cdsCode|lea|priorityNumber|measures|summary|barriers|revisions|additionalInfo|meetingDate|performance|year
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 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. In addition, Aeries has released the Early Warning System, which helps to track specific student groups and make sure that they are on track for graduation and college requirements.|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. At the time of this reporting, the Spring 2019 data has not been certified.  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 have experienced 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. 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 and the Early Warning System. The District offered a flexible online course for original VAPA credit, in order to help students achieve A-G during the school day. In addition, an increase in the offerings of Dual Enrollment courses offered with Cerritos College also supports students access to a broad course of study. Finally, Read 180, which is the EL adopted curriculum, recently became B approved for English credit for UC/CSU admissions. Therefore, EL students who take this course, can now receive English credit as they receive support in their language development.||2019-10-15|Met|2019
19769680109926|Academia Avance Charter|7|The aim of Academia Avance is to cultivate future leaders through rigorous  college and career preparation that inspires a life-time of learning and leading. 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 North-East Los Angeles, Avance serves 350 students in grades 6-12 in which 97% Hispanic, 1% White, 1% African-American, 1% Asian; of which 64% are English Language Learners, 11% Student with Disabilities, 0.0% Foster Youth, and 93% who qualify for free/reduced lunch. With small classes, a diverse student body, and attentive teachers, Avance is a nurturing standards-based school. Avance has a rigorous standards-based curriculum fostering college and career readiness and provides relevant life experiences.    The culture of the school creates a shared sense of mission and values, one that reinforces in our students consciousness, reason, synergy, and action. Avance provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Avance’s educational program. Avance 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 principals and/or leadership staff 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 Academia Avance, all students have access to and are enrolled in ELA, mathematics, science, social studies, physical education, CTE courses and inclusive of A-G courses for high school. In addition, 100% of students have access to and are enrolled in House Advisory, intervention (if needed), and enrichment courses. There are no differences to accessibility to courses, across all student groups, including unduplicated students and Students with Disabilities at Academia Avance Charter.|Currently 100% of the students have access to a broad course of study and Academia Avance Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the success of Academia Avance 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.||2019-10-26|Met|2019
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.|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.|2019-10-08|Met|2019
19642460126003|Academies of the Antelope Valley|7|The primary measures that the Academies of the Antelope Valley 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. This can be seen most clearly on each sites Master Schedule.|All of the students in our Prep Academies are enrolled in the same classes with differentiation taking place within the class.  This includes AVID and CTE courses.  The only difference between sites would be in the CTE options as each site has a different focus.|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 Academies of the Antelope Valley 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.||2019-11-14|Met|2019
36750773631207|Academy for Academic Excellence|7|The Academy for Academic Excellence (AAE) provides a broad course of study for all students to ensure student success. In meeting Priority 7, AAE assesses the extent to which all students have access to and are enrolled in a broad course of study  through annual review of course offerings, class schedules, and school schedules.  Course access measures include: -The number of students enrolled in a broad course of study that includes core subject areas -The number of programs and services developed and provided for unduplicated students with greater needs -The number of high school students enrolled in all required courses for admittance to a four-year college, UC or CSU school|For the 2018-19 school year, 100% of students at Academy for Academic Excellence had full access to a broad course of study 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 STREAM 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 study during the school day. Nine AP courses including 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 access to a broad course of studies.||2019-10-14|Met|2019
36677360116723|Academy of Careers and Exploration|7|Parent and staff surveys are administered to gauge perceptions of the richness of the curriculum and course of study.  K-8 have access to all curricular areas through multiple subject self-contained classes that teach all curricular areas or a middle school curriculum with 6 classes per day that are tracked by the HSS School Counselor and scheduled by a Student Information System scheduler to ensure compliance with all requirements for a Broad Course of Study.|Parent and staff surveys are administered to gauge perceptions of the richness of the curriculum and course of study.  The results are very positive as most parents and all staff feels that students have access to a Broad Course of Study. K-8 has access to all curricular areas through multiple subject self-contained classes that teach all curricular areas or a middle school curriculum with 6 classes per day that are tracked by the HSS School Counselor. Electives are provided at all schools with students participating in classes that satisfy state requirements but are also classes of their choice.|The size of the school district has an impact on the broadness of what can be taught. Due to the fact that the district has 680 students, fewer course opportunities are offered. Despite this factor, the district is still able to meet students' needs academics while also being able to provide elective areas that are desired for students and parents, through staff commitment and flexibility.|At ACE each year new electives are offered based upon student interest and staff ability as well as worked to maintain so that students have continuity of elective choices from year to year. At the Middle School, the Broad Course of Study is offered as well as electives that encourage student interests.||2019-10-09|Met|2019
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 (79.3%). 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 to examine practices that might prevent students from 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 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. 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.||2019-10-16|Met|2019
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 - Think-Write-Pair-Share, Socratic Seminars, Dialogue Vs. Monologue (Student to Student Discussion), Thinking Maps, Project GLAD, iready, A2i, Study Sync, ICAs and IABs. Illuminate and PowerSchool are the two main resources used to house and track student data and progress and to 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, students 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. The Accelerated School will continue to work with various advisory committee's and stakeholder groups to ensure access is being provided to a broad course of study to all students.||2019-10-24|Met|2019
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 of 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.  Students may participate in the school's college program to access courses not offered at Accelerated in their Junior and Senior year at no cost to the student.|The main barrier to offerieng a broader range of courses is the size of the school.  Each grade only has 12-25 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 core subjects including fitness, Spanish, Discovery, Health Careers and Anatomy, Emergency Medical Response, Life Skills, College/Career Seminar, and cooking/nutrition. Additionally, the school offers after school electives that include archery, cooking, robotics, MESA, and yearbook.|The school is focused on expanding its career education program and are currently in the planning stages of development.||2019-10-15|Met|2019
