the same course of study - there is no tracking or multiple paths towards graduation.|There are no identified gaps or barriers in providing a broad course of study for all students.|While there are no barriers for all students, PCS continues to focus on Equity and Inclusion as a schoolwide initiative.|Met||2018
44697320000000|Bonny Doon Union Elementary|7|For the 2017-2018 year, 100% of BDUESD’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).  All BDUESD students in grades TK – 6 are enrolled in a broad course of studies. Our elementary school offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. In support of a broad course of student, we fund a science specialist, PE teacher and a music teacher.|In BDUESD, all of our students participate in the broad course of study described above.|BDUESD is fortunate to be able to provide a broad course of student to all of our students through the district budget, our educational foundation's support, and local business grant support.  Our Foundation works to ensure that in the event of district budget shortfall, there is a safety net to maintain our programs and services that allow students access to a broad course of study.|As a result of the community's value for the course of study that the district/school provides our students, our educational foundation hosts an annual event to support our school programs.|Met||2018
44697570000000|Happy Valley Elementary|7|All students in K-6 have three math and ELA benchmarks each year.  In addition, each student is assessed early in the year to determine grade level readiness.  Based on the results of the benchmarks, the teachers then adjust their lessons accordingly whether it be to enrich or reteach.  If students do not make the 75% or greater on the benchmarks, they are served in class with a smaller group.  If the student does not improve with the smaller group and the next benchmark, then a Student Study Team meeting will be scheduled.  At the beginning of the year, the master schedule is designed so all students have access to each and every course of study, including a twice a week Art and Music class taught be a credentialed Art teacher.  All students also have access to the Life Lab, and Library.|Our CAASSP Test scores are high in all areas, and the California Dashboard report indicate a status for all students of VERY HIGH in ELA of 63.2 points above level 3, a decline of 9.6 points from last year. In the area of two or more races, a score of 68.4 points of level 3 was reported with no change. White students scored 72.1 points over level 3 but declined 3.6 points from the previous year. In Math, all students scored HIGH with 30.8 points above level 3, a decline of 6.4 points from last year. For two or more races, the score of 27.6 points about level 3, with no change from last year. For white students, the score of VERY HIGH or 42.7 points about level 3 and maintained from the previous year with only dipping 1.8 points. We want to address these small decline by hiring a math coach, and the teachers being trained in Lucy Calkins Readers and Writers Workshop.|There are no barriers from providing access to a broad course of study for all students.|In the 2018-2019 school year, the teachers will continue to be trained and implement Lucy Calkins Writing Workshop, continue to work with a math coach for Teaching Through Problem-solving(TTP), implement NGSS through a year long countywide initiative with Lawrence Hall of Science from Berkeley.  Our standards based NGSS curriculum is FOSS.|Met||2018
44697650000000|Live Oak Elementary|7|Instructional minutes for every grade level reflect all content areas (reading, writing, math, ELD, science, social studies, art, PE, and music). Every student completes trimester benchmark assessments in math, reading (fluency, comprehension, and phonics), and writing. All benchmarks are CCSS standards-based reflecting the curriculum and instruction for their particular grade level.|All elementary schools utilize the same instructional minutes schedule and adopted curriculum and other District resources. We evaluate the benchmark assessment results to identify any areas for improvement and address those areas through professional learning for teachers and interventions for students. The professional learning series for the teachers in the core curriculum is also consistent districtwide as instructional coaches plan professional learning collaboratively and provide follow up sessions with instructional coaching to ensure that new instructional practices are implemented districtwide. Interventions for students include a robust RTI program for reading, and re-engagement lessons in math.|A barrier we identified during the 2017-18 school year was the need for CCSS-aligned ELA and ELD curriculum. We went through an extensive piloting process to adopt new curriculum at the end of the 2017-18 year (K-8).|We have actively worked to remove any barriers to accessing CCSS-aligned curriculum in with our new adoptions for ELA and ELD (K-8) for the 2018-19 school year. Along with this adoption we have planned a full year of professional development focused on both the new curriculum and other resources and the ELA/ELD framework and standards.|Met||2018
44697650100305|Cypress Charter High|7|All students have access to curriculum in the classroom as well as at home via google classroom. Students who have no computer at home are given access to a chromebook to access work and materials at home. Our shift to web based instructional materials has increase availability of materials for all students.|Our students must meet the a-g minimum eligibility requirements in order to graduate from Cypress High School. This includes multiple years of math, English, Science, Language other than English, Social Science, Visual Art and other electives. Students are provided with academic supports at anytime they begin to struggle in these courses.|There are no barriers.|N/A|Met||2018
44697650100388|Tierra Pacifica Charter|7|TPCS is a very small school, with only 6 self-contained classrooms. Classroom teachers are veteran teachers who regularly receive professional development. All curriculum is updated to reflect Common Core Standards. All students receive weekly lessons in Math, ELA, Science, Social Studies, Visual Arts, Music, age-appropriate Health and PE. Spanish is taught in grades 4-8. In addition, students in grades 1-8 have access to frequent electives classes so they can investigate other areas of interest. Unduplicated students and those with extra academic needs are tracked by staff and given a robust support system of interventions in their areas of need via our Multi-Tiered System of Support . Staff meet weekly to discuss progress of these students. In addition to our MTSS program, we offer a full range of Special Education services.|All 155 students at TPCS are enrolled in the same broad course of study with other students in their grade level, this includes unduplicated students. Unduplicated students and those who require MTSS interventions receive extra services to scaffold and support their learning.|No barriers were identified.|TPCS added a zero period and a reading specialist for our MTSS students. We also added consultation and training for our staff in assistive technology.|Met||2018
44697730000000|Mountain Elementary|7|One of our three key LCAP Goals is Access And Opportunity for All. Goal 2.2 specifically addresses unduplicated and special needs students gaining access to the comprehensive program.   100% of these students receive the comprehensive course of study, including VAPA and Physical Education, in the K-6 master schedule.   We confirm this priority via intervention and special education case management on a biannual basis.  This is a deeply held core value of the MESD program.|As stated above and in a school of 146 students, we closely monitor access of each of these students thoroughout their MESD grade level progression.  100% have full and uninterrupted access.|The only challenge is to thoughfully coordinate pull-out services for ELD, ELA Intervention and Special Education services so as to ensure students do not miss out on core instruction.  Our commitment to Multi-Tiered Systems of Support (MTSS) coupled with the unwavering dedication of our intervention faculty results in the assurance that students are not excluded from classroom level instruction nor enrichment activies that cultivate their sense of belonging and competence.  This is key to meeting their unique needs.  The long tradition of this commitment across the grade levels is well documented|We will maintain the comprehensive coordination of all scheduling (instructional minutes in the mainstream classroom, enrichment courses, special opportunities, field study, etc.) to ensure unduplicated and students in special education receive full access to a broad course of study.|Met||2018
44697810000000|Pacific Elementary|7|Pacific Elementary has created special programs that serve specific grade spans to ensure that all students have access to a broad course of study.  Each instructor of these special programs evaluates each student for achievement and effort and these grades are sent to the classroom teachers to be included in report cards and parent conferences.|The following is a list of special programs and the grade spans that are served in those programs: 1. Life Lab: preschool – 4th grades 2. Food Lab: 5th-6th grades 3. Music: preschool – 6th grades 4. GATE: 3rd-6th grades 5. Technology & Media: 3rd-6th grades|Funding is the only barrier to expanding special programs.  The facilities, personnel, and curriculum are all available, but the money is not.|The programs are successful in general.  There has been some staff turnover so training has become a need that is being addressed. Fundraising has helped provide additional equipment to enhance the programs, but additional efforts will always be needed.  The most important conclusion of the data analysis is that there are is a small number of specific students who would benefit from targeted interventions.  That is why we will continue to allocate extra resources to address the needs of students who demonstrate difficulties.  While those interventions vary according the the individual cases, in general Pacific provides extra academic support, connection with community services, evaluations for Special Education services, and scholarships for participation in after-school programs.|Met||2018
44697990000000|Pajaro Valley Unified|7|Pajaro Valley Unified School District partnered with The Education Trust-West to conduct an Educational Equity Audit, an extensive  qualitative inquiry along with a quantitative analysis of students achievement.|Pajaro Valley Unified School District students in TK through 6th grade have access to the seven content areas identified as a broad course of study.  Through the LCAP all elementary schools also have intervention teachers who provide additional support for students with academic needs.  VAPA teachers are provided to all elementary schools through the LCAP as well.  After school programs also augment and support the broad course of study offered during the regular school day.|Although secondary students have access to all nine content areas identified as a broad course of study, not all high schools have multiple CTE pathways.  Building out our CTE pathways and increasing student choice is a goal in our LCAP.  Not all secondary schools have access to both choral and instrumental music.  These VAPA programs are being incrementally built out at our secondary schools through funds allocated in our LCAP.|The 18 month Educational Equity Audit process led to the development of a three-year action plan (the PVUSD College and Career Ready Roadmap) that addresses not only a broad course of study for secondary students, but all of the systems and supports necessary to ensure equal access for all students.  Although our secondary students have access to all nine content areas identified as a broad course of study, our action plan will address any potential barriers for English learners, Foster Youth, or students with exceptional needs.|Met||2018
44697990117804|Ceiba College Preparatory Academy|7|Ceiba College Preparatory Academy (CCPA) was established in Fall 2008, as a direct-funded charter school authorized by Pajaro Valley Unified School District (PVUSD). In 2017-18, CCPA served approximately 513 students in grades 6-12. In June, 2018, Ceiba graduated its fourth class of seniors of which nearly one hundred percent were accepted to a 2- or 4-year college/university. The majority of Ceiba graduates are first generation college students. Demographics in the 2017-18 school year reflect: 97.7% Hispanic. and 2.3% other groups, , 14% are identified as Students with Disabilities; 23.4% English Language Learners; 10.7% Homeless; .6% Foster Youth; and 83.2% who qualify for free/reduced lunch.   Ceiba College Preparatory Academy’s mission is to prepare low-income students in non-urban communities to graduate from four-year colleges.   Ceiba offers all students a rigorous standards-aligned college-preparatory curriculum, and graduation requirements align with the UC A-G eligibility requirements. The school focuses on providing students with access to dual-enrollment with Cabrillo Community College; and on “Fast 40”, which provides students with additional access to intervention and enrichment that include clubs and organizations. Another area of focus is on Understanding by Design (curriculum design and planning) and Constructing Meaning (English Language Development and access to core curriculum), which our teachers received ongoing professional development.   Ceiba College Preparatory Academy believes that, in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, VAPA, Foreign Language, and Physical Education, including unduplicated students and students with exceptional needs. This is verified by the Principal’s analysis of unit plans and pacing calendars s for each teacher, coupled with classroom observations to verify that plans and calendars are being followed. This is also measured by an annual analysis of student transcripts and of the master schedule, which serves as evidence for being enrolled in a broad course of study. Transcripts and other internal tracking systems are also used by counselors, teachers, students and parents/guardians to continuously monitor if the student is on track to graduate. This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At Ceiba College Preparatory Academy, all students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education unless there is an IEP decision in place that designates a different placement.. In addition, our students also have access to and enroll in college preparatory electives (UC A-G approved courses), Lab Science, Foreign Language, Advisory, and access to Concurrent Enrollment at Cabrillo Community College (High school students), as part of the school’s high school graduation requirements. Ceiba’s high school graduation requirements align to the UC A-G entrance requirements. There are no differences to accessibility to courses across student groups at Ceiba College Preparatory Academy.|Currently 100% of the students have access to a broad course of study and Ceiba College Preparatory Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Ceiba College Preparatory Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.|Met||2018
44697994430229|Pacific Coast Charter|7|Pacific Coast Charter School is a combination of independent study, direct instruction, and enrichment workshops. By its' very nature students are exposed to a broad course of study based on collaboration between the students, parents, and the supervising teachers. Supervising teachers meet with each student and parent to design a curriculum based on the unique needs of each individual. This personalized attention to each student ensures that every learner is exposed to a broad course of study that is shaped to their needs and interests. The flexibility of the program at PCCS also allows teachers to provide educational opportunities outside the school setting, such as dual enrollment at community college and field trips that provide access to learning opportunities in the community.|Pacific Coast Charter School is a combination of independent study, direct instruction, and enrichment workshops. By its' very nature students are exposed to a broad course of study based on collaboration between the students, parents, and the supervising teachers. Supervising teachers meet with each student and parent to design a curriculum based on the unique needs of each individual. This personalized attention to each student ensures that every learner is exposed to a broad course of study that is shaped to their needs and interests. The flexibility of the program at PCCS also allows teachers to provide educational opportunities outside the school setting, such as dual enrollment at community college and field trips that provide access to learning opportunities in the community.|Pacific Coast Charter School (PCCS) has access to wide range of instructional materials, ranging from textbooks to online classes. All high school students are provided with the opportunity to participate in a full schedule of A-G classes that can prepare them for admission to the CSU and UC systems. PCCS is primarily an independent study program which can determine the type of student that will be successful in this type of environment. For the K-8 students there needs to be an adult that is able to stay at home and instruct the student daily. High school independent study students need to be motivated, self-directed learners that can interact with the learning materials in an informative and productive way.|The principal of the school meets with each individual student and parent prior to enrollment to ensure that independent studies is the appropriate placement for academic success. Supervising teachers meet with students and parents on a regular basis to monitor and evaluate progress, adjust and enhance curriculum, address any issues that the student may be having, and check for understanding of the curriculum. Administration, teachers, office staff, and the school's counselor also meet on a regular basis to discuss the needs of students, and address any issues that may be standing in the way of student success.|Met||2018
44697994430245|Diamond Technology Institute|7|Diamond Tech a grades 9-12 secondary college and career high school that blends graduation requirements, A-G curriculum and four CTE pathways in one educational program. The heart of the school is dedicated to providing all students career exploration, post-secondary preparation, and technical training in order to meet the needs of the 21st century learner.   Specifically, Diamond Tech provides students a three-fold academic high school experience:  1) Career Technical Education courses aligned with four industry pathways and aligned with the 11 elements of a quality CTE program. 2) PVUSD District-approved high school diploma 3) Full A-G approved course plan from the University of California Diamond Tech provides students with a Common Core, standards-based curriculum utilizing state approved, district board-adopted textbooks along with a variety of additional resources to support student learning. Every student takes every class on the Master Schedule, including all four CTE pathways and A-G courses.|All students at Diamond Tech take all courses offered at the school throughout the four years they attend the school. If there are any adjustments made in curriculum, courses, or program those modifications are decided by SELPA and the student’s educational team on a case by case need and an individual learning plan is developed.|The current program does not prevent any student from accessing a broad course of study and the student population at the school reflects the surrounding district population for unduplicated students and students with exceptional needs.|Diamond Tech has created a four year master schedule which ensures access to a broad course of study for all students. Modification are only made on a case by case basis to ensure student success.|Met||2018
44697996049720|Linscott Charter|7|Measures include submitted teacher daily schedules, support staff schedules.|All students receive daily instruction in all major subject areas (ELA, Math, Science, Social Studies) and at least twice weekly instruction in Physical Education, music, art.|None|Changes to support staff schedules as needed.|Met||2018
44697996119077|Watsonville Charter School of the Arts|7|The Watsonville Charter School of the Arts provides common-core state standards based academic instruction to all students in grades Kindergarten through Eighth Grade.  We have 28 students with an Individual Education Plan (IEP) and have access to an on-campus resource specialist who provides scaffolding academic instruction according to the outlined needs.  All students are fully included in their homeroom classrooms, and will receive individual instruction based on a pull-out and push-in model.  WCSA also has an early intervention program for students requiring extra support throughout the day, but do not have an IEP, as well as a G.A.T.E. (Gifted and Talented Education) program for students who require addition enrichment and academic advancement.  These identified students are able to participate in after-school seminars, as well as are provided with academic challenges throughout the school day.|All WCSA students receive and have access to fully aligned common core state standards academic instruction with an arts integration by teachers with valid credentials.|All WCSA students receive and have access to fully aligned common core state standards academic instruction with an arts integration by teachers with valid credentials.|An intervention program was implemented for English Learner students to develop necessary vocabulary skills to increase success rate in all academic areas.|Met||2018
44698070000000|San Lorenzo Valley Unified|7|SLVUSD, although a small school district, prides itself on the course offerings we have for our students. We have a full CTE program with two pathways, extensive AP courses, VAPA at all levels, varied elective offerings and common core aligned, standards based core curriculum. At our high school we also have a full counseling office, with two full time counselors and a college and career specialist. This department, in conjunction with the high school principal and assistant principal, fully evaluate the course offerings every year. They all work together to develop the master schedule, ensuring that students have access to a varied course of study that is a-g aligned to prepare them for college and career. The counseling department uses Naviance to track the courses that students take. This program allows them to disaggregate data to analyze grade spans, unduplicated student groups, and individuals with exceptional needs. The counseling department also uses National Student Clearinghouse to analyze data and track students post graduation. Last, our high school has participated in a transcript audit for the past two years, in conjunction with the Santa Cruz COE and the Riverside COE. This has given us a chance to analyze barriers that might be limiting student access.|Our staff members spend a considerable amount of time to analyze student access to a broad course of study. As our population remains rather homogeneous, we still see some discrepancies with our hispanic/EL and special education students. We are always taking measures to ensure access for all students and to ensure that students are prepared for college and career. For the majority of our students, access to a broad course of study is available and ready for them.|SLV is always analyzing the data for our unduplicated students to ensure that they have access to a broad course of study, just like all students. We have a strong special ed department, who look at student by student to ensure that student schedules are equitable and that all students are mainstreamed as much as possible. We have an English Learner team, with coordinators at each site. These coordinators also look student by student to ensure equitable access. Another one of the barriers that we have noted in our analysis for a broad course of study is mathematics. We instituted a Math 1a/Math 1b pathway three years ago. Unfortunately, we have realized that this prevents students to have access to Math 3 by junior year. While it does satisfy the graduation requirements for our district, it limits math access for a 4th year of math to students in that pathway. Therefore we have decided to eliminate that pathway (this year will be the last year of a Math 1b course, with no Math 1a offered).|As mentioned in the question above, we have realigned our math pathways to ensure that all students have access to a 4th year math course. We also review our unduplicated student schedules every year. We are expanding our CTE pathways to ensure that students have career ready skills when they graduate from high school.|Met||2018
44698070110007|Ocean Grove Charter|7|Students in this LEA have broad access to a course of study through a diverse offering of instructional opportunities and instructional materials for students in grades TK-12, including those with exceptional needs.  Locally selected measures are compiled and tracked in the school’s Student Information System database.  These measure include the following: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, and a-g course participation for high school students. Each student has a learning record log, in which the teacher ensures the student is working on a broad course of study by assessing the standards that are covered during that learning period. When appropriate subject matters are not being covered, the teacher addresses the areas through additional curricular opportunities.   All students are administered an internal diagnostic assessment in Reading and Math during the first month of school and after the end of the first semester.  Results from these assessments are used to formulate an individualized learning plan the meets the needs of each student and to track progress in those academic areas.  Students who score below grade level on the internal assessments are provided additional support through the school’s intervention program, and provided individual tutoring and targeted instructional materials to accelerate their learning and work to close the achievement gap.   In March of each year, a Student Learning Survey is completed for each student.  The purpose of this survey is to track trends, identify resources used by students, and key into the effectiveness of various school academic initiatives and programs offered during the academic term.  Additionally, it provides insights on professional development needs for the faculty.   For students in grades 8-12, annual Guidance meetings with students and parents allow for the development and subsequent revisions of a 4-year high school course of study for each student.  Through calendar tracking and 4 year planner completion, the school tracks the progress of these meetings.   The Special Education Department uses a variety of standardized measures to assess eligibility for Special Education for all areas of suspected disability.  These include, but are not limited to the WIAT, WISC, WJIV.  There are also other standardized assessments that are utilized for assessing in the areas of Speech and Language, Mental Health and Occupational Therapy.|100% of our students are enrolled in a broad course of study as verified through their learning records. Students have access to a broad course of study in all grades. For students in grades K-8, a diversity of online curriculum, print curriculum, and instructional classes are available through the use of allocated student instructional funds. Local learning opportunities also occur through our  Mobile Science Lab, where K-6 students can take courses in science, art, or PE class in a neighborhood near them.  Project Lead the Way (PLTW) classes provide a students in grades K-6 with learning opportunities in engineering and computer science.  Additionally, several school organized field trips are offered each month. Students in grades 9-12 can select from a list of 113 a-g approved courses, each with a syllabus specifically tailored for the independent study student.  Additionally, students engage in weekly group discussions lead by High School Support Teachers.  High school science labs are completed by attending group classes at the Mobile Science Lab.  Students are encouraged to take CTE courses as those classes will satisfy the school’s unique “life skills” graduation requirement. Currently, students are able to complete a CTE certification in 12 different career pathways.  Using our Learning Management System (LMS), the school offers classes and additional resources to our students, including TurnItIn, to check their work for errors and plagiarism before submitting work to their teacher.  The school’s guidance staff works individually with each student in grades 8-12 to help them design a course of study to meet each student’s needs. The outcome of those meetings is the creation of a 4-year planner that outlines the courses and methods of instruction that will best suit each individual student’s needs. This planner is revisited and updated each year. For students who have an IEP, their special education service coordinator is also invited to attend the meeting to ensure a seamless course of study between general education and special education.  We are able to serve many different sectors of exceptional students. Students who need an accelerated program are able to take honors, AP, and college courses during their time in high school. English Language Learners use an English learning plan that outlines their English language development and strategies to improve language acquisition. They also receive English language support through live or online tutoring, online and print curriculum, access to “Mango” (a language acquisition program), and MiFi devices for students who need internet access. Our special education students, in addition to the 4 year planner, also have access to classes offered by the Special Education staff in the subjects of English Language Arts, high school math, and transition life skills. Students preparing applications for a 4-year university have support from the Guidance staff to complete applications.|As an Independent Study charter school in California, the school experiences some inherent barriers associated with student population spread out over the very large geographic area of several counties. Compared to site-based schools, the identified barriers described here are unique to Independent Study schools.  Yet given the barriers described below, the school has made progress in giving access to a broad course of study for all students.  Enrolled students are dispersed across multiple counties. The school has created learning opportunities for all students, including offering local field trips, school-sponsored learning events in local parks and community centers, and classes and tutoring from local vendors. Students can also choose from a vast number of online classes, taken either live or asynchronously, with credentialed teachers from the school.  Student transportation challenges for offering a single site-based CTE program for high school students is an identified barrier.  In an effort to provide a diversity of CTE programs for students, the school has leveraged technology to instructional learning opportunities through video conferencing and online courses.  When students experience an educational barrier because of a technology gap. Whether it is access to necessary computer equipment or internet access, we are able to provide the technology that the individual student needs to be successful in our CTE programs. A final identified barrier is that some educational vendors business model is designed more for site-based schools and not for Independent Study schools. To overcome this barrier, we work with vendors to create a model that can adapted so that it can be implemented successfully in an independent study school. Guidance staff monitors the trends on student career interests to facilitate new learning opportunities for all students.|The school has established a school library center to house school purchased curriculum, lab materials, musical instruments, and math manipulatives so that those items can be reused within the student body. Recently, school owned curriculum and materials have been cataloged in a online library database called Surpass so that all parents can view available curriculum and materials.    Using Title I funds and supplemental and concentration grant LCAP funds, the school has expanded offerings for STEM classes within the Mobile Science Lab at local parks.  2018-19 is the first year that group math classes are offered within the Mobile Science Lab.  Expanded offerings of engineering classes, including STEAM Storytime for the younger grades, and Medical Detectives PLTW classes for middle school students.  Additionally, the enrollment of high school students taking a-g science and the number of a-g labs have more than doubled over the past year.   The school has also used College Readiness Block Grant funds to support new learning opportunities for students to pursue college and to train faculty on the college entrance requirements, particularly for the UC / CSU institutions.  These funds will be used to purchase a-g textbooks and ACT exam prep materials for students.  Also, these funds support teacher training sessions to learn more about college entrance requirements for high school students and training in the development of broad course of study for college bound students.   For the 2018-2019 academic year, the school has placed a particular focus on math instruction within the faculty professional development program.  The “Math Initiative” program is focused on improving the mathematical mindsets of the teachers and families.  Through professional development trainings, the faculty learning how to improve their interpretation of objective mathematics assessment data, be introduced to new instructional strategies, curriculum opportunities, and school programs.   The school’s Intervention Program is now in its fourth year of implementation.  The Intervention Program supports student learning in ELA and Math.  Additional resources, such as supplemental curriculum, are used to provide targeted instructional content in areas identified through the school’s Internal Local Assessments.  Students who have scored two grade levels or below on Math and ELA assessments, are provided weekly in-person private tutoring sessions.|Met||2018
44698074430179|SLVUSD Charter|7|As a Charter school, parents choose to enroll their students and can self-select the program that will support their students needs best.   Our programs generally have a waitlist of families wanting to enroll.  We send out a survey to all parents at the end of each year that includes questions that help us identify the extent to which parents and students are satisfied with their courses and academic progress.  Students in grades K-8 are enrolled in classes by the principal, verified through CALPADS. The SLV Charter programs include many courses that integrate together, with field trips and project-based experiences available for all students.   Our high school is small, with between 70-80 students enrolled each year. We are a hybrid offering both classroom and independent study course options.  We have over 40 A-G courses available in all content areas.  Due to our small size, we do not offer our own CTE pathways. However, our students may take courses at our local high school or through a community college for high school credit.  We have a counselor who reviews the students’ transcripts at the beginning and end of each year. Our students have access to the district ’s college and career specialist.|Due to our small size, our teachers are also advisors to their students and are educated on graduation requirements and, along with the principal and counselor, help to ensure each student is enrolled in courses that will ensure they graduate with a broad course of study, fully prepared for college and career post-graduation.  The high school teachers, counselor, and principal work together to develop the master schedule. The counselor uses a variety of online tools to analyze high school students strengths and potential areas of post-secondary focus.  She can analyze grade spans, unduplicated student groups, and individuals with exceptional needs. Our high school has participated in a transcript audit in the last two years, in conjunction with the Santa Cruz COE and the Riverside COE. This review has given us a chance to analyze barriers that might be limiting student access.   We do not have any EL students. Support from the special ed department ensures that each student’s schedule is equitable and that all students are mainstreamed as much as possible. Our small class sizes and our individualized format is very beneficial to ensuring that students receive the help and guidance they need.|The small size of our high school and the limited number of teachers on staff can limit the options available for AP or CTE courses.  This limitation is mitigated due to the opportunity for our students to enroll in classes at the comprehensive high school or through local community colleges.|We will continue to asses our small student population through surveys, transcript reviews, and course participation.  We will continue to refresh the course offerings and increase our A-G options based on our analysis.  If for any reason, our students could not access the local comprehensive school’s AP and/or CTE courses, we would need to evaluate additional options to support the broad course of student options for many of our students.|Met||2018
44698150000000|Santa Cruz City Elementary|7|All students in elementary school (TK-5) participate in a rich and broad course of study. Elementary classroom schedules for core academics (literacy, mathematics, science, history/social studies, English language development, and physical education) and schoolwide schedules for special classes (library, art, music, and life lab) reflect that every student participates in these special classes. Special education schedules, such as resource support, speech, and adaptive physical education, also reflect that students are not pulled out for services during core academic times nor special enrichment classes.|In literacy, we have implemented a district wide “Walk to Read” program to provide differentiated literacy support to all students during an identified 40 minute learning block four times a week. Thus, no student is removed from their homeroom for additional, differentiated support. Instead, all students are moving to receive this differentiated assistance. Mathematics is taught daily and incorporate language routines and differentiated supports to provide instruction to a variety of levels. All student receive a minimum of 200 minutes of physical education every two weeks. Science, History/Social Studies, and English Language Development are all taught during the school day, either by the classroom teacher or on a rotation to allow teachers to specialize (for example, one teacher may teach a particular science unit to all classes at that grade level.) All students receive special classes taught by credentialed teachers in art, music, and library science. Students also receive hands-on science curriculum in our Life Lab gardens, taught by classified staff.|Our elementary students all access a broad course of study - core subjects as well as art, music, library, and life lab. However, students are sometimes pulled out of their core classroom in order to receive specialized instruction in ELD or Special Education.|We continue to strive to allow students to stay in class whenever possible and not miss out on instruction for remediation, if necessary. Teachers are being trained to deliver designated ELD within the classroom, our Special Education teachers are pushing in to the classroom to co-teach classes and provide differentiated instruction.|Met||2018
44698230000000|Santa Cruz City High|7|We use course enrollment data, class grade data, and conduct schedule and transcript audits at the secondary level to ensure all students are enrolled in a broad course of study at both the middle and high school grade spans. At high school we also use our graduation rate data to ensure all students are enrolled in a broad course of study, as our graduation requirements make it compulsory for all students to take a broad course of study. We disaggregate all of this  data based on race/ethnicity, English language proficiency, students with disabilities, gender, and low income.|SCCS Middle Schools’ broad course of study includes courses at each grade level in the following content areas: English Social Sciences  Foreign Language (Spanish 1) Physical Education  Science  Mathematics  Visual and Performing Arts (Art, Band, Choir, and Beginning Music) Applied Arts (Woodshop and Coding)  SCCS High Schools’ broad course of study includes courses in all of the above content areas as well as many different Applied Arts elective courses, Visual and Performing Arts elective courses, World Language courses, and over 30 different Career and Technical Education courses in 14 different career pathways.   All middle school students are enrolled in a broad course of study except for our English Learners ELs) and students with disabilities (RSP). Our middle school’s have been challenged with their ability to enroll ELs and RSP students in Visual and Performing Arts and Applied Arts elective courses due to the fact that they have a 6 period day and these students’ elective is either ELD or an RSP support class.   At high school almost all students are enrolled in a broad course of study over their 4 years as most students are graduating with a high school diploma and meeting our graduation requirements, which ensure a broad course of study. That said, not all students are enrolled in A-G, and we are using our transcript auditing process to identify trends in our student subgroup data to determine areas of need and next steps to meet these areas of need.|The major barriers preventing our EL and RSP students in getting a broad course of study at middle school is due to the 6 period day and scheduling limitations.   When looking at our graduation data and those students that are not graduating (about 3% of our seniors), the majority not graduating with a high school diploma are EL and RSP students. For the most part, these students are enrolled in a broad course of study, however, for many varying reasons, these students are not being successful in this broad course of study while in their 4 years of high school. On the whole, these students are failing multiple courses in multiple content areas. We believe that low academic skills and home challenges contribute to the challenges that these students are dealing with. Thus, as a district, we need to ensure we are providing Tier 2 and 3 academic and social-emotional supports.|This year Branciforte Middle School, one of two middle schools, is piloting a 0 period PE class as an option for any student, but in particular our EL and RSP students, as a way to allow our EL and RSP students the opportunity to enroll in Visual and Performing Arts or Applied Arts elective classes. In addition, when a student is designated as both EL and RSP, they often are in not enrolled in a science class because they have an ELD elective and RSP support class. 0 period PE has enabled this middle school to get almost every single middle school student enrolled in science.   At high school almost all students are enrolled in a broad course of study over their 4 years as most students are graduating with a high school diploma and meeting our graduation requirements, which ensure a broad course of study. That said, not all students are enrolled in A-G, and we are using our transcript auditing process to identify trends in our student subgroup data to determine areas of need and next steps to meet these areas of need. One next step our high schools are taking, is to make all of the courses they offer A-G. Another next step our high school are taking, is they are working to refine their 4 year high school planning with students and parents.|Met||2018
44754320000000|Scotts Valley Unified|7|Scotts Valley Unified School District (SVUSD) tracks access to a broad course of study.  Both a qualitative and quantitative review of course offerings, class schedules and school schedules is undertaken to assess the extent to which all students have access to and are enrolled in a broad course of studies.  Course enrollment reports developed in the Illuminate Student Information System and in Naviance (an online College and Career Tracker) allow the district to identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.  The counseling department also uses National Student Clearinghouse to analyze data and track students post graduation. Last, our high school has participated in a transcript  in conjunction with the Santa Cruz COE and the Riverside COE.|For the 2017-18 school year, 100% of SVUSD’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a).   We have a full CTE program with two pathways, extensive IB courses, VAPA at all levels, varied elective offerings and common core aligned, standards based core curriculum. At our high school we also have a full counseling office, with two full time counselors and a college and career specialist who also oversees CTE courses.  All SVUSD students in grades TK-5 are enrolled in broad course of studies with all elementary schools offering access and enrollment in the seven areas identified as a broad course of studies for grades 1-5. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  All SVUSD secondary students have access to a broad course of studies within their school offerings. Areas of focus include visual and performing arts, coding and computer skills, CTE pathways, and the International Baccalaureate Diploma Program at the High School.|Barriers preventing SVUSD from maximizing broad course of study offerings to all students include a lack of funding and resources. Additional, students in specific subgroups require additional focus. We have a strong special ed department and PBIS teams, who look student by student to ensure that student schedules are equitable and that all students are mainstreamed as much as possible. We have an English Learner team with coordinators at each site. These coordinators also look student by student to ensure equitable access.  One of the high school barriers that we have noted in our analysis for a broad course of study is mathematics. We instituted a Math 1a/Math 1b pathway and are investigating for a 4th year of Math to students in that pathway.|In 2018-19, an alternative education program has been implemented at the high school.  The middle school has added new electives in 2018-19, due to a change in the Master Schedule.  Many of the offerings are funded through the LCAP. We will continue to work with the County Office of Education on our CTE offerings and pathways.|Met||2018
45104540000000|Shasta County Office of Education|7|Special Education needs are met by a resource teacher, who differentiates instruction for students with exceptional needs. Students are are also tested using NWEA Map testing to determine specific needs. The curriculum is Odyssey Ware, which is comprehensive and standards-aligned. Students are also given the opportunity for hands-on learning in the garden, and electives taught by experts in their specific fields.|Special Education Students have access to Achieve 3000, Odyssey Ware, and Criterion.  As learning in our settings is personalized to each student's needs, it is ideal for growth. Each curriculum is able to be leveled to the determined skill level.  Scaffolds are also provided to promote growth to the next level.|As our curricula can be accessed on or off campus, there are few if any barriers to students accessing them at will.  There are times when a student's home is so remote that online capabilities are limited or non-existent. In these cases, students are urged to use the local public library or another public wifi access.|When a student's access is limited due to their remote home location, we will provide that student with a Hot spot to allow them to connect to the internet and access the online curriculum.|Met||2018
45104540111674|Chrysalis Charter|7|The Administrator/Superintendent ensures a broad course of study is available to all students (with specific attention to access for low-income students, students with disabilities, English Learners, and foster youth) by monitoring the master schedule and individualized education plans as part of his/her regular duties. This data is reviewed by the teachers and board annually.|100% of our students continue to have access to a broad course of study, including core academic classes and PE. The elective program offered enrichment in the arts, foreign language, engineering and more.|No barriers exist.|Not applicable. No actions necessary.|Met||2018
45104540132647|Shasta County Independent Study Charter|7|Our students are all enrolled in Odyssey Ware, Achieve 3000, Criterion, Aeries and master agreements. Students are also offered elective classes and activities after and during school.|100% of our students are enrolled in Odyssey Ware, which is an online, standards aligned, comprehensive and interactive curriculum.  In addition, 100% of our students are enrolled in Achieve 3000, which is a current events reading and reading response curriculum tailored each student’s lexile level and topic.  Also, each student is enrolled in Criterion, a writing program scored immediately by artificial intelligence.  Elective activities include dance, photography, calligraphy and trips to live concerts and theater.|Though there are no barriers, however, gaps in education and attendance can affect the success of our students.|We will offer tutoring two days per week to ensure student success. We have begun to offer the following electives: dance (lyrical and hip-hop), art, music and photography. We are working to offer even more choices moving forward.|Met||2018
45104540132944|Redding STEM Academy|7|All students all have newly adopted curriculum in math, language arts, and history. Project Lead The Way, MakerSpace classes, and pull out science classes happen in every grade level.|The school feels all students have access to, and are enrolled in, a broad course of study.|none known|The school will focus on building more science and math programs in the future, to strengthen its existing program.|Met||2018
45698560000000|Anderson Union High|7|Class enrollments, Grades and Marking Manual, Board Policies, grad rate, A-G rate, CTE completer rate|We are seeing an increase in A-G completion and CTE pathway completion . We feel this is the most meaningful measure of a course of study that prepares a student for College and Career.|There are no barriers for students to access courses. Some courses my prove to be more challenging to students but there are no policies preventing students to challenge themselves.|We have created a focus on counseling. Counselors present prepared lessons to each grade level, helping students to understand the choices available to them. We have changed to a title I schoolwide model in order to better address those students who are performing below grade level.|Met||2018
45698564530333|Anderson New Technology High|7|All students have access to a broad course of study at New Tech. We are a problem and project based learning school which allows for many opportunities for students to succeed in many different ways in every class.  All of our work is at the college preparatory level, with students also taking college classes during their four years. We look at our A-G percentages, as well as, students who graduate having completed a CTE pathway.  We look at our CAASPP testing each year in math and English language arts. Grades are checked on a regular basis and students are provided tiered support as indicated.|Our class of 2018 had 32 seniors, 19 of which were considered socio-economically disadvantaged. 17 of the 32 graduated with UC/CSU requirements completed (53%) and 88% of our seniors also completed a CTE pathway.  Our CAASPP scores were very good.  Our eleventh graders consistently have 75-80% score proficient or advanced in English language arts and 50-54% score proficient or advanced in math. Obviously we are in a continuous process of improving our teaching so that more and more students are proficient in these areas.   Our students are receiving a broad course of study, both in content and in life skills to be a well-rounded adult.  Our student learn how to become effective communicators, critical thinkers, resilient learners, collaborators and engaged citizen.|Our county has had dropping enrollment in the last several years at the high school level, resulting in fewer electives being offered.  Students have a broad course of study in order to graduate, but less options among their electives.  We had one student who was considered a drop out from our graduating class last year. She completed all of the district requirements for graduation, but not for our higher New Tech standards of community service, internship and college classes.  She had everything complete except for one college class that she did not pass during the spring of her senior year.  We are currently discussing ways that students could be recognized for the extra work they do, rather than for penalizing them for not completing the extra requirements.|This is being discussed with parents, community members and staff, to discovery ways to improve in helping our students have confidence when they begin their post-secondary life.|Met||2018
45698720000000|Bella Vista Elementary|7|The district measure for priority 7 is the master schedule.|The school master schedule automatically enrolls all students in the appropriate broad course of study.|Our school size resulting in challenges in providing access to world languages.|Minimal revisions are planned at this time.|Met||2018
45698800000000|Black Butte Union Elementary|7|Eagle-Aries student data program and SEIS program for special education students.|The LEA is current on all curriculum adoptions. The LEA is a small K-8 rural school district with approximately 215 students so that academic/instructional classroom walk-throughs and evaluations are  accomplished on a regular basis. At this time no identified ELL students attend this ELA.|There are no identified barries.|The County Office of Education performs a certificated credential review every year to make sure teachers are all highly qualified. LEA continues to adopt state adopted curriculum and provides training for all teachers.  LEA has a designated ELL coordinator in the event an ELL student is identified.|Met||2018
45699140000000|Cascade Union Elementary|7|Kindergarten Readiness Snap Shot BPST AimsWebb IReady Diagnostic CAASPP|All CUESD students have access to a broad course of study.  All sites have master schedules that reflect a broad course of study.  We have interventions at all sites and extensions.  All sites are showing positive growth as indicated on the last 3 years of CAASPP testing and other indicators such as the BPST.|Because we have adopted in all areas we have been successful at implementing a broad course of study at all sites.  We have implemented extended days at all sites each Wednesday throughout the school year where all students in all students groups receive a broad course of study.|CUESD will focus on training teachers to help strengthen our broad course of study.  Our results are showing growth.  We will continue to focus on the data so that data drives our instruction.|Met||2018
45699140135624|Tree of Life International Charter|7|Tree of Life International Charter school uses the weekly schedule to track student participation and access to a broad course of study.|Each week, all students from grades K-5 participate in a number of enrichment classes that expand their critical thinking, develop their gifts and talents, and stimulate creativity. All students participate in World Music, Multicultural Dance, Multicultural Art, Spanish Language and Literacy, Japanese Language and Literacy, Introduction to coding, and Science in the Garden.|One barrier to expanding the offerings to students is additional funding for musical instruments and additional qualified bilingual teachers for language classes.|As the school grew from 96 to 146 students this year, we increased the staff for these offerings in order to increase access for all students.|Met||2018
45699480000000|Columbia Elementary|7|We are offering all subjects we are required under Education Code 51220 including World Language.|100% of students have access to a broad course of study|N/A|We contracted with a local high school district to provide world language.  We anticipate contracting yearly until we can hire qualified staff internally.|Met||2018
45699480134122|Redding School of the Arts|7|RSA utilizes the Aeries SIS to track students and ensure students are enrolled in a broad course of study, K-8.  This tool includes tracking for unduplicated student groups, and individuals with exceptional needs served.|100% of our students have access to and are enrolled in a broad course of study, which includes English Language Arts, Math, Social Science, Science, Visual and Performing Arts, and Physical education. (K-6th)  Health is covered within the Science curriculum but not as a stand alone subject.  Students in 7th-8th grade are enrolled and have access to English Language Arts, Math, Social Science, Science, Visual and Performing Arts,  and Physical education.  They are provided exposure to Applied Arts and Career Technical Education through grade level participation in various events and activities such as career day at local colleges, presentations from local high schools, instruction in robotics courses, technology based teachings within other courses of study, Professional career presentation at select theme days during the year, etc.  2/3 of the school population are enrolled in our mandarin foreign language program.|RSA currently does not have barriers preventing students from accessing a broad course of study in most subjects.  7th and 8th graders are given the option to enroll in a foreign language course as an elective.|The school currently will not be taking new action based on satisfying the schools mission and continued student progress as measured by Local Benchmark assessments and State administered tests.|Met||2018
45699550000000|Cottonwood Union Elementary|7|All students have access to a broad course of study as evidence by the master schedule.|All grade levels K-8 and all student groups including unduplicated students and students with special needs have access to a broad course of study. On the elementary K-4 site, the broad course of study is embedded in the self-contained classrooms. On the 5-8 site, students have access to a broad course of study through a strong elective program that includes classes that directly lead into high school such as Spanish 1, Makers Space and FFA.|All students have equal access to a broad course of study and there are no known barriers to prevent this access. In addition to differentiated instruction in the individual classrooms, instructional aide support is provided for any special needs students that need assistance in accessing a specific class.|The decision has been made to continue to finance and support a broad spectrum of classes including foreign language, visual arts and performing arts classes that provide all of our students with access to a broad course of study.|Met||2018
45699710000000|Enterprise Elementary|7|All students are enrolled in a broad course of study to meet their individual academic needs. We evaluate student schedules to make sure students are appropriately enrolled in rigorous academic courses.|All students are enrolled in a broad course of study to meet their individual academic needs. We evaluate student schedules to make sure students are appropriately enrolled in rigorous academic courses. All students are enrolled in Language Arts, Math, Science, History, Physical Education.|It is difficult to provide foreign language to all of our middle school students. Building foreign language into the schedule has been a challenge. In addition, finding qualified foreign language teachers have been a challenge.|We have added a foreign language to our middle school. We have also added STEAM elective classes to our K-8 schools.|Met||2018
45699890000000|Fall River Joint Unified|7|The Fall River Joint Unified School District uses AERIES, the local student information system to track this information.|All high school students in the Fall River Joint Unified School District have access to the UC/CSU A-G course of study. CTE has been a focus.  Offerings include Business Management (Burney High School), AgriScience (Burney and Fall River High Schools, and Ag Mechanics (Fall River High School), and Industrial Wood technology (Fall River High School).|Small school and rural area concerns relate to class size, and hiring and keeping highly qualified credentialed teachers.|Traveling teachers ensure availability to art and music programs.  Foreign Language teachers are employed at both sites.  Chromebooks are utilized throughout the district with on-line curriculum available for credit recovery and remediation opportunities.|Met||2018
45699970000000|French Gulch-Whiskeytown Elementary|7|The school is so small that it is relatively easy to assure that every student is receiving a broad course of study with opportunity to loop through content related to grade level standards, review from previous year standards or jump ahead to grade level content above assigned grade as indicated to meet individual learning needs. The multi graded nature of the school by necessity coupled by the nature of Montessori pedagogy by choice allows options that may not be available in a larger school setting. Classrooms schedules are posted for parents and students.  Montessori materials, particularly for math instruction in the lower elementary program provide truly individualized opportunities based on students' developmental levels of understanding.|"This is a one school district. All students have the same educational opportunities. There is no distinction or advantage among student groups. Given the size of the school (under 30 students) there really is no distinction among ""groups"" which may be a single student in some cases (ie racial or ethnic)."|The most obvious barrier is that the small size of the school coupled with the mulit-graded classrooms sometimes creates logistical issues with making sure that everything that should be covered at each grade level gets covered. Conversely, the teachers really know each student's strengths and weaknesses and can be more responsive to those needs.|The one area that needs improvement is a more consistent access to foreign language study for the older students. It is being taught but not as systematically as it could and should be. This is definitely an area of review.|Met||2018
45700030000000|Grant Elementary|7|The District has selected several measures to determine how we are doing in providing access to and enrolling our students in a broad course of study.  We look at elective enrollment in our 7th and 8th grades, especially in courses with high school connections like Spanish and Robotics.  We are also ensuring that these opportunities (like Spanish and Music) are being provided in lower grades as appropriate.  We also monitor closely the number of students participating in our Music department offerings, including our Advanced Band and Choir classes.  We continue to report out to the Board on a regular basis the number of middle school students that are participating in our Honors level curriculum across the various subjects.  The District has moved to a heterogeneous grouping model that embeds Honors curriculum opportunities in all subjects, thus eliminating tracking and making the advanced learning opportunities more accessible to all students in grades 7-8.|The number of opportunities that the District is providing to students, specifically those in grades 4-8, ensure that all students in these targeted grades have access to, and are enrolled in, a broad course of student.|The barriers that exist for our District is our small size.  We have limited staffing to provide electives and our relatively small number of students in these grades makes it difficult to offer a wider range of elective and course options.|The District remains committed to allocating district resources to further enhance the opportunities that exist in our instructional programs.  We are working to improve our current offerings, including Spanish, Robotics, Design Lab, and Yearbook.   We are also developing new and engaging opportunities like Minecraft and Builder Education/Maker Space.|Met||2018
45700110000000|Happy Valley Union Elementary|7|The master schedule provides an opportunity for all students to access a broad course of study.  Varied local data is used to identify student engagement at both the primary school and the elementary school.  This data provides the foundation for prescriptive curriculum and instruction for all students.  Response to Intervention (RtI) and a Universal Design for Learning (UDL) support student growth and achievement.   Student enrollment in various classes and learning opportunities is an indicator of how unduplicated students are accessing a broad course of study.   Professional development in the areas of RtI and UDL were provided to all staff.  Parents have opportunities to give input regarding student participation in a broad course of study during family-centered school events, Site Council Meetings, and other small group discussions.  Bilingual paraprofessionals assist EL’s and formative data indicate student progress and attendance in the courses offered.|All students on the primary and elementary sites have access to individualized learning opportunities.  Teachers at both sites rely on data to inform instruction and address learning needs of unduplicated students.  Our students are focused on literacy across the content areas.  Teachers analyze data regularly to encourage growth and make adjustments to curriculum and instruction in order to improve student learning.   Students at the elementary school have access to the following courses.  Enrollment numbers are listed next to each course offering:    Odyssey of the Minds: 14 students enrolled  MathCounts: 10 students enrolled  Greenhouse projects: 170 students enrolled  National Junior Honors Society: 25 students enrolled  Sewing club: 13 students enrolled  Drama: 26 students enrolled  Project Share Robotics: 20 students enrolled  Project Share Dancing: 15 students enrolled   Project Share and Cal Fresh Programs  are also offered on the primary site.  Project Share offers a variety of enrichment opportunities, while Cal Fresh focuses on a healthy approach to learning.  A course addressing mindfulness is offered on the primary site.  All students participate in this course where they address neuroscience, social and emotional learning and how to better access academics and social and emotional awareness.|Barriers that prevent the LEA from providing access to a broad course of study are time within the master schedule and the regularly scheduled school day.  Additional professional development is currently being sought to increase the understanding of our broad course of study and how to continue to meet the varied need of our unduplicated students.|The LEA will continue to use local data to inform instruction and design of the broad course of study.  Teachers and support staff are engaged in ongoing conversation around the local data.  There is district-wide engagement in addressing the three LCAP goals of literacy across the content areas, social and emotional learning, and providing a safe school community.   The goals as well as the state priorities guide the continuous quest for increased learning.  The newest action plan is the implementation of leadership teams who focus on data and students' stories to identify areas of concern.   Responding to the data, the teams focus on leading measures that will cause the most significant improvement for all students.  Teams meet weekly to analyze data and implement action plans for improvement.|Met||2018
45700290000000|Igo, Ono, Platina Union Elementary|7|Igo, Ono, Platina Union Elementary (IOP) ensures all students have access to a broad course of study through assigning students classes through Aeries. In addition, IOP reports 0% teacher misassignments. All teachers are qualified to teach each student. Each student is given access to all content areas. This is measured through the annual Textbook Sufficiency Resolution in all core subject areas for grades Tk-8th grade.|One hundred percent of students in IOP are offered a broad course of study.|There are no barriers.|N/A|Met||2018
45700370000000|Indian Springs Elementary|7|The local assessment tools are monitoring individual student learning and growth with end of chapter tests. We also use standards assessment on a quarterly basis to determine direction and instructional changes if needed.|With only 15 students and 2 teachers it is relatively easy to provide all students with more individualized instruction. This gives us the ability to provide students exposure to a broad course of study|The main barrier to providing a board course of study is that two teacher can not be expert in all areas. The rely on content materials to provide the courses needed.|We are working on more direct instruction. We are also providing great teacher trying.|Met||2018
45700450000000|Junction Elementary|7|We are proud to offer quality enrichment programs allowing students a sampling of various career pathways.  Our students are taught that with the proper mindset, they can achieve even the loftiest of goals.  One of our Middle School goals is to has our students realize that most careers now require some type of post high-school education or training, and that high-school can set them up for the next step.|Being a small school, we are able to offer our course to all students.  They are given their choice of course offerings.|The size of our school somewhat limits what we can offer to our students.  The availability of highly qualified teachers also impacts course selection.|We offer courses before and after school to accommodate the courses we cannot fit into the regular day.|Met||2018
45700520000000|Millville Elementary|7|Millville School is a small, single school district with approximately 260 students in grades K-8. All grade spans (TK-2, 3-5 & 6-8) subscribe to a very similar academic schedule which includes math, language arts (reading, spelling, vocabulary & writing), social studies, science, physical education and the arts. Health is taught within social sciences and language arts as well as through specific weeks such as Red Ribbon Week and courses, such as Sexual Health for 8th grade, that are taught by outside agencies. Students are tracked on our Student Information Management System, SchoolWise, in which each student's courses are identified. Unduplicated student groups, such as foster, homeless and low socioeconomic, are all offered the identical schedules. Students with exceptional needs are served through a special education teacher or are mainstreamed and each are enrolled in the identical courses as the rest of the students. Some special ed students' curriculum may be modified to meet their needs, but the courses are the same inclusive of math, language arts, physical education, art, social studies, science and career and technical opportunities.|Every student at Millville School is enrolled in a broad course of study which includes math, language arts (writing, spelling, reading), social studies, sciences, physical education and art. Grades TK-5 are involved in many activities embedded in the regular curriculum that are career based, such as engineering and structural design. Grades 6-8 have access to career based classes and applied arts through their weekly elective courses.  Career and Technical Education has proven to be difficult to offer to our students given the size of our district and the resources available. In answer to the need for Career Technical courses, we have specifically implemented options in our electives for our middle school students to satisfy this requirement. Students in grades 6-8 have a choice to take a weekly elective in subjects such as: photography, rocketry, robotics, painting, garden design, glass etching, web design and American Sign Language. As for foreign languages, this, too has proved difficult to offer due to lack of resources and qualified teachers. In answer to this need, we found a web based instructional program on American Sign Language which satisfies the foreign Language requirement.   All student groups: GATE, special education, low socioeconomic, Title 1 foster, and homeless are included in the previously described broad courses of study. Special education students may work with a special education teacher, but are still enrolled in a broad course of study and take courses in math, language arts, science, social studies, art and physical education.   Millville School is a single school district so there are no other school sites between which to identity differences.|As stated earlier, Millville School is a single school district serving grades preschool through 8th grade. All students in TK- 8 are enrolled in reading, writing, math, spelling, science, social studies, art and physical education. Grades 6-8 also participate in electives that are geared toward technical or vocational options as well as arts and engineering. The barriers to providing access to foreign language are the size of our school and our geographic location. These two factors make it very difficult to locate a qualified instructor who can teach a foreign language part time to our middle school students. In response to our need to provide a foreign language to our middle school students, we offered an online course in American Sign Language which proved to be very popular and which we will continue to offer.|In response to our locally selected measures, observations, team discussions, we have identified Foreign Language and Career Technical courses as areas of need. Foreign Language courses have proven to be difficult to offer to our middle school students due to: 1.) the lack of qualified teachers in the area; 2.) the need for just a part-time teacher; 3.) our geographic location; and 4) resources. To address this deficiency,  Millville School has been able to offer American Sign Language as a foreign language and will continue to do so each year. ASL was offered as an online course with the support of an aide for a full trimester and had approximately one third of our 6-8 students signed up for it. We will continue to offer this web based course and in addition, we will continue to search for qualified teachers who can teach foreign language to all of our students, but primarily our students in grades 6-8. Career and Technical Education has also proven to be difficult to offer to our students due to: 1.) the lack of qualified teachers in the area; 2.) the need for just a part-time teacher; 3.) our geographic location; and 4.) resources. Instructors from the Career Technical realm are difficult to locate given our geographic location, school size and need. To offset these deficiencies, our Middle School offers electives once a week with a focus on Career Technical. Students in grades 6-8 have  the opportunity to take a weekly elective class within a range of course that includes: photography, web design, rocketry, robotics, painting, garden design, glass etching and American Sign Language. Millville School has made adjustments and through creative teamwork are currently able to offer all aspects of a broad course of study to our students.|Met||2018
45700780000000|North Cow Creek Elementary|7|Lesson plans, teacher observation, student surveys.|All students participated in STEM activities and were challenged through the standards-based ELA and Math programs. Fieldtrips and extra curricular activities were provided to all students with resources provided to insure each student could participate regardless of socioeconomic status.|There are no barriers preventing access to the broad course of study.|The school has implemented a Universal Access master schedule to insure all students receive the intervention and/or challenge help through small group instruction. The school continues to add more chromebooks as it moves towards a one to one device goal for students in grades 3 - 8. Online programs such as Discovery Science is in place to provide meaningful content delivery to students.|Met||2018
45700860000000|Oak Run Elementary|7|Students have AMI Montessori CA Common Core Standards Aligned curriculum. The Montessori classrooms are set up in a 3 grade level span and students work at their ability level. As needed, students will receive a guest lesson from another classroom either below or above their current grade level to address a learning need. The primary classroom spans 3 years of learning materials, ages 3-6, which gives the students the ability to work at the level they need. The materials are hands-on and allow for full inclusion of students receiving special education services. The LEA closely monitors the CA standards covered by the Montessori curriculum with the implementation of online lesson tracking and planning, weekly goal setting by students, one-on-one teacher-student conferences, and assessment/tutoring programs. In addition, the LEA provides weekly intervention using the assessment data to group students by ability in language arts and math.|All students are enrolled in and have access to a broad course of study. Grades 7 and 8 use a traditional CA Common Core curriculum. The middle school acts as a transition to high school. This is a recent change decided on by the LEA to address parent concerns of high school readiness.|Our biggest challenge is attendance. Our numbers for chronic absenteeism were at 30% for 2016-2017. This number is close to three times the county and state average. The focus of the LEA is to improve attendance through parent education, daily phone calls checking in on absent students, letters sent for days absent, as well as providing a focus during School Site Council and District Advisory Committee meetings.|The LCFF funding formula will continue to include a strong budget category for state standard aligned curriculum, research based intervention programs, teacher professional development, and assessment programs to gather data. With this data the school stakeholders will continue to drive the continuous cycle of improvement.|Met||2018
45700940000000|Pacheco Union Elementary|7|The locally selected measures that Pacheco Union School District utilizes to track student enrollment would be our student information system (Aeries), where the master schedule houses all courses and student enrollment in these courses.|In the Pacheco Union School District, all students have access to a broad course of study and are enrolled in any courses necessary to complete the state standards for their grade level.  Foreign language access is provided to all 6-8 grade students at least once per quarter in their elective courses.|Aside from the master schedule constrictions, there are no identified barriers that currently prevent Pacheco Union School District to provide access to a broad course of study for all students.  All students receive the courses they are entitled to according to state standards.|Pacheco Union School District will continue to offer a broad course of study to all students.  We will continue to refine our choices for electives, including foreign language, advanced literature, music, art, and engineering opportunities.|Met||2018
45701100000000|Redding Elementary|7|Redding School District (RSD) ensures all students have access to a broad course of study through assigning students classes through Aeries. In addition, RSD reports 0% teacher misassignments. All teachers are qualified to teach each student. Each student is given access to all content areas. This is measured through the annual Textbook Sufficiency Resolution in all core subject areas for grades Tk-8th grade.|One hundred percent of students in RSD are offered a broad course of study.|There are no barriers.|N/A|Met||2018
45701100135889|Stellar Charter|7|Stellar ensures all students have access to a broad course of study through assigning students classes through Aeries. In addition, Stellar reports 0% teacher misassignments. All teachers are qualified to teach each student. Each student is given access to all content areas. This is measured through the annual Textbook Sufficiency Resolution in all core subject areas for grades Tk-8th grade and the Master Schedule.|One hundred percent of students in Stellar are offered a broad course of study.|N/A|N/A|Met||2018
45701106117931|Monarch Learning Center|7|Each student has access to the curriculum needed for their grade level.  Students who exceed their grade level instruction are given the opportunity to work at their functional grade level, keeping their academic time challenging.  On the other side of that special needs students also receive the extra help they need to access the curriculum.|All students have access to the core curriculum.|We are a very small school.  This is a barrier to having more Health and wellness classes, foreign language programs, specialized PE instruction, and music.|We are working on adding a music component and a foreign language component to our elective subjects.|Met||2018
45701280000000|Shasta Union Elementary|7|Shasta Union Elementary ensures all students have access to a broad course of study through assigning students classes through Aeries. In addition, RSD reports 0% teacher misassignments. All teachers are qualified to teach each student. Each student is given access to all content areas. This is measured through the annual Textbook Sufficiency Resolution in all core subject areas for grades Tk-8th grade.|One hundred percent of students in Shasta Union Elementary are offered a broad course of study.|There are no barriers.|N/A|Met||2018
45701360106013|University Preparatory|7|All students in grades six through twelve have access to and are enrolled in a broad course of study.  All junior high students are enrolled in English Language Arts, history, science, math, PE or dance, Latin (7th and 8th grade), an elective class, and an Advisory course.  High school graduation requirements are aligned to the UC a-g admissions requirements.  All freshman, juniors, and seniors are enrolled in Advanced Placement (AP) history and Honors English.  Sophomores may choose from AP or Honors history and are required to enroll in Honors English.  Special education students are mainstreamed into the same classes as their peers; an Academic Skills elective is provided as determined by their IEP.|A review of student schedules and course enrollment data provided through the local student information accounting system indicates that 100% of U-Prep students have access to, and are enrolled in, a broad course of study.  There are no differences in student groups.|There are no barriers preventing access to a broad course of study for all students.|No new actions will be taken.  100% of students have access to, and are enrolled in, a broad coarse of study.|Met||2018
45701364530267|Shasta Charter Academy|7|Aeries Student Information System data, counselor review of student courses and transcripts, initial course schedules developed in collaboration with each student and their educational rights holder, student master agreements, school master schedule.|All students have access to all courses of study offered by the school, including community college classes, subject to meeting required course prerequisites, availability, and student interest.|Whereas all students have access to courses, priority is given to returning students and upperclassmen to fulfill graduation requirements. Limited classroom seats can restrict enrollment in onsite classes.|As stated, all students have access to a broad course of study at SCA because of the actions of the LEA in years past. SCA plans to continue offering a broad course of study to all enrolled students. One part of this process is to reevaluate the Master Class Schedule and course offerings each semester.|Met||2018
45701690129957|Northern Summit Academy|7|NSA uses a student information system that tracks and reports enrollment in and completion of all student courses in all grade levels. Subgroups of students can be defined and reports generated as needed.|Every NSA student has access to the broad course of study that is offered at NSA.  NSA has a personalized learning program that enables students of all ability levels to access and participate in any courses, activities, and events offered by NSA.|There are no barriers to providing access to a broad course of study for all students who are enrolled with NSA.|All students have access to a broad course of study.  NSA is continuing to expand our Career Technical Education offerings as a way to increase the relevance and desirability of the broad course of study for all students.|Met||2018
45701690134031|New Day Academy - Shasta|7|Each NDA student has a Master Agreement that outlines all courses taken during a semester.  The Master Agreement is a legal document signed by the NDA Teacher, the parent and student.  These documents are reviewed by administration to ensure that all students are properly enrolled in the appropriate and required courses.     NDA uses a school information system developed for independent study schools that records and tracks all semester courses the curriculum selected for each course, student academic progress in each course of study, student assessment scores and teacher communication about each student.    NDA is WASC accredited and has an extensive course list of a-g courses.  Each school year, NDA’s high school course catalog is reviewed and updated by administrative staff.  NDA has two High School Coordinators who meet with each high school student a minimum of once a year and most often twice a year to complete a 4 year high school course plan. This plan is individualized (including required courses) to meet the student’s post- secondary goals.  A High School Guide is distributed each year to all families with specific course information and options.|NDA provides access to a broad course of study for students grades TK-12 including Special Education students and English Language Learners. The school has no barriers to the provision of a wide array of courses.  NDA’s personalized learning model facilitates the creation of a unique educational plan supported by appropriate curriculum and delivery method for each student.  The plan is based on grade level standards, the student’s skill levels, interests, and personal needs.  Each course offered to a student has curriculum options and in some cases, different methods of delivery.  Methods of delivery options include: the use of standards based text books, online courses, educational applications, supplementary workbooks, videos, extracurricular vendor instruction and enrollment in community college courses.    All NDA TK – 8th grade students (including students with exceptional needs) are enrolled in the core subjects of English, Math, Social Science, Science, and Physical Education.  The educational team (parent, student and assigned NDA Teacher) chooses the delivery method and curriculum for each course to best fit the needs of the student.  The school also offers a wide range of Visual and Performing arts options to these grade levels.  Middle school students are encouraged to add one or two elective courses such as Career Technical Education, music, and art to expand their course enrollment and prepare them for high school.   All 9th through 12th grade students are required to complete 230 credits in the required subject areas of English, Math, Social Science, Science, Humanities (Visual and Performing Arts), Career and College Readiness, Health, Technology/Vocational/Life Skills and Electives.  NDA offers options for all required subject areas.  Students have many curriculum options and educational opportunities to fulfill these requirements to include textbooks, online learning, vendor course instruction and concurrent enrollment in community college courses. The school has a list of preferred online options but parents may request courses that are reviewed and approved by administration.  A wide range of online Career Technical Education (CTE) courses are also offered and students are encouraged to complete at least one CTE pathway as part of their graduation plan.  All High School students are required to complete a Career Choices course.  We prefer that it is taken in 9th grade but it may be taken later in their high school career.  After completion of this course, students are eligible to enroll in NDA’s Internship program in a field of their interest.   As stated above, High School students have access to courses offered at local community colleges or online.   NDA purchases the curriculum for these concurrently enrolled students in order to ensure that all students have access to these course opportunities. Over 50% of NDA’s high school students are enrolled in Community College courses.|NDA does not have barriers that prevents the school from providing access to a broad course of study for all students.|At this time no revisions, decisions, or new actions are needed.  The school will continue to explore new curriculum options, online learning opportunities, and expand their CTE course options.|Met||2018
45701690136440|Phoenix Charter Academy|7|For grades 1-6, PCA ensures that all students have access to, and  are enrolled in a broad course of study, including all  of the California Education Code courses. PCA students log daily assignments, performing arts, and physical education.  Teachers then verify that the work was completed and report it through records in a computerized Student Information System.  These records are audited by the state to ensure mandatory compliance.  In addition students are offered lessons for Physical Education instruction and Art instruction.  All students have access to California State Board approved instructional materials and these are checked out and tracked through a library catalog system.  Students also receive a report card with all classes listed and graded each semester. For grades 7-12, PCA ensures that all students have access to, and are enrolled in a broad course of study, including all of the California Education Code courses.  PCA utilizes a High School Graduation Matrix, which delineates the A-G course opportunities that PCA offers our students.  Students can achieve these requirements through resource center course offerings or through our partnership with Shasta College.  Students also have CTE opportunities through dual enrollment with Shasta College.  PCA students log daily assignments, performing arts, and physical education.  Teachers then verify that the work was completed and report it through records in a computerized Student Information System.  These records are audited by the state to ensure mandatory compliance.  In addition students are offered lessons for Physical Education instruction and Art instruction. Students are also issued report cards each semester and the transcripts are updated based on this information.   All students have access to California State Board approved instructional materials and these are checked out and tracked through a library catalog system.|All students at Phoenix Charter Academy have an opportunity to engage in a Broad Course of Study.|Several of the students that attend PCA live in rural neighboring communities.  The lack of proximity to the resource center, Shasta College, and vendors affects the students ability to take  A-G, CTE and a variety of courses.   Many of these same students do not have reliable Internet access.  Some students do not have reliable transportation to the Resource Center.|PCA will continue to add a-g courses and partner with community sources to provide CTE courses.  PCA also will continue to provide bus passes to students who cannot attend Resource Center classes due to transportation issues.|Met||2018
