CDSCode|LEA|PriorityNumber|Measures|Summary|Barriers|Revisions|Performance|AdditionalInfo|SchoolYear 01612180000000|Mountain House Elementary|7|Small group pull-outs are used to provide intervention to students in a small-group setting. This tool is used on a daily basis in a scheduled notation. Instructional aides support students by providing one-on-one or small group intervention on classwork and/or homework which are a direct extension from daily curriculum. Physical Fitness Testing guidelines are followed for middle school aged students as well as first thru fifth grades. Small group pull outs are utilized for English Language Arts and math on a daily basis. Fourth thru eighth grades have access to computers in which their skill development increases their capacity to perform their informative and persuasive writings in American Physiological Association style. Essay writing is in alignment with sentence structure, proper grammar, and the use of extensive vocabulary.|Each student (K-8th) has access to Chrome Books and computer lab in which they can engage in research for essays or projects, accelerated reading, educational games, and CAASP. Students (K-8th) have access to these tools on a daily basis.|Mountain House Elementary had to eliminate the Home to School program due to the financial burden it placed on the General Fund. For some students this can often times be a struggle to get to school. Lack of school transportation limits the students from experiencing field trips that exposes them to cultures outside of the rural environment. The outdated play equipment doesn't allow the students the same physical fitness benefits that new play structures and equipment provide. Not all students in the district have access to a computer due to economic barriers. Students are unable to take Chrome Books home for studies as the district would not be able to replace them if they are damaged or lost.|The district is currently researching corporate funds to help purchase a new playground with updated equipment. The funds would also finance transportation for field trips. The district is exploring the adoption of science standards.|Met|Please refer to responses 1 thru 4.|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 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 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 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 04613820000000|Bangor Union Elementary|7|Bangor Union Elementary School (BUESD) students participate in a broad course of study in Grades K-8. As part of their schedule, all students have courses in ELA, Math, History, Science, PE, and technology. The arts are woven in to units of study, in addition to a yearly musical school program. For all students in grades 4-8, we are starting an elective program that focuses on career and technical training as well as visual and performing arts.|In 2017-2018, 100% of Bangor Union Elementary School students participated in a broad course of study as defined by CA Ed Code 51210 and 51220.|All BUESD students participate in a broad course of study as long as they attend school. Students with chronic absenteeism will miss out. In addition to opportunities within the school day, we also have an After School Program (ASES) that provides additional courses including career and technology, as well as visual and performing arts. Not all BUESD students would be able included as some students do not attend the ASES program.|BUESD is currently developing a plan to support students with chronic absenteeism. Additionally, we are implementing electives once a week for our fourth through eighth graders. Lastly, we are researching the possibility of a GATE program.|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 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 04614246119523|Blue Oak Charter|7|All students from first grade through 8th are enrolled in music, handwork, Spanish, and games. This is tracked through the enrollment database and the master schedule. Middle school students have additional electives such as drama, engineering, and band to expand their options.|The full course of study is available to all students.|In past years our Special Education Provider utilized a pullout method of instruction. This often meant special education students were pulled from classes like handwork. music or band.|Blue Oak now serves it's own Special Education Students with push in services which allows students to be supported during regular instructional hours eliminating the need for them to miss instruction.|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 04615316113765|Children's Community Charter|7|100% of students are placed in grade level appropriate course offerings as identified by our SIS.|Additionally, research on our targeted students shows a need for increased academic support as well as the need for access to enrichment programs such as art, music and drama.|We are currently providing access of a broad course of study to all of our students. Our largest barrier at the moment is being displaced by the Camp Fire. Our staff remains committed to our remaining students and all are working diligently to provide the tools and access for all of our students.|CCCS Continues to refine electives for middle school students as teachers and aides with different skillsets and interests are able to create compelling coursework that challenge and enrich all of our students. Spanish, ceramics, artsy smartsy, 3D printing, sink/sail, maintenance, games and duct tape art were elective courses that were offered to all middle school students this year.|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 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 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 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 43104390136655|Legacy Academy|7|Family and staff members are welcome and encouraged to attend open board meetings at any time, and agendas and minutes will be posted on the organization’s website and at the school site.|N/A|N/A|N/A|Not 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 44104470136572|Santa Cruz County Career Advancement Charter|7|The LEA monitors attendance and enrollment in five sites across the county that provide adult re-entry courses toward completion of the high school diploma. Attendance, student achievement, demographic information such as Foster, Homeless, Probation SPED, Migrant and the graduation rates are monitored through the student information system PowerSchool. There are two programs offered in the jails and three in non-jail facilities. Students at all facilities have access to a qualified teacher and support resources to ensure progress toward completion of the diploma, as well as access to job skills training and career pathways instruction.|All CAC teachers are properly certificated and qualified to teach assigned subject areas. All students have access to district approved course materials which are aligned with state standards.|Comprehensive needs assessment survey results highlighted the barriers to access, for non-jail students, to be: transportation, restrictive work schedules, language, poverty, disabilities, homelessness and the need for childcare.|Increasing services in: Childcare, SPED, Bilingual tutoring (Spanish) and access to local support agencies: Foster, Homeless, Probation services.|Met|Hired a qualified ESL teacher this year, will increase fte next year Hired a bilingual tutor (Spanish/English) Opening position for childcare specialist Increased SPED services On-board with the Comprehensive Adult Student Assessment System (CASAS) to assess students in Job skills Literacy in Math and English Assessments in place Placing a teacher at the Probation resource center Placing a teacher near the Homeless services center Hiring a bilingual administrator|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