19647330100743|Accelerated Charter Elementary|7|The Accelerated Charter Elementary 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 Charter Elementary 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, A2i, SRI, DRA, ICAs and IABs. Illuminate and PowerSchool are the two main resources used to house and track student data and progress and to 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, students and other staff.|All students have access to, and are enrolled in, a broad course of study at The Accelerated Charter Elementary School, including students with disabilities, English learners, At-Risk students and unduplicated students.|No barriers are preventing The Accelerated Charter Elementary School from providing access to a broad course of study for all students.|The Accelerated Charter Elementary School will continue to analyze and evaluate the courses offered to students and their effectiveness through surveys, observations, and stakeholder input at various meetings. The Accelerated Charter Elementary School will continue to work with various advisory committee's and stakeholder groups to ensure access is being provided to a broad course of study to all students.||2019-10-24|Met|2019
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.||2019-10-17|Met|2019
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 2019-20, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.||2019-10-16|Met|2019
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 2019-20, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing and completing this broad course of study.||2019-10-16|Met|2019
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 2019-20, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing and completing this broad course of study.||2019-10-16|Met|2019
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 2019-20, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing and completing this broad course of study.||2019-10-16|Met|2019
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 in our day and academic calendar would provide opportunity for more depth in a broad course of study. This would require more funding.|The LEA 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.||2019-10-31|Met|2019
04100410136820|Achieve Charter High|7|||||||Not Met|2019
04615310110338|Achieve Charter School of Paradise Inc.|7|Achieve is small by design with just one class per grade level. Administration and staff have been very intentional in working with parents and students in the Personalized Learning Plan process to ensure students have access to all course offerings including music, art, PE. and other electives. Intervention and pull out classes are scheduled around these offerings. Class schedules reflect this access.|Class schedules and Personalized Learning Plans reflect that all students have access to and are enrolled in all course offerings.|Our small size and class schedule ensure that there are no barriers preventing Achieve from providing access to a broad course of study for all students.|No new revisions or actions are needed.||2019-10-16|Met|2019
31667610000000|Ackerman Charter|7|||||||Not Met For Two or More Years|2019
19753090000000|Acton-Agua Dulce Unified|7|Acton Agua Dulce Unified School District monitors and reassess annually, the number of programs and services in core subject areas developed and provided for students described as underrepresented such as low-income students, English Language Learners and foster youth. Specifically, AADUSD utilizes our student information system, which is AERIES to identify the number of students enrolled in a broad course of study that includes core subject areas. Based on information gathered from AERIES and our School Accountability Reports Cards, 100% of our students have access to curriculum aligned instructional materials, access to physical education, access to social science, access to science, access to health, access to career technical education, and access to art instruction regardless of their demographics.|Acton Agua Dulce Unified School District students have increase pathways to a broad course of study with an emphasis on STEAM-based course options at all grade levels. We ensure that secondary students are on-track to graduate from high school, are college and career ready, and students experience academic progress and success in a broad course of study with 1% increases annually on key indicators of readiness. Actions to enhance and increase High School graduation, college readiness, and school connectedness were implemented as planned. Counselors assisted Vasquez students so that they are on track to graduate from high school. School counselors worked with Middle School students as well as High School students to develop 6-Year Plans that were shared with parents.  The 6-Year Plans include a broad course of study available to students though STEAM-based courses and required core content, and include extracurricular opportunities that increase school connectedness. An Athletic Director position was continued to coordinate extra-curricular opportunities. The District continued to support Credit Recovery options during the regular school year and during summer. High School staff encouraged all students with advanced academic abilities, including EL/SED/FY students, to enroll in AP classes and take AP exams. AP Exam costs were paid for students whose families could not afford to pay registration fees.  AADUSD has purchased and ensured the availability of supplemental materials to support implementation of the Common Core State Standards and a broad course of study in all subject areas for all students, including development of multiple pathways and models that assist low income, English Learners, and foster youth students in completing grade level and course requirements. Supplemental curriculum and materials supporting Common Core State Standards, Digital curriculum aligned to Common Core State Standards, Online courses to support a broad course of study, Credit recovery and core programs Summer School, Alignment of Curriculum with Common Core State Standards, English - Language Development Standards and Curriculum Maps aligned to Common Core State Standards|Acton Agua Dulce Unified School District has not identified any barriers preventing our schools from providing access to a broad course of study for all students.|Acton Agua Dulce Unified School District believes that course access means a broad course of study in required subject areas is offered for all students. This includes math, social science, science, visual and performing arts, health, physical education, career and technical education and others, regardless of their demographics. When our schools provide wide access to many different classes, our students receive a full learning experience, are more likely to graduate, and are better prepared for higher education, employment and their roles and responsibilities as adults later in life. Course access means a broad course of study in required subject areas is offered for all students. This includes math, social science, science, visual and performing arts, health, physical education, career and technical education and others, regardless of what school students attend or where they live. When schools provide wide access to many different classes, students receive a full learning experience, are more likely to graduate, and are better prepared for higher education, employment and their roles and responsibilities as adults later in life. Therefore, based on the results of the measures, we decided continue to strive to enhance access to a broad course of study for all students through Professional development of staff was conducted reflecting the priorities and topics below, which support improved implementation of Common Core State Standards and a broad course of study within the state's priorities as identified by the State Board of Education and CDE.||2019-10-30|Met|2019
42767866118202|Adelante Charter|7|At Adelante Charter School all students are enrolled in a broad course of study. Every student has a classroom teacher that submits weekly lesson plans as evidence of coursework. Additionally, all students participate in weekly art and music classes as well as physical education and dance.|All children have access to a well-rounded education focused on the whole child. As a dual language program Adelante students are given access to rigorous, cognitively demanding learning experiences in both languages. No students are excluded from access to a broad course of study which includes English, Spanish, Math, Social Studies, Science, Art, Music, Dance, and PE. Families are supported with language access to ensure students’ needs are met. Ongoing communication is a priority in our close-knit community.  Adelante now has its own bilingual Special Education program which ensures that students are receiving appropriate bilingual Special Education services and SPED teachers are able to coordinate services so they do not exclude children from classes like art, music or PE.|Now that Adelante has its own SPED program we no longer are confronted with students being pulled from class time different than the area they need assistance. For example, sometimes students needing speech support were pulled from math time because we had to adopt the district SPED schedule. Now the supports and interventions are much more closely-aligned to the class schedule and the teachers work closely together.|In reviewing the results and through the LCAP development process we identified a need for better standards-aligned assessments in the corses of study. This is an area for growth and the leadership teams are collecting data to support better decision-making. Also, there is ongoing work in the area of Social Emotional Learning. Teachers have been working to incorporate as much of this as possible into the course of study. In response to the data the school has secured a full time school psychologist and on site counseling for children and families through CALM.||2019-05-06|Met|2019