45701690137117|New Day Academy|7|Each NDA student has a Master Agreement that outlines all courses taken during a semester.  The Master Agreement is a legal document signed by the NDA Teacher, the parent and student.  These documents are reviewed by administration to ensure that all students are properly enrolled in the appropriate and required courses.     NDA uses a school information system developed for independent study schools that records and tracks all semester courses the curriculum selected for each course, student academic progress in each course of study, student assessment scores and teacher communication about each student.    NDA is WASC accredited and has an extensive course list of a-g courses.  Each school year, NDA’s high school course catalog is reviewed and updated by administrative staff.  NDA has two High School Coordinators who meet with each high school student a minimum of once a year and most often twice a year to complete a 4 year high school course plan. This plan is individualized (including required courses) to meet the student’s post- secondary goals.  A High School Guide is distributed each year to all families with specific course information and options.|NDA provides access to a broad course of study for students grades TK-12 including Special Education students and English Language Learners. The school has no barriers to the provision of a wide array of courses.  NDA’s personalized learning model facilitates the creation of a unique educational plan supported by appropriate curriculum and delivery method for each student.  The plan is based on grade level standards, the student’s skill levels, interests, and personal needs.  Each course offered to a student has curriculum options and in some cases, different methods of delivery.  Methods of delivery options include: the use of standards based text books, online courses, educational applications, supplementary workbooks, videos, extracurricular vendor instruction and enrollment in community college courses.    All NDA TK – 8th grade students (including students with exceptional needs) are enrolled in the core subjects of English, Math, Social Science, Science, and Physical Education.  The educational team (parent, student and assigned NDA Teacher) chooses the delivery method and curriculum for each course to best fit the needs of the student.  The school also offers a wide range of Visual and Performing arts options to these grade levels.  Middle school students are encouraged to add one or two elective courses such as Career Technical Education, music, and art to expand their course enrollment and prepare them for high school.   All 9th through 12th grade students are required to complete 230 credits in the required subject areas of English, Math, Social Science, Science, Humanities (Visual and Performing Arts), Career and College Readiness, Health, Technology/Vocational/Life Skills and Electives.  NDA offers options for all required subject areas.  Students have many curriculum options and educational opportunities to fulfill these requirements to include textbooks, online learning, vendor course instruction and concurrent enrollment in community college courses. The school has a list of preferred online options but parents may request courses that are reviewed and approved by administration.  A wide range of online Career Technical Education (CTE) courses are also offered and students are encouraged to complete at least one CTE pathway as part of their graduation plan.  All High School students are required to complete a Career Choices course.  We prefer that it is taken in 9th grade but it may be taken later in their high school career.  After completion of this course, students are eligible to enroll in NDA’s Internship program in a field of their interest.   As stated above, High School students have access to courses offered at local community colleges or online.   NDA purchases the curriculum for these concurrently enrolled students in order to ensure that all students have access to these course opportunities. Over 50% of NDA’s high school students are enrolled in Community College courses.|NDA does not have barriers that prevents the school from providing access to a broad course of study for all students.|At this time no revisions, decisions, or new actions are needed.  The school will continue to explore new curriculum options, online learning opportunities, and expand their CTE course options.|Met||2018
45737000000000|Mountain Union Elementary|7|MUESD offers a broad course of study offering the required courses identified in EC 51210 with the exception of world language.  We meet this criteria at 86% implementation.|100% of our TK-6th grade students have access to the Broad Course of Study outlined in EC 51210.  In 7th and 8th grades, 0% of our students have access to World Language.  There has been no progress over time to increase opportunities for World Language.  We will continue to make attempts to partner with other districts, utilize possible funding sources such as Boosters and look for virtual or extended learning platforms for possible solutions in the future.|As a small, rural District, finding qualified educators to offer world language is extremely problematic.|At a recent meeting of the Board, possible solutions were discussed and barriers identified including our limited size and distance from urban areas where more access is available.  See description in number 2 for possible solutions in the future.|Met||2018
45752670000000|Gateway Unified|7|Gateway Unified School District uses the student information system (SIS) AERIES to track and measure student access to a broad course of study. All students in grades TK-5 are enrolled in all course offerings. Students in grades 6-8 are enrolled in all course offerings and are provided choices for electives. Students in grades 9-12 meet individually with a counselor and develop an academic plan for high school, college and career. Student access to a broad course of study is emphasized and communicated during these meetings. Middle school and high school master schedules are also used to measure accessibility to courses.  Master scheduled are submitted in advance of the school year and reviewed by the district office. Graduation requirements and student completion of A-G requirements are other metrics used and analyzed to measure access to a broad course of study.  Northwest Evaluation Association (NWEA) assessments in reading and math are disaggregated by subgroups in an effort to identify barriers preventing student success. This data is used to help identify students that require academic interventions.|In summarizing student data in regards to accessing a broad course of study, English Learners (EL) and Native Americans identified in the Indian Education Program both have lower enrollment in high school AP courses.  This is also the case for the student population identified with Special Needs.  The number of students at the high school identified as EL and Indian Education is a low number in relationship to the entire school population which makes it problematic to have consistent reliable data.  Counselors are aware of the concerns for these subgroups and monitor individual student plans.  Academic progress of the Special Needs student subgroup is currently being reviewed in the district PreK-12.|The primary barriers preventing some student groups from having a greater participation in AP courses and higher level Math & Science courses stems as a result of basic skills in reading and math not having been mastered in grade school.  Depending on individual student outcomes, some identified barriers can be attributed to attendance concerns, mobility issues, school readiness skills and identified learning disabilities.|Gateway offers multi-tiered system of supports (MTSS) at each of the schools. Site Intervention Leadership Teams continues to evaluate the success of intervention strategies and opportunities provided at each school for each at-risk student and student group.  The district continues to dedicate resources to improve MTSS.|Met||2018
45752670113407|Rocky Point Charter|7|Broad course of study includes Houghton Mifflin Curriculum for ELA & Math in grades K-8. All students have access to their own textbooks.  We utilize iReady software through the use of Chromebooks for each student.  Our History curriculum is based off the California State Standards and are teacher created. Science is taught using NGSS.  We also teach STEM through Project Lead the Way curriculum.  We teach PE, VAPA and Health standards through a daily PE program and 2 days a week elective class.  Our local measures are Benchmark assessments, iReady diagnostic results, and California Interim Assessments.|We are a K-8 Charter School.  We have 180 instructional school days a year.  We are classroom based on a five days a week schedule.  Grades 1-8 attend school from 8:00 A.M. to 2:30 P.M. and Kindergarten attends from 8:00 A.M. to 1:30 P.M.. During these times all students have access and are enrolled in our broad course of study.|No barrier at this time.|Continue to provide access to a broad course of study to all students. Purchase updated curriculum and replace/update technology to meet the needs of our students.  Teachers continue to attend Professional Development training on broad course subjects as well as classroom support strategies, trauma informed practices, intervention strategies and other support training.|Met||2018
46701770000000|Sierra-Plumas Joint Unified|7|MTSS systems are in place district-wide to review student data and make plans where they are needed to enrich or remediate. Schools within SPJUSD use classroom performance data, STAR assessments, CAASPP data, and other local data to ensure that all students can have access to broad course of study. 4 year course planning sessions occur annually to assist families with course choices to help students reach their college and career goals. Remediation math courses and software has been purchased to assist students in approaching grade level if they are identified as being deficient.|Students of SPJUSD are able to take: AP courses; digital online courses in subjects that are not taught locally; CTE courses through the district's Agriculture program; A through G aligned courses for UC/CSU eligibility.|Given the geographical isolation and small school size and resources, it is difficult to provide full SDC or counseling services to our neediest of student population. Increased time for counseling and increased staffing in the district's Special Education program, has helped to address the issue.|The district will continue to fund a Curriculum Coordinator to help ensure the purchase and use of the best in standards aligned curriculum. The Curriculum Coordinator is also working with site leadership to help conduct weekly PLC's to train. Online coursework will continue to be available for students wishing to take classes that are not currently offered district-wide. The site administration updates and monitors course alignment to the UC/CSU A through G and teachers are sent regularly to AP institutes. The Agriculture program chair attends many trainings annually to ensure the CTE program is current.|Met||2018
47104700000000|Siskiyou County Office of Education|7|All of our Courses are listed in our student information system—PROMIS. We offer various levels of al core subjects. Students are placed according to their grade level and STAR reading and math scores.|All of our students have access to and are enrolled in broad courses of study.   We have differentiated levels for every subject, so we are able to offer students with learning difficulties courses of study in all subjects.  Courses include core subjects, as well as, Fundamentals of Art, Greenhouse, Health, Domestic Violence Prevention,  and Parenting.|Most of our students come from broken or dysfunctional families.  They deal with addicted or absent parents on a daily basis.  Therefore, our main barrier to providing access to broad courses of study to our students is chronic truancy and/or unstable home situations.|We are working with probation to reduce truancy.  We need to get more cooperation with the Districts of Residence to implement the SARB process with the chronically truant students.|Met||2018
47104700117168|Golden Eagle Charter|7|The mission of GECS is to educate students through personalized learning and support parental choice in education in the context of a CA Standards based education. All of the students at GECS have an individualized learning plan that incorporates a broad course of study that takes into account the student's abilities, unique talents and interests and learning styles.  This learning plan is continuously changed and updated as needed and documented every six weeks.|All students have access to and are enrolled in a broad course of study at GECS. This is the model depicted in the charter.|N/A|N/A|Met||2018
47104700137372|Northern United - Siskiyou Charter|7|In using our student information system (SIS), School Pathways, Northern United - Siskiyou Charter School accesses current and historical data concerning students enrollment in courses.  We track and monitor class schedules, progress reports and all transcript data.  This data is disaggregated to analyze course access and enrollment for all students, including students in unduplicated groups and statistically significant subgroups. The SIS is available to all teachers and it informs all decision making on how to create a master schedule which allows a broad course of study to all of our student population.  School Pathway's software is rich with database maps and reports that can be pulled to ensure a broad course of study is offered to and accessed by all students.  Our information concerning students and their courses of study, whether it be by grade level, unduplicated student groups or individuals with exceptional needs is well informed by the tool we've chosen to track all of our students.|Because we are a nonclassroom based, independent study charter school, all students have equal access to a broad course of study.  All students have a personalized course of study.  The school offers a wide range of course options, including live classes, online platforms, and dual enrollment.  Students are able to select any of these options in consultation with their teacher and family.  Because the school is independent study, most of the courses can be accessed at the convenience of the student as there is no master schedule within the school.  In providing all that has been mentioned, all of our students have access to and are enrolled in a broad course of study.|The barriers that we face are usually in the two areas of internet access and transportation.  Given that we as an LEA are geographically challenged with our rural students, it is pertinent that we stay abreast of any internet access issues and transportation issues that student may face in interfacing with our online platforms of study or transportation issues in attending college courses or live classes at our learning centers.  We are ever aware of these challenges and have worked diligently to overcome any barriers that our students and their families may face.|Knowing that we face geographical challenges with rural students, we provide internet to all students who are in need.  Often times, we provide an internet hot spot so students may access all of our online course platforms.  Providing for internet service providers through phone lines or satellite is also an option.  For students with transportation issues that may create barriers to access their education, we provide bus tickets for students and families who may choose to enroll in local college courses or have difficulty attending learning center courses or meetings with teachers.  In making these decisions, we have allowed all of our students equal access to a broad course of study.|Met||2018
47701850000000|Big Springs Union Elementary|7|Big Springs Elementary School has identified its locally selected measures or tools to track all students to have access to, and are enrolled in, a broad course of study, based on grades spans, and unduplicated student groups.  Those measures include Aeries student information system, yearly master schedules and Teacher lesson plans.  This allows the school to see where and why students are placed or participating in the board course of study that is being offered|Big Springs Elementary offers Spanish to all students, on a rotating basis.  For instance, in the 2018-2019 school year, we offer Spanish to ALL 3rd, 4th, 5th, 6th, 7th and 8th grades which can would be corroborated by Aeries, master schedule and/or lesson plans by the teacher.  The following year (2019-2020), Kindergarten, 1st and 2nd grades will participate in Spanish, and 6th, 7th and 8th grades will continue.  Therefore, 6th, 7th and 8th grades will receive Spanish every year, while grades K-5 will receive Spanish every other year.  Big Springs also offers Chess, Music, Fine Arts, Crafts, Creative Writing, Journalism and Drama as elective classes one day a week for all 5th, 6th, 7th, and 8th grade students.  Tracking of this is by an elective master schedule which shows which students have participated in each elective.  Big Springs also offers its CORE curriculum classes, which is monitored by Aeries, the master schedule and Teacher information (Lesson or Grade Book).|Barriers that exist in trying to bring a more enriching board course of study to our students at Big Springs are lack of funding to fully support a full time Spanish teacher or recruit a credentialed Spanish Teacher that would work in a small school.  This is also the case in providing Music.  Living in a small rural community is great, but it does have its draw backs when it comes to immediate resources in trying to do something more enriching.  There may or may not be someone in your area that can easily come down and teach a particular topic.  Counseling is a great resource to have in school, but if you are trying to provide a more enriching type of curriculum to ALL students, those who need some type of counseling might miss out on an elective experience.  So far the barriers we face are funding, availability of credentialed teachers and other immediate resources that may or not be available.|By providing these types of enriching experiences, we hope to attract new students to our school and that will definitely help in the financial area but scheduling is scheduling and I do not know if you can prevent scheduling from interfering with ALL students getting a broad course of study. However, Big Springs has already built a master schedule that has intervention and enrichment built into it along with the CORE courses.  Big Springs Elementary also was awarded a MTSS Grant to assist them in reaching ALL students.   BSES still will always be faced with challenges in meeting its students’ needs financially but will do whatever they can to provide for ALL students.|Met||2018
47701930000000|Bogus Elementary|7|In order to track access to broad course of study, we use attendance records and master schedules.|At Bogus Elementary in addition to the core subjects of math, ELA, science, and social sciences, we offer health, piano lessons, art and P.E. 100% of students have P.E. everyday. 100% of students receive an individual as well as group piano lesson every Wednesday. 100% of 6-8 grades receive health education. Students receive art instruction whenever there is additional time, however it is not consistent.|Several barriers that prevent Bogus Elementary from providing access to a broad course of student for all students is availability of personal as well as finances. Providing a world language would require either additional personal or paying for a computer based program. Our school is located 30 miles from a town, which means access to personal is limited.|In order to address the barriers for foreign language, we will research free computer based language instruction, such as Dual-Lingo for grades 3-8. To address the inconsistent teaching of art, we will discuss with the school board extending Fridays from minimum day to full day so the afternoon could be dedicated to art.|Met||2018
47702010000000|Butteville Union Elementary|7|All teachers utilize English Language assessments and Math assessments regularly. Other measures include STAR Reading and STAR Math, CWPM fluency, AR, ESGI for kindergarten and annual State assessment results.|All students have access to the complete curriculum.  While EL students and SEC students continue to lag behind the rpedominant subgroup in assessment, the school has instituted a RtI program across all grades to address the issue.|Since Butteville Elementary has an enrollment of 195 students K-8 it does not enjoy the economies of scale that come with a larger district.  The district's budget issues puts significant constraints on monies available for specialists.|The district will make a concerted effort to make sure all qualified students are signed up for the free and reduced lunch program.  The district has instituted weekly collaborative meetings to discuss and brainstorm interventions for students struggling academically and socially.|Met||2018
47702270000000|Delphic Elementary|7|As a result of the small nature of our school (61 students) all student have access to all coarse offerings.|As a result of the small nature of our school (61 students) all student have access to all coarse offerings.|Local barriers include : *limited resources in rural location *access to foreign language experience in a small, rural school|Administration is researching foreign language options for middle school students.|Met||2018
47702430000000|Dunsmuir Elementary|7|Each homeroom teacher provides a daily schedule to the principal indicating what subjects are being taught  and when throughout the week. In addition the principal has a master schedule for students in the Resource Program to identify when they are in the Resource classroom and when they are in their regular class.|All students K-8 have access to English, Mathematics, Social Sciences, Science, Health, Visual and Performing Arts and Physical Education. In addition, students in grades 5-8 have access to some aspects of Career Technical Education.  While all grade levels participate in career activities at differing degrees, all 5-8 students have a robotics and coding class weekly. They also have opportunities to utilize our 3-D printers to apply their computer skills.  7/8 graders take part in the GEAR UP program which is a college readiness program that also deals with career topics.  All grades have an art class weekly with an art specialist. While we do not currently have a dedicated music program, every effort is made to include music and movement in our afterschool program. In addition we take all our students to several musical concerts and/or plays each year. We partner with the Cascade Theater in Redding and College of the Siskiyous  to provide these opportunities.|DES does not have a World Language program. The biggest barrier to this is  finding a qualified teacher. While we have had a choral program for our 4-8 students in recent years, we currently do not have one. Again, the barrier we face is finding a qualified teacher in our small community.  Another barrier to implementing these two classes is financial. Stretching our small district budget to provide the broad course we already do is challenging in itself.|DES has and will continue to include music, CTE, and arts into our afterschool program.  Our Makerspace is utilized a large amount at that time which gives students the opportunity to explore different careers. We will continue to bring in musicians and artists to work with students. as well. DES will  continue to seek out  personnel for music and World Language as well as look for grants to help fund such programs.|Met||2018
47702500000000|Dunsmuir Joint Union High|7|Each student has a file that lists all courses they are or have been enrolled in.|All students are enrolled in classes that are college preparatory, and by the sophomore year they are allowed to add electives that include college prep and technical courses. All students meet with their counselor several times a year, and are considered college prep unless they have selected another path with their counselor. We have one subgroup - low income - and it contains the majority of our students. Funds are spent school-wide so all students may benefit from our programs.|There are no barriers|No changes are necessary|Met||2018
47703180000000|Gazelle Union Elementary|7|This LEA utilizes the Common Core curriculum, state standards, CAASPP scores, classroom assessments, daily assignments, and parent surveys as tools to track the extent of broad course of study offered to our students for English, Mathematics, Social Sciences, and Visual and Performing Arts, Health, and Physical Education.|All students have access to materials, including text books, computers, and iPads. LEA is in the process of adopting Social Studies curriculum. Science adoptions are scheduled for 2019-20. All students participate in Visual and Performing Arts, including dance, music, and theatre. LEA provides an annual performance where students participate in performing, costumes, set design, lighting, and making props. LEA utilizes the local junior college to provide music/voice trying for all students. Health lessons had been provided in the past, by our school nurse, including instruction in the principles and practices of individual, family, and community health.|Barriers preventing LEA from continuing Health lessons, taught by our school nurse, to all students are financial. Instead of contracting for services to teach all of our students, we have limited her services. Our 7-8th graders only receive services. A broad course of study is limited with Science instruction. The adoption of NGSS Science curriculum in 2019-20 should prepare our students to meet science standards.|LEA plans to adopt NGSS curriculum. Teachers will attend trainings on meeting the NGSS standards.|Met||2018
47703260000000|Grenada Elementary|7|TK-8th students have access and instruction in all core subjects as evidenced by review of students' schedules, teacher lesson plans, and principal's observations. Special activities range from, educational assemblies,  interdisciplinary camping and outdoor education trips, to place based field trip to local areas, and project-based learning in classrooms. The parent liaison coordinates many opportunities for students to learn from local partners, parents and community members. Students schedules are verifiable through the AERIES student reporting system.|Given the challenges of being a small, rural and geographically diverse district, GESD provides a broad course of study for all of its students. This includes programs highlighted in the district's LCAP, access to all state adopted classes in 1:1 devices in grades K-8|The geographic distance across the district and rural setting, shortage of qualified teachers, shortage of substitute teachers, and limited secondary educational opportunities are barriers that face the district in all matters. The district does not see these barriers as insurmountable and works hard to ensure students are receiving all possible education opportunities.|The GESD will continue to try to expand opportunities for students in the area of Expansive Learning, CTE, and technological innovations. As technology becomes more reliable and complex, opportunities for students in the district will increase. A broader course of study will become attainable such as Foreign Language, Performing and Fine Arts.|Met||2018
47703590000000|Hornbrook Elementary|7|Hornbrook Elementary School District tracks progress in meeting Priority 7 standards by reviewing course offerings and master schedule to assess the extent to which all student have access to a broad course of studies.|For the 2017-2018 year, 100% of HESD TK-6 grade students had full access to a broad course of studies. Our 7th and 8th grade class is in a self-contained classroom with one teacher. The 7-8 grade students had full access to a broad course of studies except for access to World Languages. In the 2018-2019 school year, we are providing access to World Language for TK-8th grade for all students.|Barriers preventing HESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day and no teacher to teach it.|In the 2018-2019 school year, HESD will be providing access to World Languages for all TK-8 grade students. We are working on ways to incorporate World Languages into our weekly schedules in both our Elementary and 7/8 grade self-contained classrooms.|Met||2018
47703670000000|Junction Elementary|7|Both classrooms and resource classroom have schedules that they follow each day to ensure that they are offering a broad course of study. The schedule is time specified to assure that each subject is offered each day.|We are a small one school district with two classrooms and a resource classroom. Each student has access to a broad course of study.|Junction Elementary School partners up with the Karuk Tribe for counseling services one day a week. The students get pulled out of their studies for an hour, which creates a barrier one day a week. Our upper class teacher will work with these students in the after school program to catch up with any subjects missed.|The upper class teacher works with all students in the after school program to assure that each student has access to any broad course of study that has been missed due to any barriers.|Met||2018
47703750000000|Klamath River Union Elementary|7|Students will continue to use the Smarter Balanced Assessments, curriculum assessments and classroom observation data to drive instruction and intervention|Have provided Chromebooks for students in grades 3 through 8 in our single school site. Integration of Science Technology Engineering Arts and Mathematics(STEAM) throughout content area.  We have adopted the expected courses of study specified in the California Education Code for Grades 1-6 and 7-8.  We have researched and implemented online State Standard aligned supplemental reading, writing and math programs|We have no specific barriers at this time.|In our small school situation, we feel we have ensured a board course of study in our K-8 single classroom situation.  We will continue to provide access to all online supplemental support|Met||2018
47703830000000|Little Shasta Elementary|7|In this one teacher school, teacher lesson plans, course overviews, curriculum scope and sequence and administrative review are used to track student access to a broad course of study in English Language Arts, Mathematics, Social Science and Science. All students are included in an extra Agriculture curriculum, Visual and Performing Arts, Health and Physical  Education on a regular weekly schedule.|A one room school house has many unique opportunities to address student individual needs and provide equal access for all students to the broad course of study offered at our school. There are no other school sites and with a student-teacher ratio of 1 to 15, all students are provided access.|The one barrier we face is simply a grade span of Kindergarten through sixth grade in one classroom. This barrier is met with the addition of increased hours of an instructional aide and other additional support programs funded by the LEA.|The LEA at Little Shasta is committed to small class size and this year, with increased enrollment, added a second classroom teacher bringing the student-teacher ratio to 1 to 11. Aide hours were again increased and new curriculum was purchased.|Met||2018
47704090000000|McCloud Union Elementary|7|Our school consists of 60 students, five teachers and 8 support staff.  Because our school is so small, it is easy to monitor scheduling and programs. A sophisticated system of scheduling is not necessary at McCloud Elementary. Most monitoring is accomplished through design of the master schedule and collaboration of the five teachers on staff.  The current grade-span configuration is: K/1 (1 FTE), 2//3 (1 FTE), 4/5 (1 FTE) and 6-8 (2 teachers share; .6 FTE and .4 FTE).  The LEA offers all students ELA, math, science, history/social science, physical education, and enrichment in art, music and sports.  Our school wide configuration is that of an elementary school with Kindergarten through 8th grade students; we do not function separately as elementary and middles school or junior high.  Currently and historically, McCloud Elementary does not have English Language Learners enrolled.  Though teachers are trained in ELD instruction and have curriculum available,  there has not been an instance of its use without that demographic present at McCloud Elementary.  Our students with learning disabilities or exceptional needs are served by our contract with the Siskiyou County Office of Education Resource Program and specialists We contract with the county for : resources specialists, speech therapists, occupational therapists and psychologists.|All students have access to all academic courses. There are no barriers to access of the core classes: ELA, math, science, history/social science, physical education, music and art.  We only have one school site, so there are no comparisons.  Our main demographic for students is economically disadvantaged.  We have not any English Language learners or other subgroups of students.  The LEA has an abundance of academic resources and materials including textbooks, magazines and online curriculum for history and science.  The school has plenty of technology for students to access resources and online curriculum.  As noted in priority 2, we are an elementary school and our master schedule and limited staff does not allow for world language instruction, career-tech education and or health education above and beyond sexual health which is taught in 7th and 8th grade as mandated.|Other than world languages, career-tech education and a separate health studies course, we are able to offer all academic subjects required in an elementary school. There are no barriers to core academic courses and the barrier to the above mentioned courses would be grade-level assignments (elementary versus middle or junior high), limited staff and credentialing for those courses of study that would normally be offered at high school level, not elementary school.  If we had more staff, perhaps we would be able to offer those course, but most likely, additional support for core courses would be the priority over the high school oriented classes.|The LEA will continue to utilize the current staffing creatively to cover all core academic classes and cover standards for our combination classes.  We will use our master schedule to insure that all students have access to the most qualified teachers and aides for instruction and support and that adjustments are made, as necessary, throughout the year to serve all students and student individual needs.|Met||2018
47704170000000|Montague Elementary|7|As a small K-8 district, Montague Elementary School District (MES) monitors student opportunities to engage in a board course of study by monitoring master scheduling, elective offerings, and after-school programs.  Students with exceptional needs are served consistent with state special education programs and laws.|All students have access to current, adopted, curriculum in English language arts, mathematics, science, and social studies/history.  Instructional minutes, consistent with state guidelines, are scheduled via the master instructional schedule.  All students participate in daily physical education instruction, which provides minutes in excess of the state minimums at all grade levels.  Beyond the four core areas of instruction, elective classes are offered at the middle school level (grades 6-8) in art, digital fluency and citizenship, yearbook, agriculture, and school service.  All IEP eligible students currently receive contact minutes with a certified special education teacher according to the minutes outline in the IEP documents.  MES is in the process of creating an ongoing and permanent opportunity to participate in a world language course of studies through a working partnership with the Karuk Indian Education Office.  In the after school program, students have access to programs in woodwind band, dance, art, and crafts.|Budget and student body size constraints restrict MES from offering a traditional middle school elective model with single-subject qualified instructors.|Additional programs in the arts will be supported by grant dollars resulting from an award distributed through the Butte County Office of Education.  These dollars will support contracting of part-time instructional resources at the K-8 levels.  The SAFE after school program will continue to offer extracurricular opportunities.  Further involvement of the Karuk Tribe and Karuk Education Office will provide additional opportunities in language, arts, and social studies in response to MES's growing Native American population, as well as non-native students.|Met||2018
47704250000000|Mt. Shasta Union Elementary|7|We use Aeries to enroll our students and track the courses in which students are enrolled.|All students in each grade level have access to and are enrolled in the same course of study.  In some cases at Sisson, participation in music is optional.  Students struggling to meet standards in English language arts and math are identified for Title I services.  Special education students enjoy learning in the least restrictive environment with their peers.|All 7th and 8th grade students would benefit from studying world languages and all students at Sisson would benefit from more elective courses.  Greater state funding for teachers would allow us to increase the number of elective courses we offer.|We are exploring how we can use technology to fold language study into the social studies program at 7th and 8th grades.|Met||2018
47704580000000|Seiad Elementary|7|The teacher's records including; master schedule, records books, student portfolios, online intervention tools and data as well as 3-4 performances annually.|All students are enrolled in music from Kindergarten to Eighth grade.|Barriers to providing more broad courses of studies include having one teacher due to low enrollment and funding as well as lack of resources available in our rural area.|The school will maintain ensuring access to a broad course of study for all students.  As stated in our mission statement, our school is committed to helping each child to realize his or her full potential and stimulating intellectual curiosity.|Met||2018
47704660000000|Siskiyou Union High|7|We use a Student Information Data System called AERIES. With this system we can analyze the extent to which all students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. We are able to analyze to what extent students are taking various types of courses, A - G courses, and career path completion,  access to academic support, credit recovery, and other support courses.|Our data indicates the following: -All student's with disabilities are enrolled in academic support as needed or identified in their IEP or 504. -Our percent of students completing A-G requirements and career paths are increasing over time. -Students are able to access single course options over time.|Barriers include our small school schedules which create single course offerings in a variety of our academic, CTE and fine and performing arts areas.|To overcome the barriers presented in our small school schedules, we have implemented the following: -Academic guidance and planing so students can plan over their high school experience to set and accomplish their goals and have access to a broad course of study. -Provide on-line and college concurrent and dual enrollment options. -Provide several options in a schedule for academic support or credit recovery options.  -7 to 9 period bell schedules that provide room and options for students to access courses.|Met||2018
47704820000000|Weed Union Elementary|7|The LEA offers a broad course of study to all students through the design of the master academic schedule and the courses offered as electives or enrichment opportunities.  WES uses Aeries to track electives students participate in for the middle school grades 6th-8th.  These elective courses along with students, switch quarterly to be able to offer more exposure to all enrichment courses for students. Weed Elementary school offers music, VAPA, physical education, gardening, health, RTI, technology and cooking to all grades.  For middle school the following elective type courses offered during the year are:  cooking, VAPA, library,  music (band and choir), technology, small engine exploration, 3rd printing and design, health, yearbook, digital imagery, gardening, green team (community involvement), college and career club and student led tutoring.|The LEA measures access to these courses by ensuring students rotate through different elective/enrichment courses quarterly.  It is tracked through classroom observations, master academic schedules, lesson plans and through weekly discussions during PLC scheduled times.|The barriers preventing the LEA from providing access to a broad course of study for all student is the the limited amount of time. For example a student with an IEP who needs 45 minutes of resource,  limits the courses this student can participate in.  Or if you are enrolled in music, band and choir, the only other elective you have access to is PE. WES assess this each quarter to ensure all students have access to different courses and at times to make this happen requires changes to courses.|The revisions, decisions or actions that the LEA needs to implement to ensure students have access to a broad course of study is to review our options to be able to see what is needed to offer these courses of study.  This conversation will take place with all stakeholders to explore possible implementation of courses such as language and how that will fit into our master schedule.|Met||2018
47705080000000|Yreka Union Elementary|7|The district's goal this year was to expand the availability of a broad course of study for 6th-8th grade middle school students and continue to provide additional courses to 4th and 5th grade students.  At the Evergreen School the goal has been school wide to provide a more inclusive instructional environment for all students, including those with exceptional needs to be provided with all core instruction and intervention services within the regular classroom setting.|For TK-3rd grade students at Evergreen School all students receive core instruction and additional Tier 2 and Tier 3 support within the general education setting.  This allows all students to receive instruction without interference from a pull-out program to receive support services without missing core academic instruction.  At Jackson Street School the middle school, comprised of 6th-8th grade students, has transitioned from a 6 period to a 7 period day.  This allows the majority of students to participate in two electives instead of one.  Those students that need additional support are able to receive Tier 2 or Tier 3 support during one of the elective periods while still being able to participate in a broad range of electives.|One barrier is the availability of qualified teachers especially those that can teach electives such as world languages, STEM classes, science, or dance.  We have a strong visual arts and choir and band programs.|The LEA will attempt to employ additional teachers to provide instruction for elective classes in the middle school, but can also provide instruction to 4th and 5th grade students.|Met||2018
47705160000000|Yreka Union High|7|Yreka Union High School District tracks progress by undertaking a qualitative and quantitative review of course offerings, class schedules, and the school schedules to assess the extent to which all students have access to and are enrolled in a board course of studies.  Reports are run in Aeries to identify access and enrollment based upon grade spans, unduplicated student groups, and individuals with exceptional needs|Yreka Union High School District has two sites, our main site Yreka High School and our alternative education site, Discovery High School.  Students on our Yreka High School campus have access to all the broad course study courses provided by our district.  At Discovery High School, students have limited access due to the necessity to provide more support in a single subject needed for specific student needs.  Students transfer into our Alternative Education program because they have fallen behind in subject areas and need more support.  We have the availability for some students at Discovery High School to take Career Technical classes on the Yreka High School campus if their schedule allows.  Students in Discovery High School do not have access to Foreign Language and Visual and Performing arts.  There is not a specific student group that does not have access to classes at Yreka Union High School District.|The only course in the broad course of studies as defined by California Education Code 51210 and 51220 not available with the Yreka Union High School District is Automobile Driver Education.  Our district has been unable to hire a teacher with this credential and the ability to obtain this credential is not within a reasonable travel distance from our location for any of our teachers to access.  The California Department of Motor Vehicles accepts an on-line certification for Automobile Driver Education for any student needing this course.|All Yreka Union High School students have access to a broad course of study within our school offering.  While we have two schools within our district that offer a different specific pathway and specific programs within a course study, our students are free to attend school within our district that offer courses.  Students are able to utilize our Dual Enrollment program, which allows them to earn college credit for the high school course they are enrolled in.  Students from each of our schools within our district also have access to our Career Technical Education program which allows students to be prepared for a specific career path.  One barrier is students may find that they do not have room in their schedule to access an additional elective, but Yreka High School runs off of a trimester system with a six period semi block schedule, and this schedule seems to accommodate this barrier.|Met||2018
47736840000000|Butte Valley Unified|7|Butte Valley Unified School District tracks student access to and how many are enrolled in a broad course of study.  We look at course offerings, class schedules, and school schedules to assess the extent to which all students have this access and are enrolled in a broad course of study.|100% of Butte Valley Unified School District's students have full access to a broad course of studies.|N/A|All Butte Valley Unified School District students in grades K-12 are enrolled in a broad course of studies.  At the high school level, we are continually looking for ways to increase course options with limited funding.  This year, Butte Valley High School is adding a second agriculture teacher to our staff.  This will increase the number of options students have within this program.   At the elementary school, we have begun a push-in Resource program to support our special education students, and we are using ELD designated and integrated strategies in our classrooms to support our ELD students.    Ongoing analysis of our enrollment in broad course of study courses helps our District as we make decisions at both schools.|Met||2018
47764550000000|Scott Valley Unified|7|The Scott Valley Unified School District utilizes student course enrollment, master schedules, CALPADS reporting data, graduation data, and A-G University course completion as measures to ensure students have a broad course of study and access to those same courses.  We ensure that our unduplicated student groups and students with special needs also complete and have access to the same broad course of study, utilizing the same dis-aggregated reports.|Utilizing our graduation rate of 97% and our A-G completion rate of 36%, Scott Valley Unified meets or exceeds the State average for both metrics of a broad course of study.  We maintain only one comprehensive high school, so therefore do not have comparative data, other than State or County averages.  Overtime we have consistently met or exceeded the State average of both graduation rate and A-G course completion rate|The primary barrier we have in expanding or improving our broad course of study is our extremely small high school ( 190 students).  It is very challenging to offer a broad course of study in a comprehensive program with so few students.  We must be creative in creating multiple sections that are taught in the same period by the same teacher, with differentiated instruction.|We continue to be creative with our master schedule.  In addition, we utilize career technical funding to expand offerings for college and career readiness.|Met||2018
48104880000000|Solano County Office of Education|7|The Solano County Office of Education students in alternative programs have access to all core courses required for middle school and those required for graduation in high school, including English, math, science, social studies, and physical education at the appropriate grade level. In addition, all students have access to a broad range of electives through a blended learning model. An analysis of the completed coursework from the AERIES database shows such broad access. The community program has been provided with individual tablets for students to work with Google apps and a makerspace lab has been established to support project-based learning. During the 2018-19 school year we will work with Probation to provide similar opportunities at the Juvenile Detention Facility.|The Solano County Office of Education operates a community program and a school located at the Solano County Juvenile Detention Facility.  Each student has an Individual Learning Plan that is developed in collaboration with the teaching and support staff, the parents, and the student.  Students have access to our entire course of study which is provided through a blended model of in-person and online instruction.  The primary goal of our program is to support students in earning credits toward graduation.|A broad course of study is available to all our students.  Students' individual plans tend to concentrate on earning credits toward graduation in core subject areas.  Elective courses are available online with the individual support of our teaching staff.  Students' major concern in our programs is often credit recovery.|Our programs have made available a broad course of study to all students.  Most students concentrate on core subject areas to earn credits toward graduation.|Met|The Solano County Office of Education oversees alternative programs for students who have been expelled or are incarcerated.  A broad course of study is available to all our students.  Classroom instruction focuses on core subject areas to support our students' progress toward graduation.  Students have access to other course online with the support of their teachers.|2018
48705240000000|Benicia Unified|7|BUSD is using the LEA Self-Assessment tool developed by CCSESA to track student access to broad courses of study. This self assessment asks specific questions teaching, learning and assessment. Each question has a four point rubric that describes levels of implementation. In addition to the Self Assessment tool, BUSD publishes a survey at least once a year to all stakeholders. There are several questions on the survey that inquire about the instructional program:  How well does the school's academic program (rigor) support your student's needs? How well does the school's curriculum (topics studied) interest your child? How well do the course offerings (literacy/english, math, social studies, science, electives, etc.) meet your child's needs and interests?  Finally, at our comprehensive high school, students have choice of courses and their preferences in choice help to dictate the courses offered and filled. Course enrollment and course performance data is tracked at the District and site level using Powerschool information.|At our elementary schools and our middle schools, all students take the core curriculum. These courses include English, math, science, and social studies. At the middle school, students also get PE daily and then elective choices. At the High School, students make course preferences and then the schedule is built around how many students want to take these courses.   The local assessment measure indicates that we are working towards implementation and have some transformational practices underway. It was indicated that TK-8 all students take all classes. Advanced classes, CTE programming and other electives are offered at the High School. AP classes, CTE and electives are open to all students. Counselors and administration work to do outreach to unduplicated students to encourage them to take a wide range of classes. Each student meets with his/her counselor to review options. Students receiving special education services are included in all general education classes. They may take a curriculum support class as an elective to provide support for meeting success in general education curriculum.|BUSD is continuing to enhance our multi-tiered system of support (MTSS) to ensure students have the support they need to be successful in whatever classes they choose. Finding time in the schedule to offer support classes for students who need them, without taking the place of an elective proves to be a barrier. Our goal is to have all students choose the courses they want, are interested in and will provide personal challenge. To accompany that, we need to have a robust support system in place to help student close any gaps in learning and provide help so they achieve at the highest level possible.|BUSD is putting together an MTSS team of teachers and administrators to take a deep look at our system and determine goals. We will align this work with the LCAP and the site plans. In addition, we will invite student voice into the District Curriculum Council/MTSS team to hear their input on what is working and what are barriers. Course sign ups and student interests are monitored at the secondary level to ensure that course offerings are sufficient. Counselors and principals are monitoring progress of our students in our unduplicated student groups and meeting with them more frequently. Specific outreach to students in these groups will occur to encourage participation in a broad range of courses and extracurricular activities.|Met||2018
48705320000000|Dixon Unified|7|Dixon Unified measures course access as part of its LCAP process.  Specifically, data is gathered on the number of enrolled in an a-g (UC/CSU eligibility) course of study freshman year, the number of students graduating from Dixon High School a-g prepared, the number of students graduating high school defined as “prepared” by the Dashboard’s college and career indicator, the number of students enrolled in Advanced Placement (AP) courses, and the number of students enrolled in Career Technical Education (CTE) courses.    At the elementary level, students are placed in reading intervention based on local indicators in order to ensure they are successful in the core program.  All English Learners are appropriately placed in designated English Language Development courses in K-12.|The following is the most recent data for secondary measurements:  A-G Enrollment Rate: 89.2%  A-G Graduation Rate: 49.6% (highest in Solano County)  College and Career Ready Graduates (CCI Indicator): 41.6%  10-12th Grade AP Enrollment: 41%  CTE Enrollment: 36.7%  At the elementary level, there are currently approximately 300 students enrolled in intervention to ensure their access to core materials.  This intervention is a push-in model and students receive specialized instruction during universal access time so students do not miss out on any core instruction.    K-12, there are currently 542 DUSD students enrolled in our designated ELD program.  All of these students have full access to our core program in addition to receiving specialized designated ELD instruction.|There is an achievement gap in the number of Latino, EL, Special Education, and Socio-economically disadvantaged students graduating a-g qualified as compared to their white, non-SED, English Only peers.  This gap mirrors the achievement data for our students K-12.  At Dixon High School, students from traditionally underrepresented groups are enrolled in Advanced Placement courses commensurate with their percent makeup of the school’s demographics; however, the number of Latino, socio-economically disadvantaged, and EL/R-FEP students who pass AP exams is lower than that of their white and non-socio-economically disadvantaged peers.|Dixon Unified has significantly expanded Advanced Placement offerings in the last few years.  There are now 14 different AP courses offered in myriad subject areas.  This expansion has provided significantly more access to students interested in pursuing advanced study.  In Career Technical Education, Dixon High School offers courses in five pathways: Agricultural Science, Agricultural Mechanics, Culinary Arts, Multimedia Arts, and Computer Science.   These programs are supported by a number of funding streams and plans, including the LCAP, to ensure their long term sustainability.   Dixon Unified is committed to supporting students with high quality tiered interventions in both the elementary and middle school programs so as to ensure all students are prepared for an a-g course load when they enter high school.|Met||2018
48705320122267|Dixon Montessori Charter|7|Enrollment in core courses and electives has been measured by student, teacher rosters, course, and grade level schedules; Student Information System and report cards; CALPADS student course data.|In the 2017-2018 academic year, 100% of students, including all student subgroups, unduplicated students, and students with exceptional needs, were enrolled in and had access to core academic programs, as outlined in the Charter School’s charter. In addition, all students were enrolled in and had access to a broad selection of elective programs. In the K-6 grades all students have access to elective courses, including at least two additional courses, such as Music, Technology, or other electives, as determined by current needs and staffing availability. In the 7-8 grade levels, all students have access to elective courses including Technology and at least two additional courses, such as Music, Honors Choir, Leadership/School Service, Garden, Ready Set Create, or other programs, as determined by current needs and staffing availability.|The primary barrier to offering the broadest course of study for every student is staffing, teacher shortage for Spanish, SPED, CTE subjects, budgetary concerns, and minutes in the day.  Lack of proper facilities for CTE courses.|DMCS will annually review the process for determining if all students have access to a broad course of study. DMCS will also annually determine which electives will be offered to all grade levels. DMCS will communicate with Dixon High School in an effort to find appropriate preliminary CTE courses.|Met||2018
48705400000000|Fairfield-Suisun Unified|7|The District is using an LEA Self-Assessment tool developed by the Educational Services department.  The tool documented the number of course titles available at each school and identified if students who are English learners, foster youth, socio-economically disadvantaged, or have special needs are able to access the course of study.  At comprehensive high schools, students have a choice of courses and their preferences help determine the courses offered.  Course enrollment and course performance data is tracked at the District and site level using the tools available in Aeries, our Student Information System.|Students in the elementary setting are provided Board adopted core curriculum. Courses include English, math, science, and social studies. Students also receive 200 minutes of physical education every 10 days and 84 minutes of visual or performing arts every ten days.    Students in the middle school setting are enrolled in the core classes.  Courses include English, math, science, and social studies.  All middle schools offer support courses in ELA and mathematics, as well as GATE/Honors courses.  Students have daily physical education and the option of a foreign language elective.    However, middle grade students who attend a K-8 school do not have access to a foreign language elective.  Additionally, comprehensive middle schools or K-8 schools do not offer career technical education courses.    Students in the high school settings are able to annually submit course requests.  The master schedule is then built based on how many students want to take each course. While all schools offer a broad course of study that includes remediation courses and Honors/AP/IB courses, some students are not able to access this broad course of study.  Students with special needs are often provided with special education services, rather than afforded a Career Technical Education elective.  English learners also tend to have less opportunity to participate in elective classes because of the requirement to receive designated ELD instruction.  In addition, staff in smaller secondary schools struggle with providing 30 minutes of designated ELD instruction.|FSUSD is in the process of implementing Multi-Tiered System of Supports (MTSS) to ensure students have the environment they need to be successful in classes they choose.  Finding time in the master schedule to offer support classes for students who need them, without taking the place of an elective proves to be a barrier.  This barrier has resulted in reduced access to career technical education courses in 7th - 12th grade.  In addition, the District has worked to provide many educational setting options to the families in the community.  Some of the options, while providing smaller learning environments, have limitations in the scope of programs offered.  When looking only through the lens of access to a broad course of study, small school options create unintended barriers.|FSUSD will continue with its implementation of MTSS; this work is aligned to the LCAP.  In addition, the recently developed Curriculum Council will analyze this report with the goal of identifying potential solutions to identified barriers.  Curriculum Council will forward the recommendations to Educational Services and the LCAP Advisory Committee for consideration when updating the 2019/20 LCAP.  Educational Services will continue to monitor the progress of unduplicated student groups and look more closely at potential relationships between academic progress and access to a rigorous broad course of study.|Met|To view the full report that was presented to the FSUSD Governing Board during the November 8, 2018 board meeting, cut and paste the following link: http://www.boarddocs.com/ca/fsusd/Board.nsf/goto?open&id=B5SKGQ5162E4.|2018
48705650000000|Travis Unified|7|We are using data about how students, including unduplicated students and individuals with exceptional needs, spend time in elementary, middle, and high schools as evidence that students have access to the broad course of study required by the California Education Code.  As a measure of equity, we analyzed enrollment in Advanced Placement courses, our most rigorous course of study.|Time use data shows students have access to and are enrolled in the broad course of study required by the California Education Code.  Advanced Placement enrollment shows that the only student group significantly under enrolled in Advanced Placement courses is male students, a pattern that shows across all ethnic groups.  Please see the full report at https://www.travisusd.org/Page/4629 for details.|All students have access to a broad course of study.  Barriers include limited course offerings at the continuation high school because of its small size, which we are addressing through an increased number of Career Technical Education courses, delivered online or as electives.  We are also working to increase the amount of time students with disabilities spend in core instruction alongside their peers.|Our LCAP, available here https://www.travisusd.org/Page/4942, includes a broad range of actions and services to increase the participation rate of all student groups in our most rigorous college preparatory and Career Technical Education course offerings with the goal of graduating all students prepared for college and career.  We provide Multi-Tiered Systems of Support to close the achievement gap, English language development instruction, benchmark and formative assessments, specialized academic instruction, school counselors, Advanced Placement courses, tutoring centers, Jumpstart Kindergarten preparation, online learning, professional development, Positive Behavioral Intervention & Supports, student support specialists, social workers, behavior intervention specialists, and attendance monitoring and support.  We also provide parent information nights related to course offerings and planning for college and career.|Met||2018
48705730000000|Vacaville Unified|7|In our K-6 grade levels, students should have access to the following: - Board approved instructional materials - Arts instruction - PE instruction - Teachers with access to professional development related to Early Literacy, ELD, SpringBoard, GLAD, etc.  In our 7-12 grade levels, students should have access to the following: - A diverse course catalog that informs students and parents of the various of college and career preparedness options - Increasing number of AP courses offered - Increasing number of student qualifying for dual enrollment - Increasing access to AVID - Increasing access to CTE pathways - Teachers with access to professional development related to ELD, AVID, Naviance, CTE, UC Davis Math project, UC Davis History Project, etc.|For our K-6 students, 100% have access to all of the above. For our 7-12 students, 100% have access to all of the above.|- Financial resources in order to continue to acquire materials to support our broad courses of study|- Continue to provide greater access to the above metrics|Met||2018
48705730129494|Kairos Public School Vacaville Academy|7|Local Measurements include:  Illuminate Data Systems to monitor Star 360 scores in ELA and Math, SBAC Interim assessments, Running records, Envision Math data  Course Catalog LCAP  Curriculum guides  Board Agenda Calendar  Board Reports  The Kairos Board of Directors annually adopts a course catalog for courses offered in our academic program. For students in grades 1 through 6, a Broad Course of Study includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the governing board.For students in grades 7 through 12, a Broad Course of Studies includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.In addition, our teachers develop their own curriculum based on the state standards for their grade levels. Curriculum guides are developed and reviewed by Kairos administration annually. All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet state requirements. Access to core academic content and courses that lead to success is provided to all students regardless of income, race, primary language, disability, and/or family situation. Standards aligned instruction requires collaboration among educators, support for teachers, and, most importantly, a sustained focus on the strengths and needs of individual students together with the persistent belief that all students can achieve academic excellence and be successful in life.  Kairos offers rigorous educational programs for all student ability levels with quality teaching that employs research-based and proven instructional strategies, such as Unit by Backwards Design.  A culture of high expectations is cultivated and a commitment to the Charter School’s mission and vision, by all stakeholders, is an essential part to the school’s success. A small learning environment is maintained and is central to implementing a successful multi-tiered program of supports for scholars. Teachers engage in rigorous, frequent professional development and utilize data, on-going, to drive instruction. KPS welcomes scholars with disabilities and strives to provide responsive and excellent services so that scholars with disabilities remain at KPS.  The instructional design model used by KPS to support English Learners places a heavy emphasis on differentiating instruction to meet the needs of all scholars, including English Language Learners, based on their academic and language readiness.  Kairos measures scholar progress through internal data collection and state data reporting, and employs a multi-tiered system of support to address the needs of struggling scholars.|All scholars at Kairos Public School Academies have access and are enrolled in a broad course of study. Kairos measures its growth locally through our Illuminate Data management system and through the states CAASPP reporting system. We have seen growth in all subgroups of scholars enrolled in the school based on state reporting data. A strong focus has been made on supports for students with disabilities, English Learners and Economically Disadvantaged scholars through a multi-tiered system of support. Each of these subgroups have increased their CAASPP scores over the past three years.  In addition, Kairos has built increased supports for the scholars in our Independent study program, the Kairos Innovative Scholars Program (KISP) due to the nature of independent study, where scholars are primarily educated in a home setting, our team has focused on building in intervention supports based on the data reflected in our internal measurement tools.|Based on the locally selected measures, we see Kairos has the same barriers facing other schools in California related to income status, language, family/guardian engagement, and special needs. However, Kairos designates a tremendous amount of human and fiscal resources into addressing these barriers for scholars. Our local and states measures reflect academic growth over the past three years for the scholars facing these barriers.|In response to the Kairos internal and external data measurements, our LCAP is updated annually to identify new resources and actions needed to help different subgroups identified as needing additional support. These resources have been targeted towards Students with Disabilities, English learners, Hispanic scholars, and Economically Disadvantaged students.  It is the goal of Kairos Public Schools to equip all students to participate fully by alleviating barriers related to income, language, family/guardian engagement, special needs, and other locally identified factors.  In addition, Kairos strives to create optimal conditions for learning by supporting the non academic needs of students though character development and focus on soft skills that will transferable for their future careers.|Met||2018
48705730135095|Ernest Kimme Charter Academy for Independent Learning|7|At Kimme Charter Academy (KCAIL), a broad course of study for all students in grades K-12 is offered through our blended learning educational approach.   Students in grades K-6 participate in a course of study that includes English, Mathematics, Social Sciences, Science and an option to participate in Maker Space, Healthy Living (including physical fitness) and activities designed to support the development of art appreciation and creative expression.  Students meet individually withe their Personal Learning Plan teacher and may participate in Readers and Writers Workshops. Student in grades 7-12 participate in a course of study that includes English, Mathematics, Social Sciences, Science, Health Physical Education, Foreign Language, Fine Art and Stem, with additional interest electives designed to prepare students for post-secondary education and careers.  Students access their curriculum in class, online, one-on-one for independent study courses with their Personal Learning Plan teacher, and in a variety of blended learning and flipped classroom opportunities.  This allows students with life challenges the flexibility of designing a schedule that allows them to manage their needs.  Our English Learners are supported in their core subjects with bilingual Personal Learning Plan teachers and core subject intervention opportunities.  Support minutes are provided with our Resource Specialist per each Individual Education Plan for students with exceptional needs.|Kimme Charter has adopted district approved, California standards based curriculum in all core subject areas.  In addition, KCAIL is now a-g qualified through grade 10, with some grade 11 and 12 coursework also UC approved as college preparatory.  KCAIL will continue to provide additional a-g courses as approved.  On-site additions since 2017 include Biology Lab, Earth Science Lab, STEM electives, Spanish 1,2 3 and Photography.  To support student access to the curriculum, core intervention sessions and Response to Intervention supports are provided for all grades.|Kimme Charter is a new school.  Over time we continue to offer a greater variety of courses and a broad course of study for all students.  We have made significant progress since our charter was granted in 2016.|We continue to update our course offerings and supports to meet the needs of our students.  Providing blended learning opportunities tailored to the individual student allows us to offer the best educational opportunities to our students. We continue to update our a-g list and are now NCAA qualified to support our student athletes.  As we work to renew our charter, prepare our LCAP and our WASC self-study we refine, revise and improve our curricular delivery and student support services.|Met|As we continually grow, we will seek a larger facility.  This will allow us to increase our course offerings for students.  We plan to provide a full a-g list of courses and support for college and career readiness for all students.|2018
48705734830113|Elise P. Buckingham Charter Magnet High|7|- Annual course enrollment data - Access to CTE pathway courses - Enrollment in AP courses - Dual enrollment numbers - Course interest surveys completed by students and parents|- CTE pathways developed in two main areas of Digital Media Design and Engineering Design.  In addition to those pathways, we have a college focused pathway.  All students choose the pathway that best fits their post-secondary goal - Enrollment in AP courses has remained largely unchanged, while students enrolling in college courses has increased - Survey data indicates that students and parents would like to see more college/career options, as well as art related course options.|- Time and resources to continue to grow pathways, as well as more course offerings based on student interest.|- Continue to survey students and parents to determine course needs|Met||2018
48705736051338|Fairmont Charter Elementary|7|Fairmont Charter Elemental tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, RTI model (interventions supports), before and after school programs, and school schedules to assess the extent of which all students have access to and are enrolled in broad course of studies.   For the 2018-2019 year, 100% of Fairmont Charter Elementary students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). https://www.cde.ca.gov/ta/ac/cm/localindicators.as|All Fairmont Charter Elementary students in TK-6 grade are enrolled in a bord course of studies. Fairmont Charter Elementary offers access and enrollment in the seven areas identified as a broad course of studies in grades 1-6. Elementary students can access some courses, such as science (Math and Language), both within and outside the regular school day. All Fairmont students have access to a broad course of studies within their school offering. Over time, Fairmont Charter ha increased the number of options students have selecting specific courses that meet the broad course of studies parameters. For exempt, some after school programs such as robotics, programing and coding have been funded through the LCP and enrolls students in 3-6 grade. Programs such as these allow students to access access broad courses of study such as mathematics, including concepts, operational skills, and problem solving and language as well as the skills of speaking, reading, listening, spelling, handwriting, and composition in a different environment. It also supports English Language Learners  having more access to academic language.|Barriers preventing Fairmont Charter from maximizing broad course of study offerings to all students include a lack of time during the regular school day. Funding for these before and after school sections comes from the LCAP.|Regular analysis of enrollment, academic performance data as well as participation data in broad course of study courses helps inform Fairmont Charter as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support priority 7.|Met||2018
48705810000000|Vallejo City Unified|7|Course access to Science, Technology, Engineering, Arts, and Mathematics (STEAM) in grades TK-8 and the high school academy courses in grades 9-12 has been identified as a measure to track the extent to which all student have access to and are enrolled in a broad course of study.  General education students have had access to and are enrolled in these courses.|During the 2017-2018 school year 95% of students with exceptional needs in grades 9-12 were enrolled in these courses and 90% of students with exceptional needs in grades TK – 8 were enrolled.  This represents an increase of 5 percentage points over the previous year.|Barriers to full inclusion have been identified as a lack of training and support for both special education and general education teachers to support students mainstreamed into general education.|A Coordinated Early Intervention Services (CEIS) plan is being implemented to promote inclusive practices.|Not Met||2018
48705810115469|Vallejo Charter|7|Course access to Science, Technology, Engineering, Arts, and Mathematics (STEAM) in grades TK-8 and the high school academy courses in grades 9-12 has been identified as a measure to track the extent to which all student have access to and are enrolled in a broad course of study.  General education students have had access to and are enrolled in these courses.|During the 2017-2018 school year 95% of students with exceptional needs in grades 9-12 were enrolled in these courses and 90% of students with exceptional needs in grades TK – 8 were enrolled.  This represents an increase of 5 percentage points over the previous year.|Barriers to full inclusion have been identified as a lack of training and support for both special education and general education teachers to support students mainstreamed into general education.|A Coordinated Early Intervention Services (CEIS) plan is being implemented to promote inclusive practices.|Not Met||2018
48705810134262|Caliber: ChangeMakers Academy|7|Before the school year, the school leadership team, in collaboration with teacher leaders, created a master schedule that included regular blocks of time for computer science, social studies, science, and physical education for all students. A staff of 3 computer science teachers was hired to ensure that students would have regular access to computer science. Each week students had the option to engage in after-school clubs, which were creative and engaging programs designed by classroom teachers. Also, the school contracted with GVRD to provide after-school programming for interested families. The afterschool program was offered each day until 6 pm.  We met all parts of this goal. All students had regular and ongoing access to high-quality computer science, social studies, and science instruction. Teachers received coaching and support to ensure they were able to teach these content areas well, and an additional staff member was paid a stipend to help coach and write curriculum for our computer science teachers.  We will retain our goal to develop critical thinking skills across multiple subjects to prepare students for life beyond school. Computer science, social studies, and science will be subject areas that we will target to develop critical thinking skills. We will not include enrichment as a measurable outcome or action and service there was not evidence the activities were tied to or supported critical thinking skills.  Results on this metric are reported in the school’s LCAP (Goal #3 and Goal #7)) which was publicly reviewed and approved by the Board in June 2018.|At Caliber ChangeMakers Academy, our support for low-income students is inclusive across our whole student population given the large percentage of low-income students (68%). Our specific programs that address specific challenges and barriers facing our low-income students include:  -a computer science program designed to provide the skills and experiences often reserved for wealthier school related to professions and abilities important in the 21st century; -a social-emotional learning program designed to facilitate the healthy social and emotional development of all children, built on robust research and trauma informed practices. -a low ratio of instructional coaches to teachers, which, ensures that teachers facing unique or complex challenges in the classroom have experts that are able to provide direct support to teacher to help them learn how to support the unique needs of all students.|Some of the barriers include: -State of CA local funding not being equitable across all zip codes -Teacher Shortage|Through staff surveys and conversations we discovered a greater need for staff cooperative planning time, so we have built more time into our professional development calendar for Communities of Practices.  We identified from staff and parents during SSC meetings that we need to provide more explicit training to all teachers on restorative justice practices, so we have developed a restorative justice teacher committee that will meet regularly throughout the year to advise the LEA and work collaboratively with teachers to provide more training.  We heard the need from teachers and saw the need in our annual data review to have a more common core aligned reading program, so we have invested in STEP, a more rigorous and common core aligned reading program.|Met||2018
48705810137380|MIT Griffin Academy Middle|7|We use PowerSchool as our Student Information System (SIS) to monitor which courses our students take.|All of our students have access to a broad course of study through the Summit Learning web platform.|At this point, there are no barriers for our students.|At this point, we will continue to use Summit Learning to ensure that our students have access to a broad course of study.|Met||2018
48705814830196|MIT Academy|7|We use PowerSchool as our Student Information System (SIS) to track which courses our students are taking.|All of our students have access to all the courses that are available to the LEA.  Each student is required to take 2 years of a technology course, as well as other electives.|At this time there are no barriers to providing access to a broad course of study for all students.|We will continue to monitor the choices our students make in course selection in order to ensure that all students meet the graduation requirements of the school.|Met||2018
48705816116255|Mare Island Technology Academy|7|We currently use PowerSchool as our Student Information System (SIS) to monitor whether our students are enrolled in a broad course of study.|All of our students are enrolled in a broad course of study.|At this time there are no barriers to providing students with a broad course of study.|We will continue to monitor the courses that our students take.|Met||2018
49104960000000|Sonoma County Office of Education|7|Program course offerings, school site bell schedules, Odysseyware course enrollment and SRJC enrollment will be use to track the extent to which all students have access to, and are enrolled in, a broad course of study. Enrollment data can be dis aggregated for unduplicated student groups and students with exceptional needs.|All students continue to be provided access to a broad course of study via the school program course offerings. Additionally all students are supported in enrolling in Santa Rosa Junior College classes. Students in the Court School program are limited to online SRJC courses. Students also have access to a wide range of courses, including A-G coursework, through Odysseyware, an online program.|We will continue to utilize outside resources (i.e., junior college and/or online coursework) to provide students access to a broad course of study.|We will continue to monitor student enrollment in SRJC and/or online courses.|Met||2018
49402460000000|Petaluma City Elementary/Joint Union High|7|The LEA uses both its Student Information System (Aeries) and Student Data Management program (Illuminate) to review all school master schedules to measure and track that all students have access to, and are enrolled in, a broad course of study.|Most students have access to, and are enrolled in, a broad course of study as defined in Education Code. All 1st-6th grade students have access to instruction in English Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Most 7th-12th grade students have access to instruction in English Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Foreign Language, Applied Arts, Career Technical Education, and Physical Education. In addition to these opportunities the district has opened access to accelerated/honors/advanced placement courses for any student who desires to enroll in these courses. Some English Learners and students with disabilities did not have access to, and enrollment in, a broad course of study at the junior high and high school levels.|English Learners and students with disabilities are often placed in double periods for support, thus preventing them from accessing, and enrolling in, a broad course of study as defined by Education Code.|The LEA is working with administrators and teachers to restructure the course placement of English Learners and students with disabilities to ensure access to a broad course of study.|Met||2018
49402460124339|Sixth Grade Charter Academy at Petaluma Jr. High|7|A review of the master schedule shows that all students have access to the broad course of study that is offered.  All students are in six classes annually: English 6, math 6, science 6, history 6, PE, and an elective of their choice (band or STEM).  Classes are differentiated and students have access to special education and/or speech services, if needed.  Additionally, our EL students have access to all core classes with an integrated English 6 class.  Students also have access to after school and lunch time clubs such as jazz band, math counts, and chess club for enrichment and extension.|Because the Sixth Grade Academy mirrors Petaluma Junior High School's calendar and bell schedule, SGA's students have six classes every two days as they follow the block schedule.  This means that they have 90-100 minutes of each subject every other day.|No barriers are present.|The teachers and administrators are always revising the course of study and looking at the elective choices that students have access to and what supports the students may need.|Met||2018
49402460128157|Gateway to College Academy|7|"For the purposes of tracking student access to a broad course of study (based on grade spans, unduplicated student groups, and individuals with exceptional needs), the school uses Aeries and the college's student information system, as well as a third student records database by non-profit Gateway to College National Network (""Access Database""). Data reports are compiled regularly to review, assess, and monitor student class enrollment in each subject course to analyze trends and provide continuous improvement feedback loops."|In review of the locally selected measures of the respective databases, all students have access through face-to-face high school instruction in combination with online courses through Edgenuity. However, nearly all students (90%) had access to the broad course of study through the partnering California Community College, given that in order for every student to have access, they need to be eligible to enroll in the College for dual enrollment credit in non-high school courses. However, approximately 10% of all students enrolled in the Gateway to College Academy are not able to co-enroll in the College due to being placed on Academic Probation or Dismissal, which per College policies, precludes them from eligibility during that given term.|The barriers that prevent access to a broad course of study for all students include: the lack of supplemental instruction, individualized tutorial support during hours each student is available, additional social/emotional interventions and support to respective students experiencing emotional management/regulation challenges, and consistent transportation for students that end up having to drop College courses due to being unable to attend regularly.|In response to the stated barriers, additional personal support has been added for the upcoming year including counseling intern(s); additionally, high school teachers are partnering with the College's Tutorial Center, Student Psychological Services, and Writing Center in effort to increase student chances' of success in their college classes that are required to ensure access to a broad course of study.|Met||2018
49402460131961|Petaluma Accelerated Charter|7|The LEA uses both its Student Information System (Aeries) and Student Data Management program (Illuminate) to review all school master schedules to measure and track that all students have access to, and are enrolled in, a broad course of study. All students have access to, and are enrolled in, a broad course of study as defined in Education Code. All 1st-6th grade students have access to instruction in English Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.|In a review of the implementation of current curriculum at Petaluma Accelerated Charter, all students 7th- 8th grade have access to a broad course of study in the areas of English, Math, Social Science, Science, Art, Health, PE. Additionally, students have access to a Garden and Environmental Education program, music, and STEAM (Science, Technology, Engineering, Art, and Math).|Petaluma Accelerated Charter is an accelerated program that is not currently experiencing barriers to a broad course of study.   Although electives are provided the students do have a limited variety compared to other comprehensive junior highs.|The LEA is working with administrators and teachers to restructure the course placement of English Learners and students with disabilities to ensure access to a broad course of study.|Met||2018