36675870000000|Adelanto Elementary|7|All students in grade K-8 and are enrolled in four core courses, PE.  In middle school, students are enrolled in a 7-period day, with one period of RtI2. For electives, students get a choice of multiple offerings. All students who are in Special Education have been appropriately placed in the program; all English Learners are placed in an ELD level class.   All schools have a robust afterschool program. At elementary sites, students have access to music and art during the day and sports is offered as part of the afterschool program. TK-3 class size is 1:24 and the average in grade span 4-5 is 1:30. In middle school the average class size for core content is 1:30.  Special Education classes are available for all students with an IEP. EL coordinators provide support for EL students.|All students have access to a broad course of study as explained above. All school sites in Elementary offer the same opportunities except the Dual Immersion School and the STEM elementary school that offers the DI and STEM electives as an option. In middle school, the core courses are the same. However, elective options differ as some schools offer AVID while another offers DI. Special Ed programs such as RSP/SAI and SDC/ Mild Mod are offered at every site. Some sites house the SED/Mod Sev and Sev/ Profund programs, while others house the County programs. All middle schools offer three levels of ELD, World Language, Accelerated Math 7 & 8 grade, Honors ELA and History. All sites offer various CTE courses to support college and career readiness electives. All students have access to these courses but some restrictions to elective choices occur due to Special Ed and ELD courses that may be required.|The only barrier is that not all middle schools can offer all electives similarly because of the size of the school. The larger schools have more sections available. Special Education also cannot offer the same programs at every site- County and Moderate/Severe and Severe/Profound are housed at some campuses. Students are transported to these programs and the district provides busing services for all students. Each elementary school provides a unique focus such as reading, STEM, Performing Arts etc. The district has an intra-district policy and students are allowed to move between schools to support student success and interest.|The district continues to monitor each school's master schedule closely to ensure correct certificated staff are assigned to all courses. The Williams Report confirmed that we have sufficient materials in every classroom.|The district is making good progress in ensuring that all students have access to a broad course of studies.|2019-10-29|Met|2019
30666700135897|Advanced Learning Academy|7|||||||Not Met|2019
51105120138040|AeroSTEM Academy|7|AeroSTEM Academy uses the student information system (Pathways), enrollment records, transcripts and student records, and master agreements, as applicable, to track student enrollment in courses across grade spans, student groups, and IEPs.|All students are enrolled in classes in a cohort fashion, so that all students begin in the same classes and progress together through the requirements for graduation. Some students with IEPs, 504 plans, and/or Student Success Team Plans may elect to enroll in a supervised Study Skills or Academic Success course as an elective instead of a CTE or Foreign Language course based on the team recommendations to best meet each student’s individual needs.|While all students are enrolled in the same courses and have opportunities to participate equally in the cohort for each grade level, some students have expressed a desire to learn other subjects or pursue studies that AeroSTEM does not currently offer. Course offerings are limited due to our small size and increasing requirements for credentials held by qualified teachers.|AeroSTEM is currently exploring offering unique courses of study through an online option called EdOptions Academy. This platform employs fully credentialed teachers teaching students online in lab style settings.  EdOptions also allows AeroSTEM to offer a fully online Independent Study option for those students who would benefit from a more flexible learning environment. Additionally, resource room type classes are being offered to better support students with IEPs, 504 plans, and other special needs. Students desiring a larger pool of CTE courses also have the ability to attend other local CTE programs and to enroll concurrently at the local community colleges.||2019-10-11|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.|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. These programs are built into the individual school’s master schedule and take place within the school day. The school works with the Human Resources (HR) Department to ensure appropriate staffing and authorizations for teachers in these courses.|2019-11-01|Met|2019
01611190130609|Alameda Community Learning Center|7|Having adopted and implemented Common Core State Standards previously, we are now in the process of evaluating if our implementation has been successful. For this we have implemented MAP testing 3 times/year to assess our learner outputs in math and ELA courses (in addition to the CAASPP). Additionally, our physical education and visual and performing arts department, science department, and social studies department have developed local assessments that are aligned with the Common Core State Standards to assess progress in these fields.  Concerning the implementation of world language standards, health education standards, and CTE standards, ACLC is in varying places in terms of implementing the standards. Our world language courses, as well as our Current Life Issues course, are developing standards-aligned assessments to determine if the learning in the course is meeting California standards. As a small charter school with a college prep focus, the school offers no CTE courses, and therefore has no need to implement those standards.  In light of our current situation, ACLC will progress toward administering and biannually discuss the results of standards-aligned assessments in order to evaluate the curricular and instructional framework of its programs. For the 2018-2019 school year, this meant using and discussing the ones we have and developing the ones we do not. For the 2019-2020 school year and beyond, it will mean using, discussing, and responding to data from assessments in all courses. As we collect data, it is discussed and acted upon in department meetings, which exceeds both our stated LCAP goals, and our own internal expectations. This regular analysis of outputs has led to a continuous refinement of our pedagogical approaches. This is in alignment with ACLC’s LCAP goals.|ACLC hand schedules each student and reviews progress every 6 weeks to adjust schedules as needed. Teachers 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.  ACLC is a college-prep program and provides the needed scaffolds and supports to help each student access the curriculum. Our courses meet A-G and UC requirements|Students entering below grade level.  External factors the school cannot control.  Having adopted and implemented Common Core State Standards previously, we are now in the process of evaluating whether our implementation has been successful. For this we have implemented MAP testing to assess our learner outputs in math and ELA courses. Over the past four testing cycles, we have seen nearly universal consistent growth in every grade. Science at ACLC is NGSS-aligned and assessed by both self-created assessments and MAP testing. Our physical education and visual and performing arts department, and social studies department have developed local assessments that are aligned with the Common Core State Standards to assess progress in these fields. Our world language courses, as well as our Current Life Issues course, have developed and are revising standards-aligned assessments to determine if the learning in the course is meeting California standards.  These various in-house assessments throughout our courses were chosen to ensure precise alignment to the chosen standards for those courses. They have shown consistent class-wide growth. Additionally, we have seen an increase in passing rates throughout our classes in the past twelve months.  As a small charter school with a college prep focus, the school offers no CTE courses, and therefore has no need to implement those standards.  ACLC has collected a large amount of data on the implementation of the curriculum and how we assess it over the 2017-18 school year and the beginning of the 2018-19 school year. This data is discussed and acted upon on a monthly basis, which exceeds both our stated LCAP goals, and our own internal expectations. This monthly analysis of outputs has led to a continuous refinement of our pedagogical approaches.|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, that student enters into the MTSS process. 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. 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.||2019-10-17|Met|2019
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 supervision and support 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 in 2018-19,  the teachers provided targeted instruction using Common Core best practices and universal scaffolds. In addition, the English Learner (EL) para-educator rotated to different sites and offered extra support using a push in model. The EL para-educator focused his efforts on strengthening foundational skills with our emergent learners before attending to expanding or bridging student needs. ACOE special education staffing included one Licensed School Psychologist, one Certificated Speech & Language Pathologist, Certificated Case Managers/Resource Specialists and Paraprofessionals. In addition, a community mental health partner provided in-house and DIS counseling support services. Educationally Related Mental Health Services (ERMHS) for students in special education were 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. During the 2018-19 school year, we formally adopted Math curriculum for Pre-Algebra, Algebra, and Geometry courses; which are now U-C A-G approved. We are currently piloting Science and Social Studies/History curriculum from CDE approved publishers in an effort to formally adopt materials for the 2019-20 school year. 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. We have created three Career Technical Education (CTE) Pathways, aligned to the credentials of our staff in an effort to provide additional course opportunities for students in the area of College and Career.|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.||2019-10-15|Met|2019
01611190000000|Alameda Unified|7|To measure students' access to a broad course of study, Alameda Unified School District (AUSD) tracks AP Enrollment, the percentage of graduating seniors meeting UC A-G requirements, and the percentage of non-newcomer English Learners (ELs) in accessing the CCSS in a setting with English-only peers. For AP Enrollment, AUSD specifically tracks the percentage of 10th-12th grade students enrolled in at least 1 AP course. District-wide results from 2018-19 include: All Students: 51% (up from 50% in 2017-18) Socioeconomically Disadvantaged Students: 38% (up from 37% in 2017-18) English Learners: 17% (down from 22% in 2017-18) Students with Disabilities: 6% (down from 8% in 2017-18) Black/African American Students: 25% (up from 21% in 2017-18) Hispanic/Latino Students: 35% (down from 44% in 2017-18) For UC a-g eligibility, AUSD tracks the percentage of graduating seniors meeting UC a-g requirements. Results for 2018-19 All Students: 56% (up 53% in 2017-18) Socioeconomically Disadvantaged Students: 42 % (up from 41% in 2017-18) English Learners: 4% (down  from 6% in 2017-18) Students with Disabilities: 8% (down from 8.5% in 2017-18) Black/African American Students: 28% (down from 35% in 2017-18) Hispanic/Latino Students: 42% (up from 35% in 2017-18) 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. 2018-19 results follow: Elementary: 98% (maintained from 2017-18) Secondary: 98% (increased from 97% in 2017-18) At the elementary level all students are accessing a broad course of study through the district’s adopted/implemented curricula in core subjects. Students also 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 continues to monitor the access to a broad course of study specific to English Learners and has systematically been training all teachers to provide designated and integrated English Language Development during the school day.|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 (EJSHS) 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 EJSHS for both AP Enrollment and UC a-g eligibility. With regard to AP enrollment, EJSHS 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 1775 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 (EJSHS) 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.|As a result of the AUSD Board of Education empowering a committee composed of district community members (staff, students, parents/guardians, and partners) to investigate making the offerings at the two comprehensive high schools more equitable, the committee has explored multiple possible scenarios for increasing student access to coursework, particularly to address identified equity issues at EJSHS. One of the emerging possibilities is deepening our partnership with our community college district to support students in taking college courses.||2019-10-17|Met|2019
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 (437 seats) and applied arts (833 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. 625 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), 665 seats are offered in visual and performing and applied arts, 801 seats are offered in Advanced Placement courses and 309 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, historically underserved student groups, and students with disabilities and analyze outcome data for all students.||2019-10-23|Met|2019
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, the fine arts and foreign language.|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 identified barriers preventing students access to a broad curriculum.|AEA continues to provide all students with access to the full IB curriculum and will continue to provide updated technology needed to support it.||2019-11-12|Met|2019
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, the fine arts and foreign language.|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 identified barriers preventing students access to a broad curriculum.|AEA continues to provide all students with access to the full IB curriculum and will continue to provide the updated technology needed to support it.||2019-11-12|Met|2019
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.||2019-10-08|Met|2019
49705990000000|Alexander Valley Union Elementary|7|Selected 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 served includes our district benchmark exams. The trimester exams are used to monitor student progress and guide instruction.|Within our one school, school district, the students at Alexander Valley have full access to a broad course of study. This includes  (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, drawing upon the disciplines of anthropology, economics, geography, history, political science, psychology, and sociology, designed to fit the maturity of the pupils. Instruction shall provide a foundation for understanding the history, resources, development, and government of California and the United States of America; the development of the American economic system, including the role of the entrepreneur and labor; the relations of persons to their human and natural environment; eastern and western cultures and civilizations; contemporary issues; and the wise use of natural resources.  (4) Science, including the biological and physical aspects, with emphasis on the processes of experimental inquiry and on the place of humans in ecological systems.  (5) Visual and performing arts, including instruction in the subjects of dance, music, theatre, and visual arts, aimed at the development of aesthetic appreciation and the skills of creative expression.  (6) Health, including instruction in the principles and practices of individual, family, and community health.  (7) Physical education, with emphasis upon the physical activities for the pupils that may be conducive to health and vigor of body and mind, for a total period of time of not less than 200 minutes each 10 school days.|Some of the barriers that can present limited access to a broad course of study for students within the LEA include the most recent PSPS (Public Service Power Shutdown).  Due to the unforeseen action that can come from power degeneration or weather-related concerns which prevent student access the school.|The LEA has enacted two emergency school days to be utilized for student instructional purposes in the event the district experiences an unforeseen event which could cause school closure.||2019-08-15|Met|2019
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: mastering 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.  Nobel continues to add new STEAM-based courses to the course offerings that are available to all students.  This has increased students’ access to arts instruction, technology-based electives and engineering related elective courses. In addition, Nobel is in its first year of full inclusion for all grade levels.  As a result, there is an increase in opportunity of a broad course of study for individuals with exceptional needs.|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||2019-10-29|Met|2019