49402466051932|Mary Collins Charter School at Cherry Valley|7|A review of the implementation of current curriculum and a review of the master schedule at MCCV are the tools that were used to measure how all students  have access to a broad course of study.|All students 1st - 6th grade have access to a broad course of study in the areas of English, Math, Social Science, Science, Art, Health, PE. Additionally, students have access to a Garden and Environmental Education program and Music. All students in grades 7 and 8 also have a broad course of study which include: English, Social Studies, Foreign Language (Spanish) Physical Education, Science, Math, Visual and Performing Arts, Applied Art, and Career Tech Ed.|There are no identified barriers preventing access.|An annual review of curriculum implementation will continue to measure and ensure that all student have access to a broad course of study.|Met||2018
49402466051981|Penngrove Elementary|7|Penngrove uses both its Student Information System (Aeries) and Student Data Management System (Illuminate) to review the master class schedule to measure and track that all students have access to, and are enrolled in, a broad course of study.|In a review of the implementation of current curriculum at Penngrove Elementary Charter School, all students 1st - 6th grade have access to a broad course of study in the areas of English, Math, Social Science, Science, Art, Health, PE. Additionally, students have access to Garden and Environmental Education program, Music, and STEAM (Science, Technology, Engineering, Art, and Math).   Students who have exceptional needs are served by our reading specialist, our Learning Center, and push in support by instructional assistants.|No barriers present.|n/a|Met||2018
49402466119036|Live Oak Charter|7|All students are assigned mandatory course selections for their grade cohort including Main Lesson Interdisciplinary Instruction which integrates natural sciences and social sciences with core academic projects in reading, writing and mathematics. The Main Lesson block is held in the morning for all grades and all students.    Following this morning block, the master schedule includes mandatory Specialized ELA and Math Courses for all grades, accompanied by Academic Coaching Teams daily to supplement core instruction in these subjects with flexible homogenous small groups to target skill development and provide instant feedback for student development.   In Addition to academic core subjects, Movement, Music, Practical and Fine Arts are mandatory courses of instruction throughout the week for all grades. Music in particular is a compulsory feature of the school including instruction in woodwinds in grades 1-8, choir in grades 1-8, strings (including violin, viola, cello and bass orchestra) in grades 3-8 and percussion in grades 4-8.  All of the music instruction is compulsory. Foreign Language, Student Government, Yoga, and drama are also core components of the enrichment program.|All Students have access to the broad course of student.  For IEP students who require pull out instruction, best practices are followed according to FAPE and LRE to minimize the impact on a child’s access to the broad course of study.  In more than 90% of IEP’s the student is outside the regular ed classroom for less than 10% of their school week.  When students are outside the regular ed classroom, the periods are selected to minimally impact the student’s overall experience in the school, with particular attention paid to ensuring students have access to high interest classes that build a sense of accomplishment and connection to school and academic pursuits. ELD participate in the same general ed courses as all other students with additional support offered in class through instructional assistants and other instructional supports through the MLSS system.|Minimal barriers are present. All students, including IEP and ELD students have access to, and are enrolled in, all core academic and enrichment subjects.|No changes are necessary.  As a small school site using a cohort based model of academic programming, all students receive the same coursework and class schedule with minor deviation for IEP students who require focused skill development.  These few exceptions are scheduled to minimize impact on the student and ensure that all students participate in the broad course of study|Met||2018
49402530000000|Santa Rosa City Schools|7|Implementation of the change in a-g courses offered to all students will support a higher number of students with special needs to graduate with a diploma. District training in Co-teaching, learning labs and differentiation will further support an increase in graduations rates throughout the district. With the new graduation requirements for current 9th graders, we are excited to see that all English learners are in core content classes. We are also encouraged that AB 2735 has passed providing all ELs throughout the state access to a broad course of study.|Implementation of the change in a-g courses offered to all students will support a higher number of students with special needs to graduate with a diploma. District training in co-teaching, learning labs and differentiation will further support an increase in graduations rates throughout the district.  Thanks to our newly adopted graduation requirements, all English learners in 9th are enrolled in a-g classes to help them prepare for life beyond high school. In grades 10-12, Counselors and SOLL Counselors are working together to ensure that EL and RFEP students are provided access to the core. Whenever possible, class placement changes are made in order to properly challenge and prepare the students|Training in co-teaching, behavior management, differentiation and learning labs.  Teachers are in need of training and support to scaffold the instruction and to make the learning comprehensible for our EL students.|Tonya Ward-Singer, best selling author of EL Excellence Every Day, has been contracted to provide professional development to our teachers so that they may better support our English learners in the core content classes. In addition, SRCS is attempting to hire bilingual instructional assistants to support EL students in the core classes.|Met||2018
49402536116958|Kid Street Learning Center Charter|7|We provide a broad base of study as expected for Kindergarten through sixth grades; including common core aligned ELA, Math, social sciences, and NGSS aligned science programming.|All of our students have access to the broad course of study|none|We have implemented an Enrichment program that includes: dramatic arts, fine arts, 2nd languages, SEL, and STEAM opportunities for our students each Friday.|Met||2018
49705990000000|Alexander Valley Union Elementary|7|California Education Code (EC) 51210 ensures a broad Course of Study for students at Alexander Valley School.  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, as well as studies like Garden/Nutrition and Social Emotional Learning represent the content learning our students are enrolled in and have full access to during the course of their 180 days of annual instruction.  Local trimester benchmarks in English Language Arts (AR/STAR Grades 2-6) and DIBELS (Dynamic Indicator of Basic Early Language Skills K-1), as well as MyMath (K-6) Math Benchmarks all act as leading indicators on how each of our students are performing in their CORE instruction.  Results are tracked, monitored, and shared with staff, and our Board of Trustees.  Trimester Benchmark data is used as a guide to validate and adjust High-Quality Instruction and Response to Intervention (RTi) strategies.  Progress monitoring students in their CORE academic work and providing access for students to apply their learning in various content settings has helped contribute to increased student success rates as shown through our annual CAASPP data.|All K-6 students experience a five-day academic week which provides access to a broad course of study.  Nearly 20% of the academic week provides hands-on Science instruction, physical fitness, garden/nutrition, Spanish, Library, Music, as well as the Art's.|Based upon on small school environment of approximately 110 students, all students are provided equal access to our course offerings at Alexander Valley School. The assessment tools used to help guide teaching and learning are used for all students and modified versions are issued should student individual needs warrant such action.|After reviewing the results of our measures, our team has implemented a Home E-Access tech program kit.  Student's needing access to the internet are provided with a hotspot, computer, charger, and unlimited data access through a backpack checkout system.  This helps tackle the digital divide that we have experienced with some of our unduplicated count families.  Students who normally would not have internet access to complete assignements or projects now have a new and relevant way of accessing technology for their continued broad course of study growth.|Met|Working in a team partnership with the Sonoma County Office of Education, our school has developed and implemented Social-Emotional Learning (SEL) in all K-6 classrooms.  Through Mindfulness strategies, circles, classroom meetings, self-advocacy, and other key programs, our students are developing a new level of self-efficacy designed to bring out an optimum learning environment in and out of our classrooms. Pre and Post SEL surveys will act as additional data to the anecdotal data already generated.|2018
49706070000000|West Sonoma County Union High|7|The district is examining graduation rate and AP test participation as data to measure this priority.|District four year cohort graduation rate (2016-17)  91.3% All Students                  (5% higher than the state; 7% higher than County)  93% Asian   89% Hispanic Latino  92% White   Percent of Economically Disadvantaged taking AP test 2017 – 16% 2016 – 17% Nationwide - 5%|No current barriers identified.|The district will be investigating alternative measures to adequately address this priority.|Met||2018
49706070135327|West County Charter Middle|7|Since the school is small, (80 students) it is easy to ensure that all students at the school have access to the full array of courses available.  All students are scheduled into all classes at the school.|Please see above.  Class lists support the fact that all students have access to all classes.|The only barriers is that the size of the school sometimes prevents the school from offering a variety of classes.|The school will continue to pursue scheduling options through the local high school in the same district to offer a wider range of classes.|Met||2018
49706150000000|Bellevue Union|7|Bellevue Union School District (BUSD) tracks progress in meeting Priority 7 standards by reviewing our class schedules, and school schedules to the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 year, 100% of Unified School District’s students had full access to a broad course of studies. All USD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.|Barriers preventing BUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day. In addition, BUSD has offered several other courses to students before and after school.|Funding for these before and after school sections comes from the LCAP. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
49706230000000|Bennett Valley Union Elementary|7|The scheduling is designed to ensure of all students to our entire broad course of study.  There are grade level blocks for English Language Arts and Math to ensure that students who receive special education services in these areas get their support when everyone is also engaged in that subject and to ensure students do not miss another subject to get their support.|All students get instruction in all the content areas--English Language Art, Math, Science, Social Studies, PE and in the visual and performing arts (from actual artists--dance, music appreciation/classroom music, visual arts-including art history, critique and technique); they also get library/media skills and computer technology skills instruction.|There are no barriers--all students have access|We added a Power Half Hour at each grade level during which all classes are engaged in differentiated challenges and academic support (and no one misses another subject for that support)|Met|All students have access to a comprehensive course of study.  Our scheduling is complicated but designed carefully to ensure this access.|2018
49706490000000|Cinnabar Elementary|7|LEA uses CALPADS, Jupiter, AR, Reading 360, Math 360, Reading Eggs, and Math Seeds.  Lessons are taught using the EDI method.|Universal Access (UA) established to reach students without special needs but below GATE.  There has been a 62.5% increase in local scores.|Parent/home support continues to be a barrier since many families speak a language other than English.|OTUS is being looked into with a possible pilot in 2019.  By using this all assessments, local and state, will gather at one location to compare scores, look for intervention, and allow for long and short term goals to be created.|Met||2018
49706496051635|Cinnabar Charter|7|Cinnabar uses Reading 360, Math 360, CALPADS, Jupitor, AR to track the needs, expectations, and follow interventions necessary.|Cinnabar implemented Universal Access, RSP, instructional Assistants.  Within 3 months there has been a 62.5% increase from the students involved.|Parent-home support continues to b a barrier due to language constraints.  We are providing free classes to parents who have these language barriers so they may participate in their child (ren's) educational.|As a superintendent I am looking into a new program to bring all data together into one location to cross-reference.  This will show areas students need intervention and specify which common core needs are lacking.|Met||2018
49706560000000|Cloverdale Unified|7|The district has adopted 2 LCAP goals connected to ensuring all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Goal 3: Provide leveled high quality English-language development for English Learners in ELD classes/groups. All teachers use ELD standards and instructional strategies that increase access to content for English Learners throughout the school day. Monitor student progress towards re-designation.Goal 4: Students are prepared for college/career readiness through learning with and through 21st Century technology resources, enrollment in A-G and AP classes (HS level), enrollment in Career Technical Education (CTE) classes/pathways (HS level) and a range of electives (grades 7-12). College/career readiness will begin at the elementary level through a STEAM program.|Goal 3: Actions and services for this goal were generally implemented as planned with a no exceptions. The Director of Curriculum and Instruction facilitated a revision of the district reclassification procedures, but the reclassification rates at Jefferson and CHS are far below expected rates based on County and State reclassified fluent English proficient rates. The reclassification rate of English Learners showed significant improvement at Washington from prior years, but the fact that Jefferson didn't reclassify one student is especially concerning. With the CELDT being discontinued for the ELPAC, there is little data to track progress in the area of English Language development besides reclassification rate.  Goal 4: The number of students who took an AP test increased significantly. The high school has made significant strides in the number of electives offered to students increasing from 18 to 26 classes. Many of these classes have been re-written so that they qualify as an A-G class. An area of concern is that the overall rates of Seniors who completed A-G requirements continues to lag behind the State and County, but a bright spot is that the district increased their A-G completion rate by over 2%, and female students increased by more than 6%.The A-G completion rate by Seniors at CHS increased, but continues to lag behind the County and State average. Overall rates of Seniors who completed the A-G requirements declined from 24.1% to 26.7%. A concerning statistic is that only 17% of male students completed the A-G requirements in both 2015-16 and 2016-17. For the 2018-19 the district will be utilizing the CHS counselor to ensure that students are appropriately enrolled in the classes that will help them to be deemed college and career ready upon graduation. The high school will also utilize the services of the work-based learning coordinator to help students find job shadowing/internships to increase their engagement in school. The high school will monitor the percentage of students on track to complete the A-G requirements at multiple points in the school year beginning with ninth grade, and the CHS counselor will utilize Naviance to help students plan their high school classes to ensure students are college and career ready upon graduation.|Goal 3: The district must continue its efforts to ensure English Learners are receiving the language development support they need so that they can access the instructional program and, thus, a broad course of study.  Goal 4: The district is home to just one high school with an enrollment of approximately 400 students. The size of the high school creates staffing challenges that make offering a variety of meaningful course offerings difficult.|Goal 3: ELD Coordinator working calendar increased by 10 days. Additional ELD teacher support at all sites.  Goal 4: Increase of CTE pathways at the high school, provide support for new Maker program.|Met||2018
49706720000000|Dunham Elementary|7|The District uses the master schedule to ensure that every student receives access to a broad course of study through the core curriculum.|100% of students have access to a broad course of study and are enrolled in appropriate courses.|The District's evaluated the access to a broad course of study for all students, including students in the general education population, ELL population, and students enrolled in special education programs and there were no barriers.|The District will continue to ensure that all students have access to a broad course of study.|Met||2018
49706720122440|Dunham Charter|7|The District uses the master schedule to ensure that every student receives access to a broad course of study through the core curriculum.|100% of students have access to a broad course of study and are enrolled in appropriate courses.|The Charter evaluated the access to a broad course of study for all students, including students in the general education population, ELL population, and students enrolled in special education programs are there are no barriers to access.|The Charter will continue to ensure that all students have access to a broad course of study.|Met||2018
49706800000000|Forestville Union Elementary|7|Forestville Union School District (FUSD) tracks progress in meeting Priority 7 standards by undertaking a review of class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|All FUSD students in grades TK – 6 are enrolled in a broad course of studies. These include ELA/ELD, Math, Social Studies, Science, Visual and Performing Arts, Health, and PE. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.|Barriers that could prevent FUSD from providing a broad course of study may include but not be limited to hiring qualified personnel teaching the coursework and or time in a daily or weekly schedule to address the subjects.|A review of the 2017-2018 school year demonstrated students had access to a broad course of study based on a review of multiple schedules. Further review will be conducted in the 2018-2019 school year.|Met||2018
49706800112987|Forestville Academy|7|Forestville Union School District (FUSD) tracks progress in meeting Priority 7 standards by undertaking a review of class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|All FUSD students in grades TK – 6 are enrolled in a broad course of studies. These include ELA/ELD, Math, Social Studies, Science, Visual and Performing Arts, Health, and PE. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.|Barriers that could prevent FUSD from providing a broad course of study may include but not be limited to hiring qualified personnel teaching the coursework and or time in a daily or weekly schedule to address the subjects.|A review of the 2017-2018 school year demonstrated students had access to a broad course of study based on a review of multiple schedules. Further review will be conducted in the 2018-2019 school year.|Met||2018
49706980000000|Fort Ross Elementary|7|Our school has an enrollment of 21 students and two classrooms:  a grades T/K-4 class and a grades 5-8 class.  The course of study reflects Education Code 51210.  All students, including unduplicated student groups, EL, Foster Youth, Students with Exceptional Needs, and Low Income Students participate in the the course of study, and their instruction is individualized to their particular needs.  The Principal, and the classroom teacher, track each student's participation and progress in their course of study.|Using the method described above to make the assessment, all students have equal access to a broad course of study without exception.|Due to the small number of students in the two classrooms, there is no barrier preventing the LEA from providing access to a broad course of study for all students.|No revisions are necessary.|Met||2018
49707060000000|Geyserville Unified|7|The locally selected measure that our LEA used to track the extent to which all students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served was a teacher interview for elementary students (6 teachers for K-5) and a review of student schedules and master schedule for secondary students.|Elementary students (K-5). Based on teacher interviews 100% of students have access to and are enrolled in English, mathematics, social studies, science, physical education, visual and performing arts, and health.  Secondary School students (6-12):  Based on the student schedules 100% of middle school students are enrolled in English, mathematics, social studies, science, physical education. 100% of high school have taken courses required for graduation which include: English, mathematics, social studies, science, physical education.   Based on the master schedule students in grades 6-8 have access to: visual and performing arts. Students in grades 6-8 do not have access to foreign language, applied arts or Career Technical Education. Based on the master schedule students in grades 9-12 students have access to: visual and performing arts, foreign language, applied arts, and Career Technical Education.|The barriers preventing the LEA from providing foreign language, applied arts or Career Technical education to middle school students (grades 6-8) is that these items are typically provided to students at the high school level. As a small school (with 59 middle school students) our extra courses within the day at the middle school level focus: AVID, Media Productions, Drama, Art/Shop.|For the 2018-2019 school year we will continue to provide students a broad course of study and will not be making any revisions, decisions or new actions based on these results.|Met||2018
49707140000000|Gravenstein Union Elementary|7|•The master schedule ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social study, PE, and a variety of enrichment courses in performing and visual arts. •Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study.|•The master schedule demonstrates that students qualifying for RSP services receive pull out instruction in ELA and Math at the same time that their general education counterparts receive instruction in those subjects, so they do not miss alternate subjects while in the Learning Lab.|No barriers identified.|When the LEA considers changes to the bell schedule or master schedule care is taken to ensure that no students miss essential core instruction.|Met||2018
49707146051742|Gravenstein Elementary|7|•The master schedule ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social study, PE, and a variety of enrichment courses in performing and visual arts. •Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study.|•The master schedule demonstrates that students qualifying for RSP services receive pull out instruction in ELA and Math at the same time that their general education counterparts receive instruction in those subjects, so they do not miss alternate subjects while in the Learning Lab.|No barriers identified.|When the LEA considers changes to the bell schedule or master schedule care is taken to ensure that no students miss essential core instruction.|Met||2018
49707146051759|Hillcrest Middle|7|•The master schedule ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social study, PE, and a variety of enrichment courses in performing and visual arts. •Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study.|•The master schedule demonstrates that students qualifying for RSP services receive pull out  instruction in ELA and Math at the same time that their general education counterparts receive instruction in those subjects, so they do not miss alternate subjects while in the Learning Lab.|No barriers identified.|When the LEA considers changes to the bell schedule or master schedule care is taken to ensure that no students miss essential core instruction.|Met||2018
49707220000000|Guerneville Elementary|7|The locally selected measure that our LEA used to track the extent to which all students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served was a student survey. However, this student survey proved to have many confusing or incorrect data.  For example, a few students said that they only were provided with English instruction which we know to be incorrect. For students in grades K-5 we used the teacher interviews (6 teachers) to see what course of study students in their class had access to.  For students in grades 6-8 we used student schedules as the measure to determine each students course of study.|Grades K-5. Based on teacher interviews 100% of students have access to and are enrolled in English, mathematics, social studies, science, physical education, visual and performing arts, and health.  Grades 6-8:  Based on the student schedules 100% of students have access to English, mathematics, social studies, science, physical education, visual and performing arts. Grades 6-8 do not have access to foreign language, applied arts, or Career Technical Education.|The barriers preventing the LEA from providing foreign language, applied arts or Career Technical education to middle school students is that these items are typically provided to students at the high school level. As a small school (with 105 students in grades 6-8) our extra courses within the day focus on AVID, tutorial, and enrichment experiences.|For the 2018-2019 school year we will continue to provide students a board course of study as a K-8 elementary school. In addition, we will implement different ways to provide experiences for grades 6- 8 students to provide access to foreign language, applied arts and an introduction to Career Technical Education.|Met||2018
49707220136465|California STEAM Sonoma II|7|California STEAM Sonoma ll provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|California STEAM Sonoma ll makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
49707300000000|Harmony Union Elementary|7|The District uses the master schedule to ensure that every student receives access to a broad course of study through the core curriculum.|All students have access to a broad course of study and are enrolled in appropriate courses.|The District's general education population, ELD population, and students enrolled in special education programs were evaluated and there are no barriers preventing them from gaining access to a broad course of study.|The District has reevaluated the middle school enrichment program to provide more opportunities for all students to access a broader range of electives.|Met||2018
49707306110639|Salmon Creek School - A Charter|7|The district uses the master schedule to ensure that every student receives access to a broad course of study through the core curriculum.|All students have access to a broad course of study and are enrolled in appropriate courses.|The district's general education population, ELD population, and students enrolled in special education programs were evaluated and there are no barriers preventing them from gaining access to a broad course of study.|The district has reevaluated the middle school enrichment program to provide more opportunities for all students to access a broader range of electives.|Met||2018
49707306120588|Pathways Charter|7|"In high school, students' course loads are monitored by our Guidance Coordinator and regional Principals. Each semester, this team reviews students' course plans through our student information system and for seniors via in-person meetings. We also monitor and guides these plans through various other tools such as Naviance and google sheets to track cohorts.  Our Guidance Coordinator also keeps an ""a-g"" on watch list to help track and guide completers. Our CTE Coordinator does the same. Through our annual CAASPP data analysis, we break down under performing sub groups and offer additional resources and support to hose students in grades 3rd-12th. In elementary grades, Principals monitor the coursework of students through the regular review of student audit folders which include a description of the coursework and student work samples."|Our program is a non-classroom based model. All students K-12 have access to our complete courselist through independent study. For specialized coursework (a-g and CTE for example), we provide as many delivery options as possible to help increase access which includes: independent study, online coursework, learning center classes and Junior College coursework.|Two areas of struggle as a non-classroom based program as a-g lab sciences and LOTE (Language Other than English). Both of these require in-person sessions for labs or language support and not all of our student population is willing or able to travel to a regional learning center. We continue to look for means to expand access, but some restrictions are placed on us externally (for example, the UC will not approve lab science courses that contain any virtual component for the labs).|This year we will pilot an expanded version or Rosetta Stone called their Silver Program which allows for a-g language course with the addition of a language tutor provided by the school 4 times per semester which can be virtual.  We are also piloting a Biology curriculum called Comprehend which we run online for the content delivery and then have in-person lab opportunities. Finally we just had a teacher complete the supplemental science credential program which will allow us to expand authorized labs.|Met||2018
49707630000000|Horicon Elementary|7|lesson plans and regular assessments Instructional Materials Survey For Compliance form.  Students used CCSS aligned ELA curriculum, included Social Sciences with are embedded within the ELA curricula.  CCSS aligned math materials have been adopted for use were adopted in 2017/18.  The ELD materials are embedded in the adopted National Geographic Language Arts materials.   CELDT   ELPAC  The student reclassification  grade level indicators Envision Math Diagnostics Test Envision Math Placement test Go math assessment test Engage Newyork inventory Horicon Standards Trimester Benchmark Trimester writing samples with grade-level rubric Sight Word assessments Key to Math Lexia STEM class Enrichment class School Play Art Docents  Curriculum assessments Learning profile San Diego Quick NG Connect assessments HMH Collections Ekwall Shanker DIBBLES BRI|As measured by lesson plans and regular assessments, all students, including unduplicated students and students with disabilities, received a broad course of study including courses described under Ed Code section 51210, and were provided programs and services to ensure access to the curriculum: RSP push-in; 1 to 1 aid; IA in each classroom for support for EL students and students with disabilities; ELD Group; Lexia; Translation services.  Horicon was sufficient in adopted textbooks as indicated by Instructional Materials Survey For Compliance form.  Teachers were retained and fully credentialed.  Students used CCSS aligned ELA curriculum, included Social Sciences with are embedded within the ELA curricula. CCSS aligned math materials have been adopted for use were adopted in 2017/18.  The ELD materials are embedded in the adopted National Geographic Language Arts materials.  In 217/17, the increase in previous year’s percentage of students advancing CELDT one level by went up by 13.98% increase in overall scores from the previous year. This year the CELDT was no longer in use.  This year’s ELPAC scores will serve as a baseline for subsequent years.  The student reclassification increased by 8.4%  Currently 49.2% of students are listed at grade level, with 21% more performing near grade level; an increase of 3.6% of at grade level and an increase of 7% at near grade level. Horicon was sufficient in adopted textbooks as indicated by Instructional Materials Survey For Compliance form.|Lack of resources or funding for rural parents and students, particularly for our 96% unduplicated population, our 94% poverty population, and our 46% ELD population.|Increase in counseling time. Additional classroom aide time. New Library/ STEM instruction. Increased speech and ELD time Increased Lexia usage. 3 ELD/ Newcomers Staff in-service days.|Met|RSP push-in; 1 to 1 aid; IA in each classroom for support for EL students and students with disabilities; ELD Group; Lexia; Translation services.|2018
49707890000000|Kenwood|7|"All students in grades K-6 receive instruction on a regularly scheduled basis in art, music, physical education, and technology.  In addition, all students visit our school library on a weekly basis. which allows them to select books on their instructional level, with assistance and guidance from our school librarian, who is also a credentialed teacher.  All students receive instruction in the curriculum areas of math, language arts/writing/spelling, history/social studies, science/STEAM.  Our emphasis during the current school year is on Social Emotional Learning.  All staff and students will receive training in ""mindfulness"" throughout the school year."|All students at Kenwood School receive instruction that provides access to a broad course of study.  In addition to the instruction provided in each classroom, all students are provided access to the specialist areas of art, music, physical education, computer technology, library and STEAM on a regularly scheduled basis throughout the school year.|As a small school and district, with 138 students, we have one class at every grade level K-6.  We do not have any barriers preventing access to a broad course of study for all students.|Our most frequently utilized measure for new actions for all of our students is collaboration among the teaching staff, reading specialists, intervention specialist, RSP teacher and Superintendent/Principal.  Teachers meet in K-3 and 4-6 grade level teams to discuss program effectiveness and to address curriculum issues, as needed.|Met||2018
49707970000000|Liberty Elementary|7|The District reviews the report cards of all students to ensure full access to a broad course of study for all students.|All students have access and are enrolled in a broad course of study.|There are currently no barriers to providing access to a broad course of study for all students.|No revisions are planned.|Met||2018
49707970107284|California Virtual Academy @ Sonoma|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives that range from foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on an semi-annual basis at a minimum. Additionally, administrative teams review course reports regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of students are enrolled in a minimum of language arts, math, science, and history at the TK-8 level, with the majority of students participating in at least six courses. High school students are enrolling regularly in college preparatory, honors, and Advanced Placement, and credit recovery courses. TK-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to develop a CTE program and offerings.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met||2018
49707976051833|Liberty Elementary|7|The District uses the report to ensure that all students are provided access and are enrolled in a broad course of study.|The District reviews all report cards to ensure that all students have access to and are enrolled in a broad course of study.|There are currently no barriers.|No revision are planned.|Met||2018
49708050000000|Mark West Union Elementary|7|All students will have access to and will be enrolled in a broad course of study as specified in Ed Code and reflected in Board Policy which includes English Language Arts, Mathematics, Social Science, Science, Physical Education, Health, Visual/Performing Arts and Technology. MWUSD will continue to offer all students a broad course of study verified by a master schedule or class rosters.|In addition to a broad course of study offered to all students, unduplicated students will receive additional programs and services through pull-out/push in programs using district approved supplemental programs such as: ELD, Blended intervention services as well as TSA’s, ISA’s and IA’s  to provide support in the classrooms. MWUSD will continue to offer these programs and services which will be verified|In addition to a broad course of study offered to all students, students with exceptional needs receive additional programs and services through an onsite Resource support class, Speech and Language support and/or a self-contained special day class, as outlined in the student’s IEP.  These services consist of push-in/pull-out, one-to-one or small group instruction along with mainstreaming, led by a fully credentialed teacher. A variety of academic programs are provided for students based on the goals and objectives written in the students’ IEP. MWUSD will continue to offer these programs and services, verified by class lists and SEIS data.|The District will continue to monitor student’s access to a broad course of study throughout the school year and revise programs or implement new programs as necessary to provide the appropriate services needed to promote student success.|Met||2018
49708050105890|Mark West Charter|7|All students will have access to and will be enrolled in a broad course of study as specified in Ed Code and reflected in Board Policy which includes English Language Arts, Mathematics, Social Science, Science, Physical Education, Health, Visual/Performing Arts and Technology. MWUSD will continue to offer all students a broad course of study verified by a master schedule or class rosters.|In addition to a broad course of study offered to all students, unduplicated students will receive additional programs and services through pull-out/push in programs using district approved supplemental programs such as: ELD, Blended intervention services as well as TSA’s, ISA’s and IA’s  to provide support in the classrooms. MWUSD will continue to offer these programs and services which will be verified|In addition to a broad course of study offered to all students, students with exceptional needs receive additional programs and services through an onsite Resource support class, Speech and Language support and/or a self-contained special day class, as outlined in the student’s IEP.  These services consist of push-in/pull-out, one-to-one or small group instruction along with mainstreaming, led by a fully credentialed teacher. A variety of academic programs are provided for students based on the goals and objectives written in the students’ IEP. MWUSD will continue to offer these programs and services, verified by class lists and SEIS data.|The District will continue to monitor student’s access to a broad course of study throughout the school year and revise programs or implement new programs as necessary to provide the appropriate services needed to promote student success.|Met||2018
49708056051858|San Miguel Elementary|7|All students will have access to and will be enrolled in a broad course of study as specified in Ed Code and reflected in Board Policy which includes English Language Arts, Mathematics, Social Science, Science, Physical Education, Health, Visual/Performing Arts and Technology. MWUSD will continue to offer all students a broad course of study verified by a master schedule or class rosters.|In addition to a broad course of study offered to all students, unduplicated students will receive additional programs and services through pull-out/push in programs using district approved supplemental programs such as: ELD, Blended intervention services as well as TSA’s, ISA’s and IA’s  to provide support in the classrooms. MWUSD will continue to offer these programs and services which will be verified|In addition to a broad course of study offered to all students, students with exceptional needs receive additional programs and services through an onsite Resource support class, Speech and Language support and/or a self-contained special day class, as outlined in the student’s IEP.  These services consist of push-in/pull-out, one-to-one or small group instruction along with mainstreaming, led by a fully credentialed teacher. A variety of academic programs are provided for students based on the goals and objectives written in the students’ IEP. MWUSD will continue to offer these programs and services, verified by class lists and SEIS data.|The District will continue to monitor student’s access to a broad course of study throughout the school year and revise programs or implement new programs as necessary to provide the appropriate services needed to promote student success.|Met||2018
49708056111066|John B. Riebli Elementary|7|All students will have access to and will be enrolled in a broad course of study as specified in Ed Code and reflected in Board Policy which includes English Language Arts, Mathematics, Social Science, Science, Physical Education, Health, Visual/Performing Arts and Technology. MWUSD will continue to offer all students a broad course of study verified by a master schedule or class rosters.|In addition to a broad course of study offered to all students, unduplicated students will receive additional programs and services through pull-out/push in programs using district approved supplemental programs such as: ELD, Blended intervention services as well as TSA’s, ISA’s and IA’s  to provide support in the classrooms. MWUSD will continue to offer these programs and services which will be verified|In addition to a broad course of study offered to all students, students with exceptional needs receive additional programs and services through an onsite Resource support class, Speech and Language support and/or a self-contained special day class, as outlined in the student’s IEP.  These services consist of push-in/pull-out, one-to-one or small group instruction along with mainstreaming, led by a fully credentialed teacher. A variety of academic programs are provided for students based on the goals and objectives written in the students’ IEP. MWUSD will continue to offer these programs and services, verified by class lists and SEIS data.|The District will continue to monitor student’s access to a broad course of study throughout the school year and revise programs or implement new programs as necessary to provide the appropriate services needed to promote student success.|Met||2018
49708130000000|Monte Rio Union Elementary|7|Tracking of students can be both tricky and easy for a small district like ours. We use a variety of tools to track the extent to which all students have access to course study. Through the use of TOMS and CALPADS our district can track undiplicated student group, as well as students with special needs. We also use data from the California State Dashboard and CAASPP results.|"Implementation of the actions/services are on track, and in some cases exceeded the objectives. Inservice for project-based learning and implementation of the K-8 Benchmark curriculum has taken place with very positive results. Many interventions for ""nonduplicated"" and special education students continue to take place: use of a ""push-in"" model by the Learning Center teacher and paraprofessionals to provide small group instruction for EL students, special needs students, and low socioeconomic students; RtI (Response to Intervention) support for students in the Learning Center; a counselor to provide academic as well as social-emotional support to those with special needs; para-educators provide support in the general education classroom to students with special needs. A close partnership with the on-campus preschool, STAR, has been establish to help with students transitioning from preschool to kindergarten. Multiple enrichment programs are ongoing as well as being added to and improved upon: free after school help with homework and well as nutrition; Boys and Girls Club; Band; Girls on the Run; and chess. Our environmental education/school garden program has been re-energized and is flourishing; we've received over $5000 in donations for this Program, and along with infusion from the school budget, have installed a new greenhouse and equipment shed. Health and nutrition are critical elements for student success."|There are very few barriers preventing our LEA from providing access to the study for all students. We sometimes experience a lack of funding for newer materials but work hard to ensure all students receive access to a broad course of study.|We are currently reviewing new texts that are on the State Adoption list in the area of Social Studies. We would like to adopt a new curriculum within the next year or so and plan to follow a similar plan for the Next Generation Science Standards. We will also continue to diligently analyze data to ensure all students are receiving instruction and access to a broad course of study.|Met||2018
49708210000000|Montgomery Elementary|7|Each student's access to and participation in a broad course of study is monitored through curricular planning, staff development training, regular Student Study Team meetings and parent conferences.|All students have full access to and are enrolled in a broad course of study.  The District continues to assure that all students participate in a broad course of study through ongoing assessment of District programs and student opportunities.|The District does not report any barriers which prevent the LEA from providing a broad course of study for all students.|The District continues regular monitoring of full student access to a broad course of study and will implement necessary changes if the need arises.|Met||2018
49708390000000|Oak Grove Union Elementary|7|see below.|see below.|see below.|see below.|Met|Oak Grove Union School District tracks progress in meeting Priority 7 by reviewing course offerings, class schedules, and individual student schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Reports developed in the district's student information system identify access and enrollment based upon grades, unduplicated student groups  and students with exceptional needs.   100% of OGUSD students had full access to a broad course of studies during the 2017/18 school year.    All of the district’s TK through fifth grade students are enrolled in a broad course of studies. Oak Grove Elementary offers access and enrollment in the seven identified areas (English, mathematics, science, social studies, visual and performing arts, health and physical education).  All are offered as part of the school day; additional enrichment opportunities offered beyond the school day as well.  The master schedule is constructed so all students across each of the elementary grade levels, along with core subject areas, receive PE and the arts throughout the week.  Students needing additional academic support receive pull-out and/or push in help during the school day; this is carefully planned and scheduled so these students can access the broad course of studies.    All middle school students have access to and are enrolled in core subjects and have opportunity to take foreign language (ASL) and applied arts as an elective class.|2018
49708390120584|Pivot Online Charter - North Bay|7|Pivot Charter School uses multiple online curricula across its grade spans that is able to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a board course of study for each grade span and all student groups.|Middle school students access core coursework online and for the 2018-19 school year, Pivot Charter School is adopting a new curriculum for its middle school students that will also provide elective courses to students online.  High school students access core coursework online and for the last few years, Pivot Charter School has been offering high school students a wider variety of courses that span the CTE, technology, and VAPA categories.|New elective courses offered through the new curriculum for middle school students can help provide a broader course of study to Pivot Charter School’s virtual students. Additionally, Pivot Charter School encourages all high school students to concurrently enroll at their local community college and provides access to a college counselor to help them apply. Field trips and other programs are offered to students, and encouraging virtual students to participate in these is another way to provide access to a broad course of study.|Pivot Charter School has already adopted new curricula for the middle school grade span. Previously this grade span had no options for elective courses and only had access to the core courses. Starting in the 2018-19 school year, all students will have access to elective courses online. There is no policy that a student must take an elective course but that may be considered in the future.  Pivot Charter School has also expanded its elective options, offering high school credit for courses like Work Experience, Excursions, and others. Offering credit for these courses encourages students to participate in a broader course of study.|Met||2018
49708390138065|Pivot Charter School - North Bay|7|Pivot Charter School uses multiple online curricula across its grade spans that is able to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a board course of study for each grade span and all student groups.|Elementary students access core coursework online and additional coursework while attending the on-site program at the resource center. The elementary teacher is able to supplement the online curriculum with projects, group work, and topics not covered by the curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental program. For the 2018-19 school year, Pivot Charter School is adopting a new curriculum for its elementary students that will also provide access to art and music courses online.  Middle school students access core coursework online and additional supplemental courses when attending the on-site program at the resource center. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental courses. For the 2018-19 school year, Pivot Charter School is adopting a new curriculum for its middle school students that will also provide elective courses to students online.  High school students access core coursework online and additional supplemental courses when attending the on-site program at the resource center. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental courses. For the last few years, Pivot Charter School has been offering high school students a wider variety of courses that span the CTE, technology, and VAPA categories.|Elementary students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study. Additional elective courses offered through the new curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s virtual students. Field trips are offered to all students and encouraging virtual students to participate in these field trips is another way to create excitement around attending the on-site program at the resource center.  Middle school students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study. The new elective courses offered through the new curriculum can help provide a broader course of study to Pivot Charter School’s virtual students. Field trips, clubs, and workshops are offered to all students and encouraging virtual students to participate in these is another way to provide access to a broad course of study.  High school students that don’t attend the resource center program have the greatest barrier to accessing a board course of study. Field trips, clubs, and workshops are offered to all students and encouraging virtual students to participate in these is another way to provide access to a broad course of study. Additionally, Pivot Charter School encourages all high school students to concurrently enroll at their local community college and provides access to a college counselor to help them apply.|Pivot Charter School has already adopted new curricula for both the elementary and middle school grade spans. Previously these grade spans had no options for elective courses and only had access to the core courses. Starting in the 2018-19 school year, all students will have access to elective courses online. There is no policy that a student must take an elective course but that may be considered in the future.  Pivot Charter School has also expanded its on-site elective options, offering high school credit for courses like Work Experience, Excursions, and others. Offering credit for these courses encourages students to participate in a broader course of study.|Met||2018
49708470000000|Old Adobe Union|7|The Old Adobe Union School District tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 school year, 100% of Old Adobe Union School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. For example, after school chorus, music theory, and marimba enrichment programs are funded through the LCAP and enroll interested students in grades 4 through 6. Funding for these programs comes from the LCAP.|A barrier preventing the Old Adobe Union School District from maximizing broad course of study offerings to all students is a lack of time during the regular school day.|Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
49708470119750|River Montessori Elementary Charter|7|As an independent charter school, RMCS reflects on its charter, mission, and vision, as well as the implementation of the charter and obligations to students in a unique educational program, Montessori Education.  Local and internal measures of record keeping, observations, and evaluations ensure that students have access to Montessori didactic apparati and supplemental materials which align with CCSS. Measures are reported to its local governing board at a regularly scheduled meeting, through its LCAP in Goal 1: Promote Excellence through Montessori Methodology and Goal 2: Developing Attributes of Successful Learners in an Authentic Montessori School, as well as reflected as such on the Dashboard.|100% of students have access to and are enrolled in a broad course of study.|Due to the nature of the program offered at RMCS, students recieve an individualized, tailored, self-paced education to ensure the growth and progress of each and every student.|The Montessori nature of the RMCS program allows for flexibilty in adapting and meeting every students needs.  Consistent reflection by students, tachers, and families are key to ensuring a comprehensive education and success for every student.|Met||2018
49708470127555|Loma Vista Immersion Academy|7|The Old Adobe Union School District tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 school year, 100% of Old Adobe Union School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. For example, after school chorus, music theory, and marimba enrichment programs are funded through the LCAP and enroll interested students in grades 4 through 6. Funding for these programs comes from the LCAP.|A barrier preventing the Old Adobe Union School District from maximizing broad course of study offerings to all students is a lack of time during the regular school day.|Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
49708476051924|Old Adobe Elementary Charter|7|The Old Adobe Union School District tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 school year, 100% of Old Adobe Union School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. For example, after school chorus, music theory, and marimba enrichment programs are funded through the LCAP and enroll interested students in grades 4 through 6. Funding for these programs comes from the LCAP.|A barrier preventing the Old Adobe Union School District from maximizing broad course of study offerings to all students is a lack of time during the regular school day.|Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
49708476072136|Miwok Valley Elementary Charter|7|The Old Adobe Union School District tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 school year, 100% of Old Adobe Union School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. For example, after school chorus, music theory, and marimba enrichment programs are funded through the LCAP and enroll interested students in grades 4 through 6. Funding for these programs comes from the LCAP.|A barrier preventing the Old Adobe Union School District from maximizing broad course of study offerings to all students is a lack of time during the regular school day.|Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
49708476114755|Sonoma Mountain Elementary|7|The Old Adobe Union School District tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 school year, 100% of Old Adobe Union School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. For example, after school chorus, music theory, and marimba enrichment programs are funded through the LCAP and enroll interested students in grades 4 through 6. Funding for these programs comes from the LCAP.|A barrier preventing the Old Adobe Union School District from maximizing broad course of study offerings to all students is a lack of time during the regular school day.|Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
49708620000000|Petaluma Joint Union High|7|The LEA uses both its Student Information System (Aeries) and Student Data Management program (Illuminate) to review all school master schedules to measure and track that all students have access to, and are enrolled in, a broad course of study.|Most students have access to, and are enrolled in, a broad course of study as defined in Education Code. All 1st-6th grade students have access to instruction in English Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Most 7th-12th grade students have access to instruction in English Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Foreign Language, Applied Arts, Career Technical Education, and Physical Education. In addition to these opportunities the district has opened access to accelerated/honors/advanced placement courses for any student who desires to enroll in these courses. Some English Learners and students with disabilities did not have access to, and enrollment in, a broad course of study at the junior high and high school levels.|English Learners and students with disabilities are often placed in double periods for support, thus preventing them from accessing, and enrolling in, a broad course of study as defined by Education Code.|The LEA is working with administrators and teachers to restructure the course placement of English Learners and students with disabilities to ensure access to a broad course of study.|Met||2018
49708700000000|Piner-Olivet Union Elementary|7|The Piner-Olivet Union School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|For the 2017-2018 year, 100% of Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|All POUSD students in grades TK – 12 are enrolled in a broad course of studies. All elementary schools (including Jack London) offer access and enrollment in the seven areas identified as a broad course of studies for grades TK-6. Elementary students can access some courses, such as music, both within and outside of the regular school day. Over time, POUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, a districtwide music program has been funded through the LCAP and supports all students in grades TK-6. Programs such as this also allow students who are English learners to access visual and performing arts. Barriers preventing POUSD from maximizing broad course of study offerings to all students include a challenges with finding and retaining high quality staff. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|POUSD will continue to offer access to a broad course of study for all students.|Met||2018
49708700106344|Northwest Prep Charter|7|The Piner-Olivet Union School District and NWP tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|For the 2017-2018 year, 100% of NWP’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|All POUSD students in grades TK – 12 are enrolled in a broad course of studies. All schools (including NWP) offer access and enrollment in the seven areas identified as a broad course of studies. NWP students can access electives and visual and performing arts courses, such as Music and Art, both within and outside of the regular school day. Over time, NWP has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, the NWP gardening program has been funded through the LCAP. Programs such as this also allow students who are English learners to access visual and performing arts, and other exciting electives. Barriers preventing NWP from maximizing broad course of study offerings to all students include challenges with finding and retaining high quality staff. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|POUSD (and NWP) will continue to offer access to a broad course of study for all students.|Met||2018
49708706066344|Olivet Elementary Charter|7|The Piner-Olivet Union School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|For the 2017-2018 year, 100% of Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|All POUSD students in grades TK – 12 are enrolled in a broad course of studies. All elementary schools (including Olivet) offer access and enrollment in the seven areas identified as a broad course of studies for grades TK-6. Elementary students can access some courses, such as music, both within and outside of the regular school day. Over time, POUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, a districtwide music program has been funded through the LCAP and supports all students in grades TK-6. Programs such as this also allow students who are English learners to access visual and performing arts. Barriers preventing POUSD from maximizing broad course of study offerings to all students include a challenges with finding and retaining high quality staff. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|POUSD will continue to offer access to a broad course of study for all students.|Met||2018
49708706109144|Morrice Schaefer Charter|7|The Piner-Olivet Union School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|For the 2017-2018 year, 100% of POUSD’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|All POUSD students in grades TK – 12 are enrolled in a broad course of studies. All elementary schools (including Schaefer) offer access and enrollment in the seven areas identified as a broad course of studies for grades TK-6. Elementary students can access some courses, such as music, both within and outside of the regular school day. Over time, POUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, a districtwide music program has been funded through the LCAP and supports all students in grades TK-6. Programs such as this also allow students who are English learners to access visual and performing arts. Barriers preventing POUSD from maximizing broad course of study offerings to all students include challenges with finding and retaining high quality staff. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|POUSD will continue to offer access to a broad course of study for all students.|Met||2018
49708706113492|Piner-Olivet Charter|7|The Piner-Olivet Union School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|For the 2017-2018 year, 100% of Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).|All POUSD students in grades TK – 12 are enrolled in a broad course of studies. All schools (including POCS) offer access and enrollment in the seven areas identified as a broad course of studies. POCS students can access electives and visual and performing arts courses, such as 3-d Art, both within and outside of the regular school day. Over time, POCS has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, a new Drums program has been funded through the LCAP. Programs such as this also allow students who are English learners to access visual and performing arts. Barriers preventing POUSD from maximizing broad course of study offerings to all students include challenges with finding and retaining high quality staff. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|POUSD will continue to offer access to a broad course of study for all students.|Met||2018
49708960000000|Rincon Valley Union Elementary|7|All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study.|For the 2017-2018 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None|Met||2018
49708960102525|Rincon Valley Charter|7|All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study.|For the 2017-2018 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None|Met||2018
49708966052039|Spring Creek Matanzas Charter|7|All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study.|For the 2017-2018 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None|Met||2018
49708966052047|Whited Elementary Charter|7|• All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study.|For the 2017-2018 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None|Met||2018
49708966052070|Village Elementary Charter|7|All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study.|For the 2017-2018 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None|Met||2018
49708966085229|Binkley Elementary Charter|7|All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study.|For the 2017-2018 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None|Met||2018
49709040000000|Roseland|7|The district utilized the following measures to track the extent to which all students have access to a broad course of study: Review of class schedules to determine if all subject areas are included, review of report cards to determine which subject areas are included, review of school or districtwide instructional agreements as related to the various subject areas, review of collected P.E. minutes for all 1st-6th grade classes, and Student Achievement Time agendas, which show evidence of staff collaboration related to various subject matter.|Our review showed that over the course of the instructional year, all students, including all student subgroups, have access to and are enrolled in, a broad course of study, which includes instruction in English, math, social studies, science, visual and performing arts, physical education and health.   The district has reviewed the various schedules of services for TK-6 grade students with Individualized Education Plans (IEP) who receive (IEP) services outside of the general education classroom. These services include but are not limited to specialized academic instruction (“resource”, “learning center services”), speech therapy services and occupational therapy services. Based on the review, the district has determined that TK-6 students receiving special education services typically miss only a part of general education instructional time assigned to a specific subject area (for example, a part of the English Language Arts block); or miss a specific subject area on certain days of the week but not on all days of the week. Further, in the event that a particular activity, such as a specific or unqiue presentation or assembly, is scheduled at the same time as special education services, the schedule of special services is amended such that students attend/participate in the general education activity, and special services are provided at an alternative time.  Thus, the district does not believe that students receiving special education services are being denied access to a broad course of study.  Additionally, students who are English language learners have the same daily schedule and course access as non-EL students.  Designated ELD is provided within their general education classroom setting and is built into their class schedule so that students do not miss instruction in a core content area.|A primary barrier to expanding access to a broader course of study is our finite number of daily instructional minutes, given the district’s commitment to providing focused support to students struggling with academic, social emotional and/or behavioral needs.  Additionally, the majority of district students receive daily Designated English Language Development instruction, which requires additional instructional time. Funding constraints limit the district’s ability to address the unique needs of our diverse student population.|We have made substantial progress over the past few years increasing our students' access to a broad course of study.  Through the implementation of designated enrichment funds and the districtwide action plan related to the visual and performing arts standards, students have increased access to this subject area.  Through professional development, community partnerships, adoption of a social emotional learning curriculum, and documentation of PE minutes, students have increased access to physical education and health.    Next steps for the district are to evaluate the effectiveness of our visual and performing arts action plan to ensure that instruction is fully aligned to the CA framework/standards.  Additionally, the district will add health to our implementation timeline to ensure that health instruction is fully aligned to grade level standards.|Met||2018
49709040101923|Roseland Charter|7|Roseland Charter utilizes a variety of tools when measuring students ability to access a broad course of study.  The charter school has a schoolwide AVID program at both the middle school and high school level, that provides students with AVID elective classes, and includes schoolwide use of AVID strategies. AVID classes teach students how to goal set, monitor course completion, and to make long term educational plans. The charter uses the data tracking system, Schoolwise, to track grades and completion of graduation requirements. At the high school level, we provide College and Career Coordinators, who bi-annually analyze all student transcripts for completion and progress of our a-g graduation requirements.  All students, including students with exceptional needs, are enrolled in a-g classes.  Naviance is an online tool used by AVID students to select courses and for long term planning purposes.|All students in grades seven and eight are enrolled in English, math, social studies, science, PE, and elective classes that include art. Students receive health classes through push-in services.  There are no current foreign language or Career Technical Education classes for seventh and eighth graders.  All students in grades nine through twelve, with the exception of those following a different graduation pathway through their IEP, complete a-g requirements, thus, signifying they have access to a broad course of study.  The high school currently does not offer any Career Technical Education classes.|At the middle school level, the barriers that prevent us from providing as broad a course of study as we would like, is the size of the school, number of teachers, and teacher credential type.  Our middle school teachers possess multiple subject credentials that affect the number of instructional minutes required thereby affecting the bell schedule and elective time that is available.  With the mission and size of our charter, at the high school level, we have to prioritize resources (staff, materials, physical layout.) Staffing, supplying materials and resources, and housing the a-g graduation required courses are the priority. There are no additional resources to fund CTE staff or courses.|The charter school’s LCAP includes the goal of providing a well-rounded education with access to a robust and engaging curriculum as well as enrichment, technology, and extracurricular activities: implement plan to transition to the new science standards; provide additional funds for classroom budgets for supplies and services for enrichment; continue to fund extracurricular activities (sports, drama); ensure physical education program for all students; purchase chromebooks according to replacement schedule to ensure all students have access to technology; provide software, personnel, hardware, infrastructure to support implementation of the charter’s technology plans.  In addition, the charter will continue to provide a schoolwide AVID program and all high school students will be supported in completing a-g graduation requirements.|Met||2018
49709120113530|Santa Rosa Charter School for the Arts|7|Smarter Balance Assessment scores LPAC scores Illuminate Curriculum aligned assessments|All students have access to all core subjects based in common core standards as well as arts integrated instruction in all core classes.  All students have access to art speciality classes.|Based on the SBA results, our Hispanic/Latino subgroup are not reaching proficiency in ELA and Math.|We have hired an English Language Development teacher to provide direct English language instruction to our students who are English language learners.  This support is in addition to integrated English language instruction provided by the classroom teacher.  Furthermore, Tonya Ward-Singer, best selling author of EL Excellence Every Day, has been contracted to provide professional development to our teachers so that they may better support our English learners in the core content classes.|Met||2018
49709120128074|Cesar Chavez Language Academy|7|We use local and state assessments: Math & Language Arts assessments are built into our curriculum, including Phonics in TK/K. Also writing assessments from our curriculum. In 2nd-5th grade, we also use the Illuminte Benchmark assessments. We also use SBAC assessments.|All students are enrolled in a broad course of study, including standards based instruction in both English and Spanish. We provide Designated ELD for our English Learners daily. We teach every subject: Language Arts, Math, Writing, Science, Social Studies, Designated ELD, PE, Art and Music.|There are no barriers to our students.|Eventually, we may need to look at providing a Special Day Class for our Special Ed students who need more support.|Met||2018
49709200102533|Santa Rosa Accelerated Charter|7|We are adhering to what is written in our charter, we have an Advanced Learner program TOSA on our site, all our teachers have been trained in the GATE philosophy and have embedded these teachings into their curriculum. We are relying on the healthy kids' survey as well as Let's Go Learn Assessments and CASP.|We are using the advanced learner profile and icons in the classroom on a daily basis.  Our teachers are all trained in teaching using the guideline in our distract's advanced learner plan.|We have overcome several of our obstacles, but one we are still addressing is how to get our designated EL instruction in for our limited EL Population.|We are looking at how we can best rearrange our bell schedule to address the above-mentioned concern.  With such a small staff, it can become difficult to address the needs of the smaller subgroups so we are looking at creatively arranging and grouping the students to meet those needs.|Met||2018
49709380000000|Sebastopol Union Elementary|7|Class schedules document which students are enrolled in which courses at the middle school.  This is available on AERIES.  In the K-5 grade program, students receive the required minutes for subject areas.  Pull outs for garden and music are done, whole class K-4.   ELD and interventions are pull outs for K-4 on an as-needed basis.|All students have access to a broad course of study.  Individual schedules can be accessed at the middle school level.  This year, ELD is part of ELA for those students in grades 5-8.  Special Education students requiring replacement math/ELA receive that during a middle school period.  In the elementary program K-5, the self-contained classes have their classroom schedules posted.|The only barrier is how to work in the middle school with 3 periods a day special education students that need replacement English, replacement math and a directed studies class.  These students miss an elective, as-needed, in order to have an SDC program within the middle school.  All students in the middle school attend an Advisory period two times per week to focus on goals for academic achievement as well as social-emotional learning.|The principal will continue to discuss the feasibility in sustaining a 3-period a day program for special education students who require in-depth academic supports.  Revisions this year have included offering full replacement math and ELA for eligible students through RSP and ELD push into ELA in middle school.|Met||2018
49709380120121|REACH|7|REACH uses Project Based Learning as a systematic teaching method that engages students in developing knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed projects and tasks. All REACH students engage in knowledge and skills development coursework in the areas of math and English language arts, science and social studies at all grade levels TK-8.  In addition to the core academic coursework, all REACH students participate in elective classes in creative arts, physical education, and music (in grades K-3).  Projects are scaffolded using content and materials from CCSS aligned textbooks/workbooks and teacher designed curriculum. Students are taught in integrated, thematic units that are frequently project-based, cross-disciplinary and based on a central concept, theme or essential question that crosses multiple subject areas. An integrated, thematic curriculum teaches children the ability to make connections, to solve problems by looking at multiple perspectives, and to incorporate information from different fields. It is an ideal approach for designing projects and assignments that address our students’ multiple intelligences.  All students participate in a curriculum that includes social and emotional development and fosters acceptance of and respect for self and others. Educating the whole child means educating a child who is aware that all actions have a permanent impact on his/her surroundings. Community service and environmental awareness are an integral element of The REACH School curriculum.|REACH faculty blend disciplines in the context of a Project-based Learning framework, to stimulate understanding from different viewpoints. Teaching is extended through literature, music, art, science and mathematics. Subject disciplines are blended in the search to understand a topic from a variety of viewpoints, and are reflected in culminating products that represent rubric measured outcomes established at each grade level. In addition, REACH utilizes local assessments several times per year in mathematics and ELA to determine student placement, progress, and intervention needs. In addition, the school will be using SBAC Interim Assessments beginning in the 2018-19 school year to extend student skills in CCSS, and measure progress of the standards in the context of the project-based curriculum.|REACH curricular content adheres to the Common Core State Standards (CCSS). However, because of the thematic approach to curriculum and instruction, it does not always progress linearly through grade level content standards in science and social studies. Students are exposed to the scope of content in these subject areas, but not necessarily to the outlined sequence.|REACH continues to implement and refine services for struggling students that includes: increased supports offered through the school RTI program with more refined tracking that specifically targets all unduplicated students, increased targeted staffing time that includes pull out and push in services for all low performing unduplicated students, and continued tight integration of SPED and 504 support with core teaching program.  The school has trained current and new teachers on the adopted curriculum and devotes dedicated staff collaboration time and professional development to consistently integrating curricular goals across the grade span, as well as regular RTI meetings to foster continued focus on supporting struggling students.   The school has also continued investment in the implementation of a strong social emotional program, Positive Discipline, which provides frameworks for the whole community not just to resolve problems, but to establish norms on acceptable behaviors and clear, age-appropriate expectations, and ultimately minimize student disruption of instructional time.|Met||2018
49709386113039|Sebastopol Independent Charter|7|Sebastopol Charter is a small K-8 school with 292 students. The faculty meets every week to discuss student progress, teaching methods and teaching materials. We track our students' progress from the CAASPP results and academic screening by general ed teachers and RTI teachers.|All our students have full access to our broad course of study. This is measured by the close teacher and administration collaboration.|There are no barriers.|We will continue a close collaboration between teachers and administration to track the LEA's successful implementation of the broad course of study for all students.|Met||2018
49709530000000|Sonoma Valley Unified|7|Per Board Policy and Education Code, all students in SVUSD in grades TK-5 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as broad courses of study for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.|All secondary students have access to a broad course of study and school counselors assist them in tracking graduation requirements, selecting electives and pathways, and enrolling in classes. All students can enroll in classes of their choice in an “open enrollment” model.|Limitations in our master schedule occur from our small size and competing demands within the number of periods in our regular school day. Regular analysis of enrollment in a broad course of study is an ongoing focus to inform decisions about course offerings and allocation of resources.|We will continue to monitor enrollment and student course completion to ensure students' A-G and CTE completion are improving annually.|Met||2018
49709530105866|Woodland Star Charter|7|Woodland Star is unusual in that it offers a broad course of academic lessons, art, and specialty classes for everyone throughout out weekly schedule. Thematic blocks for learning change approximately every 4 weeks. In addition to academic learning, all students attend classes in painting, handwork, drawing, and physical education. Courses of study from one grade to the next. For example, woodworking, sewing, music, and dance courses are offered to middle school grades. English Language Development, intervention support, and special education are offered to those groups needing extra support based on their learning needs.   Woodland Star measures through our weekly schedule and examination of course block rotations.|We run three kindergarten classrooms administering identical programs. Throughout the week each kindergarten has classes in Spanish, gardening, painting, bread making, modeling, drawing, and outdoor experiences in nature to observe the natural world first hand. Believe strongly that every student should have access to every lesson our program offers.    We only have one classroom per grade of students first through eighth grade. Each grade participates in every academic and specialty course.|In order to meet the academic needs of our students with special learning needs, we try as much as possible to offer additional teachers for learning support in the classroom so that students miss as little general education time as possible. When we need to pull children out of general education courses, we try to do so when the classes are not engaged in introductory lessons.|We review and revise our schedule regularly throughout the year. In planning for the following year we make determinations based on the needs of our students, the curriculum we are committed to offering each year, and the budget we are mandated to work within. From there our weekly schedule is created with pedagogical considerations among our highest priority in that planning. We are committee to ensuring that every student has access to every coarse we offer, and every support our students need.|Met||2018
49709536111678|Sonoma Charter|7|Sonoma Charter School offers the same elementary grade academic subjects that are offered to all students at the local area non-charter public schools:  • English Language Arts • English Language Development • Mathematics • Social Studies/History • Science • Physical Education • Visual Art|All students enrolled at Sonoma Charter School are guaranteed access to the same academic subjects that students in the other local area non-charter public schools offer. • English Language Arts • English Language Development • Mathematics • Social Studies/History • Science • Physical Education • Visual Art|There are no barriers preventing Sonoma Charter School from providing its students the same academic subjects students at the non-charter public school have access to.|Sonoma Charter School will continue to audit the courses provided to students at the non-charter public schools in order to maintain parity to the broad course of study available to students in the local area.|Met||2018
49709610000000|Twin Hills Union Elementary|7|At Apple Blossom Elementary School all students are placed in a general education classroom as evidenced by the Aeries Student Information System. Parent and teacher surveys indicate agreement that all students receive a broad course of study. We track minutes per week students receive pull out services for EL, reading support, and IEP goals.|100% of students have access to and are enrolled in a broad course of study. The LEA has one school, Apple Blossom Elementary. All students at Apple Blossom are enrolled in general education classes with limited pull out services for reading intervention and IEP goal support. 95% of parents responded on the survey that their child/ren have access to a broad course of study including enrichment.|Unduplicated students account for about 25% of the student population. These students are enrolled in general education classrooms. Some interventions occur before and after school to insure access to a broad course of study across the grade spans. Instructional assistants push into the classrooms to provide additional support for small groups working on grade level academic standards.|We practice a continuous improvement model. We will monitor student access to a broad course of study on an annual basis. Teachers received training in social emotional learning in order to support students to be successful and access the core curriculum and have access to a broad course of study. We provide a part time counselor, and EL Coordinator, and a reading teacher.|Met||2018
49709614930319|Orchard View|7|OVS uses a variety of measures to insure that all students receive a broad course of study including: signed Master Agreements; parent/guardian and student surveys; individual assignment records; academic counselor reports; student transcripts; Aeries student information system; UC approved a-g classes; SRJC concurrent enrollment records; OVS class syllabi.|As a k-12 Independent Study School, OVS uses a variety of instructional approaches to meet the needs of our students. Supervising Teachers meet regularly with students and parents/guardians to assign and oversee work in all of the core academic areas, creative arts, PE, and other electives. For students in grades 9-12, parents/guardians and the student agree to a course load each semester on a signed Master Agreement. The Academic Counselor review student transcripts annually. The a-g course list is updated yearly. Parent/guardian and student surveys for all grade levels and staff input helps guide the school  in making decisions about what on-campus classes to provide and what resources are needed for independent study. Students in grades 8-12 have the opportunity for dual enrollment at the local community college. Students in grades 10-12th grade receive textbook assistance for college classes.|Key findings from local surveys, staff and advisory board input, reveal that while parents/guardians and students have access to a broad course of study they would like more classes and/or resources for PE, foreign languages, Maker's Lab, and Career Tech.|Dual enrollment at the community college provides students in grades 8-12 with a wide variety of courses to supplement those offered at OVS. OVS has expanded the text book assistance program to include grade 10; partnered with another district school to create a new Maker's Lab and Technology center in order to increase instruction in those areas. OVS is in the process of a WASC self-study and will set new goals and action steps based on an in-depth review of available tools and measures to improve our program.|Met||2018
49709614930350|Sunridge Charter|7|Annual teacher and parent surveys, conversations with teachers at staff meetings, 3 school-wide reading screenings annually,  student portfolio reviews, analysis of the student and class CAASPP results with attention to the specific claims in each subject area tested,  tutoring and small group intervention provided by instructional aides and teachers as well as the RTI intervention program all provide data regarding the broad course of study all students have access to at SunRidge.|All students have access to and are enrolled in a broad course of study. We are in the second year of implementing a school-wide social-emotional approach pioneered by Kim John Payne that addresses the needs of students for care, inclusion, and support.  We have a small percentage of unduplicated students and provide support through instructional aide time in the general education classroom.|There are no current barriers preventing students from accessing a broad course of study. The faculty and staff engage in continuous improvement and consistently review course access and assess any achievement gaps.|Teachers are piloting new materials this year in an ongoing desire to serve the students well.  In the 6-8th grades a new math curriculum is being implemented, Illustrative Mathematics.  In the 3-5th grades, Heinemann materials are being purchased to support critical thinking in reading and writing activities.|Met||2018
49709616052302|Twin Hills Charter Middle|7|At Twin Hills Charter Middle School all grade 6-8 students are enrolled in a broad course of study as evidenced by the Aeries student Information System. Parent and teacher surveys indicate agreement that all students receive a broad course of study including core academics and an array of electives including career technical education.|100% of students have access to and are enrolled in a broad course of study. A small percentage of students receive intervention for reading and math support in lieu of one elective. Students with an IEP are offered the least restrictive environment and participate in core curriculum and elective courses. 92% of parents responded on the survey that their child/ren have access to a broad course of study including electives and PE and CTE.|Unduplicated students account for about 20% of the student population. These students are enrolled in general education courses. Some support classes are provided in lieu of one elective. Credit recovery and homework support are offered before and after school. Instructional assistants push into classrooms to provide support for students with an IEP.|We practice a continuous improvement model. We will monitor student access to a broad course of study on an annual basic. Teachers received training in social emotional learning in order to support students to be successful and access the core curriculum. We provide an 65% counselor to support students.|Met||2018