19757130000000|Alhambra Unified|7|By accessing the following link, California Department of Education DataQuest, 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:  CALPADS (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:  Gifted and Talented Education 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 are 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 LRE (Least Restrictive Environment) which for the majority of the SWD’s (Students with Disabilities) is in Collaborative General Education A-G courses.   Depending upon the language proficiency level, English Language Learners (ELL) are enrolled in Sheltered English Immersion (SEI) classes or an A-G English class and subsequent A-G courses in order to meet graduation requirements. ELL’s 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 and integrated English Language Development Instruction.|During the course of the school year, high school students are supported with online classes offered after school with an appropriately credentialed teacher. Students usually enroll in these courses when they have found themselves in need of an opportunity to correct a deficiency in their A-G status or need additional academic support.  Career Technical Education courses are offered to engage students in their pathway.  Alhambra USD currently offers 20 Pathways, under 12 Industry Sectors.  Each pathway consists of  a two-course sequence.  All comprehensive high schools have at least one California Partnership Academy; each academy has a specific industry focus, with a team of academic and career technical teachers that integrate instruction across disciplines.  AHS has the Green Construction Academy, MKHS has the Aspiring Medical Professionals Academy, and SGHS has the Business Technology Academy and Medical Careers Academy. The focus of each Academy was determined by student surveys and what career pathways lead to high demand and high wage opportunities.  We have embarked on a partnership with East Los Angeles College to offer the Early College Program.  Students enroll in after school and summer courses to earn college credits on our high school campuses.    Alhambra Unified offers summer school to support EL students. 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 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 classes offered for long-term English Learners and students at risk of becoming tong-term English Learners.  Students with disabilities in TK- 8th grade are placed in the Least Restrictive Environment, 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 indicates placement in a special day class are placed in a course designed to meet their individual academic needs.  Ynez School, piloted 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. This model will be duplicated district-wide.|Master Schedule: 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.  Master schedule issues are also discussed at regularly scheduled Assistant Principals of Instruction and Curriculum and Principals' meetings.  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 Learners.  The District has been identified as disproportionate in the number of Hispanics/Latino students who are identified as special education under the eligibility of specific learning disability, other health impairment and emotional disturbance.    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 versus 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 such as  speech and language therapy, occupational therapy, physical therapy, and counseling are pulled out of class to receive these services which results in a loss of content instruction.  English 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. Teachers find it challenging to ensure depth and understanding of all EL students.  Positive Behavior Intervention Supports: The District began a district-wide training and  implementation of Positive Behavior Intervention Supports during the 18-19 school year and has continued the training into the 19-20 school year. Currently school sites are at varying levels of implementation of Tier 1 supports. Sites have been supported by district administrators who have been assigned to specific school sites.|Master Schedule:  Department chairs, assistant principals, principals,  departments, and district personnel will be consulted before the master schedule is finalized. Students will be encouraged to enroll in 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 systematic process at looking at data. Data Wise encourages 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.  Special education will be developing interventions to reduce the number of Hispanic/Latino students identified under the eligibility of specific learning disability, other health impairment and emotional disturbance.  Students in Alternative Education:  Students at CHS have access to CTE and foreign language courses which provides them with access to a broader course of study.  They have access to a Gateway Counselor and school counselor, one special education teacher, and an 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. Additionally, co-teaching is occurring to meet the needs of students in the LRE. K-8 grade students with mild to moderate disabilities receive the majority of their instruction in the general education classroom. For the 2020-2021 school year the elementary sites will move towards the Learning Center Model.  In order to prepare for this change, the following will be done in preparation: training for special education and general education staff, meetings with parents and development of IEPs to include this model of support.  English Language Learners:  SDAIE content classes and Sheltered English Immersion (SEI) classes are offered to students. OCDE Project Guided Language Acquisition Design (GLAD) enable students to access the core curriculum. English learners (K-8) have Designated English Language Development Instruction daily. Integrated ELD is provided throughout the rest of the instruction day in content areas.    Positive Behavior Intervention Supports: PBIS provides all students with the skills to be academically and socially/ emotionally successful. Ongoing PBIS implementation workshops with the support of an outside consultant have been provided for school site teams. Social Emotional Learning Curriculum has been purchased for high school sites and some elementary sites.  School Psychologists and Counselors received initial Tier II training.|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.   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.|2019-10-29|Met|2019
44697996049829|Alianza Charter|7|Alianza is currently using a variety of tools to measure student's access to to a broad course of study.  We administer NWEA-MAP testing 3 times a year, we administer once a year CAASPP testing and LOGRAMOS(a Spanish Language Arts summative test).  In addition, we have school wide reading and writing benchmark test.  Teacher's also administer unit and weekly test for our adopted curriculum.  The District also helps with the administration of ELPAC to monitor English Language Learners progress towards English proficiency.|All students at Alianza have access to a broad course of study.  Students in k-6 have similar access due to the fact that we have adopted the same curriculum programs for those grades. Our middle school program students  have similar access due to the fact that they have a more middle school structure program.  As a school we are consistently working towards improving instruction and access to our students.  We are currently working on adopting My Perspectives as our new English Language Arts Program to help with high expectation, rigor and vertical articulation in our middle school.|For the past 3 years our school has demonstrated progress in both NWEA-MAP testing and CAASPP in both English Language Arts and Mathematics.  In comparison with similar schools in Pajaro Valley Unified School District, we have demonstrated consistent progress.  Our current challenge is our 6th grade and somewhat all of our middle school program.|We have begun to implement a new classroom walkthrough protocol, unit planning guides, have brought in the District English Language Arts/Mathematics coaches and are looking to implement new curriculum in all three grades.||2019-11-15|Met|2019
27659610000000|Alisal Union|7|During the 2018-19 school year, site administrators ensured 100% students had access to a broad course of study and MET this requirement by documentation through: classroom visitations, walkthroughs, formal observations, IEP and 504 meetings.|During the 2018-19 school year, site administrators ensured 100% students had access to a broad course of study and MET this requirement by documentation through: classroom visitations, walkthroughs, formal observations, IEP and 504 meetings.|No barriers were identified which impeded the LEA from providing access to a broad course of study for all students.|During the 2018-19 school year, site administrators ensured 100% students had access to a broad course of study and MET this requirement by documentation through: classroom visitations, walkthroughs, formal observations, IEP and 504 meetings.|During the 2018-19 school year, site administrators ensured 100% students had access to a broad course of study and MET this requirement by documentation through: classroom visitations, walkthroughs, formal observations, IEP and 504 meetings.|2019-08-14|Met|2019
37754166119275|All Tribes Charter|7|||||||Not Met For Two or More Years|2019
37754160122796|All Tribes Elementary Charter|7|||||||Not Met For Two or More Years|2019
36676780137547|Allegiance STEAM Academy - Thrive|7|Master schedules ensures all students access the broad course of study described in our charter. A clear Student Support Team process, aligned to Child Find requirements, identifies candidates for interventions early. Interventions are provided for students based on identified multiple measures and monitoring as well as exit criteria exist to determine when students are ready for exiting|100% of students have access to the broad course of study outlined in our charter. Every student, in addition to their core courses, attend World Languages, Physical Education, STEAM Lab, and Music/Drama. Grades Transitional Kindergarten through 8th grade attend the following non-core courses twice per week: World Languages (Mandarin for grades TK - 3rd, Spanish for grades 4 -8); STEAM Lab; Physical Education. All students attend Music/Dram (once per week for grades TK - 3rd, twice per week for grades 4th - 8th).|There are no barriers preventing ASA from providing access to a broad course of study.|ASA will continue to prioritize ensuring access to its broad course of study for all students. Master Schedules and staffing models will continue to developed with the expectation of providing ASA's broad course of study to all students.||2019-11-04|Met|2019
54717950000000|Allensworth Elementary|7|We cuurently use Go Math and Wonders (ELA) programs to identify areas of improvement and need.  We also utilize the Tulare County Office of Education Consultants to assist our teachers to identify programs that will meet the curricular needs of our students.|In Progress of identifying tools to measure success.|N/A|N/A|N/A|2019-10-31|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
19647330128058|Alliance College-Ready Middle Academy 12|7|Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program 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 have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into 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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to complete A-G requirements once they enter high school.||2020-01-23|Met|2019
19647330120030|Alliance College-Ready Middle Academy 4|7|Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program 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 have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into 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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to complete A-G requirements once they enter high school.||2020-01-23|Met|2019
19647330120048|Alliance College-Ready Middle Academy 5|7|Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program 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 have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into 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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to complete A-G requirements once they enter high school.||2020-01-23|Met|2019
19647330128033|Alliance College-Ready Middle Academy 8|7|Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program 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 have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into 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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to complete A-G requirements once they enter high school.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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 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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
19647330111518|Alliance Jack H. Skirball Middle|7|Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program 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 have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into 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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to complete A-G requirements once they enter high school.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
19647330128041|Alliance Kory Hunter Middle|7|Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program 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 have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into 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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to complete A-G requirements once they enter high school.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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 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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to meet A-G requirements.||2020-01-23|Met|2019
19647330128009|Alliance Virgil Roberts Leadership Academy|7|Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program 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 have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into 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. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for 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 as a single school LEA.|We will to provide students with a wide range of courses, including those needed to complete A-G requirements once they enter high school.||2020-01-23|Met|2019
19101990135368|Alma Fuerte Public|7|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, Art, and Entrepreneurship. 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 provide a comprehensive education program to meet the learning levels of students at all grades in each subject.|All of our students have equal access to broad course of study.|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 staff and Director review student data in order to monitor the achievement of all of our students, including unduplicated students and students with special needs. Our staff works together identify and maximize student support in the classroom so that students that struggle in a general education setting have the best chance to succeed. This process requires meeting multiple times a week to discuss outcomes and best practices.||2019-10-28|Met|2019
40688250125807|Almond Acres Charter Academy|7|A comprehensive matrix is maintained to outline the school-wide project based learning units for all grade levels.  This matrix is revisited trimesterly with the project based learning and curriculum TOSAs.  Teachers are continuously realigning the standards based units to increase rigor.  Additionally all students are receiving mathematics instructions through the district adopted Big Ideas math curriculum.  All grades have integrated Social Studies instruction aligned to their project based learning units and supplemented with Studies Weekly.  Students are provided science curriculum aligned to the NGSS standards through Studies Weekly and lab-based activities. Additionally, physical education is offered four times a week to all grade levels and middle school students participate in electives based on their areas of interest.  Music instruction occurs for students in grades K-5.|All students have equal access to all areas within our course of study.  Our school is based on the philosophy of inclusion and honoring the individual.  Our small class size allows staff to meet the needs of all students within the general education curriculum.  At items this curriculum is accommodated, modified, or supplemented but students are given access to core as the primary curriculum.|One identified barrier that has prevented students from having access to a broad course of study is teacher retention.  During the 2018-2019 school year the retention rate was 50%. This school year the retention rate was 100%.  With high rates of teacher turnover, gaps can occur in instruction as teachers learn the curriculum.  Given the increase in retention rates, this barrier is expected to be much less impactful this school year.|Multiple steps have been taken to address staff retention.  These include implementing systematic instructional coaching, creating daily common prep periods for grade level teams, shortening the overall work day, providing clearly articulated year long plans for each grade level, and the implementation of fixed term work agreements.  Given that we have seen the retention rate double, these steps appear to be helping.||2019-10-24|Met|2019