49709790000000|Two Rock Union|7|"The LEA has developed a ""master schedule"" that captures information on the daily and weekly elementary (tk-6) course of study. Teachers have developed schedules and plans that are shared, which indicate times, minutes and days when curriculum is taught, including science, social studies, arts, PE, math, ELA, and other subjects, such as STEAM education. In addition, the school has developed schedules that indicate minutes and methods (push-in or pull-out) for students with exceptional needs and Dual Language Learners."|All students have access to, and are enrolled in, a broad course of study at Two Rock Elementary School. We are a one-school LEA and have adopted a model of providing services that does not limit any student group's access to a broad course of study. All students are able to participate in each subject area and are provided support, as needed, to access the curriculum. A recent change that has increased access to a broad course of study is the use of a push-in model of support for students with disabilities and students who are developing English fluency. Our current effort toward improving access is the design and implementation of a tiered network of supports (MTSS) in order to increase and improve the quality of access for each student, based on her/his specific needs and strengths.|As a small, rural school district with one grade per class, there are some limitations to the ways in which we are able to differentiate. In addition, we are adjacent to a military base and serve a transient population of Coast Guard families. Each year, a significant number of our students leave and new students arrive from a variety of settings and states. We must then assess and establish appropriate interventions, challenges, and programmatic needs on a frequent basis.  However, we continue to find innovative ways to provide a broad course of study, including hiring specialized teachers, utilizing staff expertise, providing time for collaboration and support, and designing a model of intervention to support teacher development.|We are not currently encountering barriers to a broad course of study for all students. Our current goal in this area is to provide supplemental enrichments that increase student engagement, provide opportunities for parent contributions, and provide high-quality learning experiences that support a positive school climate and culture beyond the school day. These may include after-school sports programs, arts opportunities, and other enrichments such as Chess Club and Lego Club. Such enrichments can be difficult to staff, but we continue to reach out to parents and the broader community and successfully enlist teachers on an ongoing basis.|Met||2018
49709950000000|Waugh Elementary|7|All Waugh (100%) students in grades TK-6 are enrolled in a broad course of studies. All students (100%), including students with disabilities and unduplicated students, are included in specialist classes of library, technology, art, and music during the school day. Corona Creek and Meadow schools offer access and enrollment in enrichment courses offered by the PTA after school, such as theater, music, dance, golf, coding, robotics, tennis and many others.|Waugh students maximize their access to the broad course of study by attending school regularly. The Average Daily Attendance (District-wide) rates, including students with disabilities and unduplicated students was 95.65% for 2017-18. Chronic Absenteeism (District-wide), including students with disabilities and unduplicated students, was less than 3%.|Pull-out intervention programs can present a barrier to providing access to a broad course of study. To address this, both school campuses implemented a refined master schedule this year. The primary benefit of the schedule was that students who were pulled out of class for ELD, RSP, speech, or reading intervention were scheduled for this support during the same time that students in the classroom were receiving instruction in the same subject area. The specialist classes (art, music, technology, library) were aligned to this master schedule so as to allow uninterrupted blocks of time for ELA and math.|The District continued to refine the district system of MTSS/RTI. Services:  • The services of the counseling intern, who serves both campuses, were increased and counseling supervision was continued.  • The District continued the expanded services for EL students with the EL Instructional Support Provider position, who worked closely with the EL Teacher to work directly with students.  • The District continued the expanded services for students in grades 1-5 who are reading below grade level by adding the Reading Lab Assistant position. Additionally, the District piloted another part-time Reading Lab Assistant position to support K and 1st grade students. This proved to be a successful pilot. • The District continued the very successful summer program for approximately 30 EL students in June/July 2017 for 10 days longer than the previous summer.  • The District continued the SAIL program for Special Education students who require more intensive and individualized academic support.  • GATE classes after school were continued.|Met||2018
49710010000000|West Side Union Elementary|7|West Side TK-6 students are enrolled in the broad course of studies as identified as broad course of studies for grades 1-6 from the Department of Education.|West Side TK-6 students are enrolled in the broad course of studies as identified as broad course of studies for grades 1-6 from the Department of Education.|West Side has not identified barriers to providing access to a broad course of study for all students.|West Side will continue to update curriculum resources based upon revised state standards.|Met||2018
49710190000000|Wilmar Union Elementary|7|All Wilmar Union School District / Wilson Elementary School students in grades TK – 6 are enrolled in a broad course of studies as our elementary school offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access additional courses, such as physical education and visual arts, both within and outside of the regular school day. Students with disabilities are provided with a “push-in” model of special education service in order to provide them with a maximum amount of time in the general education setting.|Students with disabilities are provided with a “push-in” model of special education service in order to provide them with a maximum amount of time in the general education setting.  English Language Learners are provided with “push-in” support for designated instruction.|The Wilmar Union School District / Wilson Elementary School’s general education population, ELD population, and students with disabilities were evaluated and there are no barriers preventing them from accessing a broad course of study.|Wilmar Union School District / Wilson Elementary School will continue to investigate and evaluate programs to enrich opportunities for all students.|Met||2018
49710350000000|Wright Elementary|7|At each school the scheduling of all courses is created to ensure access to the entire broad course of student. Elementary schools maintain ELA and Math block schedules. EL students and SPED students do not miss core instruction for additional support. The middle school maintains master schedule that ensures access to a broad course of study for all middle school students.|All students get instruction in all content areas- English Language Arts, Math, Science, Social Studies, PE and music. All students get library and media skills and computer technology skills.  Middle school students have access to electives such as garden, theater, band, social justice, math team, and team sports.|There are no barriers preventing student from accessing a full, broad course of study.|Supplemental support services/intervention is offered before and after school in reading and math so that students do not miss ELA and Math core.|Met||2018
49710356052377|Wright Charter|7|At each school the scheduling of all courses is created to ensure access to the entire broad course of student. Elementary schools maintain ELA and Math block schedules. EL students and SPED students do not miss core instruction for additional support. The middle school maintains master schedule that ensures access to a broad course of study for all middle school students.|All students get instruction in all content areas- English Language Arts, Math, Science, Social Studies, PE and music. All students get library and media skills and computer technology skills.  Middle school students have access to electives such as garden, theater, band, social justice, math team, and team sports.|There are no barriers preventing student from accessing a full, broad course of study.|Supplemental support services/intervention is offered before and after school in reading and math so that students do not miss ELA and Math core.|Met||2018
49738820000000|Cotati-Rohnert Park Unified|7|The Cotati-Rohnert Park Unified School District reviewed the master schedules, course offerings, student achievement data, WASC recommendations, and the enrollment data of the secondary schools to determine which student have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups and individuals with special needs.|At the secondary level students have access to a broad course of study.  At the middle school level students designated as English Language Learners, at-risk, unduplicated or receiving special education services have the opportunity to select an elective.  All students are encouraged to take a variety of courses to expose themselves to both college preparatory and career focused classes.  Elective classes include but are not limited to band, art, culinary, student leadership, and robotics.  Technology Middle School offers students a nearly 1:1 technology environment and is engaged in a computer science immersion program partnering with Code to the Future.  At Lawrence Jones Middle School, students may participate in the Excel outdoor experiential learning program.  In the 2018-19 school year, Rancho Cotate High School and Technology High School transitioned to an eight period, block master schedule.  While providing an extremely robust selection of courses: Advanced Placement, Honors, Career Technical Education (CTE), English Language Development, special education, college preparatory, credit recovery, and numerous electives offerings, students were afforded greater opportunity to enroll in more classes.  The sites are no longer limited to a six period day and students can experience a wider selection of courses.  Unduplicated students do not have any restrictions to accessing a broad course of study.  In the 2017-18 school year, Cotati-Rohnert Park Unified was recognized by the College Board on the 8th Annual AP District Honor Roll for expanding opportunity and improving performance for Advanced Placement students.|Cotati-Rohnert Park Unified School District strives to ensure all students have access to a broad course of study.  The district has worked to remove any barrier that may be impeding student access.  While there are prerequisites for certain courses, these prerequisites are not exclusionary but rather a sequence of courses.  CRPUSD encourages all students to be college and career ready and prides itself on promoting access to unduplicated students.|The creation of the block schedule in the 2018-19 school year at the high school level was the result of reviewing previous master schedule configurations, student and teacher input, WASC recommendations, and student achievement data.  The block schedule will be monitored and student feedback will be gathered to provide data regarding the efficacy of the increased offerings.  Student achievement data will also be analyzed to ensure students are on target for high school graduation.|Met||2018
49738820123786|Credo High|7|As a Waldorf, college preparatory program, 97% of Credo students meet or exceed University of California a - g standards for graduation. Credo students take four years of Math, Science, English, and History. They are also required to take a minimum of three years of World Language in either Spanish or Mandarin.  Students take a full two years of art, music and movement and then have two additional years of elective offerings in art or academics. All students have two periods per week of social/emotional learning.  Credo has a small English Learner population that is supported by a supplemental curriculum for EL development.  Special Education students are supported by two resource teachers.|As stated above, Credo has an established core curriculum that all students are required to participate in for 9th and 10th grade.  In the 11th and 12th grades, the academic core curriculum continues but there are more elective offerings. Individual accommodations are made for special education students as needed.|Due to the small school size credit recovery options are limited.|We have established two new positions to support students' academic achievement: a Student Services Director and a Special Education Case Manager.|Met||2018
49753580000000|Windsor Unified|7|In reviewing the course offerings and master schedules for each school, and comparing them to California Education Codes 51210 and 51220, all students in the Windsor Unified School District have access to, and are enrolled in a broad course of study. This includes unduplicated student groups and individuals with exceptional needs.|Again, in reviewing the course offerings and master schedules for each school, and comparing them to California Education Codes 51210 and 51220, all students in the Windsor Unified School District have access to, and are enrolled in a broad course of study. Efforts are being made to increase the offerings for Kindergarten through 2nd graders in the area of Visual and Performing Arts.|Principals report that all students participate in the full program of study unless there is a specific accommodation or modification listed in an Individual Educational Plan (IEP) for a student in special education.|N/A|Met||2018
49753580114934|Village Charter|7|Local observation, Aries|100% of students grades k-8 have access to, and are enrolled in, a broad course of study.|N/A|N/A|Met||2018
49753586052369|Cali Calmecac Language Academy|7|As indicated by the Education Code requirements, all of our students, K-8, have access to and are enrolled in a broad course of study as delineated for 1st-6th grade and for 7th-8th grade by section 51210.|As a K-8 charter school, all students have equal access to, and are enrolled in, a broad course of study as referenced in section 51210 of the Education Code.  Each grade is vertically articulated with the grade above and below ensuring continuity in all areas of study.|Per Education Code 51210 all student groups have the same access to, and are enrolled in, a broad course of study.  A difference does exist with some of our Special Education students who have Individual Education Plans which may alter the total minutes of certain subject areas, in comparison to general education students, and thus provide specialized support in specific academic areas in relation to their identified, qualifying disabilities.  All students participate in the full program of study unless there is a specific accommodation or modification listed in an IEP for a student in special education.|In response to state indicators and school level grading practices in order to ensure access to a broad course of study for all students we have implemented needed intervention in mathematics, English Language Arts and English Language Development across all grade levels.  The models of intervention vary according to grade level, K-1 push in support and small group teacher intervention and integrated and designated ELD, 2nd-4th pull out ELA/ELD and math intervention as well as small group instruction with integrated and designated ELD, and 6th-8th specialized intervention classes for mathematics and ELA/ELD support, as well as integrated and designated ELD.|Met||2018
49753900000000|Healdsburg Unified|7|Healdsburg Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports from the UC Office of the President Transcript Evaluation Service (TES) identifies access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-2018 year, 100% of Healdsburg Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All HUSD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. All HUSD secondary students have access to a broad course of studies within their school offerings.  Significant progress had been made over the past 5 years as a 7-period day at both Healdsburg Junior High School and Healdsburg High School has been implemented thus increasing the number of courses students can take each year.  Additionally, HUSD has increased the graduation requirements for all students including 3-years of both math and science, at least one year of a Language Other Than English, at least once Career Technical Education course and at least one Visual and Performing Arts Course.|There are currently no barriers preventing HUSD from providing access to a broad course of study for all students.|HUSD will continue to monitor and ensure access to a broad course of study for all students.|Met||2018
49753900124230|Healdsburg Charter|7|Healdsburg Charter School tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of class and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health and Physical Educaiton.|All Healdsburg Charter School students in grades K – 5 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6.|There are currently no barriers preventing Healdsburg Charter School from providing access to a broad course of study for all students.|There are no revisions, decision or actions being taken at this time based on the results of the review of class and school schedules assessing the extent to which all students have access to and are enrolled in a broad course of study.|Met||2018
50105040000000|Stanislaus County Office of Education|7|SCOE Educational Options division utilizes an online curriclum, FLVS.  All students  in grades 9-12 are enrolled in coursework through FLVS to progress to their diploma.  Students are placed in classes based on transcripts, IEP's and ILP's.|SCOE Educational Options division utilizes an online curriclum.  All students  in grades 9-12 are enrolled in coursework through FLVS.  Students are placed in classes based on transcripts, IEP's and ILP's.   Students who have difficulty with the online coursework are provided remediation as needed.|None|The Educational Options progam will maintain the actions implemented to date, and maintain the fidelity of utilizing the online program, FLVS,  to ensure all students have access to and complete a broad course of studythat leads to a high school diploma.|Met||2018
50105040117457|Great Valley Academy|7|As a charter school, we provide access to a broad course of study, based on our authorized charter.  All of our students, by enrolling in our schools have access to those courses.  This can be verified by teacher/class schedules and by student academic report cards.|We are a single site, and as mentioned above, all enrolled students have access.|N/A|N/A|Met||2018
50105040129023|Stanislaus Alternative Charter|7|7.1 The Charter utilizes an online curriculum, FLVS.  All students are enrolled in coursework through FLVS to progress to their diploma.  Students are placed in classes based on transcripts, IEP's and ILP's.|7.2 The Charter utilizes an online curriculum.  All students are enrolled in coursework through FLVS.  Students are placed in classes based on transcripts, IEP's and ILP's.   Students who have difficulty with the online coursework are provided remediation as needed.|7.3  None|7.4  The Charter will maintain the actions implemented to date, and maintain the fidelity of utilizing the online program, FLVS  to ensure all students have access to and complete a broad course of study that leads to a high school diploma.|Met||2018
50105045030234|Valley Charter High|7|1. The Valley Charter High LCAP goal 2.1 provides an academic counselor.  The academic counselor continually reviews grades, class placement, progress toward graduation, and college enrollment among other tasks.  In the course of his duties, students are placed in high school classes that meet students’ need in attempt to meet A-G requirements.  Every student has printed records maintained by the counselor to use for tracking student placement and success.  The main source of information comes from the Student Information System, Aeries.  Eligible students are encouraged to continue education at the local junior college, Modesto Junior College (MJC) and earn credits that will be applied to the high school transcript.  The counselor meets with and reviews all student grades and transcripts, including those with exceptional needs.  The Stanislaus County Office of Education provides a Resource Specialist who works in conjunction with the counselor to ensure that students’ scheduling needs are met.  Additionally, students in the Honors program are given the same care by the counselor for academic and specifically, college counseling.  The college Guidance class is a mandatory class for students to take prior to taking full semester courses at MJC.  This class teaches students about planning a college path that is individualized for the student.  The academic counselor works in conjunction with the college to ensure students are appropriately placed and supported|2. On site, all students have access to the same broad course of study.  Depending on eligibility set by the local junior college, some students, approximately 25-30% are dual enrolled in MJC.  Eligibility for taking college classes determined by the local college.  Eligibility is based on Grade Point Average with an emphasis on English Language Arts (ELA) grades.  Students with at least a B- in ELA, good attendance and citizenship are recommended by the principal to take MJC courses.  Students who are not eligible are provided tutoring opportunities as provided by LCAP goal 3.2 provides for an additional Para-Educator to facilitate tutoring.|3. Currently, there is one site deficit that has been identified where students can’t meet A-G requirement F, Fine Arts.  Students needing this requirement are able to take a class at MJC to meet area F.  On site, students have two Career Technical Education options that can be taken to meet the graduation requirement but to meet UC/CSU A-G, students will take a course at MJC.|4. Valley Charter is working toward creating more Career Technical Education courses with a focus on coding and robotics.  Additionally, we are looking for ways to offer Fine Arts on campus.  This area is being addressed by site and district administrators to create a solution for the next school year.|Met||2018
50710430000000|Ceres Unified|7|Ceres Unified conducts annual reviews of master schedules at all school sites, enrollment and course completion data, as well as program data to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Annual LCAP surveys and other feedback is analyzed in order to identify additional needs.|In addition to enrollment in core academic courses, K-6 students have access to additional visual and performing arts curriculum through the Visiting Artists and K-6 music programs.  Additional measures included in the Local Control and Accountability Plan include zero period offerings at the two comprehensive high schools, open access to Advanced Placement coursework in grades 7-12, access to Career Technical Education pathway courses, and access to UC/CSU A-G coursework that ensures students are college/career ready when they graduate from high school.  At the K-6 level, master schedules have been developed that ensure that all students have access to academic intervention and extension that does not conflict with core academic subjects.  Ceres offers a dual immersion program at both Lucas Elementary and Caswell Elementary, and Patricia Kay Beaver Elementary is a K-8 leadership magnet school.  At the 7-12 level, master schedules include elective offerings beyond the core academic subjects.  In junior high school, a 7-period day allows for students to enroll in elective course offerings to increase engagement in school.  During the 2018-19 school year, Portuguese was added as a modern language course offering for students in grades 9-12.  This additional offering came as a result of a student survey administered in the 2017-18 school year.|A barrier identified at the secondary schools is ensuring that English Learners and Students with Disabilities are offered a broad course of study given the academic needs of these students.  Ceres will continue to work on identifying ways to provide much-needed academic support but also provide a range of elective course offerings that are accessible to all students.  There will continue to be a focus on the Reclassification of English Learners in order to allow for students to enroll in a broad course of study.|Ceres Unified will continue to monitor students’ access to a broad course of study and administer surveys and collect feedback to ensure that the needs of all students are being met.  A Students with Disabilities leadership team has been formed as a result of the district’s identification for Differentiated Assistance.  This team will continue to analyze academic, behavior, and program data to develop a plan to monitor academic and behavioral performance and ensure high levels of engagement of Students with Disabilities.|Met|This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018
50710430107128|Whitmore Charter School of Art & Technology|7|Whitmore conducts annual reviews of master schedule, enrollment and course completion data, as well as program data to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Annual LCAP surveys and other feedback is analyzed in order to identify additional needs.|In addition to enrollment in core academic courses, K-5 students have access to additional visual and performing arts curriculum through Fine Arts & Technology programs.  At the 6-8 level, master schedules include elective offerings beyond the core academic subjects.  Grades 6-8 students have a 7-period day which allows for students to enroll in elective course offerings to increase engagement in school.|A barrier identified at the secondary schools is ensuring that English Learners and Students with Disabilities are offered a broad course of study given the academic needs of these students.  Whitmore will continue to work on identifying ways to provide much-needed academic support but also provide a range of elective course offerings that are accessible to all students.  There will continue to be a focus on the Reclassification of English Learners in order to allow for students to enroll in a broad course of study.|Whitmore will continue to monitor students’ access to a broad course of study and administer surveys and collect feedback to ensure that the needs of all students are being met.|Met|This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018
50710430107136|Whitmore Charter High|7|Whitmore conducts annual reviews of master schedule, enrollment and course completion data, as well as program data to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Annual LCAP surveys and other feedback is analyzed in order to identify additional needs.|Additional measures included in the Local Control and Accountability Plan include open access to Advanced Placement coursework in grades 9-12, access to Career Technical Education pathway courses, and access to UC/CSU A-G coursework that ensures students are college/career ready when they graduate from high school.  At the 9-12 level, master schedules include elective offerings beyond the core academic subjects.|A barrier identified at the secondary schools is ensuring that English Learners and Students with Disabilities are offered a broad course of study given the academic needs of these students.  Ceres will continue to work on identifying ways to provide much-needed academic support but also provide a range of elective course offerings that are accessible to all students.  There will continue to be a focus on the Reclassification of English Learners in order to allow for students to enroll in a broad course of study.|Whitmore will continue to monitor students’ access to a broad course of study and administer surveys and collect feedback to ensure that the needs of all students are being met.|Met|This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018
50710430112292|Aspire Summit Charter Academy|7|All students in grades Tk-5 attend art, PE, performing arts, and technology once per week.  The schedule for this broad courseowrk includes all students, including those in unduplicated groups and individuals with exceptional needs.|All students, including students of unduplicated groups and students with exceptional needs, have access to a broad course of study.  As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or Rti process, depending on the nature of the students' exceptional needs, and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|There are no barriers present that are preventing the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study while at Summit Charter Academy, and provide supports to students wherever needed.|Met||2018
50710500000000|Chatom Union|7|The Chatom Union School District utilizes enrollment sheets to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Homeroom rosters are used to track the courses which occur during the regular school day and after-school rosters and attendance sheets are used to track additional courses of study offered after school.  The after-school courses are offered to all unduplicated student groups, and individuals with exceptional needs.|All students in grades TK-5th are enrolled in self-contained classrooms.  Each classroom teacher submits their daily agenda to the administrator to ensure that all students have access to English, mathematics, social science, science and physical education.  Health is incorporated into the physical education program and visual and performing arts is aligned to the thematic unit being taught in the classroom.  Additional visual and performing arts programs in addition to coding, robotics, foreign language, sports and S.T.E.M. classes are offered after school.  All students also participate in an agricultural career day at Chatom Elementary.  All students in grades 6th-8th are placed on the master schedule which includes English, social science, physical education, science and mathematics.  Health is incorporated into both the physical education program and science curriculum.  Students in grades 6th-8th also receive an elective class and are offered after-school programs which may include academic support, technology, enrichment, college awareness, visual and performing arts and sports programs.|A barrier identified at the middle school level is the limitation on the electives that can be taught school-wide based on teacher credentials.  The middle school mostly consists of teachers with multiple subject credentials.  In the absence of single subject credentials, the school is limited on what electives can be offered school-wide.|In order to be compliant with credentials and meet the needs of all students, the middle school staff have been grouped into grade level core teaching teams.  As a result, teachers can offer a greater variety of electives to the students which they instruct during the course of the day.  As students move through the middle school grades they are exposed to a wide variety of electives and after-school programs in addition to the broad scope of study received during the regular school day. Lack of transportation used to be a barrier for students to attend the after-school programs.  This barrier was addressed and resolved through the development of the LCAP which prioritized additional funding to extend transportation to include an additional route to transport students home at the end of the after-school program. Attendance in the after-school programs has greatly increased as a result of transportation being provided.|Met|The elective courses at the middle school and the courses offered during the after-school program change at the end of each grading period in order to offer a greater variety and broader course of study.|2018
50710680000000|Denair Unified|7|Multiple measures are used to determine how students are placed in courses. At both DMS and DHS the academic counselor analyzes transcripts and report cards to determine which graduation track a student is progressing towards; certificate of completion, high school diploma, A-G pathway, CTE. Data is collected from NWEA MAP, CAASPP, Read 180, Math 180, Interim assessments, AP scores, PSAT and transcripts. Once all data is analyzed by the site data team, students schedules are created as a joint effort (student, counselor, parent) in order to build their pathway of academic success. If students are interested in any AP or CTE courses, they must attend information nights and sign contracts.|In 2017-2018 school year, the local governing board approved the development of a secondary transcript, which means all students in grades 7-12 will receive an academic transcript. This change allows students to have more access to higher level courses. Beginning in grade 7, all students can choose to access high school level courses in English, Math, Foreign Language, electives and CTE foundational pathway courses. All students at Denair High School have access to a variety of courses to meet their specific needs. DMS and DHS offer intervention (Tier 3) in both English and Math. Pre-AP English is offered in grade 10, seven seat-based AP courses are offered and endless AP courses are offered online through EdMentum in our virtual academy class. DHS offers four CTE pathways for all students. In regards to students in Special Education and Response to Intervention, we offer a full inclusion model where most services are supported in the classroom. Small group work and individualized instruction is given when needed.|Small schools can limit the amount of in-person/seat-based offerings. We continue to work on effectively meeting the needs of our Tier 3 students around behavioral and emotional support. We have adopted the MTSS framework and are currently incorporating this work and interventions into our overall program.|We have added online course offerings, before and after school tutoring, zero-period intervention, AVID, and intervention periods throughout the day. Additionally, we have added work study during periods 0 and 8 to allow for our Project Life transition program for our students with disabilities age 18-22. We have also layered in our MTSS framework and a focus on teacher and staff effectiveness.|Met|Denair Middle School and Denair High School serve all grade 7-12 students in the district. We are a small-school setting that allows personalized learning. We have high expectations for students at all ability levels and therefore have very few material differences between student subgroups.|2018
50710680132662|Denair Elementary Charter Academy|7|Denair Elementary Charter Academy is a dependent charter school. Upon enrollment, all students are scheduled into self-contained classes that provide instruction in all content areas.|All students receive equitable instruction in all content areas.  Students have access to these content areas through a core program and an elective program called “Academic Adventures.”|No barriers have been identified that prevent us from providing access to a broad course of study for all students.|Multi tiered systems of support have been implemented school wide.  Students have access to layered and tiered systems of academic and behavioral support.|Met||2018
50710685030267|Denair Charter Academy|7|As an independent study and home study charter, all courses are individualized for each student. Course schedules are established based on student input and needs.|All students have the opportunity to enroll in accredited courses to ensure they are able to attend a community or vocational college upon graduating from DCA. Students participate in their individual planning process and are able to select courses of interest within the parameters of the required courses needed to graduate. We are working towards offering more on-site classes to ensure we provide instruction to address all learning styles. We are also working towards providing A-G courses for students who wish to attend a four-year college. Aside from our credit recovery program, Cyber High, we are exploring our options of offering online courses through EdOptions. EdOptions will broaden the type and number of A-G courses offered at DCA.|Due to the nature of our charter school, one significant barrier to providing access to a broad course of study is the fact that a percentage of our students are at-risk of not graduating due to credit deficiency. Some students prefer to only attend school for one hour each week during their independent studies appointment and are not interested in taking additional courses of study that may require them to attend school more than the required time for independent studies.|We continue to use positive behavior supports and reinforce attendance to ensure our students are successful. One area we will continue to review are the options for students to take A-G courses via EdOptions, as well as implementation of Senior Portfolios.|Met||2018
50710760000000|Empire Union Elementary|7|The Empire Union School District reviews its master schedule and student information system (ARIES) and Williams Act visits to monitor and track all students’ access to, and enrollment in, a broad course of study based on grade spans, including all unduplicated student groups, and individuals with special needs.  The District utilizes a Professional Learning Community process to elicit and analyze curriculum and instructional needs. In addition, instruction and student access to a broad course of study is monitored through routine classroom observations and district benchmark assessments.  Finally, teachers are invited, annually, to participate in the District’s LCAP input process to further inform the district of identified needs.|The Empire Union School District was identified to receive Differentiated Assistance to improve academic achievement and decrease the suspension rates of our Students with Disabilities. The County Office of Education participated in our analysis of potential actions to address these identified needs.  Significant discrepancies between the District's core curriculum and SDC curriculum aligned to both ELA and Math have been identified.  Curriculum development and training has been provided to special day class teachers to improve student academic performance, and PBIS has been implemented to reduce student suspensions.  This program is anticipated to take three to five years to result in maximum effectiveness.  Finally, the District is currently in the second year of a three year implementation of a Blended Learning initiative that is designed to provide differentiated instruction to all student groups.|The Empire Union School District determined that supplemental instructional materials to compliment the current core curriculum was necessary, along with professional development focusing specifically on the needs of special needs students, to improve student academic performance.  In addition, it was determined that a district-wide commitment to PBIS was required to best reduce student suspension rates.|Empire Union School District surveys indicated full implementation of ELA, Math, and History state academic standards.  The District is currently providing intensive ELD professional development, and planning a NGSS Science curriculum adoption starting implementation during the 2019-2020 school year.  In addition, efforts to improve special needs student’s ELA and Math academic performance, and reduce their suspension rates, continues. PROFESSIONAL LEARNING:  The Empire Union School District has a PLC process that looks at individual and student group academic progress and identifies instructional practices and materials needed to address those student's needs.  The PLC process includes at least monthly site and grade level meetings lasting form one hour to a full day.  Finally, the District is currently creating capacity from within by creating opportunities for District teachers to provide leadership, professional development, and support to each other.|Met||2018
50710840000000|Gratton Elementary|7|The district uses Power School to track student course enrollment.|Each student kindergarten through eighth grade is enrolled in a self contained classroom.  Each classroom  administers grade level core course content in the form of language arts, math, social science, science, and physical education.  In addition, all grades participate in chorus.  Grades fifth through eighth participate in drama, band and competitive sports.|There have been no barriers encountered or identified.|None needed|Met||2018
50710840120089|Gratton Charter|7|The district uses Power School to track student course enrollment.|Each student kindergarten through eighth grade is enrolled in a self contained classroom.  Each classroom  administers grade level core course content in the form of language arts, math, social science, science, and physical education.  In addition, all grades participate in chorus.  Grades fifth through eighth participate in drama, band and competitive sports.|There have been no barriers encountered or identified.|None needed.|Met||2018
50710920000000|Hart-Ransom Union Elementary|7|Hart-Ransom utilizes the Master Schedule for 7th and 8th grade tracking, Student Information System (Aeries) for TK-6.  In TK-6 all students have access to each of the subject areas identified in Ed Code 51210, which include:  ELA, Math, Social Studies, Science, Health, PE and visual performing arts.  In grades 7 and 8 all students have access to English, Math, Social Studies, Science, Health, Technology and Physical Education identified in Education Code 51220.  Band and Choir are offered for students in 3rd through 8th grade as an after school enrichment.|All students participate in the core curriculum offering.  Students are not removed from a core curricular class to provide support, thereby, all students have access to core curriculum.  Hart-Ransom was identified to receive Differentiated Assistance to improve academic progress for our Students with Disabilities.  A team was formed to do an analysis of need.  Because we do not house our  own SDC classes, our students of focus are our Resource Students.  As a result the team determined that good first teaching was of greatest importance, and that all students would benefit from high quality classroom instruction.  The school is working closely with the Stanislaus Office of Education to provide support to all teachers in standards delivery, increased content knowledge and best instructional practices.  Our resource teachers are part of the team and work closely with classroom teachers to support our Students with Disabilities population.  Progress in the area of broad course of student is most evident in the area of technology.  Our students are now one-to-one with devices in 3rd through 8th grade, and this will continue to expand to the other grades.  A technology course of study is being developed based on age appropriate skills and these will align with the California technology standards which will be state board approved soon.|Some barriers stem from being a single school district and that capacity to provide a very broad course of study within the school day is difficult.  This is evident in the 7th and 8th grade offerings.  There is one teacher in each curricular area that teaches both 7th and 8th grade students with the exception of ELA, in which we have a 7th grade teacher and an 8th grade teacher.  Students need to take 5 Core classes, ELA ( a two period block) math, science, History/Social Studies, and PE, which fill 6 of the  7 periods of the school day.  During the 7th period in a student’s day, students attend a technology class or a health class.  We offer music, band and choir in an after school program.  We also offer classes and opportunities in the area of performing arts periodically throughout the school year by bringing in specialists.  Because of the format of our school, we cannot offer foreign language, or applied arts to our junior high students.|CURRICULUM:  Classroom observations and PLC team work time indicate that ELA/ELD and Math are at full implementation.  Newly adopted, state board approved History/Social Studies curricula have been adopted for initial implementation during the 2018-2019 school year.  NGSS standards at junior high have been implemented for the last two school years and Science curriculum is being reviewed for adoption with in the next year. Professional Learning:  Grade level PLC teams meet weekly to analyze standards, determine essential standards and essential skills, plan instruction, develop and administer formative assessments and analyze the data from assessments to determine next steps for students.  Teachers learning from teachers is a focus of professional learning at Hart-Ransom. Specialized teachers including reading specialist, EL teachers, and resource teachers work with the grade level PLC teams to support the students with whom they work.   In consort with Stanislaus County Office of Education, all classroom teachers will receive 2 or more days of training in ELA/ELD and math implementation and best instructional practices in the 2018-2019 school year.  Additionally, training will be provided in the areas of NGSS science and History/Social Studies standards and best instructional practices.  Specialized instructors will receive professional development in their area of expertise to support student learning and success.|Met||2018
50710926112965|Hart-Ransom Academic Charter|7|HRACS utilizes its student information system (Aeries), advisory teacher’s schedules, and administrative observation for tracking of courses for grades TK-5.  For all students in grades 9-12, and some students in grades 6-8, we use the Florida Virtual School (FLVS) for our online program.  Our counselor works with the staff at FLVS to assign students to the correct classes.  A four-year master plan is developed for each student. We also offer a wide variety of enrichment courses instructed by our advisory teachers, off-site vendors, and specialists at the local elementary school.  Grades 4-6 have general classroom music provided by a music specialist.  All students in grades 7-12 have access to English, Math, Social Studies, Science, Health, Technology, and Physical Education.|All students participate in the core curriculum offerings.  Students are not removed from a core curricular class to receive academic support; thereby, all students have access to core curriculum.  Our home educators work with our advisory teachers in selecting the most appropriate courses and curriculum for each child.  In grades 6-12, a wide variety of courses are offered through the use of the Florida Virtual School program. Progress in the area of broad course of study is most evident in the area of technology.  Our students are now one-to-one with Chromebooks in 2nd through 12th grade.  All students and parents must take a Chromebook 101 course to learn how to use this device.|A barrier of offering a broad course of study is evident only in the ability of our home educators.  We offer a wide variety of courses and curriculum, and in several areas our advisory teachers provide training for our home educators on how to use the curriculum.  For students in grades 6-12 who use the FLVS online program, the home educator also has the FLVS teachers as a resource.  Training for home educators in grades TK-5 needs to be expanded to all core areas.|CURRICULUM:  The Curriculum Committee will be attending a Science Curriculum Publisher’s Fair hosted by the Stanislaus County Office of Education in February of 2019 to begin the adoption process for new NGSS Science materials.|Met||2018
50711000000000|Hickman Community Charter|7|HMS As illustrated by the master schedule, Hickman Middle School students have access to a broad course of study appropriate for 6-8 students.    Local Indicators were presented to the Board on November 13, 2018.  HCS As illustrated by the master schedules linked below, HCCD students have access to a broad course of study appropriate for K-8 students.  HES/HMS https://docs.google.com/document/d/1DP3pjaDMEgfqfKogo3e4tLpTx_7r95ZjG2rMoVUCkRI/edit?usp=sharing HCS https://docs.google.com/document/d/1dxrpi6TKuvjQAcLTFFNm3n8nhvNscnbYNyouJysagww/edit?usp=sharing|Students have access to a broad course of study appropriate for K-8 students.|Barriers to providing access to STEM for HES was the lack of facilities.|Construction was completed in November of 2018 and STEM classes will begin for HES in January 2019.|Met|Local Indicators were presented to the Board on November 13, 2018.|2018
50711006052559|Hickman Elementary|7|As illustrated by the master schedule, Hickman Elementary School students have access to a broad course of study appropriate for K-5 students.  The link to the master schedule is below.  https://docs.google.com/document/d/1DP3pjaDMEgfqfKogo3e4tLpTx_7r95ZjG2rMoVUCkRI/edit?usp=sharing|Students have access to core subjects.  In addition, teachers provide many opportunities for arts and music through integration within the core and through special programs provided.|STEM and Maker instruction requires specialized facilities and materials.|Starting in January of 2019, HES students will have access to Science, Technology, Engineering, Arts and Mathematics instruction in our new STEM labs completed in November of 2018.|Met|Local Indicators were presented to the Board on November 13, 2018.|2018
50711006112627|Hickman Charter|7|As illustrated by the master schedule, Hickman Charter School students have access to a broad course of study appropriate for K-8 students.  The link to the master schedule can be found below.  https://docs.google.com/document/d/1dxrpi6TKuvjQAcLTFFNm3n8nhvNscnbYNyouJysagww/edit?usp=sharing|All students have access to core subjects and multiple opportunities for access to enrichment.|Homeschool provides families opportunities not found in a traditional school.|None needed.|Met|Local Indicators were presented to the Board on November 13, 2018.|2018
50711006116388|Hickman Middle|7|As illustrated by the master schedule, Hickman Middle School students have access to a broad course of study appropriate for 6-8 students.  The link to the Master Schedule for Hickman Middle and Elementary can be found below.  https://docs.google.com/document/d/1DP3pjaDMEgfqfKogo3e4tLpTx_7r95ZjG2rMoVUCkRI/edit?usp=sharing|All students are enrolled in core subject classes of ELA, Math, Science, H/SS, and PE/Health.  In addtiion, students have access to band and several other electives during their elective period on Wednesdays.|Only having seven credentialed staff limits the access to a broad choice of electives .|The LEA implemented a broader offering of elective classes this year by using credentialed as well as none credentialed staff to provide elective instruction.|Met|Local Indicators were presented to the Board on November 13, 2018.|2018
50711340000000|Keyes Union|7|In order to provide Conditions of Learning that support a high quality and equitable education for all students we are committed to aligning all materials to Common Core State Standards as identified in survey and audit.  Maintain and hire HQT in all classes: Yearly credential review  Improve process for informal and formal observations and instructional rounds to increase feedback and professional growth: Action plans and Next Level of Work  Increase student access to technology: inventory and usage  Monitor schedules and increase course offerings: Master schedule  Maintain all facilities in good repair: Facilities committee yearly report; modernize classrooms and purchase new furniture|1 – We have continued with a deeper and more effective implementation of standards, professional development provided for new and current materials, and 100% of students have sufficient access to the standards-aligned materials as monitored through the materials inventory. 2 –  We have increased and maintained percentage of staff appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching !00% 3 – Students will have more access to technology and teachers will increase the use of technology in the classroom and lab 4 – Increased course of study by offering after school, before school, Saturday School programs for all students. 5 – Facilities are well maintained and maintained with good and or exemplary status|Limited staff and resources as a result of being a small rural school district with a large number of identified low socioeconomic, English Language Learners and Special Education populations. All students have access to required courses to meet the California State Standards in all content areas. Elective classes are limited only because we are a small middle school with less than 250 students.  We do however provide a variety of electives to support students both academically and socially. We continue to work towards providing greater opportunity in the areas of foreign language offerings and visual and performing arts.|A baseline was established. All teachers have had professional develop for the ELA and Math standards, but need additional time to implement more effectively.   We have 100% of the students in possession of sufficient access to instructional materials.  All teachers have had training with the ELD standards as part of our ELA/ELD professional development this year. All teachers participated in Language Acquisition Training (ELD) on March 15, 2017. This will be followed up during 2018-19 with ongoing training, coaching, and support for teaching English learners across all content areas.  We have 100% of the teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. We have one to one chromebooks for students in 1st grade through 8th grade. All teachers have a laptop, smartboard, projector, and document camera.  The Master schedule at the elementary and middle school levels include ELA/ELD, Math, Science, Social Studies, Health, and PE for all students including English learners, low income, and foster youth. We currently do not have courses for Visual and Performing Arts. Baseline for VAPA needs to be established in 2018-19.  The Master schedule at the elementary and middle school levels include ELA/ELD, Math, Science, Social Studies, Health, and PE for all students including individuals with exceptional needs.  Facilities were maintained in good status as measured by our FIT reports.  We have implemented an Increase course of study and continue with additional electives and added new programs to assist all students.  We have continue choir after school at KES and SMS.  Continue with additional teachers at SMS to support electives class and block scheduling and the increase in course of study.|Met|SCHOOL CLIMATE School climate means factors, both inside and outside the classroom, that impact student success. This includes student health, safety and discipline as well as how connected all students feel to their school.  Every child here at Keyes Union is entitled to and provided with a safe and peaceful environment that promotes learning. All students are respected and  feel respected, including both socially and emotionally.  they are cared for and expected to succeed. Teachers, administrators, school staff, parents, students and community members work collaboratively together to create this environment on all of our on all campuses.  Some ways Keyes measure our climate are: Student, parent, teacher and school staff surveys. Student suspension and expulsion rates. Student attendance rates. Evaluations of programs and services. The availability of school nurses to support student health. The ratio of mental health counselors and behavioral support staff to students. Opportunities to engage teachers, staff, parents and students in “learning community conversations” that generate ideas and solutions for improving school climate.  Board Approved November 13, 2018|2018
50711346113286|Keyes to Learning Charter|7|Keyes to Learning Charter School is an independent study, non-classroom based charter school, grades Tk-12.  This school is made up of three separate and individual programs.  The responses below are divided into Keyes to Learning Charter School along with the three separate programs.    Independent Study/Home Based Program’s locally selected tools and measures:  Individual designed lesson plans, 1 to 1 instruction with a credentialed teacher either once per week or once every 20 days. Academic planners, Report cards, Moby Max, Renaissance Learning-STAR Math and STAR Reading Assessments, Annual CAASPP results and California Dashboard report.   CORE Academy (K-6 grade 3.5 day program) locally selected tools and measures:  Report cards, Moby Max, Renaissance Learning -STAR Reading Assessments, Annual CAASPP results and California Dashboard report.   KEY Academy Junior  High (7-8 grades 3.5 day program) locally selected tools and measures:  Report cards, Moby Max, Renaissance Learning -STAR Reading Assessments, Annual CAASPP results and California Dashboard report.  KEY Academy High School (9-12 grades 2 day program) locally selected tools and measures:  Grade level ballots, transcripts, report cards, “a-g” subject requirements and have under gone approval by the University of California.  High school academic counselor, Annual CAASPP results and California Dashboard report.|Keyes to Learning Charter School is an independent study; non-classroom based charter school, grades Tk-12 and is made up of three separate and individual programs.  The responses below are divided into Keyes to Learning Charter School along with the three separate programs.  Keyes to Learning Charter School (KTL): According to our annual stakeholder survey included the following questions: A.   “KTL gives students access to core subjects that prepares them for high school.” 89% of KTL’s stakeholders agree with the statement.   B. “KTL gives students access to core subjects that prepares them for college and careers.”  90% of KTL’s stakeholders agree with the statement.    Independent Study/Home Based Program: Using the local tools and measures previously identified all students are enrolled in and have access to our courses of study.  Our recent CAASPP results demonstrate that 68% of KTL students have met or exceeded California state standards in English Language Arts and 46% in mathematics having accessed our course of study.  CORE Academy (K-6 grade 3.5 day program): Using the local tools and measures previously identified all students are enrolled in and have access to our courses of study.  The CAASPP results demonstrate that 68% of KTL students have met or exceeded California state standards in English Language Arts and 46% in mathematics having accessed our course of study.  KEY Academy (7-8 grades 3.5 day program; 9-12 grades 2 day program): JUNIOR HIGH Using the local tools and measures previously identified all students are enrolled in and have access to our courses of study. Our recent CAASPP results demonstrate that 69% of KTL’s 7th grade and 80% of KTL’s 8th grade students have met or exceeded California state standards in English Language Arts and 45% of KTL’s 7th grade and 53% of KTL’s 8th grade students in mathematics after having accessed our course of study.  HIGH SCHOOL Using the local tools and measures previously identified all students are enrolled in and have access to our courses of study. Our high school academic counselor directs all our students to be enrolled in our course of study that meet all the necessary requirements for high school graduation.  For that reason, over time, KTL has a high graduation rate. At the high school level in additional to the CAASPP results the Early Assessment Program (EAP) measures students’ level of college preparation.  EAP results indicate 81% of KTL students are ready or conditionally ready for college level English Language Arts and 20% are conditionally ready for college level mathematics after having accessed our course of study.|The results from our locally selected tools and measures do not identify barriers preventing KTL from providing our students access to our course of study.  However, results from our local tools and measures do identify student barriers that could prohibit them from accessing our course of study.  Keyes to Learning Charter School (KTL): Analyzing the results from our Stakeholder survey we find no barriers preventing the LEA from providing access to a course of study for all students’ grades TK-12.  Independent Study/Home Based Program: Routinely meeting with our students 1 to 1 and using academic planners with each student we are able to identify and react to any barriers that may arise preventing our students from accessing our course of study.  Moby Max and Renaissance Learning are locally selected measures have  identified the barrier of gaps in student achievement as possible barriers preventing KTL students in grade spans, and some unduplicated student groups from accessing our offered course of study for all students.  We find no barriers preventing the LEA from providing access to a course of study for all students’ grades TK-12.  CORE Academy (K-6 grade 3.5 day program): Analyzing the results from our locally selected tools and measures we find no barriers preventing the LEA from providing access to a course of study for all students’.  However Moby Max and Renaissance Learning are locally selected measures that identify the barrier of gaps in student achievement as possible barriers preventing students in grade spans, and some unduplicated student groups from accessing our offered broad course of study for all students.  CAASPP results for grades 3-12 also identify achievement gaps as a potential barrier with of some students by grade spans, and some unduplicated student groups from accessing our offered course of study in ELA and mathematics.  KEY Academy (7-8 grades 3.5 day program; 9-12 grades 2 day program): JUNIOR HIGH Analyzing the results from our locally selected tools and measures we find no barriers preventing the LEA from providing access to a course of study for all students’.  However Moby Max and Renaissance Learning are locally selected measures that identify the barrier of gaps in student achievement as possible barriers preventing students in grade spans, and some unduplicated student groups from accessing our offered broad course of study for all students.  CAASPP results for grades 3-12 also identify achievement gaps as a potential barrier with of some students by grade spans, and some unduplicated student groups from accessing our offered course of study in ELA and mathematics.  HIGH SCHOOL Analyzing the results from our locally selected tools and measures we find no barriers preventing the LEA from providing access to a course of study for all students’. The EAP percentages from the CAASPP indicate a barrier to students who are not ready or conditionally ready for college.|The results from our locally selected tools and measures do not identify barriers preventing KTL from providing our students access to our course of study.  No revisions, decisions or new actions will be implemented at this time.  However, results from our local tools and measures do identify student barriers that could prohibit them from accessing our course of study.    Keyes to Learning Charter School (KTL): Analyzing the results from our Stakeholder survey we find no barriers preventing the LEA from providing access to a course of study for all students’ grades 3-12.  No revisions, decisions or new actions will be implemented at this time.  Independent Study/Home Based Program: The results from our locally selected tools and measures do not identify barriers that warrant revisions, decisions or new actions ensuring student access to our course of study.  However, results from our local tools and measures do identify student barriers that could prohibit them from accessing our course of study.    CORE Academy (K-6 grade 3.5 day program): The results from our locally selected tools and measures do not identify barriers that warrant revisions, decisions or new actions ensuring student access to our course of study.  However, results from our local tools and measures do identify student barriers that could prohibit them from accessing our course of study  and determine our need to implement ancillary programs like; Everyday Reading, Do the Math by Marilyn Burns, Bedtime Math, Math Club, ST Math and host Family Math Nights and a Math Festival.  Providing these additional programs add support our students’ access to our course of study.     KEY Academy (7-8 grades 3.5 day program; 9-12 grades 2 day program): JUNIOR HIGH The results from our locally selected tools and measures do not identify barriers that warrant revisions, decisions or new actions ensuring student access to our course of study.  However, results from our local tools and measures do identify student barriers that could prohibit them from accessing our course of study  HIGH SCHOOL The results from our locally selected tools and measures do not identify barriers that warrant revisions, decisions or new actions ensuring student access to our course of study.  However, results from our local tools and measures do identify student barriers that could prohibit them from accessing our course of study.  For that reason, we added a mathematics support class to our course choices for support in accessing that course of study and increased the amount of our vendor funds and encourage our students to use to them to pay for tutoring to supplement access our course of study.|Met||2018
50711420000000|Knights Ferry Elementary|7|The measures include utilizing standards based curriculum in all areas. Given our small sizes-154 students-there is no alternative program or alternative curriculum. All students in the school regardless of grouping have access to identical courses of study, using state approved and Board adopted curriculum. ELA curriculum for all  students regardless of grouping in grades K-6 is HMH's Wonders; Amplify ELA for grades 7-8.  Bridges Math is used for all  students grades K-3 and Engage NY for all students grades 4-8. Mystery Science which addresses NGSS is being used for science in grades K-6 along with EEI and locally created NGSS lessons in grades K-8. Studies Weekly in grades K-6 is being piloted for social studies in grades K-6. TCI is  being reviewed for social studies and science in grades 7-8.  The district uses Board policies to adopt curriculum aligned with state standards.|The measures include utilizing standards based curriculum in all areas. Given our small sizes-154 students-there is no alternative program or alternative curriculum. All students in the school regardless of grouping have access to identical courses of study, using state approved and Board adopted curriculum. ELA curriculum for all  students regardless of grouping in grades K-6 is HMH's Wonders; Amplify ELA for grades 7-8.  Bridges Math is used for all  students grades K-3 and Engage NY for all students grades 4-8. Mystery Science which addresses NGSS is being used for science in grades K-6 along with EEI and locally created NGSS lessons in grades K-8. Studies Weekly in grades K-6 is being piloted for social studies in grades K-6. TCI is  being reviewed for social studies and science in grades 7-8.  The district uses Board policies to adopt curriculum aligned with state standards.|There are no barriers; all students at the school and in the single-school LEA have access to the same course of study.|Health education will be reviewed for the older grades.|Met||2018
50711670000000|Modesto City Elementary|7|In reviewing master schedules, all students in grades 1-6 have access to, and are enrolled in, the course of study as prescribed in California Ed Code 51210 – 51212. All students in grades 7-12 have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. Unduplicated student groups, and individuals with exceptional needs, are served through appropriate courses for their respective needs. For example, students with disabilities have an IEP that address their specific needs and places them in the least restrictive environment. Students identified as EL are enrolled in coursework above and beyond the classes listed in the respective Ed Code to support them in their language acquisition.|When reviewing the master schedules for all 7-12 sites, there are differences in the course offering among sites, for coursework outside of California Ed Code 51220 – 51229. This is due to staffing constraints, student interests, and California Partnership Academies located at specific sites. Students in grades 11 and 12 are able to enroll in CTE coursework on other sites, with transportation provided by the district.|Differences in course offerings among the 9-12 sites are a result of teacher credentialing and staffing constraints. These differences do not hinder student access to a broad course of study as identified in the California Ed Code, rather, this limitation is seen in the elective classes offered at individual sites. Students who are in need of extra intervention for language acquisition, IEP requirements, or other individual concerns, might not be able to enroll in their desired elective courses. Although, the courses they are offered do comply with the stated California Ed Code. Students enrolled in the Language Institute, English learners identified as newcomers to the US in grades 9-12, have the option to take an extra period each day, to allow for extra courses in language acquisition.|The current LCAP supports many facets of the offered broad course of study. Resources are allocated for the Dual Language Academy, International Baccalaureate, Advanced Placement, the Language Institute, student remediation services, and more. MCS regularly reviews master schedules, adjusts staffing, and makes facility changes to ensure that all students have access to a broad course of study, in compliance with California Ed Code 51210 – 51212 and 51220 – 51229.|Met||2018
50711670137265|Aspire University Charter|7|All students in grades TK-5 attend  performing arts 2 hours per week. Our k-5 students attend physical education 2  hours per week. Students receive science and social studies as part of an integrated ELA curriculum. All students also participate in math instruction five days per week. The schedule for this broad coursework includes all students, including those in unduplicated groups and individuals with exceptional needs.|All students in grades TK-5 attend  performing arts 2 hours per week. Our k-5 students attend physical education 2  hours per week. Students receive science and social studies as part of an integrated ELA curriculum. All students also particpate in math instrucaiton five days per week. The schedule for this broad courseowrk includes all students, including those in unduplicated groups and individuals with exceptional needs.|This year our school grew by approximately 100 students.  It has been challenging to ensure we have performing arts and physical education for every section. Next year we will grow by another 24-54 students.  We anticipate needing another prep teacher, and would like hire a science teacher to help ensure our students are learning all the Next Generation Science Standards.|This year we increased the hours of our performing arts instructor in order to provide performing arts for all students in grades TK-5. In the future we would like to hire a science teacher to teach our TK-5 grade students. We do not have the budget to hire any more staff this year.|Met||2018
50711670138057|Connecting Waters Charter School - Central Valley|7|Connecting Waters Charter School, Central Valley uses a Student Information System (SIS) provided by School Pathways, Inc. to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Our SIS tracks what courses each student is completing, and can disaggregate data as needed.|Since Connecting Waters Charter School, Central Valley is an Independent Study Charter, students have flexibility in the courses they choose.  Students wishing to complete UC approved, college prep (a-g) coursework may do so through one of our approved vendors or online providers until the schools receives UC approval on its course submissions.  Connecting Waters Charter School, Central Valley completed its initial WASC accreditation in September 2018 to begin the process of UC Course submissions for a-g approval. 2018-19 is the first year of operation for Connecting Waters Charter School, Central Valley.     See High School Course Catalog:  http://cwcs-k12-pt.schoolloop.com/file/1400653987247/1400654149833/67068648931465320751522161912556.pdf|Connecting Waters Charter School, Central Valley recognizes the following barriers that may be causing lower than usual student enrollment in broad courses of study:  Connecting Waters Charter School, Central Valley received charter approval following Ed Code 51225.3 in which the minimum graduation requirement for a diploma follows the State Mandated Requirements for Graduation. Students that follow the minimal state requirements for a diploma are not able to meet the minimum UC/CSU admission requirements.   State credentialing requirements limit the accessibility to some specialized courses, such as Advanced Placement, CTE and foreign languages.   Connecting Waters Charter School, Central Valley is a non-classroom based charter which limits wet labs for sciences for students to access throughout each county served due to the 2016 California Supreme Court ruling in the Anderson Union High School District v. Shasta Secondary Home School which only allows charters to offer classes at a resource center within the boundaries of their authorizing district.|Connecting Waters Charter School, Central Valley has created four (4) College/Career Emphasis for each high school student to choose from to ensure students are graduating college and career ready. The emphasis options include:  1. CC Emphasis = 2 Community College Courses (must be academic or CTE) 2. a-g + CC Emphasis = a-g completion (15 a-g courses)AND 1 semester Community College Course 3. a-g + CTE Emphasis = a-g completion (15 a-g courses) AND CTE Pathway Completion (two CTE courses) 4. CTE + CC Emphasis = CTE Pathway Completion (two CTE courses) AND 1 semester CC course *NOTE: “completion” = C or better “CTE” = Career Technical Education, two courses required for completion “a-g” = College preparatory course that have been approved by UC/CSU “CC” = Community College.  Additionally, Connecting Waters Charter School, Central Valley has partnered with approved vendors to allow for additional course accessibility.|Met||2018
50711750000000|Modesto City High|7|In reviewing master schedules, all students in grades 7-12 have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. Unduplicated student groups, and individuals with exceptional needs, are served through appropriate courses for their respective needs. For example, students with disabilities have an IEP that address their specific needs and places them in the least restrictive environment. Students identified as EL are enrolled in coursework above and beyond the classes listed in the respective Ed Code to support them in their language acquisition.|When reviewing the master schedules for all 7-12 sites, there are differences in the course offering among sites, for coursework outside of California Ed Code 51220 – 51229. This is due to staffing constraints, student interests, and California Partnership Academies located at specific sites. Students in grades 11 and 12 are able to enroll in CTE coursework on other sites, with transportation provided by the district.|Differences in course offerings among the 9-12 sites are a result of teacher credentialing and staffing constraints. These differences do not hinder student access to a broad course of study as identified in the California Ed Code, rather, this limitation is seen in the elective classes offered at individual sites. Students who are in need of extra intervention for language acquisition, IEP requirements, or other individual concerns, might not be able to enroll in their desired elective courses. Although, the courses they are offered do comply with the stated California Ed Code. Students enrolled in the Language Institute, English learners identified as newcomers to the US in grades 9-12, have the option to take an extra period each day, to allow for extra courses in language acquisition.|The current LCAP supports many facets of the offered broad course of study. Resources are allocated for International Baccalaureate, Advanced Placement, the Language Institute, student remediation services, and more.  MCS regularly reviews master schedules, adjusts staffing, and makes facility changes to ensure that all students have access to a broad course of study, in compliance with California Ed Code 51220 – 51229.|Met||2018
50711750120212|Aspire Vanguard College Preparatory Academy|7|"Students at the high school level undertake a broad course of study that results in completion of all a-g course requirements.  As an 'early college"" high school, students also complete five college-level courses, as outlined in our graduation requirements.  These are the default benchmarks for  all students, including unduplicated student groups and individuals with exceptional needs.  In grades 6-8, all students are enrolled in math, ELA, social science, science, and PE.  Students in grades 6 and 7 also enroll in art."|Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional need. As a fully inclusive school, if barriers to participation exist for students with exceptional need, this is addressed within the IEP, 504, SST or RtI process, depending on the nature of the students' exceptional needs, and students are provided with necessary supports or resources to assure they are able to participate in the broad course of study.|No barriers exist that prevent the school from providing access to a broad course of study for all students.|We are meeting this requirement and will continue to offer students this broad course of study while at Aspire Vanguard College Preparatory Academy.|Met||2018
50712090000000|Paradise Elementary|7|All district students are enrolled in grades K-8, designating schools as elementary.  As a result students enrolled in the district attend self-contained classrooms rather than multiple classrooms with various subjects and therefore are deemed to have access to all necessary subjects of study.|Based on data gathered by the district information system and CALPADS all students within individual grades in all schools are enrolled in self-contained classrooms and have equal access to courses of study, subject materials, and instruction.|No barriers have been identified.|The LEA will continue to enroll students in self-contained classrooms in all school to guarantee that each child has equal access to a broad course of study within the district.|Met||2018
50712090112383|Paradise Charter|7|All district students are enrolled in grades K-8, designating school as elementary.  As a result students enrolled in the district attend self-contained classrooms rather than multiple classrooms with various subjects and therefore deemed to have access to all necessary subjects of study.|Based on data gathered by the district from the school information system and CALPADS, all students with individual grades in all schools are enrolled in self-contained classrooms and have equal access to courses of study, subject materials, and instruction.|No barriers have been identified.|The LEA will continue to enroll students in self-contained classrooms in all schools to guarantee that each child has equal access to a broad course of study within the district.|Met||2018
50712170000000|Patterson Joint Unified|7|We are using the Master Schedules and our analytics program in our student information system to  monitor access to broad course of study for all grade level spans.|We know that our English Learners are not accessing A-G courses due to the failure in core academic classes like mathematics and science.  ELD is currently not approved to meet an A-G requirement but this is being addressed.  Students do take an English block in order to grant access.  OUr Special Education students are also limited in accessing A -G courses.|TK - 5 : student have access to all core subjects as reflected on the MASTER Schedule  - English Learner group is monitored - ELD is offered during a time that is not CORE instruction - Music is on a rotation schedule          - All 3 - 5 grade students can access 6 - 8 - English Learner group is monitored - ELD is a requirement for English Learners that have not been Reclassified - Electives and Exploration periods exist in order to provide students with options 9 - 12 - English Learner group is monitored - ELD is a requirement for English Learners that have not been Reclassified - AP courses do have prerequisites as outlined in the course catalog|We will review the ELD placement in order to determine the success specifically for our Long Term English Learners.  We will also be reviewing the demographics of the students who are accessing AP courses to ensure equal representation|Met||2018
50712330000000|Roberts Ferry Union Elementary|7|Since all students have complete access to the broad course of study the measures are attendance and performance. Exceptional needs students enrolled in Roberts Ferry classes are fully included.|Based on data gathered by district information system and CALPADS, all students have equal access to course of study, subject materials and instruction|There are no barriers preventing the school district from providing a broad course of study for all students.|The LEA will continue the current practice of enrolling students in self-contained classrooms to guarantee that each child has equal access to broad course of study within the district.|Met||2018
50712660000000|Salida Union Elementary|7|The district reviewed master schedules for all schools and gathered scheduling data to review the extent to which all students are enrolled in a broad course of study based on grade spans across the district.|When reviewing data at the elementary level, the district found that all students in grades 1 - 6 have access to English, Mathematics, Social Science, Science, Health and Physical Education.  In the area of Visual and Performing Arts, elementary students have access to band, strings, and choir and Orff music education approach which combines music, movement, drama and speech by trained teachers.  Throughout the year the district provides art instruction to students through the use of LCFF funds with teaching artists provided by the Central California Art Association.   When reviewing data at the middle school level, the district found that all students in grades 7 and 8 have access to a Broad Course of Study including:  English, Social Science, Physical Education, Science, Mathematics, Health and Visual & Performing Arts.  Elective offerings provided at the middle school include:  Band, Ukulele/Guitar, Strings, Choir, ASB Leadership, Teen Leadership, Cooking, PLTW - Design & Engineering, PLTW - Medical Detectives, Fine Arts, Robotics - Lego Mindstorms, and Wood Shop.|The district identified one barrier to address.   The 6th grade block scheduling with ELA & Math did not provide time for 6th grade students to take band.  Offering this elective to 6th grade students would support the middle school growing a strong band program.|The middle school added an 8th period class to offer 6th grade band.  In addition, the middle school also added choir elective offering during 8th period.|Met|This information was reported to the board at a regularly scheduled Salida USD Governing Board meeting on October 16, 2018.|2018
50712660120063|Independence Charter|7|The charter reviewed the master schedules to review the extent to which all students are enrolled in a broad course of study.|When reviewing data, the charter found that all students in grades 1 - 6 have access to English, Mathematics, Social Science, Science, Health and Physical Education.  In the area of Visual and Performing Arts, elementary students have access to band, strings, and choir and Orff music education approach which combines music, movement, drama and speech by trained teachers.  Throughout the year the charter provides art instruction to students through the use of LCFF funds with teaching artists provided by the Central California Art Association.|The charter did not identify any barriers to address.|No actions were taken.|Met|This information was reported to the board at a regularly scheduled Salida USD Governing Board meeting on October 16, 2018.|2018
50712660124768|Great Valley Academy - Salida|7|As a charter school, we provide access to a broad course of study, based on our authorized charter.  All of our students, by enrolling in our schools have access to those courses.  This can be verified by teacher/class schedules and by student academic report cards.|We are a single site, and as mentioned above, all enrolled students have access.|N/A|N/A|Met||2018
50712740000000|Shiloh Elementary|7|All district students are enrolled in grades K-8, designating schools as elementary.  As a result students enrolled in the district attend self-contained classrooms rather than multiple classrooms with various subjects and therefore are deemed to have access to all necessary subjects of study.|Based on data gathered by district information for the school information system and CALPADS, all students within individual grades in all schools are enrolled in self-contained classrooms and have equal access to courses of study, subject materials and instruction.|No barriers have been identified.|The LEA will continue the current practice of enrolling students in self-contained classrooms in all schools to guarantee that each child has equal access to a broad course of study within the district.|Met||2018
50712740121558|Shiloh Charter|7|All district students are enrolled in grades K-8, designating schools as elementary.  As a result students enrolled in the district attend self-contained classrooms rather than multiple classrooms with various subjects and therefore are deemed to have access to all necessary subjects of study.|Based on data gathered by district information for the school information system and CALPADS, all students within individual grades in all schools are enrolled in self-contained classrooms and have equal access to courses of study, subject materials and instruction.|No barriers have been identified.|The LEA will continue the current practice of enrolling students in self-contained classrooms in all schools to guarantee that each child has equal access to a broad course of study within the district.|Met||2018
50712820000000|Stanislaus Union Elementary|7|In reviewing master schedules, all students in grades 1-6 have access to, and are enrolled in, the course of study as prescribed in California Ed Code 51210 – 51212. All students in grades 7-8 have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229.  At all grade levels, the LEA uses student enrollment, demographics, and achievement data, coupled with stakeholder input to guide the development of additional course offerings; specifically, within the 7-8 level, the LEA also includes student balloting to identify needs and interests of students to design the master schedule.|SUSD annually reviews master schedules, adjusts staffing, and makes facility changes to ensure that all students have access to a broad course of study, in compliance with California Ed Code 51210 – 51212 and 51220 – 51229.  Arts Integrations is currently in the initial phase of a 3-5 year implementation; selected schools for this implementation stage were identified through an analysis of our highest percentage of unduplicated student groups and is focused on Grades TK-2 as a progressive release model.  Optional Choir in grades 4-6 and Band in grades 5-6 pull-out instruction is accessible to all students and is offered through student/parent request.|When reviewing the master schedule for grades 7-8, students may not be provided with their first elective selection for coursework outside of California Ed Code 51220 – 51229.  Factors which impact their access include staffing constraints and scheduling of those classes which may be in conflict of other required coursework.|SUSD annually reviews the master schedule at all levels and makes adjustments to staffing and scheduling to ensure that all students have access to a broad course of study in accordance with California Ed Code 51210 – 51212 and 51220 – 51229, and in response to stakeholder input and interest.|Met|This information was reported to the board at a regularly scheduled SUSD Governing Board meeting at the October 11, 2018 board meeting.|2018
50712900000000|Sylvan Union Elementary|7|Sylvan District annually reviews the middle school master schedules and elementary broad course of study chart as well as completing an audit of pupils in unduplicated student groups, including pupils with exceptional needs, to assure they have access to a broad course of study. The special education department has a focus on the CORE 4 (Curriculum, Organization, Over-Identification, Relationships, Referral, Re-education, and Essential Standards) to monitor the accessibility of pupils with exceptional needs.  Middle schools regularly monitor and analyze the number of students meeting 8th grade promotion criteria. District wide and site wide analysis of state and local assessment data is an ongoing process. Student data is analyzed through the Equity Inventory that is completed district wide and at all school sites to determine where support is needed to overcome the achievement gap.|In 2017-2018 the middle school department chairs embarked upon a middle school course of study committee to identify the essential standard progression in core content areas - Social Science, Science, Mathematics, and English Language Arts.  The purpose of this committee is to assure that all students, at all of our middle schools, are guaranteed the same opportunity to a broad course of study not dependent on which school a student is attending.  This team continues to meet in 2018-2019 to work on this project.    Elementary sites all provide a broad course of study for all students.   An internal audit of special education students’ access to a broad course of study found a disconnect between core curriculum for both Resource Specialists programs curriculum aligned to both English Language Arts and Mathematics.  At the beginning of 2018-2019, all Resource Specialists were provided with core curriculum aligned to standards with the expectation that this curriculum would be used to provide core instruction.  In addition, at the August 2018 district professional learning days, all teachers, including Special Education Mild/Moderate teachers and Resource Specialists participated in a variety of sessions including Optimizing Learning Through Collaborative Common Assessments, Blended Vocabulary, Academic Conversations, Benchmark Advanced Curriculum Training, Integrated ELD & ELD Strategies for Classroom Instruction, and Designated ELD.  Special Day Moderate/Severe participated in NY2 Curriculum Training. In addition, middle school Special Education Mild/Moderate teachers and Resource Specialists participated in Read 180 training.  The connection between regular education and special education, with the focus on all student groups, including English Learners, has strengthened collaboration for all teachers across disciplines and served to bridge special education and regular education.|The Special Education Department has identified the CORE 4 as a multi-year focus starting in 2018-2019.  Curriculum-know your curriculum; Organization-IEP/CASEMIS errors, Over-identification; Relationships-Know your IEP team; Referral, Re-education; Essential standards aligned goals.  One potential barrier is the high turnover of special education staff who participate in curriculum training but  then leave the district.  The “R - Relationships” focuses on retaining our current special education staff to build a cohesive and strong special education department to support our students’ learning. The “C - Curriculum” focuses on knowing your curriculum in all core content areas.  Professional learning, as described in question two above, addresses how teachers will be supported.  Special Education job-alike teams meet bi-monthly to review and monitor department and site progress in the implementation of the “CORE 4”. The work of the Special Education team will have to be strategic and meaningful to make a lasting change for our students.|Teacher surveys indicate that the district’s implementation of ELA, ELD and Math are at Full Implementation. Both History-Social Science and Next Generation of Science Standards were rated as Beginning Phase of Implementation.  The History-Social Science adoption committee began meeting at the beginning of the 2018-2019 school year.  The committee is collaborating on a regular basis with a lead from the Stanislaus County Office of Education.  The committee will make an informed decision regarding K-8 implementation of new curriculum in the 2019-2020 school year.  A professional learning plan will be developed once the new curriculum is identified and adopted.  The district’s adoption committee for the Next Generation Science Standards (NGSS) will commence in 2019-2020.  Once curriculum is approved by the state, the adoption committee will analyze the curriculum and determine next steps for adoption.|Met||2018
50713240000000|Valley Home Joint Elementary|7|Since all students have compete access to the broad course of study the measures are attendance and performance. Exceptional needs students enrolled in Valley Home classes are fully included..|All students, regardless of language proficiency or grade level have access to the full broad coarse of study. There are no electives. All students take the same courses.|There are no barriers preventing the school district from providing a broad course of study to all students.|No revisions, decisions, or new actions are needed since all students have access to a broad course of study.|Met||2018
50736010000000|Newman-Crows Landing Unified|7|Newman-Crows Landing Unified School Districts uses Site Master Schedules and the district’s student information system to ensure all students have access to and are enrolled in a broad course of study.  A review of site master schedules and course schedules provides information on enrollment based on grade spans, unduplicated students and students with exceptional needs.  For the 2017-18 school year, 100% of students in the Newman-Crows Landing Unified School District had full access to a broad course of study. Elementary sites develop master schedules that take into account the needs of all students and address the needs of our unduplicated student groups with scheduled intervention and English Language Development time. Teachers submit weekly schedules to site administrators at the elementary level. The Middle School schedule ensures students are scheduled in core academic subjects with scheduled intervention time in math and ELA during the school day for identified students.  Students have access to elective courses that support music, visual and performing arts, journalism, GATE, and Leadership.  The high school schedule also ensures students have access to core academic subjects, Career and Tech Education Pathways, electives in Visual and Performing arts, Tech Education, Media Arts, Criminal Justice, Culinary Arts and Agricultural Sciences, Walkthroughs, PLCs and Site Collaboration time offer opportunities for district and site administrators to monitor and support student access to a broad course of study.|NCLUSD provides a broad course of student to all students.   Students in grades 1-6 have access in all the seven areas of broad course of study. (1) English Language Arts (2) Mathematics (3) Social sciences (4) Science  (5) Visual and performing arts,  6) Health (7) Physical education 200 minutes each 10 school days Students have access to some courses such as Physical Education and Visual and Performing Arts during and after the school day.  Afterschool Programs(ASP) offer an extension of courses. For example, students in 3rd-5th grade are able to participate in band and visual and performing arts activities in ASP. All secondary students have access to a broad course of study.  NCLUSD continues to increase the offerings and opportunities for secondary students.  Through the LCAP we offer Afterschool Programs at both the middle and high school that provide students further opportunities to access a broad course of study.  The high school as added several new electives and Career and Tech Ed courses such as Criminal Justice, Culinary Arts, Media Arts and Agricultural Sciences.|A barrier that we face as a small rural district with one middle and one high school, is that we cannot always offer the diversity of courses that many larger high schools offer.  We are working to provide students with online opportunities that can provide students access to more courses.  At the elementary a lack of time during the school day can be a barrier.  Site administrators work with teachers to develop schedules that ensure students have a broad course of study.|NCLUSD will continue to monitor student enrollment in a broad course of study and make decisions and offerings using LCAP Supplemental and Concentration Grant Funds.|Met||2018
50755490000000|Hughson Unified|7|Hughson USD uses a variety of tools to measure the extent to which all students have access to, and are enrolled in, a broad course of study.  Master Schedules monitor the number of courses being offered at both the middle and high school.  The district also uses their Student Information System (AERIES) to track the enrollment of unduplicated student groups and individuals with exceptional needs in offered courses.  DataQuest monitored by California Department of Education is also a measure used to ensure all students are receiving a broad course of study.|There are differences in offerings between school sites due to each site having a different grade span. All K-5 students are offered, English Language Arts, English Language Development, Mathematics, Science, Social Studies, Physical Education and Art (Visual and Performing).  At Ross Middle School and Hughson High School all students are offered a broad course of study.  Individuals with exceptional needs at each site, are limited in the number of electives they may take due to their Special Education support class.  English Language Learners that are new to the United States, may also be limited in access to electives, based on their need for an additional English Language Development course(s).|Ross Middle School being a six period day may exclude Special Education students and/or some English Language Learners from being able to take an Elective due to the additional class offered to support their learning needs.  Hughson High School being a seven period day may also limit the elective offerings for Special Education and English Language Learner students.|The district is in the process of developing a committee of appropriate school personnel to research and possibly develop a inclusion model for Special Education students.  If this model were implemented it may provide some students with more access to Elective courses.|Met||2018
50755560000000|Riverbank Unified|7|Riverbank Unified School District utilizes AERIES to develop and maintain master schedules for Riverbank High School and Cardozo Middle School.  These schedules reflect a broad course of study for all students.  Additionally, the administration keeps a longitudinal data presentation updated yearly that includes Advanced Placement Course participation and pass rates.|The master schedule of Riverbank High School reveals a broad course of study that includes twelve Pre-AP (Advanced Placement) and AP courses along with VAPA (Visual and Performing Arts), CTE and World Language offerings that are open to all students including unduplicated student groups.  Additionally, English Learners participate in all core classes with support through English Learner Resource Assistants.  At Cardozo Middle School, all students, including unduplicated student groups have access to a broad course of study evident in the master schedule.  All seventh and eighth grade students, including those in need of an intervention class have the opportunity to participate in an elective of which there are eight courses in Technology, VAPA, and World Languages.  English Learners participate in core classes with support through English Language Learner Resource Assistants.  Students in the sixth grade all participate in four electives in addition to core classes, each for a quarter of the school year.  They include Drama, Life Skills, Art and Technology.  The elementary school sites have music taught by a music teacher for grades 2-5 while classroom teachers provide music instruction for TK-1.  Classroom teachers embed art in core curriculum.  Students with exceptional needs participate in all classes as deemed appropriate through their individual learning plans.  Offering additional electives and ensuring all students have an electives at Cardozo Middle School is great progress that has taken place over the last three years.  The ability to hire a music teacher is progress that originated through the LCAP Stakeholder engagement process four years ago.  Offering a world language program in the district was also the result of LCAP engagement.  Parents may elect to send their child to the RAME (Riverbank Academy of Multilingual Education) in which students begin with English and Spanish instruction with Chinese Mandarin language added in the later elementary years.|Barriers existed prior to changes in services addressed through the LCAP over the past three to five years.  For example, through the implementation of additional English Language Learner Resource Assistants, all English Learners participate in all core classes.|The District is engaged in an ongoing process of improvement, reflection and needs assessment.  There are discussions regarding next steps in terms of aligning the middle and high school CTE offerings.  The high school is in the process of adding another CTE pathway for Health in collaboration with local health professionals.  They are also working on partnerships with the local community college programs.|Met||2018
50755560113852|Riverbank Language Academy|7|Riverbank Language Academy uses different formative and summative assessments to track student progress; this includes local and state assessments. The school has a partnership with NWEA (Northwestern Evaluation Association) to measure academic growth both within and across years for a more complete view of student success.  All students graduating RLA are on track for college-prep courses at the high school level and graduate bilingual and bi-literate.  Additionally, about 40% of our students obtain the Silver Seal of Biliteracy at the Middle School level.|Students at Riverbank Language Academy participate in a rigorous course study. All students learn academic content in both English and Spanish.  Our dual-immersion program prepares students to have a worldview on different issues and become more culturally aware.  The school also provides additional physical education classes, art, dance and enrichment classes throughout the school year.|All students have access to the general education DLI program.  One barrier preventing our charter school from offering additional spots at our school is our facilities capacity.  Students that do not make it in our lottery are waitlisted to enter our school and they are offered a spot as spots become available|All students have access to the general education DLI program.  One barrier preventing our charter school from offering additional student seats is our facilities capacity.  Students that do not make it in our lottery, are waitlisted to enter our school, and they are offered a spot only as seats become available.|Met|Students graduating from 8th grade have exceeded CAASPP state averages in both English Language Arts and Mathematics for the last two years.  Students are prepared to follow a college pathway once they enter high school.|2018
50755640000000|Oakdale Joint Unified|7|Annual review of Master Schedules, Graduation Rates, and SBAC Data. Counseling Support Services.  The district's PLC infrastructure includes twenty subcommittees that oversee curriculum and instruction for the Oakdale Joint Unified School District. Needs analysis and response to identified needs is intrinsic procedure for each one.   An LCAP teacher survey administered electronically each year further informs our ability to track the extent to which all students are enrolled in a broad course of study.|The district was identified to receive Differentiated Assistance to improve the academic achievement of our Students with Disabilities.  A task force was formed.  The county office of education guided the needs analysis which resulted in an action plan addressing 8 identified needs.  To address those needs, the SpEd Task Force will meet for four full days to oversee the ongoing implementation of identified needs.  In addition the following subcommittees have been formed and are engaged in full-day curriculum support sessions:  K-6 SDC, K-6 Resource, 7-8 SDC & Resource, 9-12 SDC & Resource.  Major disconnects between core curriculum and Resource support and SDC curriculum aligned to both ELA and Math – but particularly with Math have been identified.  The current timeline is to identify a solid course of action by the end of 2018-2019 and then initiate curriculum and instruction changes via a three year plan initiating in 2019-2020.|Initially, the district began to search for exemplary programs in SDC and Resource Programs within our county.  But other district's academic results for their SWD subgroup is at or below our district's.  We then began to look for an external program audit company.  The cost was not affordable.  We then began to look at research done by West Ed in 2011.  The key indicators of exemplary programs for SWD included direct instruction, access to core curriculum, RTI (now referred to as MTSS)  and high levels of student engagement.  These are key initiatives for our district currently.  The inability to easily identify an exemplary program to visit was a barrier.  The district is continuing their work with this student subgroup via our own Task Force and identified Curriculum Support Session Groups.The work is hard, slow but important.|CURRICULUM:  Teacher surveys indicate that the district’s implementation of ELA, ELD and Math are at Full Implementation.  History Social Studies Boot Camps will be provided during summer 2019 to support a K-12 implementation of new curriculum in the 2019-2020 school year.  The district’s implementation of NGSS aligned curriculum will initiate with grades 6-8 in 2019-2020, grades K-5 in 2020-2021 and the High School’s courses being implemented one course at a time beginning in the 2019-2020 school year.  Subcomittees will form and support curriculum review and adoption in the areas of World Language and Visual and Performing Arts in 2019-2020.  EQUITY:  The district was identified to receive Differentiated Assistance to improve the academic achievement of our Students with Disabilities.  A task force was formed.  The county office of education guided the needs analysis which resulted in an action plan addressing 8 identified needs.  To address those needs, the SpEd Task Force will meet for four full days to oversee the ongoing implementation of identified needs.  In addition the following subcommittees have been formed and are engaged in full-day curriculum support sessions:  K-6 SDC, K-6 Resource, 7-8 SDC & Resource, 9-12 SDC & Resource.  Major disconnects between core curriculum and Resource support and SDC curriculum aligned to both ELA and Math – but particularly with Math have been identified.  The current timeline is to identify a solid course of action by the end of 2018-2019 and then initiate curriculum and instruction changes via a three year plan initiating in 2019-2020.  PROFESSIONAL LEARNING:  The district meets six full days with both a K-6 Elementary Council and a 7-12 Curriculum Council.  The intent of these councils is Increase student learning by the ongoing development and implementation of district and site systems focused on collective inquiry and action research.  Each school site’s PLC systems are required to include the use of Walk Through Data discussions aligned to the district’s agreed upon instructional norms – IS4 (Instructional Strategies Supporting Student Success), common assessments referred to EECCs (Essential Elements of Core Curriculum) that are administered, reviewed and used for Classroom Action Research and Micro Trainings provided to address identified instructional areas of need at each site.  This site based model of teachers learning from other teachers is the primary focus of professional learning within the Oakdale Joint Unified School District.|Met||2018
50755645030176|Oakdale Charter|7|To make sure students have access to, and are enrolled in a broad course of study, we use the OJUSD graduation requirements. All core curriculum is CSU and UC A-G approved. We use transcript data and semi-annual meetings with parent and student to track progress throughout grades 7-12.|All students who attend Oakdale Charter are enrolled in and have access to a broad course of study.|There have been no barriers to us providing access to a broad course of study for all students.|In an effort to continue to ensure access to a broad course of study, we will continue to use transcript data and semi-annual meetings to track progress of students.|Met||2018
50755720000000|Waterford Unified|7|Waterford USD utilizes its Master Schedules and Student Information System (SIS), Infinite Campus, and Williams Act visits to monitor and track all students’ access to, and enrollment in, a broad course of study based on grade spans, and attending to unduplicated student groups, and individuals with exceptional needs.  Further, we utilize LCAP teacher surveys to elicit responses regarding the effectiveness of curriculum in supporting student access to a broad course of study.  Instruction is monitored via routine classroom observations and associated data-gathering instruments to determine the extent to which instructional practice and the instructional materials support student access to a broad course of study.  The curriculum provided and the SIS supplies evidence that the course of study for Grades 1 – 6 includes each of the subject areas identified in Ed Code 51210; the course catalogs, Master Schedules and the SIS provide evidence that the course of study for Grades 7 – 12 includes each of the subject areas identified in Education Code 51220.|According to our monitoring tools, and placement practices we note that nearly all students have access to a broad course of study, realizing that at the secondary level, students’ choice, and therefore access to an elective course, is limited for some English Learner (EL) students due to locally prescribed enrollment in a designated English Learner course intended to promote proficiency in the target language.  However, when matriculating to higher grades, or upon reclassification, EL students have unhindered access to a broad course of studies including choices of elective courses.  Progress is evident in increasing access to a broad course of study through the widening scope of CTE offerings in the area of agriculture, which also serves as an Applied Art.  Other studies prescribed by the governing board: Progress is evident in the area of expanded access to technology as a tool for learning for all students with the adoption and implementation of technology standards. The revision of the local graduation requirement to include a semester course in College & Career Exploration and Financial Literacy is evidence of extending access to a broader course of study for all high school students.  Teacher input regarding Special Education SDC students’ access to mathematics resulted in new curriculum purchases.|In Grades 1 – 6, the local tools and monitoring practices reveal that the demands of literacy and mathematics instruction, as well as mandated physical education minutes, infringe on the full experience of a broad course of study for all students.  In the primary grades, some students receive intensive reading interventions which further squeeze opportunities for some students to fully access other subject areas.  In Grades 7 – 12, the local tools and monitoring practices reveal that teacher credentialing requirements for Career Technical Education (CTE), and the limits of a six-period schedule, represent challenges to expanding CTE and Visual & Performing Arts opportunities beyond what currently exists.|MATH: Local measures indicate that some students struggle successfully completing the Integrated Math 1 course in their first attempt.  The district resources a three-year math-readiness course sequence in Grade 7, 8 & 9, to increase student access to and achievement in Integrated Math 1 by the end of 10th grade.  ONLINE COURSES: In 2018-19, opportunities for online learning are expanding to provide greater enrichment opportunities and credit recovery.  CURRICULUM: Teacher surveys and classroom observations indicate the students have access to standards-aligned instructional material in ELA/ELD and Mathematics. The district implementation of NGSS aligned curriculum initiated in 2017-18 with piloted material at the Junior High.  NGSS is fully implemented at the Junior High in 2018-19, with expansion in other grade spans in 2019-20.  Mathematics curriculum is under review in Grades Tk-8, and standards-aligned materials are being piloted in Grades 6-8.    PROFESSIONAL LEARNING: In response to the locally selected measures, administrators and teachers at each school develop priorities for instructional improvement.  The district provides professional development in effective instructional strategies that support student access to a broad course of studies.  Specific high-leverage ELA/ELD standards have been identified called the “Big 8”, and teachers collaborate in grade-level meetings and via 7-12 vertical articulation to plan how to deliver the content to increase student access and improve student achievement.  History/Social Science teachers collaborate on providing coherence through the grade levels by identifying and teaching major themes, and supporting Language Arts standards.|Met||2018
50755725030317|Connecting Waters Charter|7|Connecting Waters Charter School uses a Student Information System (SIS) provided by School Pathways, Inc. to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Our SIS tracks what courses each student is completing, and can disaggregate data as needed.|Since Connecting Waters is an Independent Study Charter, students have flexibility in the courses they choose.  Students wishing to complete UC approved, college prep (a-g) coursework may do so through a variety of options, including online classes, on-site classes at a Resource Center, or through one of our approved vendors or online providers.  Connecting Waters has over 60 a-g course titles approved by UC, over 165 course titles in general (non-college prep) coursework, and 2 Advanced Placement course titles for students to choose from. Historically, Connecting Waters a-g completers has been around 12% of the graduating cohort, and Connecting Waters CTE completers has been around 3% of the graduating cohort.  See High School Course Catalog:  http://cwcs-k12-pt.schoolloop.com/file/1400653987247/1400654149833/67068648931465320751522161912556.pdf|Connecting Waters recognizes the following barriers that may be causing lower than usual student enrollment in broad courses of study:  Connecting Waters received charter approval following Ed Code 51225.3 in which the minimum graduation requirement for a diploma follows the State Mandated Requirements for Graduation. Students that follow the minimal state requirements for a diploma are not able to meet the minimum UC/CSU admission requirements to earn “a-g completer” status.   State credentialing requirements limit the accessibility to some specialized courses, such as Advanced Placement, CTE and foreign languages.   Connecting Waters is a non-classroom based charter which limits wet labs for sciences for students to access throughout each county served due to the 2016 California Supreme Court ruling in the Anderson Union High School District v. Shasta Secondary Home School which only allows charters to offer classes at a resource center within the boundaries of their authorizing district.|Connecting Waters has created four (4) College/Career Emphasis for each high school student to choose from to ensure students are graduating college and career ready. The emphasis options include:  1. CC Emphasis = 2 Community College Courses (must be academic or CTE) 2. a-g + CC Emphasis = a-g completion (15 a-g courses)AND 1 semester Community College Course 3. a-g + CTE Emphasis = a-g completion (15 a-g courses) AND CTE Pathway Completion (two CTE courses) 4. CTE + CC Emphasis = CTE Pathway Completion (two CTE courses) AND 1 semester CC course *NOTE: “completion” = C or better “CTE” = Career Technical Education, two courses required for completion “a-g” = College preparatory course that have been approved by UC/CSU “CC” = Community College.  Additionally, Connecting Waters Charter has partnered with approved vendors to allow for additional course accessibility.|Met||2018
50757390000000|Turlock Unified|7|Turlock is using the following selected measures or tools to track the extent to which all students have access to, and are enrolled in, a broad course of study:  annual review of master schedule, balloting, counselor support, school course directories, math placement criteria, enrollment numbers, course offerings, Individual Academic Plans, and on-going support of the District’s Data Systems office.   eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Adopted course of study for grades 1-6 include:  English, Mathematics, History/Social Science, Science/NGSS, Visual and Performing Arts, Health, Physical Education and English Language Development.  Additional learning opportunities for grades 1-6 include access to Digital Citizenship, TUSD Farm, Music, Study Trips, Outdoor Education, Theme-based schools, Human and Growth Development, STEM, Assemblies, Guest Speakers/Presentations, and Dual Language Immersion.  Adopted course of study for grades 7-12 include:  English, Mathematics, Social Sciences, Science/NGSS, Visual and Performing Arts, Physical Education, English Language Development, Foreign Language, and Career Technical Education.  Additional learning opportunities include access to Electives, Music and Performing Arts, STEM, TUSD Farm, CTE Pathways, Four Year Plan (high school), 21st Century Skills course (Turlock High School, 2018-2019 pilot), Study Trips, Digital Citizenship, Bridge Program, Alternative Education Setting, Dual Language Immersion, Athletics, and Co-curricular and extra-curricular activities and opportunities.  Data shows an increase in the number of students enrolled in electives at our middle school and junior high school and an increase in the number of students enrolled in advance placement courses at our two comprehensive high schools from 2017-2018 to 2018-2019.    These are not a comprehensive list of additional learning opportunities for students in grades 1-12. Turlock USD and schools are always looking at offering additional opportunities for students.    eCademy's data is included in the Turlock Unified School District reporting of local indicators.|A barrier preventing Turlock Unified School District and schools from providing access to broad course of study for all students has been finding qualified teachers in the career technical education areas.    eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Turlock Unified School District and schools are always looking at offering additional opportunities for students, grades 1-12.    eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Met||2018
50757390124669|eCademy Charter at Crane|7|Turlock is using the following selected measures or tools to track the extent to which all students have access to, and are enrolled in, a broad course of study:  annual review of master schedule, balloting, counselor support, school course directories, math placement criteria, enrollment numbers, course offerings, Individual Academic Plans, and on-going support of the District’s Data Systems office. eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Adopted course of study for grades 1-6 include:  English, Mathematics, History/Social Science, Science/NGSS, Visual and Performing Arts, Health, Physical Education and English Language Development.  Additional learning opportunities for grades 1-6 include access to Digital Citizenship, TUSD Farm, Music, Study Trips, Outdoor Education, Theme-based schools, Human and Growth Development, STEM, Assemblies, Guest Speakers/Presentations, and Dual Language Immersion.  Adopted course of study for grades 7-12 include:  English, Mathematics, Social Sciences, Science/NGSS, Visual and Performing Arts, Physical Education, English Language Development, Foreign Language, and Career Technical Education.  Additional learning opportunities include access to Electives, Music and Performing Arts, STEM, TUSD Farm, CTE Pathways, Four Year Plan (high school), 21st Century Skills course (Turlock High School, 2018-2019 pilot), Study Trips, Digital Citizenship, Bridge Program, Alternative Education Setting, Dual Language Immersion, Athletics, and Co-curricular and extra-curricular activities and opportunities.  Data shows an increase in the number of students enrolled in electives at our middle school and junior high school and an increase in the number of students enrolled in advance placement courses at our two comprehensive high schools from 2017-2018 to 2018-2019.    These are not a comprehensive list of additional learning opportunities for students in grades 1-12. Turlock USD and schools are always looking at offering additional opportunities for students.  eCademy's data is included in the Turlock Unified School District reporting of local indicators.|A barrier preventing Turlock Unified School District and schools from providing access to broad course of study for all students has been finding qualified teachers in the career technical education areas.  eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Turlock Unified School District and schools are always looking at offering additional opportunities for students, grades 1-12.  eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Met||2018
50757390131185|Fusion Charter|7|Fusion uses an analysis of transcripts for incoming students to make sure that each student is assigned to the course of study that best meets each student’s needs.  For example, entering foster youth in Grades 11 and 12 are enrolled in only core academic courses required for high school graduation based on their eligibility under AB167/216 for a reduction to the 130 credits necessary for graduation under California.  For students who are eligible, our counselor works with the student and the Educational Rights Holder to determine if the reduction in credits is in the student’s best interests in receiving a high school diploma and continuing to post-secondary study or if a fifth year of high school would better meet individual needs.   All students have access to a broad course of study through the extensive library of PLATO courses and the Summit Learning curriculum.  Special education teachers work closely with students and general education teachers to accommodate or modify the course assignments so that all students have access and can achieve mastery.|All students have access to a broad course of study with core curriculum provided by a site license with Edmentum for PLATO online curriculum, a site license for Newsela reading engagement content and Social Emotional learning library, and a full core curriculum platform provided by Summit Learning Program. Two resource specialists support students with exceptional needs to provide services required by their IEPs in meeting graduation standards.|Barriers to access the curriculum include lack of computer access at home and lack of transportation to get to Fusion for support from credentialed teachers, tutors and teacher assistants.  Barriers to college preparatory coursework include credit deficiency and needs for intervention to address gaps in learning in prior grades.|Fusion has implemented a Chromebook lending procedure for students to take home devices.  Fusion has also started a shuttle service to pick students up for daily on-campus support sessions and extracurricular activities.  Fusion has increased the number of hours that tutors and teacher assistants are available for all students and has lengthened the school day with two additional hours for all Grades 6-8 students in order to address gaps in learning and provide additional personalized learning time.  Additional electives and college and career readiness are available to students over the age of 14 through advanced admission in local community colleges, Merced College and Modesto Junior College. Fusion is addressing barriers to college enrollment and in Spring 2018 had the first concurrently enrollment student who completed two college courses prior to receiving a high school diploma|Met||2018
51105120000000|Sutter County Office of Education|7|Upon enrollment, and each quarter thereafter, students complete an individualized learning plan.  This plan is designed to support the students course enrollment to ensure they are accessing the courses that best support their ability to hear a high school diploma and also meet the conditions of their expulsion.|All students have access to all courses at Feather River Academy with no restrictions.  Staff is very proactive to ensure that students have access to the courses they need.|The largest barrier would be small staff size. Due to the small enrollment sometimes courses are taught in classrooms with multiple courses rather than one class with only that course available.|A continued focus on providing elective options for students.|Met||2018
51105120138040|AeroSTEM Academy|7|All students are enrolled via a Student Information System that tracks and ensures progress in course enrollment. Students, parents, and staff sign a Master Agreement with a list of courses and descriptions that prescribe to A-G requirements for college for students in grades 9, and future students in grades 10-12. All students receive core academic and STEM instruction. In addition, the Resource Center provides important access to special education services, ELD services, tutoring, counseling, technology resources, mandated testing, small group instruction, and hands-on lab activities.  AeroSTEM Academy tracks access of these supports through such tools as tutoring logs, learning record reports, Google forms, attendance forms, technology contracts, student files, email, and SchoolPathways (SIS).|All Students, including unduplicated pupils, have equal access to and are enrolled in a broad course of study that meets State Standards. Accommodations are provided when necessary for student success.  AeroSTEM Academy prioritizes communication, real-world experience and preparation, and student needs. In this vein, access to a broad course of study is of highest importance. Many curriculum pieces are offered online. Assignments, grades, and student progress is tracked and available for parent and student review via the use of Microsoft TEAMs. All students are provided with use of individual laptops for study. Teachers are trained and reviewed in the use of online resources.  A Homeroom Teacher is always fully aware of his/her student's progress and needs and makes fully available any enhancement to a broad course of study.|AeroSTEM Academy serves a diverse population of students and families, with many needs. Some families live in areas without Internet service so they do not have the same access to technology and the development of technological skills that their peers may have. AeroSTEM Academy is able to assist these families by providing hotspots for students to access internet to complete their course of study.  In addition, the students have access to all educational electronic advantages at the Resource Center which is available to them during regular school hours. Some families have had difficulty with adjusting to an independent study program. AreoSTEM provides a safe place for these students to study before and after school.|As part of AeroSTEM Academy’s first year of operation, we strive to continually improve access and success for our students and families in a positive learning community. AeroSTEM is collecting baseline data for future improvement using a variety of feedback processes including surveys, assessments, and “open door” conversations. We plan to add more high school grade levels in subsequent years. As we expand our grade levels, we will also expand our course offerings, particularly related to the STEM curriculum and CTE courses to provide our students with a rich opportunity for certification in many STEM related skill sets.|Met||2018
51713570000000|Brittan Elementary|7|1.  All students in grades 1-5, and 6-8 have access to all Content Standard Curriculum. Students are in diverse groups, in order to provide equal access for all students.  Students at varied levels receive differentiated instruction with the use of the appropriate grade level materials. Brittan School District is in the process of piloting History/Social Studies curriculum and will adopt in the 19/20 school year.  With the adoption of this curriculum it will allow equal access to Content Standard Curriculum in History/Social Studies.  This same process will be followed for the NGSS Science Curriculum beginning in 2019/20.|2. All students at Brittan School will receive equal access to a broad course of student.  This will be measured using 4 essential components : • Standards, goals, and milestones for instruction • Technology and materials that provide multiple was for diverse learners to access learning expectations • Specific instructional methods and student engagement practices that tap into learners’ interests, offer appropriate challenges, and increases motivation • Assessments to measure student progress, identify students learning needs and to modify instruction as needed.|3. Thoughtful planning is used to provide access to all students in all subject areas.  The barriers that we face is finding qualified instructors.  All core subjects are taught by fully credentialed teachers and fine arts subjects, such as art are taught be parent volunteers with teacher supervision.|4. Brittan School will continue to provide a broad course of study with access for all students that increases their understanding about the world around them and teaches them the necessary skills to be successful in the 21st century.  Staff with include formative assessments that ensure that all learners receive thoughtful, responsive courses of study that prepare them to meet grade level learning goals.|Met||2018
51713650000000|Browns Elementary|7|All our students have access to a broad course of study.  We are a K-8 school.  All students stay with the same teacher the entire day.  the exception is for PE.|Our district consists of only one school.  All our teachers have a multiple subject credential which allows them to teach all subjects in all grade levels.  To this extent all our students are enrolled in classes that are using state adopted curriculum materials that meet the needs of all our children.|All our students have access to a broad course of study.|Since all our students are receiving a broad course of study we will not be taking any new actions other than adopting new state adopted materials as they become available.|Met||2018
51713730000000|East Nicolaus Joint Union High|7|ENHS tracks progress in meeting Priority 7 by conducting a review of our course offerings on a yearly basis. The school also reviews students class schedules and our schools master schedule to assess the extent to which all students have access to and are enrolled in a broad course of studies. Students meet with the counselor to have transcripts read every year to make sure that students stay on track to graduate. The school for students that are credit deficient meet with the students and there parent/guardian to go over their transcripts and to come up with a plan to get them back on track. This could be achieved through signing them up for credit recovery classes that are online. We also enroll these students in a study skills type class to help them get help with their online classes if they need. The school for students that want to take advanced classes such as AP Stats can enroll in one of our math classes and take the AP Stats class online while receiving help from one of our math teachers. According to the CA School Dashboard our graduation rate for the 2017-2018 school year was 97%. The graduating class had a A-G college readiness rate of 53%. ENHS makes sure that post secondary education is seen as an important aspect after high school by having a connection with the local community college by having students sign up for classes while they are still in high school or by making sure students have the availability to sign up for college during their spring semester of the senior year for the upcoming fall semester.|ENHS has two complete CTE pathways in the area of Agriscience and Ag Mechanics. ENHS also has stand alone CTE courses in which students can sign up for during the scheduling process and be a part of throughout the year. ENHS has the following stand alone CTE Courses: Culinary Arts, Recreation Administration, College and Career Preparation and Floral Design. Any student that wants to take a CTE course and has availability in their schedule can enroll in the appropriate CTE course. Some of these CTE courses lead to industry based certifications such as a welding certification, and a food handlers card.|The barriers in which some students might not be able to access all of the courses at East Nicolaus High School will have to be because of our school size and when certain classes are offered compared to others. During the master schedule ENHS meets with all students and goes over the course selection process. During this process of course selection ENHS looks at how many students want to take each course. From this ENHS starts to build the master schedule that gives the most flexibility for all students to get the classes they need to graduate but also the classes they want to take for electives.|ENHS will continue to look at the best possible ways to build a master schedule that provides the most flexibility for our school for students to take the classes they wish. ENHS will continue to make sure that we are offering courses that are aligned to state standards and are approved through the college board. This way students not only have access to courses that meets a high school diploma but also counts towards college admission requirements.|Met||2018
51713810000000|Franklin Elementary|7|Franklin Elementary School District is a single school district with two classrooms per grade level.  All students have access to and are enrolled in the same broad course of study as their peers.  A review of the daily schedules for each grade level is done to confirm that all students are receiving a broad course of study.|Franklin Elementary School District is a single school district with two classrooms per grade level.  A review of the daily schedules for each grade level is done to confirm that all students have access to, and enrollment in, a broad course of study.  Students receiving ELD, intervention, and/or Special Education services are not served during their core subject time.|There are no barriers preventing students from accessing a broad course of study except in the area of Foreign Language for our 7th/8th grade students.  This lack of access is due in part to our small size, budget constraints and lack of teachers.   All students do receive instruction in Mathematics, ELA, Social Studies, Science, Physical Education/Health, Visual and Performing Arts, and Technology.|There are no revisions or new actions to be implemented.|Met||2018
51713990000000|Live Oak Unified|7|LOUSD evaluates school programs within school site SPSA data collection for their annual updates.  Programs added to support unduplicated student groups have been implemented on a school wide basis.|All students throughout LOUSD have access to a broad course of study.  Music and Computer Literacy have been added to all students course of study.  CTE and AP course barriers have been eliminated, so that no prerequisite prevents a student access.|The only barrier to access to electives is master schedule.  In some cases, students who need intervention or remediation must take those classes instead of an elective.|LOUSD will continue to look at school schedules and Master schedules to eliminate barriers that may develop.  This is conversation will occur multiple times a year and addressed every spring during the development of Master schedules and period configurations.|Met||2018
51714070000000|Marcum-Illinois Union Elementary|7|Marcum-Illinois UESD is a single school district with one classroom per grade level therefore all students have access to and are enrolled in the same broad course of study as their peers. A review of the daily schedules for each grade level is done to confirm that all students are receiving a broad course of study.|Marcum-Illinois UESD is a single school district with one classroom per grade level. A review of the daily schedules for each grade level is done to confirm that all students have access to, and are enrolled in, a broad course of study. Students receiving intervention, ELD, and/or Special Education services are not served during their core subject time.|There are no barriers preventing access to a broad course of study for all students except in the area of Foreign Language for our 7th/8th grade span. This lack of access is due in part to our small size, budget constraints, and lack of teachers. All students do receive instruction in ELA, Mathematics, Social Studies, Science, Physical Education/Health, Visual and Preforming Arts, and Technology.|At this time, there are no revisions or new actions to be implemented.|Met||2018
51714070109793|South Sutter Charter|7|Students in this LEA have broad access to a course of study through a diverse offering of instructional opportunities and instructional materials for students in grades TK-12, including those with exceptional needs.  Locally selected measures are compiled and tracked in the school’s Student Information System database.  These measure include the following: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, and a-g course participation for high school students.  Each student has a learning record log, in which the teacher ensures the student is working on a broad course of study by assessing the standards that are covered during that learning period. When appropriate subject matters are not being covered, the teacher addresses the areas through additional curricular opportunities.    All students are administered an internal diagnostic assessment in Reading and Math during the first month of school and after the end of the first semester.  Results from these assessments are used to formulate an individualized learning plan the meets the needs of each student and to track progress in those academic areas.  Students who score below grade level on the internal assessments are provided additional support through the school’s intervention program, and provided individual tutoring and targeted instructional materials to accelerate their learning and work to close the achievement gap.    In March of each year, a Student Learning Survey is completed for each student.  The purpose of this survey is to track trends, identify resources used by students, and key into the effectiveness of various school academic initiatives and programs offered during the academic term.  Additionally, it provides insights on professional development needs for the faculty.   For students in grades 8-12, annual Guidance meetings with students and parents allow for the development and subsequent revisions of a 4-year high school course of study for each student.  Through calendar tracking and 4 year planner completion, the school tracks the progress of these meetings.    The Special Education Department uses a variety of standardized measures to assess eligibility for Special Education for all areas of suspected disability.  These include, but are not limited to the WIAT, WISC, WJIV.  There are also other standardized assessments that are utilized for assessing in the areas of Speech and Language, Mental Health and Occupational Therapy.|100% of our students are enrolled in a broad course of study as verified through their learning records.  Students have access to a broad course of study in all grades. For students in grades K-8, a diversity of online curriculum, print curriculum, and instructional classes are available through the use of allocated student instructional funds. Local learning opportunities also occur through our  Mobile Science Lab, where K-6 students can take courses in science, art, or PE class in a neighborhood near them.  Project Lead the Way (PLTW) classes provide a students in grades K-6 with learning opportunities in engineering and computer science.  Additionally, several school organized field trips are offered each month.  Students in grades 9-12 can select from a list of 113 a-g approved courses, each with a syllabus specifically tailored for the independent study student.  Additionally, students engage in weekly group discussions lead by High School Support Teachers.  High school science labs are completed by attending group classes at the Mobile Science Lab.  Students are encouraged to take CTE courses as those classes will satisfy the school’s unique “life skills” graduation requirement. Currently, students are able to complete a CTE certification in 12 different career pathways.   Using our Learning Management System (LMS), the school offers classes and additional resources to our students, including TurnItIn, to check their work for errors and plagiarism before submitting work to their teacher.   The school’s guidance staff works individually with each student in grades 8-12 to help them design a course of study to meet each student’s needs. The outcome of those meetings is the creation of a 4-year planner that outlines the courses and methods of instruction that will best suit each individual student’s needs. This planner is revisited and updated each year. For students who have an IEP, their special education service coordinator is also invited to attend the meeting to ensure a seamless course of study between general education and special education.   We are able to serve many different sectors of exceptional students. Students who need an accelerated program are able to take honors, AP, and college courses during their time in high school. English Language Learners use an English learning plan that outlines their English language development and strategies to improve language acquisition. They also receive English language support through live or online tutoring, online and print curriculum, access to “Mango” (a language acquisition program), and MiFi devices for students who need internet access. Our special education students, in addition to the 4 year planner, also have access to classes offered by the Special Education staff in the subjects of English Language Arts, high school math, and transition life skills. Students preparing applications for a 4-year university have support from the Guidance staff to complete applications.|As an Independent Study charter school in California, the school experiences some inherent barriers associated with student population spread out over the very large geographic area of several counties. Compared to site-based schools, the identified barriers described here are unique to Independent Study schools.  Yet given the barriers described below, the school has made progress in giving access to a broad course of study for all students.  Enrolled students are dispersed across multiple counties. The school has created learning opportunities for all students, including offering local field trips, school-sponsored learning events in local parks and community centers, and classes and tutoring from local vendors. Students can also choose from a vast number of online classes, taken either live or asynchronously, with credentialed teachers from the school.  Student transportation challenges for offering a single site-based CTE program for high school students is an identified barrier.  In an effort to provide a diversity of CTE programs for students, the school has leveraged technology to instructional learning opportunities through video conferencing and online courses.  When students experience an educational barrier because of a technology gap. Whether it is access to necessary computer equipment or internet access, we are able to provide the technology that the individual student needs to be successful in our CTE programs.  A final identified barrier is that some educational vendors business model is designed more for site-based schools and not for Independent Study schools. To overcome this barrier, we work with vendors to create a model that can adapted so that it can be implemented successfully in an independent study school. Guidance staff monitors the trends on student career interests to facilitate new learning opportunities for all students.|The school actively reuses curriculum through an online curriculum distribution process that utilizes library database software. Recently, school owned curriculum and materials have been cataloged in a online library database called Surpass so that all parents can view available curriculum and materials.   Using Title I funds and supplemental and concentration grant LCAP funds, the school has expanded offerings for STEM classes within the Mobile Science Lab at local parks.  2018-19 is the first year that group math classes are offered within the Mobile Science Lab.  Expanded offerings of engineering classes, including STEAM Storytime for the younger grades, and Medical Detectives PLTW classes for middle school students.  Additionally, the enrollment of high school students taking a-g science and the number of a-g labs have more than doubled over the past year.  The school has also used College Readiness Block Grant funds to support new learning opportunities for students to pursue college and to train faculty on the college entrance requirements, particularly for the UC / CSU institutions.  These funds will be used to purchase a-g textbooks and ACT exam prep materials for students.  Also, these funds support teacher training sessions to learn more about college entrance requirements for high school students and training in the development of broad course of study for college bound students.  For the 2018-2019 academic year, the school has placed a particular focus on math instruction within the faculty professional development program.  The “Math Initiative” program is focused on improving the mathematical mindsets of the teachers and families.  Through professional development trainings, the faculty learning how to improve their interpretation of objective mathematics assessment data, be introduced to new instructional strategies, curriculum opportunities, and school programs.    The school’s Intervention Program is now in its fourth year of implementation.  The Intervention Program supports student learning in ELA and Math.  Additional resources, such as supplemental curriculum, are used to provide targeted instructional content in areas identified through the school’s Internal Local Assessments.  Students who have scored two grade levels or below on Math and ELA assessments, are provided weekly in-person private tutoring sessions.|Met||2018
51714150000000|Meridian Elementary|7|Meridian is a school of less than 70 students.  The limited number of teaching staff and resources limit the broad course of studies available for students with diverse needs.  Students with exceptional needs receive services needed to be successful in the mainstream classroom and each class has multiple grade levels which also allows students who are high achieving to advance more quickly.  For students in middle school grades, there is transportation available to the local high school if courses there provide needed instruction.|As Meridian is a single school district, the students have access to all classes across curricular areas, however do not have access to language courses, and some broad sciences due to the small nature of the school.|The barriers are due to size of the school, the multiple grade levels in each classroom and lack of needed staff to provide a more broad range of courses.  This is likely to continue although the staff is proactive in modifying classroom instruction to meet exceptional needs of students whether gifted, needing intervention or language development.  We are able to individualize educational programs far more efficiently in the small school and class setting.|We will continue to modify and improve our academic programs to expand availability of a broad course of study as we have added VAPA classes on a weekly basis, PE changes to broaden the opportunity for activities that expand the norm and an Outdoor Science and Community Education program that change the Science program to current NGSS standards along with broadening the course of study.  This is new for 18/19 but was not in existence in the 17/18 school year and before.|Not Met|As with other areas, the school is quickly changing its policies and actions to provide not only a broader course of study but to ensure that all students have all opportunities to meet their individual needs from intervention to gifted and talented education.|2018
51714150129007|California Virtual Academy at Sutter|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and subgroups have access to core subjects including math, language arts, history, science, physical education, and elective courses. In addition to the core courses offered, elementary and middle school students are offered world language, music, and art. High school students have access to a variety of a-g approved electives that range from foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on an semi-annual basis at a minimum. Additionally, administrative teams review course reports regularly to ensure enrollment is accurate and appropriate for student needs. Students with IEPs who are working towards a certificate of completion are provided an option to complete an alternate course of study while continuing to have opportunities to participate in general education courses as deemed appropriate by the educational team.|In each review period, 100% of students are enrolled in a minimum of language arts, math, science, and history at the TK-8 level, with the majority of students participating in at least six courses. High school students are enrolling regularly in college preparatory, honors, and Advanced Placement, and credit recovery courses. TK-8 students are participating in courses that offer remediation and extensions of learning, as well as taking advantage of these opportunities beyond the core coursework.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school is continuing to develop a CTE program and offerings.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.|Met||2018
51714150132753|California Prep Sutter K-7|7|California Prep Sutter K-8 provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|California Prep Sutter K-8 makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
51714150132761|California Prep Sutter 8-12|7|California Prep Sutter 8-12 provides extensive coursework, electives and core standards aligned classes for students.  The students may select from over 300 different courses to meet their individual interests and academic goals.  The school provides a broad course of study that includes all grade spans.  The school specializes in multiple language opportunities.  Students with exceptional needs have a variety of course options and additional resources to support their learning.|California Prep Sutter 8-12 makes all of their courses available to all students.  Students have complete access to enroll in a broad course of study of their individual choosing.  The school is noted for its personalized education and tailoring to student needs.|There are no barriers to providing a broad course of study for all students.  The students have access to hundreds of courses via the online format so they can select the courses that best suit their interest and academic needs.  The school provides additional academic resources and supports for student beyond the core curriculum.|The school continues to look for online resources to provide additional academic support for students.  The school is known for its innovative courses and access to the curriculum 24/7.|Met||2018
51714230000000|Nuestro Elementary|7|The following locally selected measures will be used to track the above: Daily schedule. Sufficiency of Textbooks Resolution. Student Information System.|All students have access to a broad course of study.  We have adopted and purchased modern curriculum and instructional materials to improve instruction in our courses of study.  However, Science and Health have been identified as areas where improvement should be a priority.|Time during the instructional day to teach all of the standards for every course is the greatest barrier to having all courses of study equally rich.  Instructional materials in some courses could use updating.  While we offer music and art, these courses are not rich, so they could be improved.|We will analyze resources that are available to improve all student’ access to a rich, broad course of study.|Met||2018
51714230132977|Sutter Peak Charter Academy|7|As mentioned, Sutter Peak Charter Academy uses the NWEA/ MAP as its most significant academic measuring tool.  The test is given two times per year, Fall and Winter.  The scores are used to determine appropriate interventions, unique to each learner.  Every student grades 3-11 is tested with MAP/NWEA.  The students in grades K-2 are testing using DIBLES to identify early literacy skills and interventions when needed.  Sutter Peak also uses the SBAC as a tool for academic growth.  The scores are used to determine gaps in learning or content in grade level materials. In addition to cores subjects, students also interact with the broad community completing service hours.  In Spring of  2018, 70% of all students K-12, as indicated by google docs teacher reporting form, completed community service hours 100% of high school students identified post high school plans in second semester work samples through personal essay or online career explorations survey. Students enrolled in Special education are enrolled in a transitions program at the age of 15.  This program offers assistance and guidance for post high school planning in the areas school and career.|After an initial assessment and transcript review for 9-12 grades, the local tools are used as measurement for class placement and intervention. The students are equipped with appropriate curriculum, a computer, and internet.  The academic counselor meets with high school students and parents to guide class placement.  The placement is based on the board approved structure for graduation requirements.  MAP testing is a significant marker for determining math placement for grade 9, per SB 359.  The academic counselor also meets with middle school students to determine interest and academic needs as they begin to get set up for high school.  In addition to core classes, the academic counselor also provides information on CTE coursework and college preparation activities. Below is a sample schedule for the academic counselor set up to create access for all students to a broad course of study. August: Academic Counselor to meet individually with students and families.  Introduce CTE and A G course work through the program clearly listing benefits of coursework and how these courses tie in to post high school plans and outcomes.  Enroll all Seniors in a CTE course Enroll all 9th graders in A G coursework Train teachers and appropriate parents on 9th grade CCSS Monthly: Counselor will have open drop in hours at each of the four main geographical areas as well as scheduled meetings with families.  Presentation of CTE and A G courses, internship opportunities, and concurrent enrollment as essential options for post-graduation plans. Plan to enroll all new or non-enrolled Seniors in Spring semester CTE course. March-May: Host high school information meetings in each of the 4 main geographical areas to review A-G high school courses, and concurrent Jr college enrollment.|Our independent school setting can be a barrier as the students are spread out over 6 counties. Students, teachers and parents must work together to ensure that students are using appropriate curriculum, accessing online programs, attending classes at community college where appropriate.  The access for a broad course of study is available to every student.  Student use of the programs requires motivated students and involved teachers, parents and their local community.|Sutter Peak Charter Academy will continue to create a strong, diverse program to meet the needs of each student. Each year, the progress of students as determined by the MAP/ NWEA and SBAC is used to drive LCAP decisions and goals.  The funding received from LCAP is used specifically to drive academic instruction.  The school administration, academic counselor, teachers, and students will continue to focus on graduation requirement, CTE coursework.  To date, the measurement tools have encouraged funding online academic programs, virtual classes, curriculum, student computers, internet services and an increase in A G and CTE course offerings.|Met||2018
51714310000000|Pleasant Grove Joint Union|7|Pleasant Grove JUSD is a single school district with one classroom per grade level therefore all students have access to and are enrolled in the same broad course of study as their peers.  A review of the daily schedules for each grade level is done to confirm that all students are receiving a broad course of study.|Pleasant Grove JUSD is a single school district with one classroom per grade level.  A review of the daily schedules for each grade level is done to confirm that all students have access to, and are enrolled in, a broad course of study.  Students receiving intervention, ELD, and/or Special Education services are not served during their core subject time.|There are no barriers preventing access to a broad course of study for all students except in the area of Foreign Language for our 7th/8th grade span.  This lack of access is due in part to our small size, budget constraints, and lack of teachers.  All students do receive instruction in ELA, Mathematics, Social Studies, Science, Physical Education/Health, Visual and Preforming Arts, and Technology.|At this time there are no revisions or new actions to be implemented.|Met||2018
51714560000000|Winship-Robbins|7|The locally selected tool for the Winship-Robbins ESD (W-R ESD) is the MTSS SWIFT Fidelity Integrity Assessment (FIA) tool.  The FIA assesses the LEA on five domains: Administrative Leadership, Multi-tiered System of Support (MTSS), Integrated Educational Framework, Family and Community Engagement and Inclusive Structure and Practices.  The MTSS Team determined the success of the implementation utilizing the FIA tool.  The results found that the W-R ESD was achieving and meeting their goals with Family and Community Engagement with an 83% rating.  However, an area of concern was Inclusive Structure and Practice with a 53% rating.  The MTSS Team determined a need to support and implement Universal Learning Design planning (UDL) to provide for all students' learning needs.  To promote UDL lesson design, the administration and teaching staff created the UDL Observation tool.  The UDL observation tool clearly stated desired lesson design to meet the needs of all students.  The UDL observation tool is utilized in all teacher observations to determine 'best' instructional practices.  As lessons are observed, and UDL skills and strategies are noted, both the administration and teaching staff are able to determine effectiveness of UDL practices on student engagement and achievement, along with a thoughtful and insightful dialogue where all parties are consciously  aware of effectiveness of practices and next steps. Thus the UDL observation tool, ensures a broad course of study for all students, no matter their needs of support. Another area of concern was the Inclusive Behavior Instruction. To promote positive behavior support systems, the W-R ESD is utilizing the PENT behavioral system to ensure behaviors are addressed with positive behavior initiative that are designed to provide information and resources for our teachers to achieve high educational outcomes through the use of proactive positive strategies. The PENT initiative is providing insightful information on social, emotional, and behavioral functioning of our students. The W-R ESD overall FIA rating was 70%, which indicated many areas of need for our students, yet the administration is proactively engaged in identifying and addressing next steps for meeting the needs of all students.|At the Winship-Robbins ESD, all students are offered the same broad course of study, and all students have access to the same broad course of study.  There are differences across the students groups, yet their access and supports are the equitable.  All students receive an instructional day rich in collaboration, vocabulary instruction, academic vocabulary instruction, EL strategies, visual processing charts, and wait time for all students' ability to process and articulate.  Although progress is slow, but steady, for our ELs acquisition of the English language instruction, the reclassification rate - after the ELPAC - was 20% of the designated ELs in the W-R ESD qualified to be reclassified through ELPAC analysis, SBAC scores and district assessments.   With just 1% of the W-R ESD ELs as Long Term English Learners (LTELs), it is evident that the needs of the ELs are recognized, addressed and purposefully planned for by the Winship-Robbins ESD.|"There are several barriers and factors that prevent our students from accessing a broad course of study.  After reviewing the above stated FIA tool, the Team determined that the students' needs in Inclusive Behavior Instruction is obstructed by the rural location of our students, their lack of social services, the inability to attain low cost internet services, and the high population of students who speak a language other than English at home. Due to the rural location of our students, they spend hours traveling to and from school.  Once home, our students are in locations that are without social services such as public libraries, health services and low cost internet services (specifically free wi-fi).  Since our students are engaged in learning that is web site specific, our students must be provided with internet access at school, and that all home assignments are not internet dependent.  With established homework and class assignment norms established, the school district then must promote all keyboarding and digital access strategies for students at the LEA site to ensure that all students have access to learning.  However, to promote the acquisition of English for our second language students (43% of students are ELs, and 91% of student are in a home that speaks a language other than English), the W-R ESD has bi-monthly professional developments that ensure ELD skills and strategies are utilized in all lessons and across all curriculum.  Presently, the W-R ESD is engaged in reading ""Visible Learning in Mathematics"" by John Hattie. ""Visible Learning in Mathematics"" establishes mathematical learning goals and facilitates meaningful mathematical discourse.  Through the district's professional development that incorporates the ""Visible Learning"" structure and practices, the W-R ESD is providing mathematical instruction that emulates the collaborative literacy of ELA instruction. Thus, mathematical instruction is now attempting to provide literacy structure and support for all students, but specifically our English Language learners in mathematics as well as our teachers do in English Language Arts."|As a result to the MTSS FIA tool, the W-R ESD has determined a need in Inclusive Structure and Practices for student engagement and learning. With these findings, those new actions that have been implemented to ensure academic achievement are: Universal Designed Lesson (UDL) planning and observation tool, ELD skills and strategies implemented in mathematical instruction as well as in English Language Arts instruction, and the implementation of PENT and Love and Logic to promote positive behavior outcomes.  With the MTSS Grant funding, the W-R ESD has been able to provide three additional MTSS professional developments that promote positive behavior practices, UDL lesson planning and mathematical instruction that promotes English Language Learner instructional skills and strategies.  Throughout all revisions and decisions, the W-R ESD is dedicated to ensure the educational opportunities, and excellence in instructional practices, for all students in the district's rural and impoverished communities of Sutter County.|Met||2018
51714560133934|Inspire Charter School - North|7|We are an Independent Study School and tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition.  In addition, students are provided with enrichment funds to pursue their passion in visual and performing arts, health and physical education.  The individual student enrichment funds track courses to ensure student is participating in a broad course of study.  Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  The high school students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.|All students have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.|We do not have any barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.|Met||2018
51714640000000|Yuba City Unified|7|Yuba City Unified School District (YCUSD) uses Aeries (our Student Information System) to ensure that all students have access to, and are enrolled in, a broad course of study: - K-5 students are enrolled in self-contained classes where they receive instruction in all content areas. - For 6-12 students, YCUSD uses the AERIES Student Informations System to create students’ schedules and store per period course enrollment information including English, English Language Development (ELD), History/Social Science, Science, Technology, Engineering, and Mathematics (STEM), Visual and Performing Arts (VAPA), Career and Technical Education (CTE),  and Foreign Language.|- K-5 students are enrolled in self-contained classrooms where they receive instruction in all content areas. Instruction s aligned to the California content area Frameworks and State Standards. English Learners (ELs) receive comprehensive ELD instruction daily including Integrated and Designated ELD. Students identified for Gifted and Talented Education (GATE) are clustered with teachers who have completed GATE Certification. Physical Education (PE) Specialists support homeroom teachers with PE instruction. Intervention teachers provide additional support for students with deficits in English Language Arts and Math both within the regular school day and after school. Students who are identified for Special Education are supported by Learning Specialists through co-teaching, push-in, and Learning Center services. Students in grades 1-3 receive weekly music instruction. Grade 4 and 5 students participate in Band or Strings. - Grade 6-8 students are enrolled in per period courses for all core content areas including PE. Instruction is aligned to the California content area Frameworks and State Standards. ELs receive comprehensive ELD instruction daily including Integrated and Designated ELD. Electives include STEM and VAPA options. YCUSD middle schools participate in Avancement Via Individual Determination (AVID) courses that prepare students for high school and college. - Students in grades 9-12 are enrolled in per period content area courses. Instruction is aligned to the California content area Frameworks and State Standards. This level introduces a wider array of academic and career focused courses. YCUSD high schools offer Foreign Language, VAPA, Computer Science, and PE. Additionally,  students can participate in various CTE Pathways. YCUSD high schools also offer Advanced Placement options in Math, Science, English, Social Science and History, Foreign Language, and Art. Students have the opportunity to participate in Project Lead the Way courses that focus on STEM concepts. YCUSD high schools offer AVID courses targeting college readiness skills.  YCUSD allocates LCFF and Federal funds to ensure that students with the greatest needs have the necessary resources to support their access to and success in the broad course of study at their school sites. Seven YCUSD sites are identified for Title I School-wide services.  Students at ten sites receive targeted Title I services based on their socio-economic status. Title III funds are used to provide additional supports for English Learners.|There are no identified barriers at this time.|YCUSD has implemented the following measures to ensure that all YCUSD students continue to have access to a broad course of study: - Renewed focus on K-12 Science instruction that ensures instructional practices are aligned to California’s Science Framework and Next Generation Science Standards (NGSS).  Professional learning opportunities focused on the NGSS Dimensions and Performance Expectations are targeted to grade levels/grade spans at the K-8 and to specific Science courses at 9-12. Instructional coaches and Science facilitators support in-class implementation through on-site collaboration and modeling.  - Redesign of courses offered in 6-12 Science to align to NGSS and increase the number of students meeting A-G requirements at 9-12. - Streamline courses offered in Mathematics to ensure students have access to advanced Mathematics and can meet A-G requirements. - Implement Four Year Academic Plans, starting in 9th grade. - Modify course registration to include academic sequences and a visual model specific to each student’s Four Year Academic plan. This process will allow high school personnel to monitor graduation, CSU, and UC requirement progress in real time. - Redesign of high school ELD programs to ensure that 9-12 English Learners have access to and are enrolled in core content courses along with one period of Designated ELD. ELD courses have also been redesigned to better address the needs of all English Learner students including newcomers and long-term English Learners.  - Expand AVID to elementary schools. - Expand CTE offerings in grades 6 -8 and in high school.|Met||2018
51714640107318|Twin Rivers Charter|7|A school-wide LCAP Survey was administered in September 2018 to all three stakeholder groups (with respondent numbers included): Parents/Community (68), Staff (24), and Students (232). The survey provided questions in each priority area. Priority 7: Course Access was asked to all three stakeholder groups.  Parents/Community: My child has access to materials (e.g., technology and resources) they need to be successful at TRCS. Students: I have a access to the materials (e.g., technology and resources) I need to be a successful student at TRCS. Staff: I have the materials (e.g., technology, training , resources) I need to be successful in my position at TRCS. Students at TRCS in grades TK-5 have a broad course of study as determined by common core standards in ELA, Math, Social Science, and Science.|Unduplicated student groups and individuals with exceptional needs are served within the classroom setting and provided additional support during non-core instructional time to ensure all students have access to direct instruction from the classroom teacher. Unduplicated student groups and individuals with exceptional needs are served within the classroom setting and provided additional support during non-core instructional time to ensure all students have access to direct instruction from the classroom teacher. Middle School students all have 4 core instructional periods (English, Math, Social Studies, Science and PE). Elective courses (2) are based on needs for additional instruction and educational benefit.  Students needing ELD, math or English support have one elective period of support and the second elective is based on student choice, ensuring all students have a broad (with student input) course of study.|90.5% of students agreed/or strongly feel they have access to materials to be successful. 91.2% of their parents agreed/ or strongly agreed that their children have access to materials needs to be successful at TRCS.  We continue to revisit our course offerings and student access to courses to ensure that all student sub groups are accessing a broad course of study to ensure academic success.|Based on 2017/2018 CAASPP results the two period elective schedule appears to support an increase in student achievement. Our CASSPP data increase in all sub groups. We will continue to review sub group populations to ensure that student access and student achievement are at the forefront of course selection for our students.  The open ended question for students also provided additional opportunities are students would like to see offered at TRCS. These will be reviewed as courses are compiled in spring 2019.|Met||2018
51714645130125|Yuba City Charter|7|Currently every student in need receives ELD instruction and Special Education Services as needed.   All students including ELD and SPED students receive daily instruction in PE, Spanish Language, music and a full standards based core curriculum. The Student Success Team monitor all students individually to ensure that all students receive equal service in all programs regardless of EL or SPED status.  Student participation in all programs are tracked through the AERIES student information system.|All student elementary students at YCCS have access to Spanish Language, music, and PE.  All elementary classes have adopted California State standards based curricula for all core classes in English, Math, and ELD.  All math and science curricula are standards based and are currently under evaluation to adopt more current curricula.  All middle and 9th and 10th grade students have access to PE, Ag Sciences, Art, Performing Arts (Drama and Band), CTE shop and Ag classes, AP Biology, Ag Physical Science, Academic Decathlon, Film History, Humanities, Leadership, Social Skills, and California Standards based ELA and Math curricula. All 11th and 12th grade students have access to AP English, AP, AP US History, AP Civics, AP Econ, physics, Calculus, Statistics, and Chemistry.  All high school core classes meet the UC's a-g requirements.  Establishing this level of breadth in the program has been a continuing process at YCCS.  In addition to the courses, YCCS has established six career pathways with plans to expand career pathway opportunities over the next few years.|YCCS has no barriers other than funding which prevent access to a broad course of study.  In fact, YCCS offers a very broad course of study currently.  As enrollment increases and funds become available, YCCS is committed to expanding course offerings and other opportunities for all students.|YCCS is looking into strategies to access additional funding to continue the expansion of facilities, courses, career pathways, and other opportunities for students.  As funding becomes available YCCS is committed to expansion of opportunities for all YCCS students.|Met||2018
52105200000000|Tehama County Department of Education|7|~ County-wide achievement for achieving A to G completion requirements, dis-aggregated by school and subgroup ~ County-wide achievement of a score of 4 or higher on AP examinations, dis-aggregated by school and subgroup ~ County-wide College and Career Ready percentage as identified on the CA School Dashboard ~ A to G completion rates for JJC and the TCDE charter (TeLA)  ~ Juvenile Justice Center broad course of study  ~ Number of JJC students eligible for graduation during school enrollment. ~ TeLA graduation rate as measured by local data (too few students for CA School Dashboard data)|County A-G Completion:  Tehama county high schools continue to lag far behind the state in A to G completion rates:     - 21% (Tehama) as compared to 46.8% (California) for 2016-17.  Corning Union High School District - 11.5%  Los Molinos Unified School District - 15.6% Red Bluff Joint Union High School District - 27.4%  County AP: Name   Enrollment 10-12 Enrollment 12   # Tested  AP Score=1   AP Score=2   AP Score=3   AP Score=4   AP Score=5 Tehama Co Dept of Ed:    75               24             0                N/A                N/A                   N/A                  N/A                    N/A Corning Union High:         692             208           44              21                   14                     13                      4                        0 Evergreen Union:               22               10             0               N/A                 N/A                  N/A                  N/A                    N/A Los Molinos Unified:         125               36            29              12                    11                     8                       4                        0 Red Bluff Jt. Un. High:    1,200            412          119              15                    58                   45                      40                       9 Tehama County:         2,114         690      192         48                 83                66                  48                     9 Statewide:                1,451,775      484,169    371,994     139,209          170,255           170,307            130,80                90,825  County CCI: Fall 2017 Dashboard data for high schools College and Career Indicator: Corning Union High School District - 27.4% Prepared Los Molinos Unified School District - 16.2% Prepared Red Bluff Joint Union High School District - 35% Prepared  A-G Completion JJC/TeLA During 2017-18, TeLA continued to provide A to G coursework using Edgenuity software. Even though some TeLA and JJC students completed some A to G courses; no students were A to G CA college entrance eligible.  JJC Broad Course of Study:  JJC provided instruction in core areas (ELA, Math, ELD, Science, History-Social Science), daily structured PE, visual art instruction, some MakerSpace activities, and career goal setting using an itinerant career adviser. All TeLA and JJC 12 graders completed written career plans with the career adviser.  JJC upper grades completed Safe Serve certification. JJC academic staff assess reading skills using iReady and data informed interventions and support tutoring.  JJC students eligible based on behavior utilized MakerSpace as an elective with the support of Probation staff.  One JJC teacher taught art to all students.  Other electives were not provided due space and staffing limitations to additional students from other counties.   Graduation:      ~  2 JJC students achieved course completion required for high school graduation eligibility      ~  TeLA graduated 24 students.|No JJC or TeLA students completed A to G coursework, however.  Staff researched other on-line options with the intent to move away from both Edgenuity and A+ toward a more comprehensive A to G on-line curriculum.|TeLA and JJC will both pilot new curricula to support students in gaining equitable access to a viable broad course of study program.|Met||2018
52105206119606|Lincoln Street|7|A review of student records indicates that all students have access to and are enrolled in a broad course of study, including English learners and students with exceptional needs.|No differences have been identified across student groups at our school in the area of access and enrollment in a broad course of study.|As a home study school, visual and performing arts education takes additional planning and attention.  Opportunities for student performances and opportunities for art are provided to all students on a regular basis to fill this need. Parents have the opportunity to incorporate visual and performing arts in the presentation of the curriculum across subjects.|Additional emphasis will be made to encourage projects within the curriculum to encourage and develop opportunities for students to demonstrate learning utilizing visual and performing arts.  Examples would include; illustrating a story or poem, act out or develop a puppet show based on a passage from a book to demonstrate understanding and utilize visual and performing arts skills.|Met||2018
52105206119671|Tehama eLearning Academy|7|All students are enrolled in a broad course of study. Teachers ensure students in each grade span, including students with special needs, are enrolled in courses leading to meeting graduation requirements. Students also have access to enriching elective courses and Career Technical Education Pathway courses. Student course completion is monitored by teachers and administration.|All students have access to, and are enrolled in a broad course of study.  Courses are offered that are standards aligned- and A-G compliant.|No barriers exist|This year we have increased the number of A-G compliant courses offered to our students.  Electives have been offered based on the interest of students. 11th and 12th grade students are encouraged to concurrently enroll in Community College classes and we provide additional support and encouragement to help these students be successful in these courses.|Met||2018
52714720000000|Antelope Elementary|7|The Antelope Elementary School District uses multiple measures and tools to track the extent to which all students have access to and are enrolled in a broad course of study.  Students are assessed regularly in terms of academic progress, surveyed for social-emotional and physical health.  Administration and staff monitor course scheduling and enrollment trends and share responsibility employing responsive practices to educate all students in our district.|As we are a small school district, there is little variation across school sites or student groups in terms of access or enrollment in a broad course of study.  In our elementary grade levels (k-5) students have access to interventions supporting math, reading, and social emotional growth.  In grades 6-8, students have access to those interventions as well, along with instruction in foreign language, music, computer science, STEM, digital publishing, and drama, along with core instruction in math, science, language arts, and social studies.|In general, all students have access to a broad course of study in the Antelope Elementary School District.  Funding and staffing limitations tend to be the barriers to universal access, but at this time, this is not an issue due to the exceptional staff and their commitment to serving all students.  This is reflected in our LCAP with actions within goals that serve students in the areas of intervention and enrichment.|Recently, to increase exposure to enrichment opportunities, our middle school has standardized enrichment chances by grade level, ensuring students receive a variety of experiences and content to provide a more well-rounded experience.|Met||2018