54718030000000|Alpaugh Unified|7|A broad course of study is required for grades 1-8 in English, mathematics, social science, science, visual and performing arts, health, and physical education. The locally selected tools used by the AUSD to determine if all students, including unduplicated, are enrolled in a broad course of study are CAASPP results, class schedules, report cards, English language learner identification, and individualized education plans.  In grades 9-12, a broad course of study is required in English, mathematics, science, social science, physical education, foreign language, visual and performing arts, and career technical education.  The locally selected tools used by the AUSD to determine if all ninth through twelfth grade students, including unduplicated students, are enrolled in a broad course of study are the local assessments, CAASSP results, master schedule, report cards, English language learner identification, and individualized education plans.|The locally selected measures demonstrate that 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. Additionally, students in grades 6-8th receive elective opportunities, such as 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 AUSD 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 2019-20 the AUSD will continue to provide ongoing support in Tk-5 guided reading, TK-12 ELA and math instructional coaches, a Special Education teacher and paraprofessionals in the classroom.   Staff will have ongoing training and resources for integrated and designated English language development, and supplemental curriculum aligned to the Common Core.  Support for struggling students and students with disabilities, supplemental curriculum is aligned to the adopted curriculum and designed to bridge the gap between struggling readers and grade level text.  Adopted curriculum and supplemental curriculum is provided Tk-12, and staff members have received training.||2019-10-10|Met|2019
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. All courses are a-g approved, and the school has obtained a six year accreditation from WASC.|All students have access to standards-based instruction daily in ELA, ELD, Mathematics, Science, Social Science, VAPA, World Language and Physical Education.|The broad course of study available to our students is the core instructional program for all students, including students with disabilities.|To ensure that all students have access to a broad course of study, we provide ongoing, standards-based learning opportunities for all teachers.||2019-10-08|Met|2019
43694270132274|Alpha Cindy Avitia High|7|The school annually reviews course offerings to ensure students have access, and are enrolled in, a broad course of study aligned with Ed. Code 51210 - Course of study for grades 1-6 and Ed. Code 51220 (a) - (i) for grades 7-12. Our school is monitoring the A-G completion percentage to track the extent to which all students have access to, and are enrolled in, a broad course of study at each grade level. The A-G completion percentage will be disaggregated by grade span, unduplicated student groups, and students with IEPs. The LEA also does an annual review of the Course Sequence for grades 9-12 to ensure all students have access to a broad course of study.|All students in grades 9-12 in the LEA have access to and are enrolled in a broad course of study that includes, per Ed. Code 51220 (a)-(i), English, Social Sciences, Foreign Language, Science, Mathematics, and Visual and Performing Arts. Over time, the school may increase offerings in applied arts, CTE, and physical education.|The main barrier is mission and program alignment. The School was not chartered to excel in CTE and applied arts, and does not include physical education in its graduation requirements.|Consider exploring a wider range of elective options and AP offerings.||2019-10-25|Met|2019
43693690125526|Alpha: Blanca Alvarado|7|The school annually reviews course offerings to ensure students have access, and are enrolled in, a broad course of study aligned with Ed. Code 51210 - Course of study for grades 1-6 and Ed. Code 51220 (a) - (i) for grades 7-12|All students at the school have access to and are enrolled in a broad course of study that includes, per Ed. Code 51210, English, Math, Social Studies, Science, Health, and Physical Education. We also offer visual and performing arts offerings.|The main barrier is enrollment - our school is currently not fully built out yet so the offerings are not as comprehensive as the fully built out K-8.|Continue to focus on enrollment and building out new grade levels and align offerings accordingly||2019-10-25|Met|2019
43694500121483|Alpha: Cornerstone Academy Preparatory|7|Cornerstone annually reviews course offerings to ensure students have access, and are enrolled in, a broad course of study aligned with Ed. Code 51210 - Course of study for grades 1-6 and Ed. Code 51220 (a) - (i) for grades 7-12|All students in grades K-8 at Cornerstone have access to and are enrolled in a broad course of study that includes, per Ed. Code 51210, English, Math, Social Studies, Science, Health, and Physical Education. This includes visual and performing arts offerings.|Our primary barrier in offering the full range of courses, especially elective/special courses, is in the consistent sourcing of fully-credentialed teachers of special subjects.|We will continue to focus on recruiting and sourcing talent for our elective courses and expand our offerings accordingly.||2019-10-25|Met|2019
43104390129213|Alpha: Jose Hernandez|7|The school annually reviews course offerings to ensure students have access, and are enrolled in, a broad course of study aligned with Ed. Code 51210 - Course of study for grades 1-6 and Ed. Code 51220 (a) - (i) for grades 7-12|All students at the school have access to and are enrolled in a broad course of study that includes, per Ed. Code 51210, English, Math, Social Studies, Science, Health, and Physical Education. We also offer visual and performing arts offerings.|The main barrier is enrollment - our school is not fully built out yet so the offerings are not as comprehensive as the fully built out K-8.|Continue to focus on enrollment and building out new grade levels and align offerings accordingly||2019-10-25|Met|2019
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 and newly adopted science curriculum. Our teachers ensure that all students receive their required number of minutes of structured Physical Education which is 400 minutes every 10 days. All students at DVES are on an elective wheel that consists of VAPA and foreign language courses for upper grades. 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.|Our remote rural geographic location makes it difficult to find fully credentialed VAPA instructors.|The  District is working with our existing staff strengths in VAPA education utilizing an elective wheel. The district is partnering with Edgenuity / Odysseware to meet needs.||2019-10-08|Met|2019
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.|EDIT THIS: 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.|Our remote rural geographic location makes it difficult to find fully credentialed VAPA instructors.|The district is working with our existing staff strengths in VAPA education utilizing an elective wheel. The district is partnering with Edgenuity to meet world language needs.||2019-10-08|Met|2019
37679670000000|Alpine Union Elementary|7|Through a range of tools, including our Assessment For learning plan which sets benchmarks in each grade level we will determine the progress of students.  Data such as CAASPP, MAPs, and other school-based assessments provide the ability for staff to determine the progress of students and unduplicated student groups. Data is analyzed by school sites and across the district and results help determine strengths and areas of improvement. At Vallecitos, 100% of students have access to a broad course of study. All students are provided the required amount of minutes in the daily schedule, including English learners and special education students. All teachers are given planning time for lesson planning to include essential standards, learning targets, and assessment monitoring. Students in 5th and 7th grade prepare all year long for the physical fitness test and all students receive the appropriate amount of minutes for physical education each week.|Through a range of tools, including our Assessment For learning plan which sets benchmarks in each grade level we will determine the progress of students.  Data such as CAASPP, MAPs, and other school-based assessments provide the ability for staff to determine the progress of students and unduplicated student groups. Data is analyzed by school sites and across the district and results help determine strengths and areas of improvement. At Vallecitos, 100% of students have access to a broad course of study. All students are provided the required amount of minutes in the daily schedule, including English learners and special education students. All teachers are given planning time for lesson planning to include essential standards, learning targets, and assessment monitoring. Students in 5th and 7th grade prepare all year long for the physical fitness test and all students receive the appropriate amount of minutes for physical education each week.|More opportunities for personalized learning are necessary, including increasing the capacity of teachers to effectively support all students.|A series of professional development strategies have been put in place to build our teachers' knowledge and skills. Course offerings have been expanded at the middle school and pathways for learning have been expanded across the district.||2019-10-09|Met|2019