52714980000000|Corning Union Elementary|7|When each student enrolls, he/she is placed in either 1) a self-contained classroom at the elementary school or 2) separate classes for each subject at the middle school. Bell schedules are created at each grade level and scrutinized to ensure all courses are offered. Student schedules are created which ensure that all students, including all grade levels, student groups and individuals with exceptional needs are served and have access to and are enrolled in a broad course of study.|All students currently have access to and are enrolled in a broad course of study. There is no difference across school sites or student groups in access.|One of the areas of curriculum identified in a broad course of study for grades 7-12 is Foreign Language. The main barrier we as an LEA have to providing Foreign Language is the inability of many of our students to read at or even near grade level. It is imperative that we as a District maintain the focus on providing intensive instruction in English/Language Arts, including reading and writing. Most of our students also perform below grade level in Mathematics.|The District has made the decision to focus our main strengths on bringing our students up to grade level standard in English/Language Arts and Math. In order to do this, we have had to implement double periods of both ELA and Math at the middle school level, eliminating the possibility to add Foreign Language to the schedules of our 7th and 8th grade students. We below this is by far the best decision for our students in the long run.|Met||2018
52715060000000|Corning Union High|7|Schools within the LEA maintain an up to date course catalog that includes information on all courses offered in the district.  This document is reviewed and updated annually by department chairs, counselors, and administration.  The district also annually reviews reports on student enrollment in departments and courses.  Specifically, reports are generated from the student information system that show the number of students with IEP's enrolled in all courses in the district and the number of English Learner students that are enrolled in courses throughout the district.  These reports are reviewed by the administration regularly.|Overall, students in all subgroups have access to a broad course of study throughout the district.  Differences do exist between school sites, but this is not likely to drastically change since the district is only made up of two sites, one of which is a continuation high school.  The last several years have seen an increased emphasis on pushing student’s with IEP’s and English Learners into more mainstream classes and providing supports in those classes rather than pulling the students out to support them.  For example, enrollment of English Learners in mainstream English courses rose dramatically this school year.|The largest barrier to providing access to a broad course of study is the size of the District.  With approximately 1,000 students, and one of the sites in the district having fewer than 40 students, course offerings can be limited at times.  Still, the comprehensive site offers a wide range of core academic, CTE, and elective coursework.|The District continues to explore ways to expand and enhance its CTE offerings for all students.  This effort will be continued in the coming months and years with an effort to coordinate pathways and programs with community colleges.|Met||2018
52715140000000|Elkins Elementary|7|All students have access to a broad course of study.  Including technology, PE, educational field trips.|Elkins uses Benchmark, Textbook Texts for testing and state required Physical Fitness test for PE.|At this time there are no barriers preventing Elkins access to a broad course of study.|Elkins is continually assessing the academic programs offered and using the date to broaden access for all students.|Met||2018
52715220000000|Evergreen Union|7|"The Evergreen Union School District is a TK-8 district with all of our TK-4 classes being self contained and on at least one site all classes TK-8 are self contained.  That said finding a ""Measure"" or ""Tool"" to apply district-wide has proven to be difficult.  The District chose to review all classes and courses of study manually to determine what if any shortcomings we may have in terms of access.  This included reviewing whether or not all student groups had access."|Across the district all students have access to English, Math, Science, Social Science and Physical Education.  Additionally, students in grades 5-8 have access to an array of elective courses that include VAPA, Applied Arts, and CTE like courses (Coding,Maker Space, Ecology...).  Additionally all 5-8 students have access to a Health/Personal Growth class. More specifically at our Bend and Evergreen Middle School sites we have been unable to secure a Music Teacher and due to the small nature of the Bend School (approximately 90 students) offering a broad range of electives  is difficult.  Finally we do not offer Foreign Language at this time.|"The barriers identified are: *Availability of appropriately credentialed staff:  Music Teacher, CTE Teacher, Foreign Language Teacher *Length of day needed to effectively teach/offer all that is expected.   *Impact on the ""Core"" that offering add on courses has is concerning."|We continue to seek out a music teacher for Bend and Evergreen Middle School.  Additionally we will be evaluating our electives offered and attempt to enhance them to better meet the expectations of a broad course of study, specifically CTE and Foreign language.  We are also in the process of developing a more effective tool to measure this priority.|Met|"All of our TK-8 students have access to a broad course of study as it pertains to the ""Core"" (English,Math, Science, History & PE).  The additional components are a challenge in a small district, that said we make every effort to meet those expectations."|2018
52715220132597|Evergreen Institute of Excellence|7|Evergreen Institute of Excellence will be using three tools to track our broad course of study being offered through the students' Personalized Learning Plan, Master Agreement and our student information system Aeries. EIE offers the full suite of core classes to all students TK-12th.  These core classes include: English Language Arts, Math, Science, Social Studies/History and PE.  Additionally, we provide options for all students to participate in Enrichment type classes such as Fine Arts, Community Service, Work Experience and Technology though our robust vendor program - allowing them to personalize their education.  Our high school students are encouraged to be concurrently enrolled in our local community college, opening a vast number of options to their course of studies.|Evergreen Institute of Excellence is a single Personalized Learning/Independent Study non-classroom based program with 100% of our students enrolled in core classes.  Being a TK-12th grade program, our belief is our students can access all materials without grade level restrictions in order to learn more about topics of their interests and aspirations. Families choose from a menu of vendors and additional options such as Enrichment or elective classes to round out the course of study based on the students' interests. EIE also has available online classes that go above and beyond the traditional core classes.|The possibilities to access are all in place. Although the current barriers that may be hindering a few of our students would be transportation to access, as well as reliable internet for online class possibilities.|Currently, we are seeking additional transportation options and inquiring about technology for rural internet access.|Met||2018
52715300000000|Flournoy Union Elementary|7|Flournoy elementary school is a small rural school serving 26 students in grades pre-k thru 8th grade.  The school district employs 1.5 FTE certificated teachers and 2 instructional aides.  Additionally, the school employs a .5 FTE custodian/maintenance person,  a full time business manager, and a part-time superintendent who works .5 days per week.  Due to the small size of the district, the Flournoy staff has frequent contact with our students families.  Therefore, Flournoy utilizes monthly staff meetings to meet and discuss relevant issues including the extent to which Flournoy offers a broad course of study across grade spans, unduplicated student groups, and individuals with exceptional needs.  Results of these meetings are regularly discussed at our monthly school board meetings. Additionally, each summer members of our certificated staff attend a week long curriculum workshop hosted by the Tehema County Office of Education where our multi-grade level curriculum is reviewed, refined and aligned with the California content standards. This workshop includes three in year follow-up sessions to monitor the implementation progress.|"Flournoy elementary school district only contains one school.  As such all students have equal access to all programs offered at the school.  The district/school stakeholders work hard to provide our students with as broad a course of study as our budget will allow.  One of the strengths of our program can be found in the ""full inclusion""  model for students with exceptional needs.  Because we employ a staff member with a special education certificate, special needs students are fully included in all instructional programs with no need for specialized pull out programs.  Additionally, our students have access to  computers daily and technology is integrated into our educational programs weekly."|The primary barrier preventing Flournoy elementary school in providing a broader course of study is our limited budget.  Due to our small size, budget restrictions prevent us from employing the staff necessary to expand our current course of study.|When possible, our staff partners with neighboring districts, including the Tehema County Department of Education to find opportunities to expand our course of study thru participation in field trip and enrichment activities.  Each summer members of our certificated staff attend a week long curriculum workshop hosted by the Tehema County Office of Education where our multi-grade level curriculum is reviewed, refined, and aligned with the California content standards. This workshop includes three in year follow-up sessions to monitor the implementation progress. Additionally, the district will continue allowing monthly release time for the instructional staff to work on curriculum design and implementation while discussing any barriers related to income, transportation, language, family/guardian engagement, special needs as well as other locally identified barriers that could possibly be limiting some students from having adequate access to a broad course of study.|Met||2018
52715480000000|Gerber Union Elementary|7|The Gerber Union Board of Trustees have adopted state approved curriculum for all subject areas; including common core aligned ELA/ELD and math.  The District is piloting new history curriculum for grades 6-8 and has a full-time technology teacher that provides STEM lessons weekly to all students TK-8.  The local school board's decision to adopt and purchase state approved curriculum is currently our measure for tracking the extend to which all students have access to a broad course of study.|All students TK-8 have equal access to a broad course of study that includes state approved curriculum.|Barriers of providing 7-8 grade students equal access to a second language and Visual and Performing Arts (VAPA) are district capacity and resources.|The District will begin discussions with various teams to identify ways to provide equal access to a second language and VAPA curriculum for 7-8 grade students.|Met||2018
52715550000000|Kirkwood Elementary|7|All students have access to a broad course of study.  Including technology, VAPA, PE, extra curricular activities (soccer, volleyball, basketball & softball)|We use i-ready assessments for ELA & Math, state required Physical Fitness Test for PE.|At this time there are no barriers preventing the LEA access to a broad course of study.|The LEA is continually assessing the academic programs offered and using the data to broaden access for all students|Met||2018
52715710000000|Los Molinos Unified|7|LMUSD uses the SBAC Interim Assessment Blocks and Interim Comprehensive Assessments to measure student achievement growth in Math and English. These assessments are given in the Fall and early Spring. Writing assessments are given in grades 3-12 twice a year using the SBAC rubric. Results are evaluated in department PLC's and instructional strategies are reviewed. I-Ready program benchmarks are given four times a year. Students are provided the appropriate content curriculum for their grade level. The district is part of the Orange County MTSS grant initiative which provides a self reflection process to analyzing our course offerings and student access to level one supports for all pupils.|An English adoption was implemented for grades K-6. We are in our second year of implementation. All Elementary sites participated in this adoption. The High School adopted a new Math curriculum as well as K-8. We will be adopting a new NGSS curriculum for 2019/2020. Our SPED population continues to be maintstreamed with supports. Our EL student population receives designated and integrated ELD.|Funding continues to be a concern, and forces us to plan ahead with new adoptions coming every other year. This is the only barrier thus far. Our teaching staff is improving in the area of implementing the ELD standards. More work needs to be done to ensure these standards are being met in all grade levels.|ELD standard professional development will provided to all teachers. NGSS adoption training will be provided to Science teachers prior to student instruction in 2019/2020.|Met||2018
52716210000000|Red Bluff Union Elementary|7|The measures and tools used by the LEA to track student access or enrollment in a broad course includes: master schedules, student schedules, and staffing.|All students in district have access to the following courses:  English Language Arts, Mathematics, Social Studies, Science, Health and Physical Education.  Students in grades 5th-8th have access to music. Students in 6-8th have access to a variety of electives including CTE Robotics course for 8th grade students.  All students in grades 3-8 have 1:1 computing.  Access to arts in the classrooms is available to students based on individual teacher offerings/schedules/integration of the arts.|Teachers to provide instruction in the Visual and Performing Arts.  Time is another barrier in making it challenge to add more subject course offerings throughout the day.|The district hired a music and physical education teachers.  The district has allocated funding for training in NGSS.|Met|After-school offerings include sports and other activities such as dance, choir, and speech. This is the district 4th year of implementing Positive Behavior Intervention Systems (PBIS). Each site is staffed with a full time counselor and psychologist to support social emotional learning curriculum implementation with all students.|2018
52716390000000|Red Bluff Joint Union High|7|Several tools are utilized by the RBJUHSD in order to ensure all students have access to and are enrolled in a broad course of study.  This includes the percentage of students enrolled in A-G coursework and graduation rate.  An analysis of the number of students who participate in Dual Enrollment as well as AP courses is conducted. In addition, all students are provided the opportunity to take part in the annual ACT administration without cost.  Three times a year, all students participate in an assessment to determine lexile levels related to the need for intervention or enrichment.  Formative assessments are conducted to identify student intervention need in math as well. The RBJUHSD reviews student performance on the statewide assessments, including the CAASPP and ELPAC to assist with program development and service offerings. Survey data has also been collected from stakeholders to assist in providing a broad course of study.|Students within the RBJUHSD have access to a broad course of study throughout each grade level. At the 9th grade level, this includes all students enrolled in an Exploring Computer Science course to provide access to computer applications, coding, 3D design, and robotics as well as google classroom and student data systems to support academic success. In collaboration with Shasta college, students encouraged to participate in Dual Enrollment. Four-year plans of study are developed to support coursework and fulfillment of graduation requirements. Students within the RBJUHSD participate in CTE coursework for two years in a wide variety of offerings reaching many interests from Fire Fighting, Vet Tech, to Computer Science Principles. As a culminating project, seniors participate in a Senior Portfolio and exit interview with community partners. Credit recovery options are provided to assist students to remain academically on track toward graduation. Intervention in math and ELA, as well as other content areas is provided afterschool for students to participate in and get support as needed. Within the ISP program, students are provided access to the main campus for CTE coursework.  Students enrolled in that program have access to A-G curriculum as well as Dual Enrollment.|Being in a rural community, a barrier can be teacher recruitment as well as maintaining qualified staff.|The RBJUHSD is committed to continuous improvement to ensure access to a broad course of study for all students. The district has implemented the use of data driven decisions.  Additional data system management programs and intervention curriculum has been added to assist in this area.  The district continues to work on building quality and sustainable course offerings as well as CTE pathways. The district is committed to the addition of school wide social emotional learning tools as well to help strengthen our students from the inside out.  Students who have strong coping strategies are more likely to be successful when challenges arise and stay connected to school. The district hired an additional School Psychologist in the 18-19 school year to support all students through the GRIT Center in collaboration with the Counseling staff. In addition, the staff have been working to implement a school wide positive behavior intervention system which includes incentives as well as an opportunity for restorative practices.|Met||2018
52716470000000|Reeds Creek Elementary|7|All students have access and are enrolled in a broad course of study and all are being served.  We are a small school and can easily track this information.|We have one school site and ALL students have access to the same course of study in their grade level.|We are not experiencing barriers in providing access.|No new actions are required, all students have access to a broad course of study. We are a very small school where each student is easily accounted for.|Met||2018
52716540000000|Richfield Elementary|7|RESD primarily uses PLC articulation, admin walk-thru and staff meeting discussion to track the extent to which all students have access to, and are enrolled in, a broad course of study.  As a self-contained, single teacher per grade level school, each grade level teacher individually provides access to a broad course of study and significant latitude has historically been granted to individual teachers for implementation.  The state's new CAST test will provide objective data for our school on the effectiveness of this model.|RESD is a self-contained elementary school where each teacher individually provides a broad course of study.  Our emphasis is on ELA, Reading and math.  Individual teachers then use a variety of curriculum to provide access to History/Social Science, Science, computer technology and other relevant current events. RESD has only one school site.  During the current year (2018/19) we are piloting new math curriculum.  Once the new math curriculum is in place, we'll move on to selecting new History/Social Science and Science curriculum for uniform implementation and vertical articulation.|"One barrier that prevents a ""uniform"" broad course of study is found within our self-contained model with only one teacher per grade level.  If RESD was to be departmentalized at the 6-8 grade level, our course of study could be expanded and more fully defined courses in science and history/social studies could be implemented."|RESD will adopt history/social science and science curriculum over the next two years to provide a more comprehensive and purposeful approach to formally incorporating these two subjects into the course of study.  RESD is further researching a departmentalized setting in grades 6-8.  We have implemented an elective system that gives students access to a high-interest elective of their choice per trimester.|Met||2018
53105380000000|Trinity County Office of Education|7|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|Met|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|2018
53105380125633|California Heritage Youthbuild Academy II|7|The locally selected measures include: % of High School students participating in a CTE class and/or CTE Pathway and the number of a-g courses that are available. This data will be measured for all students, and also the number of unduplicated students enrolled.|High school course catalog and enrollment numbers are used to collect the data.100% of students had access to a broad course of study, including a-g courses, Career Pathways, and courses that meet the UC/CSU entrance requirements. Enrollment numbers show that only 8% of unduplicated students took advantage of CTE coursework although the CTE Pathways have been implemented and are available for all students.|Student surveys show that students are not aware that CTE classes are a-g aligned and what classes are available to them. Students need additional intervention and support to be willing to take a-g courses|In response, CHYBA will train core teaching staff in integrating EL supports and academic interventions to assist in more unduplicated students participating in CTE classes and a-g courses. CHYBA will work with school leadership, teachers, parents, and students to increase participation in CTE and a-g courses.|Met||2018
53716620000000|Burnt Ranch Elementary|7|Burnt Ranch Elementary School District tracks progress in meeting Priority 7 standards by reviewing our course offerings and class schedules to access the extent in which all students have access to and are enrolled in a broad course of studies.  We identify access and enrollment based upon grades, grade spans, unduplicated student groups, and students with exceptional needs.|For the 2017-18 school year, all students in grades TK-6 were enrolled in a broad course of studies. This included visual and performing arts and physical education instruction. Students were also able to access additional course offerings in the after school program.  In grades 7-8, students were enrolled in all courses of studies with the exception of world languages.|A barrier for the district has been its inability to hire a foreign language instructor. We are located in a very remote and rural area and have not previously been able to retain a qualified teacher in this discipline.  Starting with the 2018-19 school year, the district was able to hire a Spanish instructor so all 5th-8th grade students are enrolled in Spanish classes. Spanish is also offered in our after school program to all TK-8th graders.|The district will continue to offer a board course of study to all students by retaining qualified instructors along with encouraging current staff to expand their abilities to teach more and broader subjects. Daily and weekly schedules, along with the allocation of school minutes, will be continually refined and revised to maximize the courses that students can access.|Met||2018
53716700000000|Coffee Creek Elementary|7|All students have access to a broad course of study.  Testing is administered 3 times a year to all students.   All students in need of differential support are accommodated.|Broad course of study is offered to all students.|Due to our rural area, access to internet could be a barrier in providing a broad course of study.  However, through Trinity County Office of Education, internet speed has increased over the last 2 years.|Chrome books have been purchased for all students.|Met||2018
53716960000000|Douglas City Elementary|7|As a small, single-school district, DCS uses course enrollment to track the extent to which all students have access to, and enrolled in, a broad course of study.|100% of DCS students in grades TK-8th are enrolled in a broad course of studies.  These studies include math, language arts, social science, science, visual and performing arts, physical education, health and Spanish.  100% of 4th-8th grade students have the ability to participate in performing arts if they choose to do so.  34% of the 4th-8th grade population chooses to participate in performing arts.  25% of the population that participates is our disadvantaged student group.  100% of 6th-8th grade students participate in electives on a weekly basis.|Currently, we are not facing any barriers that prevent us from providing access to a broad course of study for all students because we are so small.|Our 6th-8th grade students have expressed their appreciation to have an electives portion in their weekly academic rotation.  Every year, we look to provide an option for an elective course that students are interested in learning about.   We will continue to keep an action in our LCAP to fund our music instructor in hopes that we increase the current 25% of disadvantaged students that participate in performing arts.|Met||2018
53717380000000|Junction City Elementary|7|Our district utilizes SchoolWise, a student information system, to track the access to, and enrollment in, all required areas of study to ensure that all students, including unduplicated student groups and individuals with exceptional needs, have access to a broad course of study.|All students in all grades have access to, and are enrolled in, a broad course of study. We are a one-school district with all students located at one site.|There are no barriers preventing our district from providing access to a broad course of study for all students.|Our district will continue to ensure access to a broad course of study for all students by utilizing SchoolWise to track the access to, and enrollment in, all required areas of study for all students.|Met||2018
53717460000000|Lewiston Elementary|7|Our school has three grade bands; K-2, 3-5 and 6-8. In the grade band each student is in the same self contained classroom and therefore has the same access to a broad course of study. All students receive instruction in the same curriculum from the same instructors.|Our school has three grade bands; K-2, 3-5 and 6-8. In the grade band each student is in the same self contained classroom and therefore has the same access to a broad course of study. All students receive instruction in the same curriculum from the same instructors.|Our school has three grade bands; K-2, 3-5 and 6-8. In the grade band each student is in the same self contained classroom and therefore has the same access to a broad course of study. All students receive instruction in the same curriculum from the same instructors.|Our school has three grade bands; K-2, 3-5 and 6-8. In the grade band each student is in the same self contained classroom and therefore has the same access to a broad course of study. All students receive instruction in the same curriculum from the same instructors.|Met||2018
53717610000000|Trinity Center Elementary|7|Our staff meets regularly to get feedback regarding students' needs.  All students have access to all educational opportunities offered at our one-room school.|All K-8 students participate in all programs due to our single classroom arrangement.|There are no barriers due to our single classroom arrangement.  All K-8 students participate in all programs appropriate for their educational needs and abilities.|Staff will continue to meet regularly in order to ensure students' needs are met.|Met||2018
53738330000000|Southern Trinity Joint Unified|7|Students are tracked by counselors and individuals with exceptional needs are also tracked by our special education director.  Along with this, each teacher works to ensure that all students have access to a broad course of study.|All student have access to a broad course of study.  Not all students take advantage of all course offerings due to personal preference.  All STJUSD student in grades TK-6 are enrolled in a broad course of studies.  All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6  ( These include: English, Mathematics, Social Sciences, Science, Visual and performing arts, Health, PE).  Elementary students can access some courses, such as visual arts both within and outside the regular school day.  All STJUSD secondary students (7-12) have access to a broad course of studies within their school offerings.  STHS is WASC accredited providing students course work in the a-g requirements for college entrance.  In addition, students are able to choose online electives from CTE type courses to AP courses.   After school opportunities for students include athletics, 4-H, and occasionally other clubs/activities.|The main barrier identified as preventing us from providing access to a broad course of study for all students may be internet access for students at home.  As technology use increases students are required to do more work online.  Those who do not have internet access at home are at a disadvantage when it comes to having to do coursework that requires internet access.  Barriers preventing STJUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day.  Van Duzen does offer an after school program and continually strives to provide students experiences in areas of interest. Regular review of enrollment in broad course of study courses helps to inform the district as it make decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Students are offered tutoring after school to allow them to work on the internet if necessary.  All high school students are enrolled in a Student Success class which offers all students time to complete homework, get reteaching for any subject or do online class work.|Met||2018
53750280000000|Mountain Valley Unified|7|Because we are a very small district (250 students TK-12) all students have access to the same broad course of study in each grade span- regardless of any other criteria including students with exceptional needs.  All students in the same grade level are in the same classes and this continues into high school.  No students are refused admittance to higher level classes where those are offered.|All students are enrolled in the same courses with the same broad course of study.  We only have 250 students in the district and only 75 at the high school level so they all take exactly the same classes.  This has been true for a number of years.|There are no barriers- all students have access to and are engaged in the same broad course of study.|No actions are necessary- all students are in exactly the same broad course of study at each grade level.|Met||2018
53765130000000|Trinity Alps Unified|7|Access to academic counseling, Access to reading specialists, access to transitional kindergarten, access to a dean of students. Additional course offerings like Robotics and STEM at the high school and middle school level. Additional access to clubs (Native American studies, bike, and archery). Additional highly qualified science teacher for physics, chemistry, and math.|Students have equal access to academic programs and co-curricular activities. There are no differences in access across school sites or student groups.|No barriers exist.|We will expand our after school math lab to include English. We will also ensure all programs are adequately funded.|Met||2018
54105460000000|Tulare County Office of Education|7|We collect data through the student data program for attendance, credit accrual, etc.  This tool tracks the  progress of each individual's credit accrual.|Court/Community School students have access to all courses, programs and services to ensure students have a broad course of study and access for college and career opportunities.|The greatest barrier is due to their transiency and short term enrollment.|Court and Community  Schools began to utilize online courses to meet the needs of students due to their transiency and short term enrollment.|Met||2018
54105460119602|University Preparatory High|7|All students at UPHS complete high school courses that are a-g approved by the University of California.  As an early college high school, all students are required to complete 20 college credits, or fraction thereof based on enrollment date, at College of Sequoias.  Through attendance, high school and college course completion and grades, we monitor the success rate of students in both high school and college courses.|Courses at UPHS are divided into high school and college courses.  All students will complete high school courses that are a-g approved along with a variety of courses, 20 credit minimum, at the College fo the Sequoias.  Students are required to maintain a 95% attendance rate and earn a minimum grade of C in their high school course to eligible to enroll in college courses.  Student attendance (high school) and semester grades (high school and college) are the prime factor in determining if a student will be allowed to enroll in a college course.  Student eligibility is reviewed at the end of each semester to determine if a student will be allowed to enroll in a college course the following semester.|The primary barrier preventing UPHS students from a broad course of study is the student's success in their high school courses.  Students who earn a grade of D or F are assigned to a weekly Academic Support class and offered extra support through our after-school tutoring program.  UPHS does not offer Advanced Placement (AP) or International Baccalaureate (IB) courses.|At this time UPHS will continue to work with students who struggle academically through our weekly Academic Support Class and after-school tutoring program.  One action being taken to ensure student success is the hiring of UPHS alumni as tutors.  These tutors know and understand our program and what is needed to help students be successful in both high school and college courses.|Met||2018
54105460124057|Valley Life Charter|7|Valley Life Charter ensures that all students have access to, and are enrolled in a broad course of study. This is accomplished by creating committees to review adopted materials.  The curriculum adoption timeline is specific in when adopted material should be reviewed.  Parents, as well as staff, are invited to be a part of the reviewing committee.  By reviewing curriculum routinely, according to a schedule, allows for ensuring all students, in all grades, including unduplicated student groups, and individuals with exceptional needs have access to a broad course of study.  Valley Life uses questions on the LCAP Survey, to assess whether or not all students have access to the broad course of study.  Valley LIfe began implementing new curriculum, as new curriculum was approved by the California Department of Education.|Using the LCAP survey, participants felt VLCS students benefit from the the following programs, and should continue improving the course offerings: Science, technology, engineering, art, and math (STEAM) 98%; Collaboration, and critical thinking through project based learning, which encompasses English Language Arts- 99%; Participation in Visual and Performing Arts (as part of the charter, all students are required to participate in one type of music class, choir, band, or orchestra - participation 100%) 98% felt as though we are doing a good job, and should continue; Art, 99% agreed that we are doing a good job and should continue.  Students in grades K-3 are required to take dance class, while students in 4th - 8th, can choose to take a dance elective.  All students are required to take Spanish, grades K - 8.|No known barriers.|Valley life will continue to implement the broad course of study, for all students.|Met|The charter is based on leadership and visual and performing arts.  All students have leadership roles throughout the year.  Assemblies and special activities are all student led. Students are required to participate in the Visual and Performing Arts, as part of their course work.|2018
54105460125542|Sycamore Valley Academy|7|Tools that are used to track the extent to which all students have access to, and are enrolled in, a broad course of study are our master schedule, teacher instructional schedules and class lists, and electives offerings and rosters.|Sycamore Valley Academy is very proud of our Broad Course of Study. At SVA, all students have core instruction in English Language Arts, Math, History/Social Science, as well as receiving Spanish Language, hands-on (NGSS) Science, Art and Physical Education, all from Specialist teachers. Gifted Education strategies and Project Based Learning strategies and projects are used throughout instruction with all students. Students also receive music instruction in K-4, and have the choice to have music as an elective in grades 5-8. Students in grades 5-8 also have elective options (subject to annual change) that include things like LEGO Robotics, Coding, Dance/Drill Team, Team Sports, Journalism, Band, Theater/Drama, Yearbook, Creative Writing, Math Olympiad, and Learning Lab, as well as others.|We have had barriers at times with students who have exceptional needs and are unable to participate in the schools broad course of study because of behavioral or social factors.|We have utilized online and blended education models with access to facilities and staff, as well as access to positive social interactions with peers while doing much of the course work in an online setting to support our students who are unable to access our broad course of study in the typical way.|Met||2018
54105460135459|Blue Oak Academy|7|BOA offers an enriching course of study beyond the core standards of Language Arts, Math, Science (NGSS) and History/Social Science. All of our students are also receiving instruction in Spanish, Physical Education, and Art are taught by specialist teachers. Integrated throughout all studies are the strategies of gifted education for all, including project based learning.  Our master schedules display the offerings of these specialists’ times in each classroom.|Currently, all of our students have access to these areas of study. As our school grows from our K-3 grades to a K-8 over the next five years, we will be adding other electives beginning in fifth grade. These will vary based on student interest and desire.|Due to some students with special needs, there are times that the classroom instruction with a specialist can trigger them. If this happens, they may be provided a similar type of lesson/activity in a different setting with a different adult, such as with our Education Specialist in our Learning Center. The goal would be to scaffold and modify access for all students to all courses of study.|Due to the special needs mentioned in question 3, Blue Oak Academy chose to add extra time of a psychologist to help provide assessments, services, and individualized suggestions.|Met||2018
54105465430327|La Sierra High|7|La Sierra utilizes the Multi-Tiered Systems of Support Assessment Tool MTSS called the FIA to ensure ALL students have access to all courses, programs and services to ensure students receive a broad course of study and access to college and career.|La Sierra has made progress in this area by adding more A-g courses to satisfy college board UC/CSU access.|A barrier that exists is due to a limited number of staffing, students do not have a selective amount of college course electives.|La Sierra will utilize online courses to try and meet the need of the students.|Met||2018
54105466119291|Eleanor Roosevelt Community Learning Center|7|Each student has a unique educational plan that encourages a broad course of study.  This is measured through monthly learning records and meetings.|Students have access to a broad course of study, and as homeschoolers have greater opportunities for exploration when compared to a traditional school setting.  Families are able to offer an almost infinite array of options, based off the interests of the child.  On site enrichment opportunities include art, music, PE, gardening, science, crafts, technology and many others totaling over 50 different options available.|Barriers could include being a small learning center that cannot offer the diversity of sports or elective options that a larger school can.|Providing a broad course of study has been a key element of the appeal of our program over a traditional school program with limited student choice, and we will continue to offer as many options as possible to our students.|Met||2018
54718030000000|Alpaugh Unified|7|A broad course of study is required for grades 1-8 in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. The locally selected tools used by the Alpaugh USD to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, report cards, English Language Learner identification, and Individualized Education Plans.   A broad course of study is required for grades 9-12 in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, and Career Technical Education. The locally selected tools used by the Alpaugh USD to determine if all ninth through twelfth grade students, including unduplicated, are enrolled in a broad course of study are the Master Schedule, report cards, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all Alpaugh TK-12 students have access to a broad course of study. In addition, school sites have curricular focus areas which ensure additional opportunities for students across the district. All students in elementary participate in the art, music, physical education which provides additional enrichment opportunities for all TK-8 students and grades 6-8th provide elective opportunities, including Student Success and keyboarding. Students who are struggling academically have the support of a pull-out intense reading intervention, Resource aide, Special Education Teacher, and core curriculum which includes integrated and designated English Language Development and is aligned to the Common Core Standards.|All Alpaugh students have access to a broad course of study as explained in Prompts 1 and 2 and evidenced in local measures. The most critical barrier that would prevent our students from moving forward is maintaining highly qualified teachers who are committed to Alpaugh students.|To support staff and students in accessing the curriculum included in a broad course of study, the LEA has provided extensive professional development and support to classroom teachers. In 2018-19 the LEA will provide Tk-5 Guided Reading, TK-12 ELA and Math Instructional Coaches contracted through Tulare County Office of Education, Special Education teacher and support staff, Instructional Aids, training and resources for Integrated and Designated English Language Development, and supplemental curriculum aligned to the Common Core. To support struggling students and Students with Disabilities, the supplemental curriculum is aligned to the adopted curriculum and designed to bridge the gap between striving readers and grade level text. Adopted curriculum and supplemental curriculum is provided Tk-12, and staff members have received training.|Met||2018
54718030112458|California Connections Academy@Central|7|N/A|N/A|N/A|N/A|Met|California Connections Academy @ Central does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to California Connections Academy @ Central.|2018
54718110000000|Alta Vista Elementary|7|Alta Vista uses class enrollment records as the local measure to assure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class.|Based upon review of class enrollments and teacher lesson plans, every student at Alta Vista is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Upon matriculation from eight grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education.|No barriers preventing Alt Vista from providing access to a broad course of study for all students have been identified. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music with every student enrolled and empowered with high quality instruction and instruments as well as expansion of science exploration through lab kits on-site, and online activities.|Alta Vista continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services.|Met||2018
54718290000000|Buena Vista Elementary|7|We are a single-school K-8 school district with self-contained classrooms. Through classroom observation and survey we can determine that all students have access to and are enrolled in a broad course of study. Student assessments and scores are collected and easily accessible to teachers for informed instructional decisions|All students are enrolled in and provided a broad course of study.  All students have access to a personal textbooks and are provided individual materials.  EL students are provided designated and integrated instruction within the classroom setting.  DIBELS, STAR Reading, STAR Math, Mobymax, CAASPP and classroom assessments/work are used to make decisions regarding at-risk students that require intervention.  Our Special Education services are provided through the County Office.  We contract with the County Office for extra psychologist time and Family Service Worker time to increase access for our students social-emotional needs. We offer music to all students in grades K-4 and Band to students in grades 5-8.  We have introduced Drama in the form of performance plays.  We hope to continue to increase access to the arts.|Based on survey and observation, there are no barriers and believe that all students are offered a broad course of study.|Based on what we have learned, we are working to refine what we offer our students.  We are providing coaching to teachers and increased access to social-emotional services.  We want to better use the data that we have to make more informed decisions regarding student learning.|Met||2018
54718370000000|Burton Elementary|7|The locally selected measures for broad course of study are review of class lists and schedules to ensure that students from all student groups are able to access the courses needed for their success.|All students have access to the developmentally appropriate classes.  There are several campuses that operate specialized programs for students and while those students in those specialized programs may not be in the same classes as their grade level peers they are in the appropriate classes to meet their needs.  Students who are academically ready for a class are given that opportunity regardless of their student group affiliation.|Given the current status we believe that we have addressed any of these barriers and will be able to provide appropriate access to all students.  Future barriers that might present issues would be the availability of qualified staff for specialized positions.  The district has taken a proactive approach to this and has developed a teacher induction program as well as visiting multiple job fairs to ensure that we can find the best candidates to meet the students' needs.|The district will continue to monitor these schedules and class lists to ensure that all students are receiving the courses they need to complete their academic program.  Additionally the district staff works in collaboration with sites to ensure that our students are receiving the appropriate schedule for their individual needs.  This collaborative effort between the district and the school sites ensures that students from all student groups have access to a broad course of study.|Met||2018
54718370109009|Summit Charter Academy|7|The locally selected measures for broad course of study are review of class lists and schedules to ensure that students from all student groups are able to access the courses needed for their success.|All students have access to the developmentally appropriate classes.  There are several campuses that operate specialized programs for students and while those students in those specialized programs may not be in the same classes as their grade level peers they are in the appropriate classes to meet their needs.  Students who are academically ready for a class are given that opportunity regardless of their student group affiliation.|Given the current status we believe that we have addressed any of these barriers and will be able to provide appropriate access to all students.  Future barriers that might present issues would be the availability of qualified staff for specialized positions.  The district has taken a proactive approach to this and has developed a teacher induction program as well as visiting multiple job fairs to ensure that we can find the best candidates to meet the students' needs.|The district will continue to monitor these schedules and class lists to ensure that all students are receiving the courses they need to complete their academic program.  Additionally the district staff works in collaboration with sites to ensure that our students are receiving the appropriate schedule for their individual needs.  This collaborative effort between the district and the school sites ensures that students from all student groups have access to a broad course of study.|Met||2018
54718520000000|Columbine Elementary|7|Columbine is a TK-8 Elementary School with self-contained classes. The curriculum covers reading, spelling, language arts, math , science, social studies, physical education, technology, and art. 100%of the students in every grade participate in all of these subjects. Occasionally students will be excused from P.E. due to a Doctor's order.|100% of the students in all grades participate in the subjects mentioned above. A student may miss P.E. for a period of time due to a doctor's note.|There aren't any barriers. All students receive the same variety of subjects. A bigger school would allow for more electives.|Columbine will continue its current course of study. We believe in the self-contained classroom,  We also will continue Oral Language competitions, Odyssey of the Mind, Math Field Day, Yearbook, and Flag Raising activities to round out our curriculum.|Met||2018
54718600000000|Cutler-Orosi Joint Unified|7|Cutler- Orosi Joint Unified School District (COJUSD) tracks the extent to which all students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs through reviewing master schedules at each school, enrollment procedures and criteria for student course selection. In addition, an annual program evaluation report is presented to the School Board which includes course of study enrollment data.|COJUSD is committed to offering a broad course of study to all students.  Grades 1-6 follow a daily instructional schedule which includes English, Math, Science, and Social Studies. All students receive the required number of minutes in Physical Education in all grades.  Visual and Performing Arts and Health education are integrated over the course of the school year.  Classroom music, art projects, drama, oral interpretation, and winter/spring performances allow students to develop and showcase their talent. Health education topics are studied throughout the year as students learn about their bodies, nutrition, fitness, and making good choices. The School nurse provides up to date health information and health screenings as required.     In grades 6-8, students continue being offered a broad course of study. In addition to English Language Arts/ELD, Mathematics, Science, History/Social Science, and the required Physical Education courses.  In addition, students may select from a variety of additional courses:  Band, Choir, Guitar, Leadership, AVID, Spanish, STEM, Agriculture, Yearbook, and Computer Science.  Students are also provided access to STEM enrichment activities at noon time by participating in Math Engineering Science Academy and students have access to afterschool enrichment activities which includes but are not limited to STEM projects, Robotics, dance, photography and a variety of other offerings.       Grades 9-12 ensure students have access to A-G coursework as well as Dual Enrollment CORE/CTE opportunities. Graduation requirements for OHS exceed the minimum recommendation by the State of California and are aligned with most all CSU and UC requirements. All freshmen are enrolled in a semester Driver Education/Speech & Debate.  All students are provided access to Linked Learning career pathways and academy programs of study.  OHS offers 3 Career Pathway Academies. OHS is a national AVID demonstration school.  OHS offers 10 Advanced Placement courses.  Students are encouraged to take AP exams.  Extra and co-curricular opportunities are provided to students through athletics, intramural sports, clubs/service projects, and academic competitions.|While COJUSD has made significant progress in offering a broad course of study in all the content areas and grades, access to some of the courses are limited by an individual student's academic progress.  Students who are not yet at standard, such as English Learners, Students with Disabilities, and under-performing students who need intervention courses or need to repeat a course in 9-12, or are in the alternative education setting, are limited in their ability to take courses such as visual and performing arts or specialized secondary courses.  Interventions are closely monitored in order to remove the supplemental support when appropriate so that students are able to take a broader range courses.  Every effort is made to extend a student's instructional day or provide interventions after school so that as many students as possible have access to a broader range of courses, particularly in the visual and performing arts.Visual/|As new content standards and frameworks are adopted by the State Board of Education, the district engages administrators and teachers in a review of the standards and instruction in that content.  As new instructional materials are adopted, a thorough review process is conducted and instruction and instructional materials are upgraded; most recently, Science, followed by Visual and Performing arts, Health, and World Languages.   The district has implemented a Spanish Dual Immersion program beginning with the 2018-19 school year in Kindergarten giving students access to world languages in elementary school.|Met||2018
54718940000000|Ducor Union Elementary|7|Ducor uses class enrollment records as the local measure to assure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class.|Based upon review of class enrollments and teacher lesson plans, every student at Ducor is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Upon matriculation from eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education.|No barriers preventing Ducor from providing access to a broad course of study for all students have been identified. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music as well as expansion of science exploration through lab kits on-site, and online activities.|Ducor continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services.|Met||2018
54719020000000|Earlimart Elementary|7|The district uses the following tools to endure students have access to a broad course of study: • California Healthy Kids Survey • School Site Master Schedules • Lesson Plans • Data Chats|Earlimart School District is a small rural school district. All students in both elementary sites and the middle school have equal access and equity in relation to a brad course of study. The district is in the planning stages of implementation for an expanded Science, Technology, Engineering, and Math Lab. In addition, the district is also expanding language learning opportunities.|The main barrier is fiscal. The district is evaluating program effectiveness to possibly move funds to expedite the above initiatives.|The district will meet with various stakeholders with the results of program evaluation to plan and discuss next steps.|Met||2018
54719440000000|Hope Elementary|7|Hope uses class enrollment records as the local measure to assure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class.|Based upon review of class enrollments and teacher lesson plans, every student at Hope is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, History/Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Upon matriculation from eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education.|No barriers preventing Hope from providing access to a broad course of study for all students have been identified. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music as well as expansion of science exploration through lab kits on-site, and online activities.|Hope continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services.|Met||2018
54719510000000|Hot Springs Elementary|7|Hot Springs Elementary School is a Necessary Small School with only 19 students enrolled in grades K-8. The small number of students allows for a much closer monitoring of student access to a broad course of study and to trace each student's progress. Teachers use lesson plans and regular staff discussion of student progress and needs. Each student receives a lot of individual attention from teachers and an instructional aide. Teachers use current adoption text books and conduct regular assessment with tests as well. A resource teacher is provided by the county office of education to add additional help to any student with an IEP.|Since the school is so small (only 19 student in K-8) there is no differences across the grade levels in the access to a basic course of study. All students have access to the courses and no student, or group of students are excluded at any grade level. Hot Springs has only one school and all students attend the one site.|Again, as in question #2, since the school is so small (only 19 student in K-8) there is no differences across the grade levels in the access to a basic course of study. No differences exist between grade levels. Both teachers are highly qualified and have the correct credentials. At this time no barriers exist and teachers continue to monitor and measure the progress of each student. They use lesson plans and adopted texts as well as almost daily meetings to track this progress and access.|Through the selected measures and tools it is evident that 100% of the students have access to and are enrolled in a basic course of study and no revisions are needed at this time. However, the staff and administrator will continue to monitor the situation and address any issue that may come up. Parents and school board members will also be involved if changes are needed in the future.|Met||2018
54719690000000|Kings River Union Elementary|7|Kings River Union Elementary School District (KRUESD) utilizes multiple measures to document access and enrollment in the broad course of study that we offer at our TK-8th grade single site school district.  We have a master schedule of course offerings that we create annually to track the courses offered and the students enrolled in each course by grade level.  This information is specifically tracked within our student information system, Aeries, and through an additional master schedule document.|Access differences to some course offerings do exist between grade levels based on appropriateness, for example, the option to participate in band begins in fourth grade for all students and the identification for the Gifted and Talented Education classes become available in 3rd grade once identified as qualifying for this program.|As a small, single-site TK-8th grade school, there are minor barriers (limited staff and credential type) to providing a more varied course offering to our 7th and 8th grade students but we do not feel this prohibits our students from receiving a broad course of study.|Based on the information gathered through our tools, KRUESD will continue to offer a broad course of study to all of our students in a similar manner in the future but will continue to analyze fiscal and human resources in the future to determine if the offerings could be further increased or more varied.|Met||2018
54719850000000|Liberty Elementary|7|The district utilizes the Student Information System and the Data and Assessment Program to make sure all First-Eighth grade students are enrolled and accessing a broad course of study.|100% of First-Eighth grade students are enrolled in and have access to a broad course of study.  There are no differences across grade levels in the access to or enrollment in a broad course of study and the district seeks to sustain this level of access to a broad course of study every year.|Through the use of our Student Information System and Data and Assessment Program, it is evidenced that there are no current barriers impeding students’ participation in a broad course of study.|Through the information gathered utilizing the Student Information System and the Data and Assessment Program, it is evidenced that 100% of First-Eighth grade students have access to and are enrolled in a broad course of study and there is no need for revisions or new actions at this time.|Met||2018
54719930000000|Lindsay Unified|7|All site schedules exceed the minimum minutes of core instruction as required by law. Lindsay Unified uses daily schedules at the K-8 span, along with the master schedule and graduation requirements at the 9-12 span to ensure learners are receiving a broad course of study.   The K-8 art and music schedules are reviewed as well, to ensure learners are receiving access to the fine arts.|All learners have access to ELA, Math, Science, History/Social Studies, PE, Health, digital literacy, and fine arts.  In addition, English learners have a block of designated ELD incorporated into their day. Two of the district’s K-8 sites offer Spanish dual immersion.  Parents outside of the site boundaries can enroll their children in the dual immersion programs during the general enrollment and Kindergarten registration process.  Two sites also offer learners access to Code to the Future, where learners receive instruction in coding. The comprehensive high-school offers a variety of CTE courses, of which learners are required to complete three to graduate.  The comprehensive high-school has also added three dual enrollment courses to their list of offerings.   In 2018-19, the number of offerings will be expanded to serve more learners and their interests. Learners at the alternative high school participate in internships in conjunction with Big Picture Learning.|As the district tries to broaden the course offerings at the secondary level, matching the credentialing of the existing teachers to the desired electives is a barrier.  Meeting the credentialing requirements to teach dual enrollment courses is also a barrier.|Through Lindsay Unified’s Teacher and School Leader Incentive Grant, more teachers will complete Master’s Degree programs and CTE Credentialing programs that will broaden the course of study at the secondary level. In addition, eight blended learning assistants support the work to offer digital literacy and coding to learners K-12.  At the K-8 level, two music teachers and one visual arts teacher will provide learning opportunities.|Met||2018
54719930124776|Loma Vista Charter|7|All site schedules exceed the minimum minutes of core instruction as required by law. Loma Vista uses daily schedules, along with the master schedule and graduation requirements to ensure learners are receiving a broad course of study.|All learners have access to ELA, Math, Science, History/Social Studies, PE, Health, digital literacy, and fine arts through online and in-person instruction.  In addition, English learners have a block of designated ELD incorporated into their schedule.|Online curriculum offers a limited scope of elective offerings for learners.|Through Lindsay Unified’s Teacher and School Leader Incentive Grant, more teachers will complete Master’s Degree programs and CTE Credentialing programs that will broaden the course of study at the secondary level. In addition, a blended learning assistant supports the work to offer digital literacy to learners.|Met||2018
54720090000000|Monson-Sultana Joint Union Elementary|7|Monson-Sultana School uses the district's student data system, AERIES, to track the proper placement and enrollment of all students (including students with exceptional needs) in grades TK-8 in Broad Course of Study courses (English Language Arts, mathematics, social studies, social science, PE, Technology, and music).|All students, including those with exceptional needs, in grades TK-8 have daily access to a Broad Course of Study in English Language Arts, mathematics, social studies, social sciences, and PE.  All students in TK-5 receive music instruction 2-3 times a week by a full time music teacher.  For the past 3 years, M-S has had a full time PE teacher who provides all state required Physical Education minutes to all students.  Students in grades 6-8 are receiving first hand exposure to Career Technical Education with Valley Regional Occupational Program through a partnership with Dinuba Unified School District and consultation from a guidance counselor.   To ensure ALL students have equal access to Broad Course of Study, Monson-Sultana School has improved its technology in TK-8 grades providing one-to-one devices and technical accessibility to all students, including exceptional students.|The greatest barrier to Broad Course of Study within a single school district is limited resources due to the dynamics of a small rural school district.  Dynamics include, limited personnel (certificated and classified) and specialist in curricular subjects.  The district is posed with discovering ways to maneuver the daily schedule in order to provide intervention support.|Monson-Sultana School has provided students in grades 6-8 an opportunity to receive first hand exposure to Career Technical Education with Valley Regional Occupational Program through a partnership with Dinuba Unified School District and consultation from a guidance counselor.  To address the barriers Monson-Sultana School faces due to the dynamics of a small school district, with only having two teachers per grade level, professional development is not a one-size-fits all model.  Teachers are trained to meet the multi-faceted needs of their students in their classrooms.  The district has added additional days of professional development to the school year calendar to provided teachers and instructional assistants with hands-on training experiences during classroom instruction with the guidance of COE curriculum specialist in English Language Arts and mathematics.|Met|All information regarding Priority 7 was presented to the school board on November 6, 2018.|2018
54720170000000|Oak Valley Union Elementary|7|Our student information system is used to to track the extent to which all students have access to, and are enrolled in, a broad course of study.  The site Principal and her Master Schedule Team use our system to build a Master Schedule to ensure that all students have access to a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.We are a small school so we invest in the time to ensure that all students have access.|The site Principal and her Master Schedule Team use our student information system to build a Master Schedule to ensure that all students have access to a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.We are a small school so we invest in the time to ensure that all students have access.  The Team reviews each students schedule to ensure that is happening.|Time has been an issue.  Finding time in which students that need academic support as well as access to a broad course of study has been difficult. We have managed to work through that obstacle and plan on continuing with our efforts.|We have made adjustments in our master schedule to ensure that students in need of special services and/or ELD have access to a broad course of study and that no barriers exist for their participation.|Met||2018
54720250000000|Outside Creek Elementary|7|Because Outside Creek have self-contained classrooms, the locally selected measure is the grade enrollment rosters which identify all students having access to a broad course of study.  Another measure are teacher lesson plans which demonstrate all students receive a broad course of study. Finally, daily classroom schedules, and a list of instructional supplies ordered and field trips attended demonstrate access to a broad course of study.|Outside Creek School District is a single-site district. 100% of students have access to a board course of study.  Each classroom offers grade-appropriate broad course of studies.|Barriers that hinder access to a broad course of study is the limitations of the multi-subject credentialed staff.  Also, because Outside Creek is a K-8 school with 106 students, the expense of hiring additional staff for specific broad course of studies is quite high.  Another barrier is time. In order to provide regular course offerings, there is little time in the school day to offer various broad course of studies.|Over the past few years, Outside Creek has dedicated more resources to a broad course of study. Other than that, it is evidenced that 100% of students have access to and are enrolled in a broad course of study, and there is no need for revision or new actions at this time.|Met||2018
54720330000000|Palo Verde Union Elementary|7|Palo Verde uses class enrollment records as the local measure to assure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class. Based upon review of class enrollments and teacher lesson plans, every student at Palo Verde is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education.|Based upon review of class enrollments and teacher lesson plans, every student at Palo Verde is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Palo Verde has a full time music teacher. Students grades Pre School through grade three have bi-weekly music training that affords them time to sing, play instruments, and learn basic music theory.   Students grades four through eight have the opportunity to play an instrument in the school band. Students in grades four and five, who are not part of the band, are part of a teacher led choir, and perform at a fall and spring concert.  Students in grades 6-8 have an elective period and are able to choose Spanish, Science Olympiad, band, Student Leadership, Teacher’s Aide, Chess, Agriculture (Palo Verde has partnered with the Tulare high school district Future Farmers of America organization), and Year Book. All students have access to these electives. Upon matriculation from eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education.|No barriers preventing Palo Verde from providing access to a broad course of study for all students have been identified. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music as well as expansion of science exploration through lab kits on-site, and online activities.|Palo Verde continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services.|Met||2018
54720410000000|Pixley Union Elementary|7|The tools used to track our students access to a broad course of study include:  1. Aeries Scheduling for the middle school student schedules,  2. Google docs that identifies the teachers class schedules at the middle school,  3. Grade level daily schedules at the elementary,  4. IEP goals which determine access to general education,  5. ELD department schedules depicting integrated and designated ELD times districtwide,  6. Music schedules at both middle school and elementary,  7. PE schedules at both sites 8. SST meeting notes and forms that determine intervention courses needed 9. Elective schedules at the middle school that include Ag Science, Art, technology, STEM, and music|There are no differences across grade levels in the access to or enrollment in a BCS and the district seeks to sustain this level of access to a broad course of study every year.|Through the use of our selected measures/tools, it is evidenced that there are no current barriers impeding students’ participation in a broad course of study.|Through information gathered utilizing selected measures/tools, it is evidenced that 100% of students have access to and are enrolled in a broad course of study, and there is no need for revisions or new actions at this time.|Met||2018
54720580000000|Pleasant View Elementary|7|PVEA Board and School Site Council held collaborative meetings with administration to complete the self reflection process regarding progress in professional learning, curriculum, Programs, support and broad course of study for all students. Collaboratively,  they  looked at our yearly Calendar, daily lessons plans, and our PE/Music schedules and our enrollment numbers in our TK-8th to determine the extent to which our students are offered a broad course of study. In TK-4th all students participate in weekly music classes provided by a certificated music teacher. In grades 5th-8th all students have the opportunity to participate in band class and/or individual music lessons weekly. All 5th-8th grade students have the opportunity to opt-in for any available music classes at any time throughout the year.|As a Small rural single school district with the help of the Local Control Funding, Pleasant View now has 1 full time PE teacher and a full time Music/Band teacher. The PE and Music/Band  teacher for TK-8 are new for the 2018-2019 school year.  In TK-4th all students participate in weekly music classes provided by a certificated music teacher. In grades 5th-8th all students have the opportunity to participate in band class and/or individual music lessons weekly. All 5th-8th grade students have the opportunity to opt-in for any available music classes at any time throughout the year. The district has partnered with TCOE to provide all students the opportunity to participate in semi-annual stage productions such as, “Winnie the Pooh,”  “101 Dalmatians.”  Pleasant View also offers the opportunity for various field trips in TK-8 throughout the school year to provide every student with real-world experiences. Whether the trip is to a bakery, hospital, a garden, a supermarket or a museum, with each experience students are able to create a connection between what is happening at school and in the ‘real-world’.|Some of the barriers we face at Pleasant View with providing access to a broad course of study is facilities, funding, personnel and time. Facilities is a challenge because of our small school size. It is difficult to designate a room exclusively for extra events and activities.  Our funding is limited because funds have been previously designated for other components within the LCAP, this limits the amount of personnel we are able to hire. Time is always a challenge do to other necessary curriculum components. These barriers are preventing us from expanding our broad course of study to include performing arts that include choir and additional on stage performance opportunities, As well as expanding our program to include  a STEM component for all students.|Physical Education, Music and Band by a certificated teacher on a consistent basis was implemented during the 2018-2019 school year to ensure a broader course of study for all students. Pleasant View does provide additional events for the entire school which endorses performance arts. Currently with the new band teacher students in 5-8 will have more opportunity to participate and do performing arts events with the band color guard and  shield  team. As noted above when funds become available the district plans to expand the  course of study to include a  STEM component  that aligns with the next generation standards for all students. The performing arts program will be expanded to include additionally small group music lessons and on stage performance throughout the year. Small group music lessons would be offered to  grades 3 and 4, as well as choir for 4th-8th grade.|Met||2018
54720820000000|Richgrove Elementary|7|All students on the campus of Richgrove School have access to various courses of study and exposure.  Some of those instructional sessions are: -Guitar -Piano -Marching Band -Choir -Beginning Band -Advanced virtually reality computers -Leo Robotics -Introduction to career pathways -Dual Language Instruction (Spanish and English) The school keeps track of each student that is enrolled in these courses and depending on grade levels these courses are open ever year for students to enroll. Instructors will give credit for course work and all students including special education and english learners are allowed to be in enrolled.|We are a one school district so all of our students on our one campus are eligible to enroll in these courses if they are offered to their grade span.|If there are any limitations it would only be the amount of room we have on our campus to offer these courses.  It is crowded and that  may limit the number of participants in some courses.|The school has been unsuccessful in obtaining an instructor for dance and violin courses.  We will continue to search for this instructor in the hopes it will fit our master schedule. Not having found this person we opened up guitar by allowing our band director who is a part time employee to have more hours on campus to have guitar courses.  We have also decided to have our 8th graders be in their Intro to Career Pathways year round as opposed to just selected weeks throughout the year as was the original plan.|Met||2018
54720900000000|Rockford Elementary|7|The LEA used the master schedule, student enrollment, lesson plans and observations to track the extent to which all students have access to and are enrolled in a a broad course of study.  In addition, extra attention was placed on unduplicated student groups and individuals with exceptional needs to make sure their needs were met.|All students are enrolled in the required courses of studies, including English, Math, Science, History/Social Science, Health, Physical Education, and Visual and Performing Arts.  In addition to these classes, foreign language, drama, art, music, robotics and video production are being offered to students in extra curricular programs during the school day and after school.|Barriers that would prevent the LEA from expanding a broad course of study are limited staff and lack of funding.|Currently the LEA has state adopted Common Core curriculum in ELA and Math.  The District has purchased supplemental programs for NGSS and History/Social Science.  The District will continue to provide standards aligned curriculum at all grade levels.|Met||2018
54721080000000|Saucelito Elementary|7|Saucelito uses class enrollment records as the local measure to assure that all students are enrolled in the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education.. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class.|Based upon review of class enrollments and teacher lesson plans, every student at Saucelito is enrolled in and has access to the broad course of study.|No barriers preventing Saucelito from providing access to a broad course of study for all students have been identified.|Saucelito continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services.|Met||2018
54721166054340|Sequoia Elementary Charter|7|The district utilizes Planbookedu, pacing schedules, and the Registrar's evaluation of daily ADA to ensure that all students are receiving a broad course of study.  All students in grade K-8 are provided Math, History, Science, Language Arts, and Physical Education.  All students in Grades 4 -8 also have the option of participating in Band.  Students in 6th- 8th Grade also have the opportunity to participate in Year Book, Leadership (Student Body Council) Science Engineering, Science Olympiad, Broadcast Production, Sports, and Drama.  No student is denied access or the opportunity to participate.|100% of Sequoia Union students have access to a broad course of study.  The breakdown of available courses is explained in Question #1.  Through staff and community involvement the district seeks to continue this level of access to all students.|No barriers exist to deny any student access to a broad course of study.  As previously indicated the district seeks to ensure that a quality educational program exists and is accessible to all students.|It has been stated and restated that 100 % of the students in Sequoia Union Elementary School have access to a broad course of study.  However, we would be remiss in our duties, if we simply accepted that as an answer.  Through the thorough involvement of staff and parents, involved in a variety of ways (School Site Council, Parent's Guild, School Board, and Strategic Planning, etc.) the district strives to ensure that it is in compliance with state standards, not simply meeting, but exceeding minimum standards, and that students are receiving the best academic program available..|Met||2018
54721320000000|Springville Union Elementary|7|The tools/measures used to document and track student access to a Broad Course of Study (BCS) include classroom schedules, teacher lesson plans, and class enrollment information.  Additional course studies include: classroom music, band, chorus, and competitive sports.|Based on information gathered through the tools/measures used to document and track student access to BCS, 100% of the K - 8 students have access to or are enrolled in classroom music K - 5, band 4 - 8, chorus 4 - 8, and seasonal sports 6 - 8. The District seeks to sustain this level of access to BCS every year.|Through the use of tools/measures, it is evidenced that there are no current barriers impeding student participation in a BCS.|Information gathered through tools/measures show evidence that 100% of Springville Students have access to and/or are enrolled in a Broad Course of Study (BCS) and there is no need, at this time, for revisions or new actions.|Met||2018
54721400000000|Stone Corral Elementary|7|Stone Corral used the following measures or tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  • Master schedule • Classroom observation • Classroom Agendas • Classroom syllabus • RTI data • Report Cards • Testing/Assessment data • Staff meeting discussions • Lesson plans submitted to administration • Professional development • Student Study Team data • Resource Teacher Data • IEP data • CAASPP Scores- Individual/disaggregated/school wide • CELDT/ELPAC • Redesignation rates • Parent surveys • Teacher surveys|Stone Corral annually measures the progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study…including the programs and services developed and provided to unduplicated students and individuals with exceptional needs.  Stone Corral offers the following course of study for grades 1-6 as per California Education Code (EC) 51210 and grades 7-12 California EC 51220(a)-(i) – Course of Study for grades 7-12: Course of study for grades 1-6 ? English ? Mathematics ? Social Sciences ? Science ? Visual and Performing Arts ? Health ? Physical Education Course of Study for grades 7-12 ? English ? Social Sciences ? Foreign Language ? Physical Education ? Science ? Mathematics ? Visual and Performing Arts|The staff, parents and community developed a list of identified barriers and questions. Here are the barriers identified by the staff, teachers, and community  How well are students across all student groups doing in general and in the core academic subjects? Do we offer multilingual academic support for our students? We know the students are meeting the goal of all students taking a full range of courses. How will we know if the school district is meeting the goal of all students taking a full range of courses in a rigorous way that will ultimately ensure academic achievement in all courses and academic achievement on the CAASPP assessment, ELPAC assessment, and CAST assessment? What other kinds of measurements would make sense? Are there other forms of measurement we can try? Students who are learning English need excellent instruction to ensure that the student learn English to be successful academically; it is important that students also embellish their primary language so that they will be bilingual. Students who have not progressed to grade level in language arts and math need an effective intervention program and catch up plan to ensure grade level academic achievement. What courses are available to better prepare students for 21st century careers and for the roles and responsibilities of civic engagement? How do we partner with local colleges and universities as well as other community partners to provide pathways for students? What strategies do we have in place to inform and engage parents in course of study, career pathways and college planning for their student? Do parents have regular opportunities to discuss what their child is learning with teachers and how they can best support student learning at home?|1 — Rigor: Hold high expectations and provide numerous avenues of support so that each middle grades learner succeeds. Use California’s content standards, frameworks, adopted and aligned instructional materials, and common formative and summative assessments as the foundation for rigorous curriculum and instruction. 2 — Instruction, Assessment, and Intervention: Engage with challenging lessons and opportunities to think critically and demonstrate their learning in a variety of ways.Differentiate strategies to deliver standards-based, grade-level instruction that reflects individual student needs and results from ongoing common assessments.Use data on individual students' progress to deliver appropriate, accelerated classroom and schoolwide academic interventions and enrichment opportunities. 3 — Time: Institute flexible schedules that provide the recommended and required instructional minutes for core academic classes and accelerated interventions.Provide sufficient time before, during, and after school so that each student has access to additional academic and interest-based classes and opportunities to meet social and personal needs. Schedule regular common planning time for professional learning communities to analyze student data, coordinate instruction, and communicate with families. 4 — Relevance: Meet the needs of students by developing a rich set of courses and enrichment opportunities that infuse learning with technology, visual and performing arts, career/real-world connections, service- and project-based learning, and multicultural experiences. Engage students as lifelong learners by developing socially relevant cross-curricular understanding and opportunities for meaningful participation before, during, and after school. 5 — Relationships: Foster close relationships for accountability and engagement among students and with adults who share extended time through grade-level, subject-area, or interdisciplinary small learning communities. Provide an advisory program and counseling to ensure that each student has frequent contact with an adult mentor to plan and assess his or her academic, personal, and social development. 6— Access: Provide students equal access to a well-prepared, qualified, caring staff and a rich learning environment that includes grade-level standards-based instruction; academic interventions; learning resources; leadership and recognition opportunities; exploratory programs; sports, clubs, and enrichment activities; and, to the extent possible, placement in heterogeneous classes. 7 — Safety, Resilience, and Health: Create and sustain a fair, safe, and healthy school environment through a policy of positive discipline; civic and character education; safe facilities; access to adult mentors and counseling; and school and community health and social services. 8 — Leadership: Try to foster distributed leadership, collaborative decision making, and regular data analysis.|Met||2018
54721400136507|Crescent Valley Public Charter II|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
54721570000000|Strathmore Union Elementary|7|Strathmore Union Elementary School District uses a master schedule to enroll students in a broad course of study. All students in all grade spans and student groups, including individuals with exceptional needs, are enrolled in all core subjects. This is confirmed throughout the year by site principals through lesson plans that are submitted weekly and through monitoring of the classrooms on a continuing basis.|All students have access to core subjects (ELA, ELD, math, science, history, and PE) based on the master schedule and confirmed through lesson plans and classroom monitoring. In addition, students in grades 4-8 can choose to enroll in band. Students in grades 4-8 have dance instruction as a part of PE on a weekly basis. Students in grades 4-8 can elect to participate in the California Cadet Program. Students in grades 5-8 have art instruction on a rotating basis. Students in grades 1-4 have the option to participate in a theater experience.|Even a full time music teacher has a limited amount of time to spend with students each week. The District has chosen to concentrate instruction in the 4th through 8th grades through the development of a band program. Even though the opportunity is there to participate, not all students choose to do so. There are other options for students to choose to participate in as well that not all students take advantage of. Our art program is offered to students at the middle school as one of the staff members has the ability to teach it. Although we have looked at bringing art programs in to elementary school, the cost of doing so has kept us from doing it. Other barriers include the need for additional staffing to provide formal music instruction in grades 1-3; not all students want to participate in band; school has been unable to find a staff member capable of providing instruction in other areas; and scheduling additional activities during the day would take time away from core instruction.|This year, we have contracted with the Tulare County Office of Education to provide a theater program for first through fourth grade students. We have hired a new dance instructor and will consider adding another day to the dance instructor's schedule for students wanting to do more dance.|Met||2018
54721730000000|Sundale Union Elementary|7|The tools used to measure that all students have access to or are enrolled in a broad coarse of student (access to all student populations) are the use of daily schedules, class rosters for electives, class offerings and classroom observations by administration.|Sundale students have access to music, art, physical education, core subjects, Ag education, technology, college and career education, social sciences, science, health education and applied arts (Ceramics).  Students in middle school are also offered foreign language, drama, and career specific offerings.|It is more difficult with the students in grades TK-5 to offering the elective choices which are offered to middle school students due to the fact of the amount of time they are in school as well the availability of staffing.|Through the Schools Foundation, we are able to offer enrichment classes for students after school as well as at our community center.  In addition summer school is offered for all students where STEAM is taught in addition to enrichment opportunities.|Met||2018
54721810000000|Sunnyside Union Elementary|7|Sunnyside Certificated Staff held a collaborative meeting with administration to complete the self reflection process regarding progress in professional learning, curriculum, programs, support and broad course of study for all students. Administration also looked at our yearly Calendar, daily lesson plans, our Art and PE teacher schedules and our enrollment numbers in our junior high electives to determine the extent to which our students are offered a broad course of study.|As a small rural single school school district, Sunnyside is very fortunate with a broad course of study offered to all students. With the help of the local control funding, Sunnyside has a 2 full time PE/Health Teachers, a full time Art teacher and a part-time Band Teacher. The PE  teacher for K-5 is new for the 2018-2019 school year. Sunnyside also offers a wide variety of electives for our 6th-8th grade classes such as Cultural Dance, Band, Art, STEM, Landscaping. These students are given 3-6 electives per trimester and attend these electives daily.  Our K-5th grade classrooms have PE/Health and Art from a certificated teacher. 4th and 5th grade also has access to Band with a certificated teacher.  K-8th is also provided exposure to performing arts during special events such as Talent Show, Grandparents Day and Winter Concert with their classroom teacher.|One barrier Sunnyside faces with providing access to a broad course of study is K-3rd currently does not have access to music or performing art instruction unless it is provided by the classroom teacher. However, we do strongly encourage our teachers to perform in many of our special events.  Another barrier is 6-8th grade students are offered visual and performing arts and career/technical education in electives and only given 3-4 electives per trimester. Students choose electives and are encouraged to change their electives every trimester, however many students keep their same electives due to their interests and aren't exposed to some of the other great electives offered. In addition, English Learner students are provided with two elective while non English Learners students are provided with 4 electives. This is a barrier, however, our District wants to not only fulfill the English Language Development requirement but also provide as much additional support to our English Learners as possible.|Physical Education, Health and PE by a certificated teacher on a consistent basis was implemented during the 2018-2019 school year to ensure a broader course of student for all students.  Sunnyside does provide many additional events for the entire school which encourages performing arts and all staff will be encouraged to participate and do meaningful performing art performances. Ideally, we will provide K-5th grade students more access to performing arts with an outside agency such as Tulare County Office of Education or a Performing Arts teacher. It was also suggested that Sunnyside looks into ideas such as a career day and a  school newspaper/yearbooks.|Met|As a small rural school, we have made many improvements to improve course of study. This is a work in progress and we believe strongly in providing as much as possible to each student in efforts to create a well rounded student.|2018
54721990000000|Terra Bella Union Elementary|7|In grades K-8, we utilize the following measures to define a Broad Course of Study:  Student Access to Board Approved Instructional Materials Student Access to PE Instruction Student Access to Visual and Performing Art Instruction  The School Accountability Report Card (SARC) is used to monitor. Administrator walkthroughs are also used to visually inspect each class.|In grades K-5, all students have access to visual and performing arts in the form of art embedded into thematic instruction and performing at yearly assemblies.  Administrators can visibly verify 100% of classrooms teach art and have student art posted. Students in grades 3-5 also have access to choir.   The student honor choir performs 2 times a year publicly. Students in grades 6-8 are able to participate in the marching band.  In the 2017-18 school year approximately 1/3 of 6-8 grade students participated in band.|The current barriers are time and qualified staff.  It has taken several years to establish choir, and it will take additional planning to reach school wide access.  In rural schools districts finding qualified instructors that are properly credentialed can be difficult.|In 2018-19, administrators have been reassigned to allow for greater focus on the need to provide curriculum assistance in the areas of common core curriculum and the arts.  Each administrator evaluates an average of 14 teachers.|Met||2018
54722070000000|Three Rivers Union Elementary|7|All classes at Three Rivers School, K-8, are self contained.  However, at the Jr. High level, we strive to provide a broad course of study, beyond the basics. We offer band, music, drama at different levels, enrichment academic field trips, additional science opportunities, chances to participate in oral recitation activities, additional enrichment resources brought in from the National Park and the community, additional opportunities for community sports activities, and any other things we can think of. ALL students have ever opportunity they could ever want.|The best measure I can think of is robust participation in activities. Students can participate in as many activities as they choose. An example would be an oral recitation competition and a county-wide spelling bee supported by the County office of Education in which students from Kindergarten - Eighth grade participated. Since we have only one school site, there are no differences across school sites and all students have access to all activities limited only by the appropriateness based on age.|Our biggest barrier would be our small size and our financial limitations.|We will continue to offer whatever we can for our students. We are a small, eclectic community and school. The support we receive is amazing. I have been Superintendent for 23 years and I am still impressed at the degree to which everyone comes together to support the students and the school. We don't have some of the things larger schools have but we have so much more!|Met||2018
54722150000000|Tipton Elementary|7|The Tipton Elementary School District is in the process of implementing a tool that will assist with the evaluation of access to a broad range of study.  This tool will be adopted and utilized in the 2018-2019 school year to be reported out in the spring 2019 LCAP and on the fall 2019 Dashboard.|See #1|See #1|See #1|Not Met||2018
54722230000000|Traver Joint Elementary|7|Local tools used to track access to and enrolled in a broad course of study for all grade spans, unduplicated students and students with exceptional needs are: teacher lesson plans, daily classroom schedules, master calendar with course offerings, and class enrollment.|There are no differences across grade levels in the access to or enrollment in a broad coarse of study and the district strives to sustain this level of access every year.|Through the use of our measures there are no current barriers impeding students participation in broad coarse of study.|Through the information gathered using the district measures, it is evidenced that 100% of students have access to and are enrolled in a broad course of studies, and there is no need for revisions or new actions at this time.|Met||2018
54722310000000|Tulare City|7|To measure annual access we maintain or increase the percentage of Certificated Elementary teachers assigned to provide services. To measure scheduled time designated for elective offerings, our district maintains or increases the percentage of Middle School students’ average scheduled time designated for Electives each year.   To measure Technology access, the Device:Student Ratio principally directed at UDP and students with exceptional needs to provide access to a broad course of study will maintain. To measure the percent of students participating in AVID principally directed at UDP and students with exceptional needs to provide access to a broad course of study will increase by 1% To measure the percent of students participating in Summer School principally directed at UDP and students with exceptional needs to provide access to a broad course of study will not decrease|All TCSD students, including unduplicated students and students with exceptional needs (if in the best interest of the student based on the nature of their needs), participate in the adopted courses of study specified in the Ed Code.  In addition, to offer students a broad course of study, students in elementary grades (TK – 6) are provided instruction in Visual and Performing Arts (VAPA) through the use of certificated VAPA instructional staff.  To measure annual access we maintain or increase the percentage of Certificated Elementary teachers assigned to provide services. All students in middle school (grades 7 – 8) receive the opportunity to self-select minimally one elective per year to broaden their course of study based on their interests.  To monitor scheduled time designated for elective offerings, our district maintains or increases the percentage of Middle School students’ average scheduled time designated for Electives each year.  District-wide access to technology serves as a tool to broaden students’ access to the world outside of our small town. Students in grades TK-1 have 1:2 access to devices, and students in grades 2-8 have 1:1 access to devices.  AVID is a district-wide priority, and the number of students participating continues to increase annually reaching grades K – 6, and grades 7-8 (elective courses).  Summer School continues to be a high priority of TCSD to provide students with opportunities to participate in enrichment activities.  Summer School is offered to all students, including UDP and students with exceptional needs.|Currently we do not have barriers to prevent us from maintaining our metrics.|To broaden our middle school elective offerings we have Implemented Advancement Via Individual Determination (AVID) Excel at Los Tules to assist Long-Term English Learners (LTEL) exit the ELD program and start on the pathway to college. Every year additional teachers participate in AVID training and additional grade levels are added across the district.|Met||2018
54722490000000|Tulare Joint Union High|7|Our district uses our master schedule and course enrollment data to track the extent to which all students have access to a broad course of study by grade span, unduplicated students and students with exceptional needs.|After analyzing our master schedule and course enrollment data, our district has determined that our students have access to a broad course of study.  Our students across the district have access to college preparatory English, mathematics, history and science courses.  Additionally, students have access to World Language, Fine Arts, Career Technical Education and Physical Education courses.  Across all of our schools, the analysis of the overall students versus the number of unduplicated student groups and students with exceptional needs in a broad course of study, demonstrates that our students have access to and are enrolled in a broad course of study.|The biggest barrier for our students is the number of courses that each student is able to take per year.  Prior to this school year, students were only able to take 6 courses per year.  This school year, our students have the opportunity to be able to take six, seven or eight classes through the transition to a 4x4 schedule.|Our LEA implemented a 4x4 schedule to increase the opportunities for our students to take additional courses and provide even greater access to a broad course of study.  Our district has also restructured support classes, so that students still have access to elective courses.  Additionally, our district is creating CTE Pathways to once again provide more opportunities for our students.|Met||2018
54722490130708|Sierra Vista Charter High|7|Our district uses our master schedule and course enrollment data to track the extent to which all students have access to a broad course of study by grade span, unduplicated students and students with exceptional needs.|After analyzing our master schedule and course enrollment data, our district has determined that our students have access to a broad course of study.  Our students across the district have access to college preparatory English, mathematics, history and science courses.  Additionally, students have access to World Language, Fine Arts, Career Technical Education and Physical Education courses.  Across all of our schools, the analysis of the overall students versus the number of unduplicated student groups and students with exceptional needs in a broad course of study, demonstrates that our students have access to and are enrolled in a broad course of study.|The biggest barrier is being able to provide CTE courses in a independent study model.  Our students do have access to CTE courses online and Foods courses on campus.  The district is continuing to explore ways to provide more CTE, world language and fine arts courses at Sierra Vista Charter High School.|Sierra Vista Charter implemented a Science Lab that allows students to take lab courses.  Sierra Vista is continuing to explore ways to continue to expand the offerings in CTE, world language and fine arts.  Sierra Vista also provides daycare services in order to allow students who have children to attend school and access the courses available.|Met||2018
54722490133793|Accelerated Charter High|7|Our district uses our master schedule and course enrollment data to track the extent to which all students have access to a broad course of study by grade span, unduplicated students and students with exceptional needs.|After analyzing our master schedule and course enrollment data, our district has determined that our students have access to a broad course of study.  Our students across the district have access to college preparatory English, mathematics, history and science courses.  Additionally, students have access to World Language, Fine Arts, Career Technical Education and Physical Education courses.  Across all of our schools, the analysis of the overall students versus the number of unduplicated student groups and students with exceptional needs in a broad course of study, demonstrates that our students have access to and are enrolled in a broad course of study.|The biggest barrier is being able to provide a wide variety of electives and CTE courses in small school.  Our students do have access to CTE courses dual enrollment courses, as well as electives.  The district is continuing to explore ways to provide more CTE and elective courses at Accelerated Charter High School.|Accelerated Charter is continuing to explore ways to continue to expand the CTE offerings in CTE, world language and fine arts.  This includes starting a Welding program this year.   Additionally, Accelerated currently offers an Electrician certificate program, where students can complete 2 of the 5 courses required for certification.|Met||2018
54722560000000|Visalia Unified|7|Using the districts student information system the following will be reviewed to determine the extend to which all students have a access to a broad course of study.    Master Schedules   AP courses   Dual Enrollment courses   CTE/Linked Learning Pathways   Elementary music teacher’s schedules    Elementary pe teachers schedules|In elementary grades all 4-6 grade students are enrolled in a music and pe classes. Based on the  master schedule students in grades seven and eight students have access to one elective. However, in eighth grade students who are scheduled with one period of English are able to enroll in two electives. Along with VAPA courses, all middle schools offer Spanish for eighth graders.   Three middle schools offer robotics classes.  All of our high schools offer a well rounded VAPA, foreign language and other electives.  Each high school offers different courses in the area of CTE/Linked Learning.  Some high schools are able to offer more AP courses due to teacher credentialing. All comprehensive high school offer English dual enrollment courses.|Barriers or challenges are students with individual education plans.  The IEP team determined these students are in need of additional support during the school day in order to be successful.  Based on the needs of some English learners, some EL students are enrolled in an additional support class and are not able to access some courses.   The master schedule is a barrier.  All middle schools are on a seven period day and three of our high schools are on a traditional six period day.  These schedule doesn't always allow for students to have access to additional support and have room for additional electives.|The district will review courses at the middle school and provide support in offering additional courses if needed.  The district will continue to review with the local bargaining unit in how to provide opportunities for students to have access to additional courses during the school day.   The district will review all student schedule  who have been identified as not having access to a broad course of study to determine if there are other means to meet the needs of the student.|Met||2018
54722560109751|Visalia Charter Independent Study|7|Due to the high student turnover at VCIS, the tool chosen to measure this priority is transcripts from the 2018 graduating class, specifically looking at students that were enrolled all 4 years of high school at VCIS.|After reviewing transcripts, 100% of the students had access to a broad course of study at all grade levels. All students were required to take a College and Career readiness course at all grade levels. In addition, VCIS has many options of CTE elective courses available to them, both in the classroom and online, which most are a-g approved.|VCIS would like to expand our a-g elective course offerings by rewriting and submitting our Visual and Performing Arts courses. We will be specifically looking at our dance, drama, and choir classes for this school year.|VCIS is in the process of rewriting our VAPA courses and aligning them to CTE standards. We will be submitting all courses in the spring to the UC Doorways for a-g approval as well.|Met||2018
54722560120659|Visalia Technical Early College|7|Master Schedules Early College Concurrent Enrollment  Dual Enrollment Courses CTE Pathways Student participation rates in music and athletics at their homes schools|VTEC is a dependent charter of the Visalia Unified School District.  VTEC maintains an open enrollment status in the district, so it takes any student from within our district and out.  Students within Visalia Unified are able to participate at their home school  in programs not offered at VTEC due to size, such as music and athletic programs.  Bussing is provided between the students home school and VTEC by VUSD and allows students to participate in the program based on their interest and not their school boundary.  Students are also provided bus passes at a reduced price to attend COS during the school day to take advantage of concurrent and dual enrollment courses.     VTEC continues to expand the special education supports on campus with the addition of another educational specialist this year.  This has allowed our site to maintain teacher student ratios to a number consistent with the rest of Visalia Unified.|More transportation to and from the local community college would allow students to participate in early college experiences in a timely manner.  Also due to a lack of transportation throughout the school day, students can are limited by parents ability to take them to and from their home high school for music and/or athletics.  Some students have been allowed to participate in programs at the closest high school if they do not have transportation across town.|VTEC is currently looking at providing additional transportation throughout the day between the campus and College of Sequoias main campus to allow more students access to early college experiences and courses.  VTEC also continues to refine their school day schedule to ensure students have access to a broad course of study as well as the ability to access programs at their home high school, like music or athletics.|Met||2018
54722560135863|Global Learning Charter|7|GLC is an elementary school currently serving grades TK through 7th grade. During the 2017-18 academic year, the school served students in grades TK through 6th grade. All students are exposed to a broad course of study, including but not limited to English Language Arts (ELA), Mathematics, Science, History-Social Studies (HSS), integrated English-Language Development (ELD), Physical Education (PE), and Spanish. Beginning in 4th grade, students are also provided Music, which is expanded in 5th grade to include band, orchestra, or choir. In addition, Health classes are provided through the PE program for specific grade levels each year. The school’s Student Information System (SIS) tracks all class assignments and other student information. A single system for student information and scheduling allows users to track enrollment, attendance, etc. by grade span, unduplicated student groups, and more.  In 2017-18, the school also offered numerous extra-curricular and enrichment opportunities, including: SCICON (Science and Conservation) outdoor school for 5th and 6th grades, Expanding Your Horizons STEM conference for girls, Table-top Board Game Club, Clean-up Crew, and track and field. These opportunities may be offered during the instructional day, on a weekend, or after school.|Due to the limited size and nature of this LEA, a single elementary charter school, data regarding student access to and enrollment in a broad course of study are simple. 100% of students have access to and are enrolled in the course of study described above. There are no differences based on age, grade, gender, or other variable. Extra-curricular and enrichment opportunities are offered after-school, which can limit some students ability to participate. Fortunately, any student who participates in the afterschool program is available to join a club or other after-school activity. Many students not in HEART are able to walk home, and therefore generally have the option to participate in afterschool clubs.|There are no barriers preventing the LEA from providing access to a broad course of study for all students. Currently, all students are provided access to the same course of study. The student group which might be challenged to join an afterschool activity are those students who do not live within walking distance and who do not participate in the afterschool program. To mitigate this impact, clubs are held on different days of the week.|In order to increase the breadth of study available to our students, our school has begun offering 4-8 week club opportunities to students after school for the 2018-19 academic year. Topics have included: Cardboard Challenge/Innovators’ Club, Recycling Club, Gardening Club, and Spanish Club. In addition, the school offers an after-school sports program for students in grades 5-7. The school also offered a musical theater opportunity for students in grades 1-7 during the first trimester. Additionally, 7th grade students are offered a minimum of two electives offered during the regular school day. Currently these options include: Video News or Yearbook.|Met||2018
54722566116909|Charter Home School Academy|7|Charter Home School Academy offers a variety of clubs, enrichment and elective classes.  Every day of the week, there are opportunities for all students, grades K-8 to have access to a broad course of study no matter the child's background or academic level. For example, Charter Home School Academy has 3 clubs offered to students grades 4-8, throughout the week.  We have a Robotics Club, A Newspaper Club, a Yearbook Club and Science Club. In addition, all students, grades K-8 have the opportunity to participate in our school-wide Field Trips, offered once a month, and weekly Elective Classes.  Our Electives include Physical Education, Science and Art.  All students at Charter Home School are given access to a broad course of study in a variety of ways.|Charter Home School Academy offers enrichment opportunities in all their daily academic classes; English Language Arts and Math.  In addition, Science and Social Students enrichment opportunities are given to all students during every weekly meeting.  Charter Home School's clubs that are offered throughout the week, last for 3 hours, 4 days a week in the afternoon.  Lastly, our weekly Art, Science and Physical Education elective classes are 3 hours long and accessable for all students, grades K-8.|In order for Charter Home School to continue to provide access to a broad course of study, like clubs, electives classes and enrichment opportunities, we must ensure that Charter Home School is fully staffed with credentialed teachers that have an access to materials for all students.  These teachers will need to be consistently trained and be eagerly innovative with their knowledge and understanding of the purpose and value of these broad courses of study.|Charter Home School Academy will continue to expand our student's knowledge and understanding of a broad course of study.  In addition, Charter Home School Academy will continue to maintain a credentialed and highly qualified staff of employees that understand the value and purpose of these classes.  Lastly, Charter Home School will continue on building their enrichment and elective programs to serve our students and families.|Met||2018
54722640000000|Waukena Joint Union Elementary|7|Through last year, our LEA has used several methods to measure the extent to which students have access to a broad course of study. Our school considers Kindergarten through Third as one unit and Fourth through Eighth as a second grouping. Since our school is a small rural school, our measurements are very straightforward. Lesson plans are submitted to the Prin./Supt weekly for checking for all courses and curriculum coverage, and since we are a one school school district, observations of all students in all class participating in courses are easily done, and all student competitions, presentations, and activities are known.|There are no significant differences between student groups with regard of participation and access to our different courses of study. All core subjects are regularly and fully taught, grades K-8, with the main area of need being Visual and Performing Arts subject area. Activities open to all students range from K-3 options such as fieldtrips aligned with academic subjects, as well as regular physical education and our primary track meet in which every single student in every school group participates.  Our 4th -8th options also range from fieldtrips aligned to academic subjects (SCICON, Reading, Math, and Spelling competition) to regular physical  education for every single student. Additional options include an upper grade track meet and weekly games/competitions with other schools.|The area that needs improvement for all students is Visual and Performing Arts. Teachers have mainly woven in the arts with core subjects such as ELA and Science/Social Studies. Visual and Performing Arts competitions are a part of our school, with all students have access to enter and participate, but opportunities are limited.  The District produces a Christmas program with all students participating, as well as other art contests, but time and access have been limited due to time constraints and resources.|The LEA will request input from teachers, staff, and all parent groups to decide what actions will be considered for implementation. At least two meetings of each stakeholder group will be held, with this subject on the agenda. LCAP funding will be examined to determine where actions could fit, without taking away funding from the core subjects or other priorities that parent and other groups have requested as priorities.|Met||2018
54722980000000|Woodville Union Elementary|7|Woodville USD conducts ongoing collaborative meeting with teacher leaders and administration to complete the self-reflection process/cycle of inquiries regarding professional learning, curriculum and instruction, programs, support and broad course of study for all students. Also, administration will be looking at the number of students enrolled in the master schedule/course offering with our broad course of study. Woodville will look at daily lesson plans, Arts, Performing Arts, CTE exposures and PE teacher schedules and our enrollment numbers in our junior high electives to determine the extent to which our students are offered a broad course of study.|With the use of our locally selected local measures or tools, all students from grades 1-8 have access to, and or enrolled in classes and have access to broad course of study.  Through the use of LCFF dollars, we are pursuing a new band room to house our Performing Arts Program.  Also, students from grades 1-8 are enrolled in PE and meeting the state physical education mandate in terms of instructional minutes. Currently, Woodville is working in collaboration with the ProYouth Heart Afterschool Program to offer and expand a broad course of study to our students in grades 1-3.  In 2018, a new master schedule was developed to allow certificated staff flexibility offer enrichments correlated to Career Technical Education (CTE).|Barriers that could/may hinder access to BCS for Woodville includes the following:  LEA fiscal ability to provide personnel, personnel recruitment capacity due to our rural location, lack of adequate facility to house our performing arts program such a band room, lack of fiscal ability to provide additional staffing for CTE/elective course offering for the middle school students in grades 6-8. However, we do strongly encourage our teachers to perform in many of our special events.|Woodville USD will continue to provide Physical Education, Health and a certificated PE teacher for the 2018-2019 school year, Yearbook, fully funded CTE field trips, enrichments during academic deployment to ensure a broader course of student for all students, .  Woodville will actively search for a new band teacher in the spring of 2019 along with modernization of our facilities/bandroom to house our performing arts program. We will assess our master schedule/course offering opportunity at the end of the 2018-19 school year to see if we can provide additional electives to our middle school students.|Met||2018
54753250000000|Farmersville Unified|7|"The district selected four broad LCAP goals and strategies to address closing the achievement gap for English Learners and low income students as these groups represent the majority of our unduplicated student groups. LCAP Goal #4 states ""that every student will graduate with 21st Century skills and a broad course of study for high school success/ and or a college preparatory curriculum. The locally selected tools used to track progress and access to a broad course of study include A-G course completion and K-12 district Interim benchmark assessments in ELA and math. The rational for selecting these measure was based on the districts greatest needs identified in the LCAP development. For students to be successful in high school and access A-G college preparatory courses, students must be able to meet or exceed the Common Core State Standards in ELA and math. Literacy/English Language Arts and problem-solving math skills are essential components of 21st Century learning."|Our analysis of English Learners, low income, and unduplicated student groups achievement results indicate that only 39% of these students complete A-G college preparatory coursework. While this number continues to steadily increase each year, and a significant number of students do have access to these courses; the number of students not completing A-G courses in grades 9-12 is a focus for improvement. As these students matriculate from grade 9-12, fewer students complete A-G course offerings.|District interim benchmark assessments in ELA and math are provided to K-12 students every six weeks. These measures are used for diagnostic measurement of skill gaps and areas for improvement. The major barrier that interferes with students meeting the broad course of study LCAP goal #4 college A-G preparatory courses, include K-12 students who need additional literacy and math skill intervention to achieve the Common Core State Standards or grade level standards. As this is a major barrier for thrse students and prevents access to A-G courses and reduces completion rates.|In response to addressing the number of  students not having access to A-G college preparatory courses,  district schools will provide ELA and math interventions designed to close the student achievement skill gap every six weeks based on interim benchmark assessment results in ELA and math. In doing so, the district will be able to monitor student progress and provide support for achieving the Common Core State Standards in ELA and math and increase yearly access to A-G college preparatory courses and a broad course of study. The Board reviewed Local Indicators Priority 7 progress and evidence during the September 25, 2018 Board meeting.|Met||2018
54755230000000|Porterville Unified|7|PUSD has established a process to ensure all elementary and middle school students will participate in college and career activities, link academics to career interest through assessment of the PUSD Graduate Outcomes interest inventories and enrollment in career exploration electives. Students are tracked by CTE/Elective class rosters by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. We have 89% of student participation in CTE/Elective class rosters by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless.Student by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless access and enrollment in all electives, which we have 89% student access and enrollment in all electives 2017-2018. We also use the number/percentage of students by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless meeting the Dual Immersion Program. We have maintained Dual Immersion Program enrollment from 581 55% Hispanic 4% Others 38% English Learners participation 2016-2017 and continued to maintain the enrollment of subgroups for 2017-2018.Additionally we use the number/percentage of students by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless that meet the Seal of Biliteracy.|All middle school students consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless need a personalized learning and transition plans that provides the opportunity for students to link academics to career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives, as well as linked learning Pathways.Career interest inventory baseline data was gathered from the 7th grade students career interest inventory survey.|PUSD will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests.|PUSD will increase A-G opportunities, Technology, Arts, and Linked Learning.  PUSD will provide a wide array of elective classes to increase engagement and motivation of elementary and middle school students. PUSD will establish academic interventions, transition programs, mentoring, and after school activities to support students' connectedness to school. PUSD will Increase and support Linked Learning in elementary and middle school.  PUSD will continue to conduct career interest inventory in middle school grades.|Met||2018
54755230114348|Butterfield Charter High|7|PUSD has established a process to ensure all elementary and middle school students will participate in college and career activities, link academics to career interest through assessment of the PUSD Graduate Outcomes interest inventories and enrollment in career exploration electives. Students are tracked by CTE/Elective class rosters by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. We have 89% of student participation in CTE/Elective class rosters by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless.Student by subgroups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless access and are enroll in all electives 89% had access and were enrolled. We also use the number/percentage of students by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless meeting the Dual Immersion Program. We have maintained Dual Immersion Program enrollment from 581 55% Hispanic 4% Others 38% English Learners participation 2016-2017 and continued to maintain the enrollment of subgroups for 2017-2018. Additionally we use the number/percentage of students by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless that meet the Seal of Biliteracy.|All middle school students consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless need a personalized learning and transition plans that provides the opportunity for students to link academics to career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives, as well as linked learning Pathways.Career interest inventory baseline data was gathered from the 7th grade students career interest inventory survey.|Butterfield will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests.|PUSD will increase A-G opportunities, Technology, Arts, and Linked Learning.  PUSD will provide a wide array of elective classes to increase engagement and motivation of elementary and middle school students. PUSD will establish academic interventions, transition programs, mentoring, and after school activities to support students' connectedness to school. PUSD will Increase and support Linked Learning in elementary and middle school.  PUSD will continue to conduct career interest inventory in middle school grades.|Met|Butterfield Charter High School will increase student enrollment in A-G courses and a wide array of electives with college and career components to increase interest, engagement and participation in college and career events,activities, and assessments.|2018
54755230116590|Harmony Magnet Academy|7|PUSD has established a process to ensure all elementary and middle school students will participate in college and career activities, link academics to career interest through assessment of the PUSD Graduate Outcomes interest inventories and enrollment in career exploration electives. Students are tracked by CTE/Elective class rosters by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. We have 89% of student participation in CTE/Elective class rosters by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless.Student by subgroups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless access and are enroll in all electives 89% had access and were enrolled. We also use the number/percentage of students by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless meeting the Dual Immersion Program. We have maintained Dual Immersion Program enrollment from 581 55% Hispanic 4% Others 38% English Learners participation 2016-2017 and continued to maintain the enrollment of subgroups for 2017-2018. Additionally we use the number/percentage of students by student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless that meet the Seal of Biliteracy.|All middle school students consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless need a personalized learning and transition plans that provides the opportunity for students to link academics to career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives, as well as linked learning Pathways.Career interest inventory baseline data was gathered from the 7th grade students career interest inventory survey.|Harmony will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests.|PUSD will increase A-G opportunities, Technology, Arts, and Linked Learning.  PUSD will provide a wide array of elective classes to increase engagement and motivation of elementary and middle school students. PUSD will establish academic interventions, transition programs, mentoring, and after school activities to support students' connectedness to school. PUSD will Increase and support Linked Learning in elementary and middle school.  PUSD will continue to conduct career interest inventory in middle school grades.|Met||2018
54755310000000|Dinuba Unified|7|1st-6th Grade: All student enrollments can be verified through class rosters found in our student information system, PowerSchool.   Lesson plans and pacing calendars assist and verify what is being taught and that students have access to a broad course of study. 7th-8th Grade: All students select courses during the registration process from.  Registration forms verify student selections from all courses being offered.  Master schedules and class rosters verify that all students have access to and are enrolled in a broad course of study. 9th-12th Grade: All students select courses during the registration process from.  Registration forms verify student selections from all courses being offered.  Master schedules and class rosters verify that all students have access to and are enrolled in a broad course of study.|All 1st - 6th grade students are enrolled in grade level appropriate classes with appropriately credentialed teachers who provide instruction in all core content areas:  English, Math, Social Science, Science, Visual & Performing Arts and  Physical Education.   In grades 7-8 all students are enrolled in the core academic areas of English, Math, Social Science, Science & Physical Education.  They also have an opportunity to select electives in their area of interest:  Leadership, Band, Choir, Art, Agriculture, Intro to Med, or Intro to Engineering.  In grade 9-12 students complete the required course of study as required by Ed Code and DUSD Board Policy.  They also have the opportunity to select from a wide range of electives in their area of interest.  Class rosters provide accurate enrollment data in each class and course verifying access to a broad course of study. Through use of the measurement tools no differences were identified in students access to or enrollment in a broad course of study.|At this time there are no identified barriers preventing students from having access to or enrolling in a broad course of study as measured by the selected tools.|Through use of the identified measurement tools & review of information pertaining to students access to and enrollment in a broad course of study no revisions or new actions are deemed necessary at this time.|Met||2018
54767940000000|Woodlake Unified|7|Woodlake Unified monitors high school access to a broad course of study by tracking the completion of Career Pathways and the California State University and University of California Systems' a-g requirements.  The enrollment rate for unduplicated pupils as well as students with disabilities in a-g coursework and Career Pathway courses is also measured. This information is reported in the Local Control and Accountability Plan.  Woodlake Valley Middle School offers a full range of coursework with the exception of Foreign Language instruction.  The students in grades 2-5 all receive the same courses provided by their homeroom teacher.  In addition, Science Technology Engineering Art and Math (STEAM) instruction is provided by a specialist.  In grades 3-5, all students are provided with Physical Education instruction provided by specialist and 4th grade has music instruction for all students while all 5th grade students have the option to take band as a special class.|The overall student completion rate for a-g course completion was 34% for the graduating class of 2018.  The target for this measure was 42%.  The target for the number of students completing a Career Pathway for 2018 was 85 students.  The actual number of students who completed a pathway was 63.  In addition, enrollment for students with disabilities during the 2017-2018 school year was 78% (target of 58%) for a-g courses and 44% (target of 24%) in Career pathway courses.   Students in the unduplicated student group were registered in a-g courses at a rate of 99% (target of 98%) and Career Pathway courses at a rate of 49% (target of 33%).  We continually work to improve access to the full course of study for all of our students. Our Local Control and Accountability Plan has funded expanded courses of study at each grade span since its inception.  These courses include additional music courses, video production courses, STEM courses, and STEAM courses.|The biggest barrier to providing access to all students is the need for many students at our high school to retake core classes.  This reduces the available periods in the student's schedule to take elective courses.  The other barrier is the size of our high school.  With only 650 students the district is limited in the range of course offerings that can be provided.|This year Woodlake Valley Middle School implemented a 45 minute period for students to receive specialized instructional support in addition to the regular 8 period block schedule.  This allows all students to take electives in addition to participating in academic support.  Woodlake Valley Middle School and Woodlake High School are also participating in the GEAR Up grant program.  Our goal for this grant is to reduce the number of students who need to retake Integrated Math 1 (IM1).  Woodlake High School also offers a robust summer program for students to make up lost credits or take additional offerings to broaden their course of study.|Met||2018
54768360000000|Exeter Unified|7|Annually the governing board approves the resolution determining that pupils have sufficient textbooks or instructional materials.  The resolution outlines in all content areas and grade spans the adopted textbooks and instructional materials.  The resolution is updated annually to reflect the most recent adoptions.  Additionally, the district uses a Google doc to house and track all student access to a broad course of study and the instructional materials that are associated with the courses.  The district's student information system (SIS), AERIES is used to track enrollment of all student groups in all courses throughout the year.|The district administers a local survey to all students in grades 4-12 annually to evaluate the belief the district provides a broad course offering in both core subjects and enrichment courses.  65% of parents and staff and 75% of students believe the district provides a broad course offering.  The same data has been collected since 2015.  In 2015, 53% of parents and staff and 72% of students agree that the district provides broad course offerings. In 2018, these figures increased 12% for parents and staff and 3% for students.|Parents, staff, and students provide feedback through the local survey that they would like to see more variety of elective and enrichment courses and an expansion of Career Technical Education course offerings.  Enrollment at the high school is a barrier in that it is difficult to add more course offerings which would create some course enrollments to drop resulting in too many singleton courses on the master schedule.|After school GATE and intervention opportunities have been added at the elementary schools in response to stakeholder input.  A college prep Computer, Science, Technology, Engineering, and Math (C-STEM) course was added to the middle school to provide students with additional intervention and challenge opportunities. Extra and co curricular programs and activities such as standards aligned field trips are funded at all grade levels to extend learning outside of the campus.|Met||2018
55105530000000|Tuolumne County Superintendent of Schools|7|TCSOS utilizes Master Schedules, Student Information System (SIS), and Williams Act verification to monitor and track all students’ access to, and enrollment in, a broad course of study based on grade spans paying special attention to individuals with exceptional needs. We utilize LCAP surveys to obtain responses regarding the effectiveness of curriculum in supporting student access to a broad course of study. Instruction is monitored via classroom observations to determine the extent to which instructional practice and the instructional materials support student access to a broad course of study. The curriculum provided and the SIS supplies evidence that the course of study for Grades 1 – 6 includes each of the subject areas identified in Ed Code 51210; the course outlines, Master Schedules and the SIS provide evidence that the course of study for Grades 7 – 12 includes each of the subject areas identified in Education Code 51220.|According to our monitoring practices and placement practices we note that nearly all students have access to a broad course of study, realizing that at the secondary level in all programs access to elective courses is limited for our students due to the small school size populations.  Progress is evident in increasing access to a broad course of study through the widening scope of CTE offerings (increasing on line offerings). Other studies prescribed by the governing board: Progress is evident in the area of expanded access to technology as a tool for learning for all students. The local graduation requirement includes a semester course in College & Career Preparation and Financial Literacy.|MATH: Local measures indicate that some students struggle successfully completing the Integrated Math 1 course. TCSOS offers a two-year math course; however, students often en2oll in the alternative education and special education programs deficient in math skills needed to pass Integrated math 1. ONLINE COURSES: In 2018-19, opportunities for online learning are expanding to provide greater enrichment opportunities and credit recovery. (Florida Virtual Online Learning, Alludo) CURRICULUM: Classrooms observations indicate the students have access to standards-aligned instructional material in ELA/EL, Health, and Mathematics. The district implementation of NGSS aligned curriculum will be initiated in 2018-19 school year with piloted material being accessible in the 19/20 school year.   PROFESSIONAL LEARNING: TCSOS will provide additional professional development in effective instructional strategies that support student access to a broad course of studies.|Training for staff and finding opportunities to collaborate are challenges. TCSOS will offer professional learning experiences to review ELA and Math curricular materials, aid in implementing the Health curriculum, provide ongoing support to teachers to help them access on-line learning which will expand course offerings.|Met||2018
55105530129346|Foothill Leadership Academy|7|Foothill Leadership Academy tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, FLA uses information gathered from district wide testing using NWEA' s MAP program to aid in determining placement in Math and ELA.  FLA places students in classes not only by age and grade, but by the performance level a student has in a given subject.  This placement method is available to all students of FLA.|All Foothill Leadership Academy students in grades TK – 8 are enrolled in a broad course of studies. Our school offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-8, these include English, Math, Social Studies, Science, Visual and Performing Arts, Health, and PE. We also offer a full continuum of Special Education Services.  Over time, FLA has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, we offer elective classes that change every semester, these classes have included gardening, guitar, drama, and fine art.|Barriers preventing FLA from maximizing broad course of study offerings to all students include a lack of time during the regular school day. In addition to offering electives, FLA has offered several other courses to students before and after school, these have included Show Choir and marching band. Funding for these before and after school sections comes from the LCAP.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|Met||2018
55723060000000|Belleview Elementary|7|School climate surveys are administered and analyzed from staff, parents and students.    Local benchmark measures including the Accelerated Reader and Renaissance Math Program, as well as the State CAASPP measure in Language, Math and Science.  Teachers also utilize a standards-based report card and measure student growth on curriculum embedded assessments in other subject areas.|Students have access to a broad course of study.  In addition to all the regular subjects, music is offered to students in grades K-8.  Students in the upper grades (6-8) have electives that include Leadership, Robotics, a School Newspaper and Art.  All students in grades K-8 have a 1:1 Chromebook so technology is readily accessible.|The main barrier is funding and the rising number of students identified as special needs.  We currently have 18% of our students identified as qualifying for special education services.  Results of the survey indicated a need for intervention for students struggling with behavior and/or academics.|Additional  funding was allocated to hire aides to support students with special needs, so that they can be fully included in the classroom.|Met||2018
55723480000000|Columbia Union|7|We use our elective attendance, student survey, parent survey, and staff survey to measure the extent to which all students have access to a broad course of study. All of our students in grades 6-8 are expected to participate in elective classes that rotate each trimester. Students with disabilities are provided needed supports and accommodations to ensure they can participate as well.|We are a single school district. Access to a broad course of study is uniformly available depending on grade level at our school. In addition to the core subjects, all students in grades 6-8 are expected to participate in electives that rotate each 12 weeks and range from Foreign Language to Robotics to Drama.  Students in grades K-5 have access to the core program as well as physical education and music education. The classroom teachers also offer art enrichment lessons.|We would like to expand our course offerings, but are limited by our budget.|Based on the results from students and parents, we have included an art education class after school to address the needs for an expanded course of study.|Met||2018
55723550000000|Curtis Creek Elementary|7|All students have access and are enrolled in all required areas of study: English/Language Arts, Mathematics, History/Social Science, Science, Physical Education, and Health.  Music is provided to all TK – 4th grade students.  World Language is not offered to 6th – 8th grade students due to lack of qualified certificated teacher. Band is offered to all 4th – 8th grade students.  Elective classes are offered to all students, grades 6th – 8th, every three weeks.|All students have access to, and are enrolled in, a broad course of study.|All students have access to, and are enrolled in, a broad course of study. CCSD currently has staff who can teach Music and Band, but not World Language.|All students have access to, and are enrolled in, a broad course of study. CCSD is hopeful to someday have access to staff who could teach World Language, and continue to retain staff who currently teach Science, Music, and Band.|Met||2018
55723630000000|Jamestown Elementary|7|Jamestown School District tracks progress in meeting Priority 7 by annually reviewing and revising class schedules and the master schedule. We use Power School as our student information system which provides reports on enrollment and access to a broad course of study. Information can be sorted by the required groups based on grade spans, unduplicated student groups and individuals with exceptional needs. The information is updated and reviewed quarterly for accuracy.|Jamestown is a TK-8 elementary school district in which all students are enrolled in a broad course of studies. Both school sites offer access and enrollment in all seven areas identified as a broad course of studies for grade 1-6. All K-5 grades have access to music instruction from a credentialed teacher and 1-5 grades have access to art from a credentialed teacher.   Grades 6-8 are offered art, music, technology, foreign language, leadership, yearbook, life skills within their elective program. Jamestown Elementary currently offers a Dual Language Spanish Immersion Program for students in grade K-4 with an additional grade level offered each year. This is a 50/50 program available to both English and Spanish speaking students. Robotics is offered as an after school program.|More opportunities could be provided if there was more time within the school day. Higher enrollment in the 6-8 grade program has created larger class sizes. Some 6-8 grade students require extra intervention and support in core subject areas such as math and reading that it may limit a studnet's availability to enroll in a foreign language, art, music or CTE course even though they are offered.|To ensure access to a broad course of study we will need to keep adjusting our LCAP to help support more time in music and art as our enrollment increases. The district is committed to the Dual immersion program and will continue to expand that program. We will continue to monitor and review all enrollments and schedules to ensure all students have access.|Met||2018
55723710000000|Sonora Elementary|7|The school district utilizes the following to measure the extent to which students have access to a broad course of study: Music/Band (Grades 4-8), Art Instruction (Grades TK-6), Field trip requests from teachers, attendance to GATE activities,  attendance sheets and weekly listings of activities from the After School Program (ASES), Arts Reach to Schools activities by each grade level and a list of various assemblies throughout the year.|All students have access to a broad course of study.|Funding limits the number of courses the district may offer.|District is looking for ways to get more 6-8th grade students to participate in band.|Met||2018
55723970000000|Soulsbyville Elementary|7|Using California Department of Education's Data Quest, we determined that our students have access and are enrolled in a broad course of study to include individuals with exceptional needs.|All students have access to 9 subject areas; selected grade spans have access to 2 additional subject areas.|Inadequate funding, staffing, and large class sizes are barriers to more access to a broad course of study for all students.|Using existing staff and volunteers, revise the master schedule to allow for instruction in Foreign Language.|Met||2018
55724050000000|Summerville Elementary|7|The school district utilizes the following to measure the extent to which students have access to a broad course of study: Field trip requests from teachers, attendance to GATE activities,  attendance sheets and weekly listings of activities from the After School Program (ASES), Arts Reach to Schools activities by each grade level and a list of various assemblies throughout the year.|All students have access to a broad course of study.|Funding limits the number of courses the district may offer.  Currently, there is no funding for an art instructor or a music teacher.|District is looking at a way to offer band to 6-8th grade students.|Met||2018
55724130000000|Summerville Union High|7|1. Summerville High School and Connections Academy utilize the school's master schedule, district graduation requirements, Power School SIS for tracking, and Williams Act to make sure that each student has access to the rigorous and relevant curricular offerings that the school provides. Our Grade Level coordinators meet with incoming students when they are in the 8th grade to discuss course options, graduation requirements and their 4-year plans.  The students in Connections Academy can petition to enroll as 7th graders on the Summerville campus.  Connections students take a regiment of core academic curriculum (English, math, science social studies, PE) and two visual and performing arts options.  All students regardless of ability level are served based on tier individual needs, goals and working toward meeting their future hopes and dreams.|2. Students in Summerville Union High School District have access to a variety of school learning environments ranging from the seat based program at Summerville High and Connections Academy, to an Independent Study/Home-based program housed on the Summerville High site, alternative education through Long Barn High School, necessary small school sites at Mountain High, South Fork and Cold Springs.  In addition, Summerville Union High School District offers an Adult Education program on the Summerville High campus.  In each of these programs, students have access to a broad course of study that provides them with the core curriculum in an online format using APEX Learning or by book depending on the student needs and most appropriate learning styles.  In addition, the APEX Learning program offers students access to a host of elective opportunities to meet their credit need and desires of courses to take.  The courses offered through the APEX Learning are a-g compliant.|3. As the student population decreases, it becomes more difficult to continue to offer the students the large variety of core academic and elective classes, CTE pathway and CTE elective classes, as well as the large variety of visual and performing arts options.  Many of the CTE classes provide materials and equipment that are funded through grants that may not continue.  The visual and performing arts classes are specialized for our students that are enrolled in our Connections Visual and Performing Arts Academy.  The Summerville Union High School District Board of Trustees are committed to providing the variety, rigor and depth in courses of study for our students to succeed and be able to compete in the 21st century world.|4. Summerville Union High School District is committed to offering our students as many courses of study as can be reasonably done.  Summerville High and Connections Academy offer an eight-period block schedule with 300 credits required for graduation. This allows for students to take an increased number of core curricular as well as elective classes throughout their four years at Summerville High. In addition, we have tapped into Columbia College our local two year college for students to access college level courses as dual enrollment courses offering them high school and college credit for the courses taken.  We are continually looking at other options that will allow our master's degree staff to offer our students college level courses on the Summerville campus enriching the rigor and relevance they will have access to. Our continued work in meeting with our students on a regular basis to look at progress toward graduation, college/career readiness is an ongoing mission.  Letters are sent home to parents after grading periods when students find themselves falling short of the requirements in any of their coursework.  These letters are sent in addition to the GLC's meeting with the students on regular bases to help support them. Summerville is committed to our SST process to support students in meeting their individual goals.|Met|Our current WASC self -study document and Action Plan in addition to our LCAP are our guiding documents for continued and sustained improvement throughout the campuses.|2018
55724130112276|Gold Rush Charter|7|Gold Rush Charter School tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed. For the 2017-2018 year, 100% of Gold Rush Charter  students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). (Insert link to LEA website Local Indicator description.) All GRCS students in grades TK – 6 are enrolled in a broad course of studies. Our elementary schools On Campus and Independent Study offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. All GRCS secondary students have access to a broad course of studies within their school offerings.  Since GRCS is an Independent Study program, Physical education classes are done at home for all students and a time log is completed daily and submitted to the assigned teacherClass placement plays a key role in student success. GRCS utilizes Renaissance, our in-house assessment tool to gauge a student's current level in both reading and math. This assessment assists with proper class placement in ELA and math and serves as a starting point to monitor growth to confirm class placement as well as the difficulty level of work assigned.  While some schools offer different specific pathways and specific programs within a course of study, GRCS secondary students are free to attend the On Campus program, Independent study program and utilize our Concurrent Enrollment program where they can attend classes at Columbia College,  Including Applied Arts and Foreign Language.    Over the last 7 years , GRCS has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. For example, GRCS responded to the need of more AP and Foreign language opportunities for our 9-12 students both on campus and in Independent Study. Through one on one meetings with Columba College, GRCS established a open dialog that worked to communicate to our students the classes and programs available at the college that would give credit to students both on their High school and college transcripts. GRCS even hosted an on campus college class at our High School site that was taught by a Columbia instructor.  By opening this door for college online and on campus classes, GRCS also removed schedule  barriers t|"At the completion of our last WASC Accreditation visit GRCS implemented new tools to track the educational success needs of all students.   Prior to the school year a High School ""On Campus"" class schedule is created that maps a daily schedule of core classes and elective classes. This schedule is reviewed and approved by all teachers and Administrative Leadership.    When students enroll, each student is schedule a one on one meeting with  their assigned Master teacher. During this meeting the student is offered the Student Handbook, High Course Handbook, signs a Master Agreement and finalizes a 4 year plan. ( Each semester these plans are updated according to needs.)  GRCS utilizes Renaissance, our in-house assessment tool to gauge a student's current level in both reading and math. This assessment assists with proper class placement in ELA and math and serves as a starting point to monitor growth to confirm class placement as well as the difficulty level of work assigned. After each Learning Period the High School and Middle school teachers meet collectively for a Student Accountability Meeting where each students grade and work completion is reviewed so that support can e offered to those who need tutoring, stud hall etc.  During each semester the student has a required appointment with the Career and College center so that information on future employment and college selection can be obtained."|One barrier that presented itself was the attendance of IS students. GRCS is a Work Based program and students were not attending appointments and turning in completed work and logs.  Through the LCAP process with surveys and discussion with stakeholders it was decided that a Attendance Secretary would be added. This position tracks all IS appointments and does attendance calls and rescheduling for missed appointments.   During LCAP research it was determined that some students, including homeless, were finding transportation to and from school, to and from Independent Study appointments and to and from college classes difficult.  Through the LCAP the school budgets for bus passes to address this expense and gives free passes for any GRCS student who needs rides.|GRCS has utilized LCAP funds to offer new tutoring programs for all K-12 students in Math.   On the GRCS K-8 site the programs offers after school Math support and  Fast ForWord reading programs.  Our 9-12 students receive one on one academic support, Senior Seminar classes, College Success class and Study skills and tutoring options. GRCS also offers a week long STEAM thematic unit and on campus job fairs.   Through our Concurrent enrollment programs, GRCS offer AP classes, Foreign language, fine arts and expanded elective opportunity.|Met||2018
55724135530191|Connections Visual and Performing Arts Academy|7|1. Summerville High School and Connections Academy utilize the school's master schedule, district graduation requirements, Power School SIS for tracking, and Williams Act to make sure that each student has access to the rigorous and relevant curricular offerings that the school provides. Our Grade Level coordinators meet with incoming students when they are in the 8th grade to discuss course options, graduation requirements and their 4-year plans.  The students in Connections Academy can petition to enroll as 7th graders on the Summerville campus.  Connections students take a regiment of core academic curriculum (English, math, science social studies, PE) and two visual and performing arts options.  All students regardless of ability level are served based on tier individual needs, goals and working toward meeting their future hopes and dreams.|2. Students in Summerville Union High School District have access to a variety of school learning environments ranging from the seat based program at Summerville High and Connections Academy, to an Independent Study/Home-based program housed on the Summerville High site, alternative education through Long Barn High School, necessary small school sites at Mountain High, South Fork and Cold Springs.  In addition, Summerville Union High School District offers an Adult Education program on the Summerville High campus.  In each of these programs, students have access to a broad course of study that provides them with the core curriculum in an online format using APEX Learning or by book depending on the student needs and most appropriate learning styles.  In addition, the APEX Learning program offers students access to a host of elective opportunities to meet their credit need and desires of courses to take.  The courses offered through the APEX Learning are a-g compliant.|3. As the student population decreases, it becomes more difficult to continue to offer the students the large variety of core academic and elective classes, CTE pathway and CTE elective classes, as well as the large variety of visual and performing arts options.  Many of the CTE classes provide materials and equipment that are funded through grants that may not continue.  The visual and performing arts classes are specialized for our students that are enrolled in our Connections Visual and Performing Arts Academy.  The Summerville Union High School District Board of Trustees are committed to providing the variety, rigor and depth in courses of study for our students to succeed and be able to compete in the 21st century world.|4. Summerville Union High School District is committed to offering our students as many courses of study as can be reasonably done. Summerville High and Connections Academy offer an eight-period block schedule with 300 credits required for graduation. This allows for students to take an increased number of core curricular as well as elective classes throughout their four years at Summerville High. In addition, we have tapped into Columbia College our local two year college for students to access college level courses as dual enrollment courses offering them high school and college credit for the courses taken.  We are continually looking at other options that will allow our master's degree staff to offer our students college level courses on the Summerville campus enriching the rigor and relevance they will have access to. Our continued work in meeting with our students on a regular basis to look at progress toward graduation, college/career readiness is an ongoing mission.  Letters are sent home to parents after grading periods when students find themselves falling short of the requirements in any of their coursework.  These letters are sent in addition to the GLC's meeting with the students on regular bases to help support them. Summerville is committed to our SST process to support students in meeting their individual goals.|Met|Our current WASC self -study document and Action Plan in addition to our LCAP are our guiding documents for continued and sustained improvement throughout the campuses.|2018
55724210000000|Twain Harte|7|Teacher surveys and the master schedule were utilized to determine the level of access our students have to a broad course of study.|All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet state standards. Access to core academic content and courses is provided to all students regardless of income, race, primary language, disability, and/or family situation.   Teachers collaborate to provide standards aligned instruction and focus on the strengths and needs of individual students.  Professional development opportunities are provided to teachers to strengthen and reinforce evidence based teaching practices.   All students receive the required amount of physical education instruction each week.  Last year we also began testing students in grades 3-8 for our new Gifted and Talented (GATE) program.  This year will mark the first year of a full slate of curriculum and activities for the students in this program.  Our junior high students have access to foreign language instruction during their elective period.  We also offer visual and fine art instruction to all grades through the use of an artist in residence and the Tuolumne County Arts Alliance Arts Reach to Schools program.|This year we were unable to procure a music teacher and were forced to temporarily discontinue the music and band program for the 2018-19 school year.|We are currently in the process of remodeling our music/band room and will continue efforts to recruit a qualified music/band teacher for the 2019-20 school year.|Met||2018
55751840000000|Big Oak Flat-Groveland Unified|7|The District utilizes AERIES to track student progress and enrollment in a broad course of study. Additionally, teachers and administration are able to offer monitor the  grades and transcripts of each student because of our small class sizes. Our master schedule indicates that all high school students have an opportunity to enroll in a broad course of study . In addition online college courses are offered to allow for a greater variety of electives and opportunities for challenge. Physical Education minutes meet the guidelines set forth by the CDE, At this time the district offers art at all schools, and music appreciation at Don Pedro High via an online class.|All students have access to a broad course of study at all three schools. Because the classes are self contained at the elementary school, every student in each grade is taught the same curriculum.|Our District has two small necessary high schools, which alternate courses from year to year . Our staff and student population is so small it is not efficient to offer every course every year.   The elementary school has one self-contained class per grade. and junior high students rotate for math, science, and English. Due to time restraints and lack of qualified personnel, foreign language is offered every other year to students in junior high. Music was offered at Tenaya Elementary in past years, but we were unable to fill this position once it was vacated.|The District will strive to provide foreign language every year to junior high students as well as recruit a music teacher for all sites. We will continue to explore new opportunities for CTE courses at both high schools.|Met||2018
56105610000000|Ventura County Office of Education|7|LOCALLY SELECTED MEASURES: The locally selected measures/tools that the LEA uses to track the extent to which students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served include: the master schedule, student transcripts, IEP’s, report cards, VCOE’s Course of Study, the Unique curriculum, the Unique Learning System benchmark and pre/post-monthly assessments, as well as the SIS page on IEPs.|ACCESS: Using the locally selected measures, students have increased access to a broad course of study through the implementation of standards-based, unique curricula; Career Education Center courses; community vocational/job sites; inclusion courses; and student transcript and schedule review.|BARRIERS: Given the results of the locally selected measures, barriers preventing the LEA from providing access to a broad course of study for all students include cognitive barriers such as behavioral issues and social-emotional needs.|REVISIONS:  In response to the results of the locally selected measures, the LEA will continue to broaden education accessibility by increasing staff training in behavior support training, PBIS, UDL, social-emotional learning, as well as providing Career Education Center course options to ensure access to a broad course of study for all students.|Met||2018
56105610109900|Vista Real Charter High|7|The school Student Information System (SIS) is used to collect data and track the participation levels of unduplicated students, exceptional needs students and students by grade level for 2017-2018.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile Driver Education, English Language Development Courses, and Intervention Courses.|Using the data from the School Information System (SIS), students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent:   The courses with the highest enrollment were English, mathematics, social science and CTE courses.  The course with the middle range of participation were SGI Intensive ELA, physical education, science courses and VAPA.  The courses with the fewest students enrolled were foreign language, ELD courses, reading intervention, and driver’s education.    Using the CDE reflection tool, the information below reports that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required courses.   • Unduplicated students have access to courses o YES – All unduplicated students have access • Unduplicated Students  were enrolled in courses o YES -  Except for low foster youth in foreign language • Unduplicated students enrolled in interventions o YES – Except low foster youth in math  • Students in each grade level have access to courses o YES -  All grade levels have access • Students  in each grade were enrolled in courses o YES -  All grade levels have access • Students in each grade level were enrolled in interventions o YES – Enrollment is evident in courses  • Exceptional needs students had access to courses o YES – All exceptional needs students have access • Exceptional need students were enrolled in courses o YES – Enrollment is evident in course categories, CTE is high • Exceptional need students were enrolled in interventions o YES – enrollment is evident and high in SGI ELA This is the first year of implementation, so there is no difference overtime to report until 2019.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available.  The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked.  Teachers were asked to increase support for student interest in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.   We have a variety of career technology courses offered through our personalized learning model.|Met||2018
56105610112417|Ventura Charter School of Arts and Global Education|7|In all Grades K-8, VCS utilizes its SIS in order to track which students are enrolled. It also utilizes Jumprope, a standards based gradebook which provides teachers real-time data in order to collaborate on student learning.|The VCS Curriculum is California Common Core State Standards and NGSS aligned through project based learning.  All K-8 students including unduplicated and special education students receive a broad course of study including ELA, Math, Science, History, PE, Music, Art, and STEM.  In addition, VCS utilizes a social emotional curriculum which provides conflict resolution skills and instruction.  Students learn valuable college and career readiness skills such as collaboration, innovation, creativity, flexibility, adaptability, self-direction, and leadership.  Teachers are provided opportunities to enhance their understanding of how they can help students learn and thrive through structures designed to support professional development and collaboration.  They have four hours each week to spend in grade level teams and/or group inquiry.  VCS has adopted the practices and principles of Expeditionary Learning which engages students directly in their learning targets and assessment.  Teachers also explicitly integrate growth mindset practices in their daily lessons.|The only barriers limiting additional supports for students would be time and money.  With additional funding and longer school days, we would staff to provide tutoring/intervention for students.  We would also be able to hire a full time Counselor and Nurse which would support the ever increasing special needs of students.|Continue focus on engaging students through project based learning and with social emotional learning.  Continue to inspire students to be active and integral participants in their education; provide enrichment and leadership opportunities; and infuse creativity into core subjects.|Met||2018
56105610121756|BRIDGES Charter|7|In grades K-5, students are grouped with core teachers who offer multiple subjects to all students through standards aligned materials. Students also have access to specialists who provide PE instruction, Art, Music, Library, Gardening, Nature Exploration, Mindfulness, and Makerspace. In grades 6-8 we monitor students' access via our SIS and master scheduling. Students access standards aligned material and courses by rotating through a schedule that includes Math, English Language Arts, History, and Science in addition to PE and other electives that include courses in Foreign Language, Art, Music, Technology, Makerspace, Creative Writing, and more.|In using our SIS and master scheduling system, we are able to provide all students with a broad course of study in our Instructional Day which includes a dynamic range of specialist programs designed to enhance and deepen students' learning. We also offer targeted services for students who have identified disabilities, are English Language Learners, or who need additional intervention support in reading or math.|Scheduling is sometimes a barrier, but something that is overcome with flexibility and hiring decisions.|In the past year, we have added additional electives to our middle school program. Expansions have been made to our Naturalist program from grades K-3 to grades K-8 and to our Makerspace program that is now offered not only as an option for K-5 students, but also as a middle school elective. In support of our enhanced social emotional learning curriculum, students in all grade levels now have the option of participating once per week in mindfulness with a dedicated mindfulness instructor.|Met||2018
56105610122713|River Oaks Academy|7|Due to the nature of our personalized learning program, we customize the learning path for each student. Hence, we do know that our students have access to a broad course of study, since we continue to not only add a-g courses to our course catalog, but also courses that encompass our students' passions, strengths and weaknesses. Since our students meet one-on-one with their assigned teacher, we can individually poll our students pertaining to their needs and course enrollment choices.|Over the last few years, we have added over 50 a-g courses, a multitude of electives and career pathways to our catalog. We continue to encourage our students to embrace their passions and interests and will then develop electives and classes that serve those passions. We also include other vendors, such as BYU, APEX, Edgenuity and more to add yet more courses as a selection for our students. We also offer our high school students access to the Community Colleges, which again adds to their course work selection.|The only potential barrier that we identified is that of the small nature of our school. Possibly, group work might be a challenge due to the nature of our program. Otherwise, we offer a greater choice and wider selection than most schools, due to the unique nature of our alternative, personalized learning program.|We continue to create and add courses depending on our students' interests. We are always open to create new courses and explore new possibilities of courses at other vendors. Our students and parents have multiple opportunities to make their requests known, including surveys, one-on-one meetings, emails, open door policies for discussions or suggestions, parent bootcamps, etc.|Met|Due to the unique personalized learning program we have many opportunities to customize our program to each student. Our student have a wide choice and selection of not only courses, but also curriculums that can be used for such courses. We encourage our students to incorporate their passions and will create new classes at their suggestion. We also offer such choices as taking courses at the CC and the CEC.|2018
56105616055974|Meadows Arts and Technology Elementary|7|As an elementary school of self-contained classrooms, all MATES students have access to a complete course of study in all areas of the California State Standards as reported by standards-based report cards.|As an elementary school of self-contained classrooms, all MATES students have access to a complete course of study in all areas of the California State Standards as reported by standards-based report cards.|As an elementary school of self-contained classrooms, all MATES students have access to a complete course of study in all areas of the California State Standards as reported by standards-based report cards.|As an elementary school of self-contained classrooms, all MATES students have access to a complete course of study in all areas of the California State Standards as reported by standards-based report cards.|Met||2018
56724470000000|Briggs Elementary|7|The Briggs School District utilizes our class rosters for every grade level, CALPADS End of Year Report 1, SIRAS (for special education students), student information system and annual audited review of instructional minutes to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs.|Based on current reflection in our small school setting we are able to locally measure that course access has been offered to all students and those students with exceptional needs.|As a small, rural district our goal is to ensure that our students in all grades have access to courses.|The Briggs Elementary School District will continue to research new funding sources that would help us to provide more course opportunities.|Met||2018
56724540000000|Fillmore Unified|7|The District tracks the extent and monitors that all elementary students have access and are enrolled into a broad course of study through classroom observations, district wide curriculum coherence maps, common formative assessments, collection of Physical Education lesson plan minutes, and professional learning communities at each of the sites.  The District tracks the extent to which all secondary students have access to, and are enrolled in, a broad course of student for each and every student through bi-annual transcript reviews with counselors, performance on common formative assessments, and the graduation requirement tracking system built into the Student Information System (SIS). In order to graduate in Fillmore Unified School District students must complete a broad course of study as defined by Ed Code.|All students have access to a broad course of study as defined by Ed Code. Secondary students who are unable to fit a required course of study into their daily schedule due to not meeting the passing qualifications for a prerequisite course have the option to take the pre-requisite course online or during the summer credit recovery program. Students who fall significantly behind have the ability to attend Sierra High School, the District’s alternative education high school, as a means of recovering credits and/or GPA in order to meet the District's graduation requirements, or enroll in the Independent Studies program. Adult students are also offered courses in the Fillmore Adult School as an additional option for course completion for their high school diploma.|The District is mindful of potential barriers when creating the schedules and course assignments for students that are credit deficient, English Learners, and/or on an Individualized Educational Plan. These students may have an impacted schedule as a result of needing intervention, specialized instruction, or additional courses specific to individual needs during the school day. Potential barriers are identified and addressed in a concentrated team effort before impacting a student’s ability to graduate.|The District has addressed meeting the needs of each and every student so that they may access the necessary broad course of study in several ways.   Students who are lacking in mathematics skills in the ninth grade are provided with a mathematics course designed to develop the thinking skills necessary for the required Integrated Math 1 and Math 2 towards graduation.   Students that are credit deficient are able to take online courses to meet and superseded graduation requirements. Students who are credit deficient at the end of the school year are also encouraged to attend summer school.  Additionally, the district supports at-promise students with counseling to assist them with the pathway of courses to take to ensure the students graduate on time.   Students that are English Learners are carefully scheduled with the Coordinator of Special Populations, counselor, English learner site Lead, and the English language development teacher to ensure that English Learners’ schedules are carefully designed so students have access to a broad course of study.   Similarly, students on an IEP are carefully considered with the input from the entire special education team, counselors, and program specialist to ensure that they are also having access to a broad course of study.|Met||2018
56724620000000|Hueneme Elementary|7|To track the extent to which all students have access to, and are enrolled in, a broad course of study we will utilize the following locally selected measures:  * Junior High: Master Schedule, Teacher Credentials, Student Rosters - Electives, Student Rosters - Enrichment Activities/Programs  * Elementary: School-wide Daily Schedules, PE and Music Specialist Schedules, Student Rosters - Enrichment Activities/Programs|Our Unduplicated Pupil Percentage (UPP) is over 86% and LCAP actions and services are in place to use tools throughout the year to measure progress. We are collecting data during the current year and will use this data to make decisions as we revise our annual LCAP update.|We are collecting data during the current year and will analyze and identify barriers preventing our schools from providing access to a broad course of study for all students . We will utilize the tools described in Item 1 above.|We are collecting data during the current year and will use this data to make decisions as we revise our annual LCAP update.|Met||2018
56724700000000|Mesa Union Elementary|7|The district utilizes our school information system, class rosters, board adopted courses, SIRAS to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|Base on our locally selected measures we are able to measure course access for all students, including UPP, and those students with exceptional needs in a small district school setting. As a small school district we work to ensure our students have access to courses, to include the visual and performing arts and electives at the middle school level.|An ongoing barrier to increased course access is the availability to funding and access to appropriately credentialed teachers in specific areas (e.g. foreign language).|The District has taken advantage of grant funding to develop electives at the middle school such as introduction to agriculture, oceanography, and robotics, and continues to seek out new funding resources to enable students to access more opportunities.|Met||2018
56724705630363|Golden Valley Charter|7|Every student is provided with an individualized Learning Plan that incorporates his/her grade level course of study. Additionally, every student has the opportunity to add to the required course of study courses that interest him/her personally. The parent, student, and GVCS teacher work together to formulate a plan to implement the special courses of interest, and progress and results are tracked and documented in the monthly Learning Plan.|Teachers ensure that all students, regardless of grade level, are enrolled, at minimum, in the school’s required course of study. This includes courses of special interest to each student, as GVCS requires courses that would be defined as a broad course of study. Administrators review, on a semesterly basis, the courses of study that each student is enrolled in. Access to materials and courses are provided to students through our school library and individual orders for materials/services not readily available to fulfill the individual student’s choices.|Given the structure of our school, it was designed with the intent to provide a personalized learning plan for every student. While we can’t guarantee access to every course a student may desire, we feel our students have more freedom and flexibility in course offerings than that at a traditional school site.|The school does not need to make revisions, new decisions, or new actions to provide access to a broad course of study for all students. This is the basis on which this school was formed, and has been in implementation since the school’s inception in 2001.|Met||2018
56725040000000|Mupu Elementary|7|Mupu Elementary School District utilizes Aeqitas, our school information system, class rosters, board adopted curriculum and materials, and SIRAs (Specialized Academic Instruction) to ensure all scholars have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|Based on the above-mentioned measures, our district is able to measure that wwe offer a broad course of study for all scholars, including students with exceptional needs.|MESD, a small school district, works to ensure all scholars have access to courses.|This past year we aligned our grade spans to ensure that each grade was taught English Language Arts separately. Previously, many scholars in our upper grades were in combined classes during ELA instruction. MESD also offers opportunities for children to learn about robotics, digital media, and three-dimensional design. Mupu also contracts with the Ventura County Arts Council to bring weekly music and art instruction into the classroom.|Met||2018
56725120000000|Ocean View|7|OVSD completed an analysis of all course offerings, master schedules, programs, and student enrollment in each of these programs.|All students have access to appropriate course of study.  The district has developed creative scheduling models in order to ensure all students can participate in activities such as band and chorus, regardless of their needs for intervention, ELD, or Dual Language Instruction.  All English Learners in the elementary schools have the option of an alternative program for language acquisition (Transitional Bilingual or Dual Language Immersion).|Two of the elementary schools offer a Dual Language Immersion program while one elementary school does not.  The district is in the process of reviewing options to ensure equity in access to this outstanding program model for all student in the OVSD.  The current double block master schedule of OVJH provides more ELA and mathematics instruction which thus results in less instructional time for other content areas.|OVSD is in the process of reviewing the junior high school master schedule.  The district has contracted with an outside facilitator to begin the process of a complete master schedule overhaul.  The process is focused on the purpose of the master schedule and the established district mission of ensuring that all students achieve academic success by providing rigorous and relevant instruction.  Additionally, the district is reviewing opportunities for all students to participate in Dual Language Immersion programs within the district.|Met||2018
56725200000000|Ojai Unified|7|Student rosters, master schedule, policies on prerequisites for course enrollment|There is a focus on increasing a-g completion rates each year. There are a variety of electives in the secondary schools including 8 Career and Technical Education (CTE) pathways at our traditional high school, 4 at the continuation high school and 6 at the junior high.  There are 8 AP courses offered. Policies and prerequisites are analyzed regularly to ensure greater access into rigorous and broader course of study for all students but especially for unduplicated students and individuals with exceptional needs.|One major barrier is our small school size. Fewer students make it difficult to offer a wide array of courses and electives.|The LEA will continue to look for creative ways to offer a broad course of study for all students.|Met||2018
56725205630405|Valley Oak Charter|7|Valley Oak Charter's primary method of tracking student learning is the weekly Work Record that documents the student's progress in meeting their Individual Learning Plan. The learning plan is developed collaboratively by the Supervising Teacher, parent-teacher, and student. The Work Record tracks progress in seven areas: language arts, math, science, social studies, p.e., technology and the arts. Additional tracking is done by the Supervising Teacher through monthly contacts with the parents. Student participation in onsite mini-courses and tutoring is documented by the school's Programming Coordinator. At the end of the year, each Supervising Teacher summarizes student learning in each area as documented on the Work Record. An annual survey is also administered to capture parent evaluation of the breadth and depth of the student's course of study. The school's family handbook contains an overview of various curriculum choices available to students at Valley Oak Charter School. These include textbooks and other curricular materials in the school's extensive curriculum library, online curriculum options available through the school, a schedule of trimester mini-courses and field trips available to the student, and several offsite options. Offsite options include courses at the local community college, VCOE's Career Education Center, and courses at our District high school and junior high school. Families at Valley Oak Charter are also allowed a curriculum budget allotment to order learning materials tailored to their student's individual needs, interests, and abilities.|All students are able to pursue a broad course of study using materials that are available in the school's curriculum library, through online curriculum providers, or at offsite locations. This is confirmed through each student's Work Record, parent surveys, and direct counseling with the student's parents--the primary teacher. It should be noted that VOC's charter allows parents to narrow and expand the breadth and depth of a student's course of study depending on their needs and abilities. Also, many of our high school students begin homeschooling as juniors and seniors when they may need only a few specific courses to fulfill their graduation requirements.|As a homeschool support program, Valley Oak Charter sees one of its central purposes as providing curriculum options for homeschool students that will enable them to learn the standards at their ability level and that satisfies their interests and individual learning skills. We are proud of what we now have available for our families; we also have the flexibility through our family curriculum budget allotments that families can acquire a course of study best suited to their child. We cannot identify any barriers that would prevent the school from providing access to a broad course of study for our students. Students with limited reading ability or cognitive skills sometimes find it difficult to locate materials that will allow them to complete some courses, so the school has been identifying and purchasing materials to meet the needs of these students.|Recently VOC received a college readiness grant that has allowed it to increase its selection of UC a-g level high school textbooks. Some of the school's Special Education funding has been earmarked to purchase course materials for students with limited cognitive and/or reading abilities. Many materials were purchased last year, and we have budgeted additional funds to improve our selection over the next two years.|Met|Valley Oak Charter is a homeschool support program. The school provides free curriculum for homeschool families living in the Ojai Valley and neighboring communities. Because homeschool courses of study are as diverse as the families we serve, we must offer a broad course of study with many options. Over the years, we have developed these curriculum options, which include textbooks, online programs, and offsite courses at local schools, community colleges, and career centers. We require that students pursue a broad course of study, which we document through weekly work records, attendance at onsite programming, and individual contacts with our homeschooling families. We feel the breadth of our offerings is greater than most traditional schools, which tend to offer a more standardized curriculum.|2018
56725380000000|Oxnard|7|The Oxnard School District analyzes all master schedules, course offerings, student enrollment for each of these student groups to ensure all students have access to a broad course of study.  In addition, each school within the Oxnard School District has a unique strand focus that is incorporated throughout school offerings to encourage students' development in the Arts and STEAM.|All students in the Oxnard School District have access to a broad course of study.  The district works with each school to develop master schedules that accommodate the needs of all students.  The district has hired Teachers on Special Assignment in the areas of Art, Music, Science, Social Studies, Biliteracy and ELD.  These TOSAs work collaboratively with the schools to ensure all students are receiving access to all areas.  In addition, they support teachers in strengthening their skills in each of these areas to ensure students receive access.   All students in the Oxnard School District at enrollment are provided an opportunity to select a Dual Language Program.  Currently, there are ten Dual Language Programs in the Oxnard School District.   The district has a STEAM strand focus at every school and students are offered opportunities to develop that focus through courses, electives and clubs.  In addition, the after school program also helps to ensure students have access to music and arts after school.   In addition, the three comprehensive middle schools have well developed academies as a result of an MSAP grant.  These academies are offered to students as open enrollment and transportation is provided when necessary.|The Oxnard School District has been working towards ensuring that all students have access to a broad course of study.  One of the most significant ways was through the elimination of its Transitional Bilingual Program and replacing it with Dual Language Programs.  Only ten of the schools in the district offer Dual Language Programs.  The most significant barrier the district faces is the growing demand for high quality bilingual teachers in all content areas.  The district is working with the Teaching for Biliteracy institute to help develop teachers skill set on biliteracy education.  In addition, the district has partnered with local universities to provide staff development in Spanish to teachers to help strengthen Spanish skills.   The district has made a very focused effort to ensure English Learners in middle schools have access to both ELD and an Elective.  In one school this is done by offering a zero period so that students can participate in an elective.  In other schools, AVID Excel is offered for English learners as a way to have both AVID and ELD.  These classes are focused on ensuring students receive focused attention on the ELD standards.  The district continues to refine these opportunities and increase the number of students participating in this program. To ensure access and equity, parents are provided choices of schools and programs and transportation is provided.|The Oxnard School District continues to work with partners to ensure that students are receiving a broad course of study, including Art and Music.  The district will continue to work with each site in analyzing all master schedules to ensure all students have access, not only to broad course of study but also in settings with heterogeneous groupings.   At the middle schools, OSD will expand both AVID Excel opportunities as well as zero period options so that students have more flexibility in their schedules.  OSD will continue to conduct a review of all schedules for all student groups to ensure students are given the opportunity to a broad course of study.   The district will continue to strengthen its Dual Language programs as the programs expand in grades.  Currently, there are two K-8 schools with students in the middle grades and in 2019-2020, the district will offer the program at one of the comprehensive middle schools as well.|Met||2018
56725460000000|Oxnard Union High|7|OUHSD monitors enrollment in AP/IB courses and A-G requirements by demographics, including: ethnicity, socioeconomically disadvantaged (LI), English Learners (EL), foster youth (FY), students with disabilities and a variety of other subgroups.|At all District sites there has been an increase in the number of all students meeting A-G requirements. Specifically there has been growth at all comprehensive sites for Economically Disadvantaged (LI) students with the District-wide A-G completion percentage for LI students increasing from 29% to 34%.|OUHSD is identifying an area of concern in the two out of five (orange) on the Suspension Rate Indicator.  The suspension rate potentially impacts the access of specific subgroups, such as Foster Youth (one out of five), Low Income (two out of five), Hispanic students (two out of five) and Students with Disabilities (one out of five).|The District’s Differentiated Assistance plan for Suspension Rate includes the addition of a Site Intervention Specialist, a full implementation of MTSS as well as targeted academic, social and wellness interventions for students and assistance to families.|Met||2018
56725460115105|Camarillo Academy of Progressive Education|7|CAPE utilizes many measures and tools to track student access including:  Benchmark 360, Early Literacy, Running Records, classroom assessments, ReadWorks, Math Unit Tests, Cumulative Review Tests.|CAPE uses core curriculum that differentiates for students.  All students have access to state approved curriculum for all core subjects.|CAPE has identified the following as barriers for preventing access:  Parents who do not bring their children to school or bring them to school late (attendance issues), Students who choose not to attend intervention groups offered before or after school, Students who choose not to attend intervention groups held during recess or lunch, Students who do not complete homework or are given too much help on homework from parents, Behavioral issues, Maturity issues, Identified learning disabilities, Language barriers, Cultural barriers, Student attention spans, and equal access to outside resources.|The following is a list of intervention supports offered to ensure access at CAPE:  Small Group instruction, One-on-one Instruction, Reteaching of missed skills, After School Intervention, Push in reading/writing support, Supplemental materials for all core subjects, Counseling services and upper grade office hours|Met|CAPE consistently evaluates our core curriculum and uses data to drive instruction.  CAPE teachers meet on a regular basis to evaluate teaching practices and skill sets.  Supplemental curriculum and supports are added if needed.|2018
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|7|The IB program is taught to all students at ACE, as it is a school wide initiative.|ACE only has 270 students, this does not apply to us. Every student is accounted for.|We did not identify any barriers.|We will attend more professional development for teaching IB courses.|Met||2018
56725530000000|Pleasant Valley|7|PVSD conducted an examination of master schedules in the Q Student information system and of enrichment schedules which revealed that students have access to a broad course of study, including various middle school electives.  Scheduled opportunities for TK-5 instruction in the arts (music) are available as well as enrichment opportunities through a virtual classroom environment for students designated as GATE.  Intervention structures are in place at all campuses with access to supports in reading and math tutoring. The special education offerings are expanding to include a learning center model in addition to a broad course of study. Academic supports for unduplicated students on all campuses are allocated based on campus Unduplicated Pupil Percentage (UPP).|All students are enrolled in a broad course of study.  The major differences pertain to the types of electives and math courses offered at different schools at the middle school level.  The two comprehensive middle schools offer different electives with one comprehensive middle school providing access to CTE pathways.  The structure of the K-8 schools does not allow the same variety of course offerings and acceleration options as are possible in a comprehensive middle school setting; however, all K-8 schools have CTE pathway opportunities.|All students have access to a broad course of study; however, there are fiscal and staffing limitations to offering the same level of programming at the middle school levels at smaller K-8 campuses as are available at comprehensive middle schools.  Additionally, one of the comprehensive middle schools did not write a pathway grant, so the elective courses are not pathway aligned. In the TK-5 setting, intervention options during the school day provided by staff are not available due to lack of scheduling consistency and training in this model.|PVSD is exploring a bridge summer course for PVSD students in grade 8 to take math 1.  This will provide additional math acceleration options.  Additionally, TK-5 principals will be trained in master scheduling structures to provide support with a walk-to-learn model during the school day.|Met|Local measure progress was presented at a regularly scheduled meeting on 10/18/18.|2018
56725536120620|University Preparation Charter School at CSU Channel Islands|7|Grades 1-5 – students are clustered with a core teacher that offers multiple subjects to all students, students also have access to the following via specialist teachers. Student access to standards aligned materials Student access to PE instruction Student access to Arts instruction Student access to Foreign Language instruction Student access to specialist classes in a wide range of areas (technology, health instruction, music, etc)  Grades 6-8 – we monitor students’ access via our SIS and master scheduling Student access to standards aligned materials/courses Student access to PE instruction Student access to a variety of Art, Music, and Technology  Student access to Foreign Language|In looking at our SIS for middle school scheduling, one of the challenges at our middle school grades is when a student has needs that require several specialized programs like ELD and Resource.  Because of the limits of the instructional day, these students are sometimes unable to take a foreign language, but will still be able to access art, music, technology courses.|Scheduling is a barrier.  In a small middle school program where classes are taught in core blocks, the flexibility is limited.|We are adding more ELD opportunities for students who are at risk of LTEL.  These students will participate in supplemental programs held before school and during intersessions.  We are hoping this supplemental help will further student language acquisition so students are redesignated prior to entering middle school.|Met||2018
56725610000000|Rio Elementary|7|In recent years, the Rio School District conducted a review and analyzed the demands of the Common Core state standards. The goal of the process was to not only to show up current instructional practices and systematize tiered intervention, but to increase understanding around the CCSS instructional shifts, grade level expectations, and shifts in practice that will be necessary to provide ALL students access to a robust course of study. RSD has crafted a collaborative system that includes district­wide K­8 curriculum council which meets during the regular school day by grade levels, management and principal teams. RSD continues to develop site ­level Professional Learning Communities (PLCs) as well as district level professional development.  This network was effectively utilized throughout the needs assessment process to analyze data, identify priority needs, create action steps, and communicate with stakeholders. Site teams meet with their school site councils each year and co-construct their site plans and their goals and actions are based on data from their CAASPP & Dashboard measures. This data is reported to all stake holders and approved by RSD's board. Educational Services worked (surveyed) with the teachers, counselors and administrative team members to create local school plans designed to not only refine current practice, but to systematically transition all teachers, administrators and students to develop 21st Century Skills and to become excellent communicators, collaborators, creators, critical thinkers and doers as well as caring citizens, community members, and lifelong learners. The focus on developing 21st century practices is built on a foundation of literacy. Along these lines, we doubled our efforts to assist all our students in developing literacy levels to meet the very high expectations of California standards.  Rio School District Key Features for the current school year are the following: First, RSD continued to provide one to one technology for students. The district started the process of replacing old computers in the next four years. Second, RSD continues to provide counselors at each site with an emphasis to meet student’s social emotional needs. Third, RSD continues to provide professional development through expert researchers who emphasize inquiry based learning (IBID). Another key feature of this year’s LCAP is the continued development of the English Language Learner Saturday Success Program which will enter year two. It provides an opportunity for English Language Learners to further develop their language, writing, speaking and listening skills.|"Rio School District’s (RSD) data continues to indicate English Language Learners performing well above average in the state test SBAC/­CAASPP when compared to other English Language Learners in comparative districts. RSD continues to be part of the CORE districts consortium. CORE data shows RSD as one of the top performers when compared with other ""alike"" districts. According to the state Dashboard, RSD continues to meet the suspension rate for all students subgroups. In addition, the Dashboard shows RSD making progress in both ELA & Math. RSD was one of just a few districts which made gains in the SBAC­/CAASPP in ELA & Math. Furthermore, the dashboard ""equity report"" shows that none of the state indicators are in the lowest area which indicates “not meeting state standards”."|According to the equity report from the California Department of Education Dashboard, RSD English Language Learners overall performance is orange. RSD plans to continue with the implementation of CRLP Reading strategies as well as GLAD & ELD best teaching practices in order to target RSD English Language Learners across the K-­8 grade levels. Additionally, RSD plans to expand the Saturday Success Academy for English Language Learners.|"In an effort to reduce Suspensions and or inappropriate student behavior and improve academic achievement, RSD schools have initiated proactive, positive approaches, in place of reactive, punitive ones. One such proactive approach is known as CHAMPS. In the last three years RSD has started to fully implement CHAMPS through VCOE trainings. RSD plans to continue with the full implementation of CHAMPS during the 2018­-2019 school year and well into the next three to five years. Teachers will be asked to work closer with counselors and administration to ensure understanding and implementation of CHAMPS and other positive behavior interventions. The implementation of the CHAMPS approach is based on the assumption that when “ALL” educators, including classified, across the school actively teach, expect, and acknowledge appropriate behavior, the proportion of students with serious behavior problems decreases and the school’s overall climate improves. Rio School District will enhance the ELD trainings for K-8 teachers in order to improve language acquisition for Rio's English Language Learners and will continue to ""Expand"" the English Language Learner's Saturday Academy program. In addition, RSD's will continue to expand and build capacity in our (5C's) Communication, Collaboration, Critical Thinking, Creativity & Caring- learning platform. RSD SPED-Math teachers will continue to implement the Math Bridges Intervention Kit in grades kinder through fifth, including the new classrooms coming back from the Ventura County Office of Education to RSD. In grades sixth through eighth RSD will continue to fully implement the newly adopted CMP ­ 3 curriculum program. Additionally, RSD will continue to have data chats with SPED Math teachers. RSD has implemented System 44 as an ELA curriculum for fourth through eighth grade.  RSD has increased the number of electives for the groups identified.  RSD will continue to support lower class sizes in grades K­-2. RSD will continue to maintain the STEAM Summer School program to extend the school year. RSD will continue to maintain a counselor at each elementary school."|Met||2018
56725790000000|Santa Clara Elementary|7|The district utilizes our school information system, class rosters, board adopted courses, and SIRAs to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|Based on our locally selected measures, including our student information system, class rosters, board adopted courses and SIRAs, we are able to measure course access for all students, including UPP, and those students with exceptional needs in a small district school setting.  Students have access to, and are enrolled in , a broad course of study.|As a small school district we work to ensure our students have access to courses. Barriers would be available funding, time in the school day and credentialed teachers in specific areas.|We continue to research new funding sources that would help us to provide more course opportunities.|Met||2018
56726030000000|Simi Valley Unified|7|Simi Valley Unified School District has partnered with an educational company that supports schools with identifying underrepresented students for broad courses of study. Primarily, this partner supports schools in identifying students for more rigorous courses of study relating to Advanced Placement (AP), International Baccalaureate (IB), and Honors (H) courses. The partner is Equal Opportunity Schools (EOS).  The measures being used to determine the extent to which all students have access to, and are enrolled in, a broad course of study include surveys that are issued to high school students and employees assigned to those high schools. In addition, relevant data from our student information system is queried to determine enrollment, completion, academic achievement in such courses, the number of courses being offered, and the number of teachers assigned to those courses.|During the 2014-2015 academic year, stakeholders began to examine the need to expand course offerings to students. In the spring of 2015, elected trustees from Simi Valley Unified School District voted to eliminate prerequisites from Board Policy. Students no longer were bound by prerequisite courses in order to enroll in any AP, IB, or Honors courses. Access to more rigorous courses became available to any student who wanted to enroll in such courses. Board Policy now contains language that recommends certain prerequisite courses, but does not require them.  Since the spring of 2015, Simi Valley Unified School District has experienced an increase of 586 students who are have taken advantage of access to broader range of studies. As a result, there are now 34 more sections of rigorous courses being taught today than there were in 2015. Due to this increase, 18 additional teachers are now teaching more rigorous courses. The number of AP and IB exams taken each spring has also increased by 300 exams taken.|Individuals with exceptional needs continue to be an underrepresented student group in broad courses of study. Identified Least Restrictive Environment (LRE) for individuals with exceptional needs continues to be a challenge in terms of providing the necessary accommodations per each student’s Individualized Educational Plan (IEP). Many of these students are not performing at grade at level, but should a student with exceptional needs requests to take broader courses of study, Simi Valley Unified School District would work with all stakeholders involved to support the student with being successful. Mainstreaming students in general education courses continues to be a priority. Students with exceptional needs continue to be evaluated on an individual basis when it comes to broad courses of study.|Simi Valley Unified School District continues to partner on an annual basis with Equal Opportunity Schools. The survey continues to be distributed to students and employee stakeholders on an annual basis. Data collected from the surveys continues to inform school site personnel and district office personnel which students may be candidates to enroll in more rigorous courses.  Revisions or new actions to ensure access to a broad course of study include the identification of teachers to teach courses that may be added to the master schedule of each school as the need arises. As students register for courses in the spring, school administrators and district administrators review the courses being requested to determine appropriate staffing to meet the needs of students.  In addition, ongoing professional development for teachers is needed to meet the needs of all students as they access a broad course of study. As courses are added and staffing expands, teachers may need professional development so they can become more proficient and knowledgeable with teaching courses they have not taught in the past. To meet the needs of these teachers, site and district level budgets are explored to provide the necessary support to teachers and students alike.|Met||2018
56726110000000|Somis Union|7|Access to courses and enrollment in courses is very easy to track when you only have 242 students. The district uses data from our school information system, class rosters, and board/state adopted courses.   All students in the self-contained grade span of TK-6 participate in all core subjects plus, music and P.E.  Students in the grade span of 7/8 have music, art, P.E., differentiated instruction in core subjects, and also have these elective offerings: Math and/or Language Arts Support, Drama, Band, and Video Production.  No child is denied access to any course work offered in that grade.|Despite the fact that there is only one class per grade level, Somis Elementary School still manages to provide music instruction to ALL students in grades: T-K to 8th grade.  Music instruction is provided in voice, beginning band and advanced band. Also, all students in grades 1 - 8 have art instruction from local artist every other Tuesday.  In the classroom teachers differentiate instruction to meet the needs of all learners.  No one is ever excluded from a course of study.  7th and 8th grade students also can choose Video Production, Band, or Drama as an elective.  Grades 3-8 have P.E. with a P.E. Coach.|"Given our small demographic we are not able to offer a wide selection of math courses or isolated college prep classes but we do provide board and state adopted curriculum. Our goal is to prepare our students for entry into high level course work in high school.  To that end, our middle school teachers visit the high school each year to sit in on various courses to make sure that we know what will be expected of our students as they move into more selective coursework. It is on our ""wish list"" to offer Spanish language classes to our students.  Currently our special education excess costs prevent us from having the funds to invest in such a program.  We continue to search for new funding sources that would help us to provide more course opportunities."|We have developed a partnership with our local high school that allows for any student who is working at the high school grade level to begin taking courses at the high school in those area where the students is excelling.   Also, students who have demonstrated above grade level proficiency in math may take the next year's math course.  Student progress and proficiency is determined by grades, test scores, anecdotal information and teacher recommendation.|Met||2018
56726520000000|Ventura Unified|7|VUSD routinely tracks the extent to which all students have access to, and are enrolled in, a broad course of study. We are able to query and run enrollment and master schedule reports from our robust student information system – Q - for students at all grade levels and grade spans to determine which students are enrolled in which course. Transcript reports show us which courses a student has completed. At the elementary school level, we examine: daily classroom schedules of instruction; intervention schedules and class lists to determine who is participating; Special Day Class daily schedules; General Education/SDC mainstreaming/inclusion schedules; District Art and Music Teacher on Special Assignment school/classroom instruction schedules, and administrator classroom walkthrough visit data to confirm compliance with state mandates for instructional minutes in English Language Development and Physical Education, as well as rigorous, research-based instructional practices. At the middle and high school levels, we strive to create our master schedules based on student need and interest, and strive to ensure that every student receives a well-rounded and rigorous learning experience. We create a course catalog each year that lists the courses available at each of our high schools. We routinely examine enrollment in Career Technical Education (CTE) courses and pathways, Advanced Placement (AP) and Honors courses, and concurrent enrollment at Ventura College in an effort to pursue an enrollment that reflects the community of Ventura. We will continue to collaborate as a district to improve our routines that examine access to a broad course of study so that we can provide support and remove barriers for all students.|Although Ventura Unified offers art and music to all of our students in elementary school, not every student is able to access these and other elective courses in middle and high school. All students have some degree of access to technology, but the level of access varies from site to site. The district offers dual immersion at two elementary schools, one middle school and one high school. In addition, one of our elementary schools has a bilingual Spanish program with Mandarin enrichment. We strive to qualify unduplicated students for Gifted and Talented Education. One of our elementary schools implements Advancement via Individual Determination (AVID) curriculum. Several of our sites have After School Education and Safety programs and two of our high schools have After School Safety Enrichment for Teens programs. Our Schools of Choice program includes space-available schools, six magnet elementary schools, one magnet middle school, and one magnet high school; student selection is by lottery. Middle school students are limited to taking six courses a semester unless they have access to transportation so they can take a 0 period course if one is available at their school; at this time Physical Education and Spanish are offered 0 period at some of our middle schools. Some students who are English Learners or student who qualify for either English language arts or math intervention are unable to take an elective class due to limited offerings, transportation, etc. An all-district show choir is offered 0 period districtwide to all elementary, middle and high school students. The Ventura County Concert Band, offered by Ventura Adult and Continuing Education offers students an opportunity to participate in concert performances throughout the year. Some students enroll in college classes. Graduation requirements include Fine and Applied Arts and Physical Education. Our English Learner students are often unable to take many elective classes because they are typically in double block language classes.  At the middle and high school levels, master schedules reflect student need and interest. Our high school course catalog that lists the courses available at each of our high schools. The AVID program thrives in our middle and high schools as we work to ensure that all of our students are college and career ready. We added an Ethnic Studies course in fall 2018 to increase our students’ knowledge and understanding of themselves and those that are different than them. Two of our high schools have advisory periods; students who are struggling enroll in intervention and students who are excelling can take enrichment classes.|VUSD recognizes there is a discrepancy in enrollment in a broad course of study between English learners, homeless and foster youth, low-income students, students with disabilities, and their more advantaged counterparts at the middle and high school levels.  Some middle and high school students who are English Learners, have learning disabilities, or who need English language arts or math intervention might not have room in their schedule for electives. The limitations of the school day and nuances of master schedules at the high school level, including singleton classes and class conflicts, prevent students from taking all of the courses they want to take. Often, only one section of an AP class is offered in a particular subject, and students who are taking multiple AP and honors classes have to prioritize. This is also true for students who are taking AVID, music, art, athletics, other electives, or CTE courses. Limited resources, which translates to limited funding, staffing, class offerings, facilities, transportation, technology, etc. do not allow schools to offer a master schedule that allows students to enroll in every course they would like to take. In addition, the finite number of spaces in any class affect students’ ability to enroll. For some of our students, transportation is key to their ability to take 0 period courses, or stay late to take college classes taught on campus. Lack of funding also limits our ability to provide field trips and other enrichment opportunities to the extent we would like. A lack of facilities at one of our high schools prevents us from offering football and wrestling to those students. The length of the school year and school day does not allow enough time to implement a broad course of study to the fullest extent. Students have six years in elementary school, three in middle school, and four in high school. VUSD has a 230-credit high school graduation requirement. At the elementary level, we strive to insure that students who require academic intervention are not pulled out of academic classes. However, this means that they are sometimes pulled out of art, music or physical education. For smaller secondary schools, the “tightness” of the master schedule limits a broad course of study being offered to the furthest extent possible.|Under the district’s Multi-Tiered Systems of Support (MTSS) initiative, coupled with Universal Designs for Learning (UDL) and Formative Assessment strategies, VUSD aims to provide excellent first instruction and reduce the need for intervention. This will allow more students to access a broad course of study, and access rigorous courses that will prepare them for college. Seniors can take an Expository Reading and Writing Composition  class to meet their senior English requirement, and master the skills necessary for writing in college. In addition, the district will continue to reclassify English Learners so they can participate in a broad course of study. Staff is in place at the high schools to monitor English Learner progress and move them out of intervention as soon as they are ready. English Learner students have access to grade level courses that meet a-g requirements within their double-block classes. The district is also exploring online and blended learning, independent study, and dual enrollment in college courses.|Met||2018
56737590000000|Conejo Valley Unified|7|CVUSD prides itself on providing the right fit for every family and is driven by the belief that each child has unique gifts to discover. Through a variety of programs at schools that are positive, safe, and inviting learning environments, students can thrive in an environment built on teamwork, trust, and shared accountability.   At our TK-5 grade levels, all students are provided with equitable opportunities to access the core curriculum. Each school site offers its own unique culture and identity. School choice allows parents opportunities to choose a school culture they believe will best benefit their children.  CVUSD has four magnet programs at the elementary level: Acacia Magnet School for Enriched Learning, the Environmental Academy of Research, Technology and Earth Science Magnet School (EARTHs), Ladera STARS Academy, and our Open Classroom Leadership Magnet.  CVUSD supports five middle school sites with enrollments ranging from approximately 500-1100 6-8th grade students at any given site.  One example of CVUSD students accessing a broad course of study is at Sequoia Middle School (SMS).  SMS boasts a Discover Academy Magnet program which uses the NGSS Cross-Cutting Concepts to connect across the content areas of English, science, and history.  This program provides students with hands-on learning experiences.  Students work collaboratively during activities, labs, and projects and also engage in critical thinking and authentic assessments. DISCOVER students connect to the community through community service projects, exposure to guest speakers and field excursions. CVUSD is committed to all students reaching their full potential in a supportive and academically challenging environment which includes College Preparatory, Honors, Advanced Placement (AP) classes, an International Baccalaureate Program (IB), School-to-Career opportunities and additional support programs for English Language Learners, at-risk students, homeless, foster and students with alternative learning styles. CVUSD annually surveys parents on potential new programs and initiatives, and measures student enrollment, school choice, and academic achievement at each of our schools and specialized programs.|In providing exceptional opportunities for every child within its boundaries, CVUSD strives to provide all students with a broad course of study.  At the elementary level, CVUSD tracks enrollment in its various programs, including magnet schools, academies, and special education programs. Enrollment in district magnet and specialty programs has increased in recent years. Additionally, over 95% of middle school students are annually enrolled in one or more college prep or honors courses; and over 95% of high school students are enrolled in one or more college preparatory, honors, Advanced Placement, or International Baccalaureate courses.  However, our enrollment in special education programs has also increased. As a result, the percentage of students enrolled in the Least Restrictive Environment, or general education courses for at least 80% of the school day, was below the federal guidelines at 45.6%. The federal target for CVUSD is 52.2%. CVUSD collects student voice input through the local LCAP survey and focus groups, as well as every other year through the CHKS survey. In 2017, 64% of grade 7 students report opportunities for meaningful participation at school, while 45% of grade 11 students report opportunities for meaningful participation.  In regards to state  testing, CVUSD student academic achievement on the SBAC ELA and Math consistently outperforms our county and state levels.  Additionally, student off-campus suspension rates remain lower than county and state averages at 2.27% district wide.  Analyzing our unduplicated pupil counts in this area, staff is concerned that our socioeconomically disadvantaged student populations yielded a suspension rate of 4.32%, our Special Education population yielded a rate of 6.33% and our English Learner populations yielded a rate of 2.51%.  This disparity has led to a renewed focus on alternative means of correction prior to suspension as well as restorative practices.  CVUSD is proud to report that over 60% of high school students participate in at least one co-curricular activity each year.  Additionally, 59% of our graduating seniors completed A-G requirements in spring 2018 for college entrance and attended approximately 230 colleges and universities world wide.  Some notable institutions include Princeton, Stanford, Yale and MIT.  CVUSD maintains the highest high school graduation rate in Ventura County at 96.9%.|The goal of CVUSD is to provide its students with multiple opportunities to be successful and engage in a broad course of study.  However, there are several barriers that need to be overcome to achieve this goal.  In the 2018-19 school year, several prevalent barriers exist that are being addressed. These include addressing the percentage of students with disabilities whose IEPs restrict them to spending less than 80% of their instructional day in general education classes, a lack of teacher professional learning in differentiation strategies, and consistent and fluid bell schedules across all middle and high schools. Currently, CVUSD reports that 45.6% of our students with disabilities spend more than 80% of their time in a general educational setting.  Our goal is to increase the amount of time that our students with disabilities spend in general education courses and align our practices with the Least Restrictive Environment guidelines.  One of the largest barriers preventing this shift is the lack of flexibility within our master schedules at the secondary sites which is the result of a prior practice of offering content specific courses in an SAI environment.  Site leadership is working with our case managers and Special Education staff to create a more inclusive schedule and provide additional opportunities for students to enroll in general education courses. Over the years, teachers have completed an average of 18 hours of professional learning each year outside the regular contract day. However, in offering teacher choice and variety, professional learning has not always targeted the most crucial district initiatives, including good first teaching and differentiation. Although all schools provide teachers with time to collaborate, consistent common planning time across grade-levels and content areas is not built into every school’s bell schedule. As such, not all teachers attend the planning meetings. Additionally, not all middle and high schools have an intervention or enrichment period built into the master schedule to provide struggling students with additional support. There is also a need to support our high achievers with enrichment opportunities.|Several barriers were identified that need to be overcome to most effectively provide all students with access to a broad course of study.  These include addressing the percentage of students with disabilities whose IEPs restrict them to spending less than 80% of their instructional day in general education classes, teacher professional learning in differentiation, and consistent and fluid bell schedules across all middle and high schools. In the 2018-19 school year, leadership within the CVUSD community has implemented CHAMPS professional learning refreshers at the elementary sites.  Additionally, Universal Design for Learning (UDL) is providing a framework with which to plan and implement professional learning across the district.  The UDL philosophy has been introduced at the various stakeholder group meetings across the district, including our GATE DAC and SEDAC teams.  The implementation of CHAMPS and UDL supports addressing Least Restrictive Environment and implementing differentiation strategies in every classroom for all students. Moreover, CVUSD has begun a culture shift to a more data driven environment, with the rollout of Impact Teams at 6 elementary and middle schools. While foundational support is being given at Aspen, Acacia, Banyan, Colina, and Redwood; full implementation support is being provided at Sequoia Middle School. The results of the implementation at Sequoia will determine the extent to which full implementation support is provided to additional sites in future years. The rollout of the Next Generation Science Standards (NGSS) in CVUSD continues to move in a positive direction. Through articulation between high school science and elementary teachers, CVUSD is providing professional learning opportunities and discovery activities for elementary students. Subsequently, students are provided with an inclusive, hands-on approach to the 5Es: Engage, Explore, Explain, Extend, and Evaluate; and learning in general to support Least Restrictive Environment and a broad course of study.|Met||2018
56738740000000|Oak Park Unified|7|"The indicators used to determine access to a broad course of study are the % of graduating seniors who complete the UC/CSU A-G requirements, as well as the percentage of students who are ""Prepared"" for college and career according to the CA School Dashboard's College and Career Indicator (CCI). In 2017-2018, the percentage of graduates completing the A-G requirements was   86.8%, an increase of 4% from 2016-2017. 71.7% of students were ""Prepared"" for college and career according to the CCI, an increase of 6.2% over 2016-2017."|OPUSD has increased the number of A-G courses, essentially marking all courses as A-G approved.  Further, all students with disabilities are fully included in general education courses in all grades K-12, ensuring equitable access for all students. No differences exist between school sites or student groups.|There are currently no barriers to providing access.|"OPUSD will continue offering ""0"" period courses to ensure students have access to desired courses.  Improving CTE pathways will also assist in providing students with a broad and complete course of study. During the 2018-2019 school year, OPHS is conducting a review of graduation requirements. The results of this review are pending, and may result in increased efforts to provide a broad course of study to all students."|Met||2018
56739400000000|Moorpark Unified|7|The following tools are used to track the extent to which all students have access to and are enrolled in a broad course of study: Grades 1-8, course enrollment data from the Moorpark USD SIS (Student Information System). Grades 9-12, CA Department of Education (CDE) DataQuest Graduation Data for the most recently reported year. Graduation rate as well as the rate of students meeting UC/CSU requirements is used as an indicator of access to and enrollment in a broad course of study.|For grades 1-5, all elementary schools provide a broad course of study. Due to the Schools of Distinction themes at all of our elementary schools, a greater emphasis may be placed on one or more curricular areas. For example, one school is an Arts and Technology magnet so it may emphasize visual and performing arts more than another elementary school. For grades 6-8, all middle schools provide a broad course of study. English Learners must take a Designated ELD course. This may limit a student’s elective choices. For grades 9-12, the high schools provide a broad course of study. Procedures are in place to ensure that all high school students have access to UC/CSU required courses and are not prohibited based on language proficiency, socio-economic status or disability. English Learners must take a Designated ELD course. This may limit a student’s elective choices. An examination of the graduation data from 2016-17 shows an overall graduation rate of 92.4% with 57.5% of those students meeting UC/CSU requirements. Socio-economically disadvantaged students had a graduation rate of 86.5%, 31.7% met UC/CSU requirements. 70.9% was the graduation rate for students with disabilities, 2.6% met UC/CSU requirements. English Learners had a graduation rate of 72%, none of the students met UC/CSU requirements.|Although there are no barriers to access UC/CSU required courses, a student’s limited English proficiency and/or disability may hinder a student’s ability to successfully complete those courses.|Although Moorpark USD has ensured access to a broad course of study for all students, the focus is on student success in that broad course of study as outlined in the goals and action steps for student achievement in the Moorpark USD LCAP.|Met|This information was shared at a regularly scheduled meeting of the Moorpark USD Board of Education on October 9, 2018.|2018
56768280000000|Santa Paula Unified|7|In grades K-5 the primary tool that is used to track the extent to which all students have access to a broad course of study are instructional schedules which include the core content areas, English Language Development (ELD), Physical Education, library, and music education.  At the middle and high school levels the tools used are the master schedules, transcript evaluation services (High School only) and student information system (SIS) reports.|All students in grades K-5 have access to a broad course of study.  All school sites are provided with equitable core, intervention, and enrichment services.  Students identified as needing additional reading support are provided with small group reading services during the school day.  A further analysis is needed to ensure that students who are participating in the reading intervention receive services during differentiation learning time.  In grades 6-12, additional periods were added to the master schedule to give students with impacted schedules increased access to electives and at SPHS, the ELD 3 class was granted UC A-G English approval.  The district will continue to review and monitor all instructional schedules on a regular basis across all schools.|An ongoing challenge is to provide students with impacted schedules core academic instruction as well as intervention and enrichment opportunities during the school day.  The district will continue to provide additional before and after school core and elective courses to meet the needs of all students.|The district will continue to offer before and after school elective courses for students with impacted schedules and those who need reading intervention classes during the day and will continue to examine daily/master schedules and strengthen the data collection and analysis of all students to ensure access to a broad course of study.|Met||2018
57105790000000|Yolo County Office of Education|7|The Program Specialist, who is a credentialed counselor, creates an Individualized Learning Plan (ILP) that includes access to a broad course of study and is tailored to the needs of each student to ensure that all students are on a graduation pathway. This transcript audit and ILP are reviewed every six weeks at a minimum.|All students have access to and are enrolled in a broad course of study which places them on track to graduate with a WASC accredited diploma. There are no differences in access or enrollment as a result of a student's unduplicated status or school of attendance.|There are currently no barriers to a broad course of study. However, due to staffing limitations as a result of being a small school serving a specific population, we have contracted with a third party vendor to ensure all students have access via an online platform versus a direct delivery model.|We have begun transitioning to a hybrid-learning delivery model where online and direct delivery are built into the school day. This ensures that all students have both the time and the resources to access and complete a broad course of study.|Met|Reflective tool completed by Executive Director and Principal on 10/18/18.|2018
57105790132464|Empowering Possibilities International Charter|7|Based on an analysis of the school master schedule, all EPIC students have access to a broad course of study/required subject areas, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  EPIC is an International Baccalaureate Candidate School.|Based on an analysis of the school master schedule, all EPIC students have access to a broad course of study/required subject areas, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and world languages.  EPIC is an International Baccalaureate Candidate School.|There are no barriers preventing a broad course of study for all students at EPIC and EPIC seeks to expand programs as the school's budget allows.|EPIC is seeking to expand its broad course of study for all students as the school’s budget allows, including expansion of the world language and visual/performing arts programs.|Met||2018
57105790137422|Yolo County Career Academy|7|The Program Specialist, who is a credentialed counselor, creates an Individualized Learning Plan (ILP) that includes access to a broad course of study and is tailored to the needs of each student to ensure that all students are on a graduation pathway. This transcript audit and ILP are reviewed every six weeks at a minimum.|All students have access to and are enrolled in a broad course of study which places them on track to graduate with a WASC accredited diploma. There are no differences in access or enrollment as a result of a student's unduplicated status or school of attendance.|There are currently no barriers to a broad course of study. However, due to staffing limitations as a result of being a small school serving a specific population, we have contracted with a third party vendor to ensure all students have access via an online platform versus a direct delivery model.|We are utilizing a hybrid-learning delivery model where online and direct delivery are built into the school day. This ensures that all students have both the time and the resources to access and complete a broad course of study.|Met|Completed by Executive Director of YCOE and Assistant Principal of Alternative Education on 11/09/18|2018
57726780000000|Davis Joint Unified|7|Davis Joint Unified School District uses a Course Enrollment and Access Tool in order to track and monitor the enrollment of students in courses in all grade spans for courses to include, English, Social Science-History, Math, Science, PE, CTE, World Language and Visual and Performing Arts.  The tools allows staff to see total enrollment, enrollment by unduplicated student groups, and Special Education students.|The tool indicates that students in Kindergarten through Sixth grade have access to and are enrolled in a broad coarse of study to include exposure to music education, science, and other core content areas in an equitable manner.  In analysis of 7th - 12th grade, we note that all students, including those who have Special Education needs, have access to the core courses and enroll in consistent and equitable ways; this is a result of our Full Inclusion model.  As Science and math become optional for graduation (grades 11 and 12) we see a decline in enrollment of our unduplicated students and those with Special Education needs.  We also note a dramatic disproportionality in enrollment in our World Language, AP coursework, and accelerated math and sciences.  Enrollment (of all students) drops in CTE, World Language, and Vapa in 11th and 12th grades, presumably a result of meeting graduation requirements.|Barriers to enrollment for unduplicated students appear to be successful completion of math coursework and potentially schedules that request students choose between a support class (AVID, ACES, Study Skills, and Math Clinic, for example) and elective coursework.  It is not clear that support classes are benefitting student engagement or success, so are being analyzed by instructional services in partnership with sites.|One example of revisions and decisions made was in restructuring of Montgomery Elementary School.  As English Only strands are phased out, student access diverse and broad instruction increases.  DJUSD implemented policy wherein all 7th grade students are enrolled in Common Core 2 and this, too, was intended to increase access for all students.  Moving forward, DJUSD will engage in root cause analysis of mechanisms such as master schedule, assessment practices, and counseling documents may contribute to disproportionality in access and enrollment. DJUSD also intends to explore the work of other districts, seek articulation with Community College partners, and re-visit CTE pathways in an effort to broaden our courses of study and increase student outcomes.|Met||2018
57726780119578|Da Vinci Charter Academy|7|The primary tools used by Da Vinci Charter Academy to ensure that students have access to and are enrolled in a broad course of study are tracking A-G college eligibility rates and graduation rates. Da Vinci also assesses the total number of courses offered across subject areas through a Course Enrollment and Access Tool. Additional measures include grade-level counseling meetings with students and parents, maintenance and response to a D & F list, specifically tracking the progress of unduplicated students, progress reviews of Special Education students during IEP meetings, and monitoring enrollment in Internship Programs.|In 2017-18, 84% of Da Vinci students achieved A-G college eligibility upon graduation and a 100% graduation rate.Additionally, in 2017-18, Da Vinci offered 58 courses across 7 subject areas for its population of 399 students in grades 9-12. These courses include several Advanced Placement and Honors courses as well as academic support courses. As a single site, there are no distinctions to be drawn across multiple sites. Due to Da Vinci's inclusion model, all students, including Special Education students have access to A-G college courses. Da Vinci's unduplicated students and Special Education students demonstrated a lower A-G college eligibility rate in comparison to the general population.  A-G College eligibility rates and graduation rates have remained high and consistent over the past few years.|As a college preparatory, A-G school, it is presumed that all students will develop a high school course plan that allows for a wide selection of courses that prepare students to be A-G eligible upon completion of the program. Given Da Vinci's course offerings covering a wide range of A-G courses and its use of an inclusion model, there are no barriers for students to access a broad course of study. Da Vinci's barriers to success lie in academic success for particular groups of students within their A-G courses.|Da Vinci intends to maintain its broad course of study in the future and will continue to support all students in creating an A-G college preparatory four-year high school plan. Da Vinci is in year two of developing a Computer Science pathway and will continue working towards a pathway that provides a four-year sequence of Computer Science courses. Da Vinci also offers limited Career Technical Education courses and will explore increased offerings in this area in the future.|Met|Da Vinci promotes a positive school climate through its Dino Pack peer-mentoring program, offering social and emotional as well as academic support to students. Da Vinci also utilizes a Restorative Practices Coordinator who receives referrals regarding student conflict and utilizes a standardized process to work towards a resolution.|2018
57726860000000|Esparto Unified|7|The locally selected tools used by the Esparto Unified School District to determine if all students (grades TK-5), including unduplicated, are enrolled in a broad course of study are class schedules, report cards, English Language Learner identification, and Individualized Education Plans.  The locally selected tools used by the Esparto Unified School District to determine if all sixth through twelfth grade students, including unduplicated, are enrolled in a broad course of study are the Master Schedule, report cards, English Language Learner identification, WASC plans, and Individualized Education Plans.|The locally selected measures demonstrate all Esparto Unified School District students (TK-5) have access to a broad course of study.  The students are all provided equal access to these courses, regardless of grade or need.  The locally selected measures demonstrate all Esparto Unified School District students (6-12) have access to a broad course of study. The students are all provided equal access to these courses, regardless of grade or need. The district has greatly increased student participation in Honors, AP, and CTE since 2014.|The current barrier facing EUSD would be the need for increased funding for additional courses.|The EUSD will continue increased access to programs and courses of study according to student need, employment trends, college requirements, and student preference.|Met||2018
57726940000000|Washington Unified|7|Washington Unified uses a Student Information System, AERIEs, to track access through master schedules and enrollment across a broad course of study.  Students groups are monitored for enrollment using queries through AERIES and for academic performance through a software program, Illuminate.  Data from these sources are used to measure progress and as discussion points during professional learning time.|100% of students have access to: *  English *  Social Science * Math * Science * Physical Education * Career Technical Education * World Languages * Visual and Performing Arts  One hundred percent of students are currently, or have completed required courses in English, Math, Science, Social Science, and Physical Education.  Between 51-75% of students have enrolled in Career Technical Education, World Languages, Visual and Performing Arts and Driver's Education.  Students in Special Education, English Language Development and Support classes are less likely to enroll in electives.|Washington Unified is committed to providing education to students in the least restrictive environment.  The district has been refining practices so students with special education needs are only placed into special day classes if that is the most appropriate placement. Students enrolled in Special Day classes have less access to a broad course of study.  Students, identified as English Learners, participate in daily English Language Development to increase language proficiency. Enrollment in English Language Development allows for less room in those students schedules for elective courses.|Washington Unified is working closely with Yolo County Office of Education to decrease the number of students identified for Special Education and/or placed into Special Day Classes.  Site administrators and teachers are provided professional training on inclusive classrooms and differentiated instruction.    The Career Technical Education program is continuing to expand so that more courses are available to a diverse set of learners with varied interests. Currently, the Culinary Institute is a popular choice for a diverse set of students.   In addition, the district is monitoring groups of students to encourage engagement in a broad course of study. If a student group is underrepresented, efforts toward recruitment are increased.  To support students identified as English learners, early intervention, through elementary programs, is in place to increase the reclassification rate and promote students to secondary as fully English proficient.  Students reclassified as fully English proficient have more flexible schedules and more opportunities for a broad course of study.|Met||2018
57726940124875|Sacramento Valley Charter|7|All students have equal access to broad course of study. Students take a range of formative and summative assessments that is used to track students' access to a broad course of study. Unduplicated student groups are supported by differentiating instructional planning.|The success rate has increased significantly for English Learners and other economically disadvantaged students.|The barriers preventing the LEA from providing access to a broad course of study for all students more training and professional development. Less Participation of parents is one of the major barriers to students' success.|Parents' proactive role in monitoring students' involvement during non-school hours, making sure students get enough nutrition, and ensuring there is no harassment preventing their success and happiness.|Met|Students' participation in broad courses of study like World Language, Technology and Art help in writing many success stories.|2018
57726940131706|River Charter Schools Lighthouse Charter|7|All students at Lighthouse Charter School (Lighthouse)  enroll in a broad course of study appropriate for Kindergarten through grade six and that includes: English Language Arts, Mathematics, Science,  History-Social Science, Health and Physical Education, and Visual and Performing Arts. All students are enrolled in the same common curricular sequence in core and non-core classes, ensuring all students have access to and are enrolled in this broad course of study.|The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled). There are no differences in access nor enrollment by subgroups.|As there are no barriers, no revisions, decisions, or new actions are required.|Lighthouse will continue its work to ensure all students have access to and enroll in a broad course of study in 2018-19, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.|Met||2018
57727020000000|Winters Joint Unified|7|School administrators regularly review enrollment and course completion data in the District’s Student Information System (AERIES) and the California Longitudinal Pupil Achievement Data System (CALPADS). Student progress is also reviewed at each grading period. Additionally, administrators review student outcome and performance data on multiple assessments, including Advanced Placement exams in order to monitor access to a broad course of study.|Students have access to and are enrolled in a broad course of study at schools across the District. There are no differences in access or enrollment as a result of a student's unduplicated status. One indicator of this includes participation in Advancement Placement courses at Winters High School. Approximately 65% of students at Winters High School identified as Hispanic/Latino. This exactly matches participation on last year’s Advanced Placement exams; the national average, from the most recent data reported, is about 20%.|There are currently no barriers to a broad course of study for students in the Winters Joint Unified School District mainly because interventions are embedded throughout the school day utilizing Universal Design for Learning (UDL) principles. At Winters Middle School, for example, a number of courses are now co-taught by Educational Specialists and general education teachers. Additionally, English Learners in need of English Language Development still have access to visual and performing arts pathways through the use of an enrichment wheel. At Winters High School, students who are not making satisfactory progress are provided intervention utilizing an online credit recovery program (APEX).|The Winters Joint Unified School District will continue to monitor student enrollment and course completion data, and further implement Universal Design for Learning (UDL) principles and strategies to ensure that all students have access to a broad course of study. The District is currently completing site-based and District-wide self-assessments in order to further clarify and strengthen our Multi-tiered Systems of Support.|Met|Methodology: School administrators reviewed available enrollment and course completion data and provided narrative analysis.|2018
57727100000000|Woodland Joint Unified|7|The district surveyed school and district-level administrators as a first step towards identifying the level of access that all students have to a broad course of study.  The survey asked respondents to rate the level of access that students have to each subject area identified in Ed Code as necessary in a broad course of study. The survey also asked respondents to identify barriers to access which currently exist at the school site.|At the elementary level, all students have access to the English Language Arts, Mathematics, and English Language Development (if English Learner).  There is variation in the amount of access that students have to the other subject areas of Social Science, Science, VAPA, Health, and Physical Education.  In some schools, ELA and Math take precedence over other subject areas.  Also, in most elementary schools, VAPA access is limited to students who are meeting standard in ELA and Math. At the secondary level, all students have access to ELA, Math, Science, and Social Science.  Access to VAPA, Foreign Language, Applied Arts, and CTE is limited.  Students who have access to VAPA tend to be higher achieving and higher income.|Barriers that we have identified include:  (a) scheduling and staffing; (b) lack of materials that address the currently adopted standards and frameworks; (c) students in credit recovery or support classes have fewer elective opportunities; (d) historical lack of emphasis on providing a well rounded course of study; and (e) students need multiple entry points to access courses and pathways.|The process for measuring our progress on this local indicator has begun.  WJUSD is in the beginning stages of ensuring a broad course of study.  Administrators have been surveyed as to their perceptions, and barriers have been identified.  Initial steps for ensuring access to a broad course of study are to (1) engage with more stakeholders to build community understanding of the issue, and  (2) develop a plan that involves those stakeholders. Because this issue is multi-layered and there are numerous structural barriers to ensuring access to a broad course of study for all students, it will take this coming school year for WJUSD to implement steps towards resolving those barriers.|Met|The data for the Local Indicator for Priority 7 was presented to the WJUSD Board of Trustees on October 25, 2018.|2018
57727100121749|Science & Technology Academy at Knights Landing|7|We are a TK-6th grade Science and Technology charter school. We integrate science and technology thematically through all of our curriculum.  We offer all students English (Language Arts), Mathematics, Social Sciences, Science, Visual and Performing Arts, Health and Physical Education. Careful review of the LCAP by all stakeholders allow us to identify and address the needs of all of our students including unduplicated students and individuals with exceptional needs (students on IEPs, 504s, foster youth, and we serve a low income population).|We are a fully integrated campus.  We work hard to be sure that students have equal access to these subjects and receive additional support where needed. Teachers, staff, parents and administrator work together to monitor each child’s progress over the course of the school year. This is done through the use of PLPs (Personalized Learning Plans). The PLPs are based on data collected through assessing each content area. Collaboration among teachers and parent’s input  create roadmap for the school year. Academic conferences that involve review of the PLP and Report Cards are put in place to monitor students progress.|As a school of choice, we have a high percentage of students (18%) with exceptional needs. Although we have many supports in place, some of these students require additional support to full access to the entire curriculum.|In order to address these concerns we have hired an additional resource staff member and have many measures in place to ensure students stay on task and keep up with their classwork. For example, we invest in additional paraprofessionals to support teachers in the classroom. We partner up with UC Davis to provide a tutoring/mentoring after school program. We also have invested in a Reading Intervention Specialist to provide additional support and an RTI Specialist that provides services both academically and emotionally.|Met||2018
58105870000000|Yuba County Office of Education|7|The school administrator and Intervention Teacher use a locally developed enrollment process to ensure that each student has an Individualized Learning Plan (ILP). Each ILP includes access to a broad course of study designed to maintain a pathway to meet high school graduation requirements and address credit deficiency.|All students have access to and are enrolled in a broad course of study, regardless of their unduplicated status or school of attendance.|There are no barriers to a broad course of study. However, due to being a small school with limited staffing resources, some courses are offered via an online platform.|The school administrator, and Yuba COE leadership continue to analyze the needs of students in meeting graduation requirements through a broad course of study and will continue to implement additional supports and services as necessary.|Met|NA|2018
58105875830112|Yuba County Career Preparatory Charter|7|The school administrator, school counselor, and enrollment team use a locally developed enrollment process to ensure each student has an Individualized Learning Plan (ILP). Each ILP includes access to a broad course of study designed to maintain a solid path which will address both credit deficiency and meet high school graduation requirements in a timely manner. Students ILP’s are reviewed a minimum of two times annually.|All students have access and are enrolled in a broad course of study which places them on track to graduate with a diploma. There is no difference in access or enrollment as a result of a student’s unduplicated status.|There are currently no barriers to a broad course of study. However, due to staffing limitations as the result of being a small school serving a specific population, we have contracted with a third party vendor to ensure all students have access via an online platform versus a direct delivery model particularly for our credit recovery courses.|We continue to revise our master schedule to best meet the needs of our students. We have integrated more time available using our online platform and hired more staff to supervise and support students in these programs. Our counselor will be meeting more frequently with our students to review their educational paths and we will be creating tallys of the classes needed by our students for our master schedule next year so we can continue to design programs to ensure all students have access to a broad course of study.|Met||2018
58727280000000|Camptonville Elementary|7|CUESD currently has an average enrollment of 50 students. The coursework and curriculum goals of each student are tracked by classroom teachers and administration. All students in grades TK-8 are given access to a broad course of study. This includes students with IEPs and 504's who may have modifications and/or accommodations to provide access to the curriculum. All students in K-8 had access to a broad course of study including ELA, Mathematics, Social Studies, Science, PE, Foreign Language, Health/Nutrition, and Music. All students have the opportunity to participate in a weekly period of STEM instruction and third through eighth grade students are able to choose and participate in an elective during two trimesters.|CUESD is a one school district.|Barriers that might prevent the LEA from providing access to a broad course of study might include the shortage of teachers qualified to teach music, art, and visual and performing arts in a remote rural area.|The LEA will continue to provide access to all students and continue utilizing systems of support to ensure that all students are ready and capable of learning. Through our MTSS Grant, teachers are being provided with professional development in Universal Design for Learning (UDL). We are looking at purchasing supplemental programs such as the Goalbook Toolkit to make sure that teachers have access to strategies and resources to support instruction and learning for all students. SST meetings are held whenever necessary to identify and determine barriers to student access and progress. IEP and 504 team meetings focus on supports such as accommodations and modifications needed ensure inclusive practices across the curriculum.|Met||2018
58727286115935|CORE Charter|7|CORE Charter School has established the means and ways for each family with enrolled students in each grade range to fully participate and access all curricula and programs. Through the teacher/parent/student partnership, a full course of study is planned and ensured. State standards-based curriculum and resources is selected and distributed at time of enrollment.  An inventory and student check-out system closely tracks use of materials. In addition, the Resource Center provides important access to special education services, ELD services, tutoring, counseling, technology resources, mandated testing, small group instruction, and hands-on lab activities.  CORE tracks access of these supports through such tools as tutoring logs, learning record reports, Google forms, attendance forms, technology contracts, student files, email, and SchoolPathways (SIS).|"All Students, including unduplicated pupils, have equal access to and are enrolled in a broad course of study that meets State Standards. In addition to choice of curriculum, CORE's curriculum catalog identifies adopted state curriculum that is available to all students. Accommodations are provided when necessary for student success. CORE Charter School prioritizes communication, real-world experience and preparation and student needs. In this vein access to a broad course of study is of highest importance. Over time CORE has matched the growth of the technology world by implementing online resources and accessibility.  For example the school offers a growing number of online courses, online meetings with teachers, remote instructional experiences as well as encourages the use of online interactive resources.  CORE contracts with vendor and publisher services and tracks student use through ""seat occupancy.""  Teachers are trained and reviewed in the use of online resources.  In some cases, a ""Coordinator"" is appointed to monitor and aid staff with a particular service.  A Personalized Learning Teacher is always fully aware of her student's progress and needs and makes fully available any enhancement to a broad course of study."|Because CORE serves a rural population, some families live in areas without Internet service.  They do not have the same access to technology and the development of technological skills that their peers may have.  However, CORE is able to customize and provide a broad scope of access through conventional means.  In addition, the students have access to all educational electronic advantages at the Resource Center which is available to them during regular school hours.|To help ensure access to a broad course of study through technological means, CORE purchased additional Chromebooks and implemented a new hotspot option for students who do not have access to a computer or the Internet. More of these devices are checked out to students each year, and the new hotspot option allows students to access online courses anytime from anywhere. Recently CORE has implemented a new application to deliver general announcements to CORE families as well as individual student messages. This communication often contains new information, which may augment student learning. The hope is that through this communication vehicle, more families will be more readily reached with news that will enrich, improve or otherwise broaden students' course of study.|Met||2018
58727360000000|Marysville Joint Unified|7|As of the 2018-2019, school year, local educational agencies (LEAs) are required to annually measure their progress to the extent that students have access to, and are enrolled in, a Broad Course of Study. In grades TK-8, we utilize the following measures to define a Broad Course of Study: Student Access to Board Approved Instructional Materials Student Access to PE Instruction Student Access to Music Instruction In grades 9-12, we define a Broad Course of Study as A  Course Catalogthat provides students with multiple opportunities to meet the A to G requirements Coursework that includes Visual and Performing Arts, Health, Career Technical Education, Military Science, Dual Enrollment, and Foreign Language including the State Seal of Biliteracy.|100% of MJUSD students have access to a broad course of study.|100% of MJUSD students have access to a broad course of study.|100% of MJUSD students have access to a broad course of study.|Met||2018
58727360121632|Paragon Collegiate Academy|7|One tool Paragon Collegiate Academy uses is Power School/Gradebook which in and of itself tracks students' enrollment in, access to, and academic progress in all  broad courses of study.  All students, includes all subgroups such as students with disabilities.  Another tool Paragon uses is weekly lesson plans.  These are required to be turned in on a weekly or bi-monthly basis and includes identified components. i.e. CCCS, Objective, Instructional lesson, differentiation, guided and independent practice.|Paragon Collegiate Academy is a K-8, Public Charter School, and a one school district.  Therefore, Paragon can't identify any differences across school sites.  However, Paragon Collegiate Academy will continue to enroll all students, including students with disabilities, in a broad course of study and use the same two tools to measure enrollment and access.|This question is not applicable because the two tools that Paragon Collegiate Academy uses reflects that ALL STUDENTS are enrolled in and have access to a broad course of study as defined in Priority 7.|Paragon Collegiate Academy will continue to use the same tools for measurement and will not take any new action.  However, Paragon will continue to offer a broad course of study to all students.|Met||2018
58727365830138|Marysville Charter Academy for the Arts|7|As of the 2018-2019, school year, local educational agencies (LEAs) are required to annually measure their progress to the extent that students have access to, and are enrolled in, a Broad Course of Study. In grades TK-8, we utilize the following measures to define a Broad Course of Study: Student Access to Board Approved Instructional Materials Student Access to PE Instruction Student Access to Music Instruction In grades 9-12, we define a Broad Course of Study as A  Course Catalogthat provides students with multiple opportunities to meet the A to G requirements Coursework that includes Visual and Performing Arts, Health, Career Technical Education, Military Science, Dual Enrollment, and Foreign Language including the State Seal of Biliteracy.|100% of MJUSD students have access to a broad course of study.|100% of MJUSD students have access to a broad course of study.|100% of MJUSD students have access to a broad course of study.|Met||2018
58727440000000|Plumas Lake Elementary|7|All K-5 students are enrolled in self contained classrooms that provide a broad course of study/core curriculum. The site administrator ensures that all students in grades 6-8 are assigned a class schedule that includes Math, Language Arts, Science, Social Studies, and Physical Education. All 6-8 students also have the opportunity to enroll in an enrichment course of their choice during the school day.|All students have access to and are enrolled in a broad course of study regardless of their unduplicated status or school of attendance.|There are no barriers to a broad course of study for any student in PLESD.|PLESD administration will continue to ensure that all students are receiving a broad course of study.|Met||2018
58727510000000|Wheatland|7|Based on our Master Schedule and AERIES we can confirm and track that all of our students have access to the broad course of study based on their specific grade level and students with special needs|Using observation, Master Schedules and AERIES we can say with certainty that All of our students are enrolled in all courses within the broad course of study.|No barriers – We have an extensive elective program at our middle school that gives students choices for a class outside of the cores. We also have a short advisory period that gives students other options including intervention and extensions to their education.|N/A – All of our students are given access to a broad course of study as indicated by our local indicators|Met|We have all students scheduled in the broad course of study and we offer an extensive list of electives at our middle school. We employ music teachers for all grade levels, so all students have this in their education here in Wheatland. We also employ Tech Staff, so all students have access to Computer labs and Tech Education. All students 6th through 8th grade have one to one devices.|2018
58727690000000|Wheatland Union High|7|The district utilizes the master schedule as well as class schedules of individual students as the tool to track and monitor access to a broad course of study for students.|All students have access to the courses that they need in order to meet the graduation requirements in the WUHSD.  Graduation requirements have been increased from the state graduation requirements to ensure that students are ready for college and/or career when they graduate including a new 3 year Science requirement.  In addition to the core content areas, students have access to STEM courses, CTE courses (including agriculture and media arts), as well as a selection of Advanced Placement courses in core content areas.|There are no barriers to providing a broad course of study to all students; however, the variety within that broad course of study may be more limited due to the size of our district/school.  We will begin implementing dual enrollment courses during the 2019/20 school year through our local college.|"We will begin implementing dual enrollment courses during the 2019/20 school year in partnership with our local college.  We are also exploring adding additional AP courses as well as a freshman success course called using the ""Get Focused, Stay Focused"".  Online credit recovery courses using Cyber High are available for students needing to make up credits.  Students can have time dedicated to completing this work during the school day and can also do the online credit recovery on their own time so they can continue to take the regular courses they need to stay on track to graduate."|Met||2018