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; 98.6% math, 98.9% reading/language arts, 90% social studies, 94.2% science, 87% visual and performing arts, 92.6% health/physical education, and 93.8% computers/technology. When asked the same question, students in grades 3-8 reported; 98% math, 99% reading/language arts, 98% history/social studies, 99% science, 74% visual and performing arts, 94% health/physical education, and 86% computers/technology.  Staff survey results indicated 99% math, 99% reading/language arts, 97% social studies, 99% science, 95% visual and performing arts, 96% 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, social studies, science, visual and performing arts, 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. 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. 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 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 and RISE (reading/math success). Applied arts and career technical education are not indicated in grades 7-8 beyond AVID. 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. 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.  In addition to the yearly Stakeholder Engagement Survey, and LCAP Advisory Committee which includes parents, teachers, administrators and other staff work together 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/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.  Due to changing environmental conditions in our community surrounding mental health, topics such as suicide prevention, Positive Behavior Intervention Supports, and tools to aide chronic absenteeism are also important. The needs for mental health support and academic intervention can detract from providing all students access to unlimited number of courses.  Areas for improvement include a broader access to STEM and career technical education, primarily at the secondary level. Junior High schools are moving towards implementation of career technical education via AVID programs, however access is limited due to program costs. Junior High schools are exploring options in STEM electives.|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 chorus, to name a few. At the elementary setting, differentiated support periods 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. Schools with high numbers of students who do not meet standards, receive additional STAT money to focus on these students particular needs. All school sites also offer enrichment and challenge opportunities. School sites partner with PTA organizations to bring formal art instruction (Meet the Masters). Each year, additional Spanish courses have been added at each junior high. 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 of instruction for students of all ages to inform them of career options.||2019-10-23|Met|2019
31667870126664|Alta Vista Community Charter|7|||||||Not Met|2019
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 eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education. Access is enhanced by multiple extended learning opportunities specific to students needs to accelerate learning and assure that students have success in the broad curriculum. Success is monitored by teachers and administration and parents are consulted in the remediation/acceleration process.|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.||2019-10-09|Met|2019
36750510136432|Alta Vista Innovation High|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-16|Met|2019
31667790000000|Alta-Dutch Flat Union Elementary|7|||||||Not Met|2019
01611190130625|Alternatives in Action|7|||||||Not Met|2019
43693690000000|Alum Rock Union Elementary|7|In Middle School each site creates their master schedule to address the needs of all their student population.  The IEP delineates enrollment for students with disabilities in general education classes and special education classes, the level of mainstreaming and time they spend in the different settings. Instructional minutes,  in the elementary grades 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.  The adopted curriculum provide the ability to differentiate to support all learners. We use Eschoolplus to monitor students enrollment and access  in a broad course of study. The use of technology is used as a way to provide differentiation, additional support and extension.|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. Established instructional minutes address the time distribution to incorporate all courses. 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.  Various Middle Schools have begun an inclusion model providing access. Regular communication between the regular education teacher and case manager provides support to students with disabilities as they receive instruction in the core classes. Differentiated instruction by the classroom teacher throughout the day allows course access. The use of project based learning provides an additional access point in all subject areas.   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 the upper middle school grades, 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.  Career Technical Education (CTE) is incorporated into the STEAM classes and AVID.  EL students, depending on language level take a supplemental ELD class to provide them support 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 in an inclusion model. Differentiated instruction throughout the day using small group instruction, blended learning and hands on inquiry supports access for all. Family Life is provided in conjunction with partners.|In supporting our leadership PLC we focused on adult practices, rigor and detailed planning to broaden student access.  The  District is still in the exploration and research phase in the areas of career technical education. Health education is being provided in some grade levels. We are researching a more comprehensive program for all grades.  Master Scheduling has been focused on providing as much core access to all students in middle school and providing access to electives for ELL and SWD.|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.   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. Career Technical Education is only offered at a few schools with AVID as part of some elective classes.||2019-10-15|Met|2019
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 after-school 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 broad 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, 27% of students have access to and are enrolled in intervention.  At Dairyland, 22% of students have access to and are enrolled in intervention.  At Alview, 24% of students have access to and are enrolled in tutoring. At Dairyland, 26% of students have access to and are enrolled in tutoring.  In the District, 35% of students have access to and are enrolled in ELD.  At Alview, 8% of students have access to and are enrolled in Pre-GATE.  At Dairyland, 17% of students have access to and are enrolled in GATE.  At Alview, 14% of students have access to and are enrolled in the art program.  At Dairyland, 14% of students have access to and are enrolled in the art program.  At Alview, 30% of students have access to and are enrolled in music class.  At Dairyland, 40% of students have access to and are enrolled in band.|There are no barriers preventing the District from providing access to a broad 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 broad course of study without new actions.  The District will continue to monitor student progress and accessibility to a broad course of study for all students.||2019-10-08|Met|2019
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/plan 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 technology, physical education, art, music, character development, digital citizenship and sexual health education (seventh grade only).|The district continues to investigate opportunities to look at implementing additional opportunities and programs for our students such as performing arts and a dedicated PE program. The biggest obstacle in developing new programs is the hiring of a qualified, credentialed teachers for the programs discussed within school committees.|Based on the evaluation tools on the access to a broad course of study, the district will continue its focus in two areas. First, the district will continue its focus on the development of its music program now that a music teacher has been hired for the 2019-2020 school year. Also, the district will continue its search 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.||2019-10-24|Met|2019
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/plan 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 technology, physical education, art, music, character development, digital citizenship and sexual health education (seventh grade only).|The district continues to investigate opportunities to look at implementing additional opportunities and programs for our students such as performing arts and a dedicated PE program. The biggest obstacle in developing new programs is the hiring of a qualified, credentialed teachers for the programs discussed within school committees.|Based on the evaluation tools on the access to a broad course of study, the district will continue its focus in two areas. First, the district will continue its focus on the development of its music program now that a music teacher has been hired for the 2019-2020 school year. Also, the district will continue its search 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.||2019-10-24|Met|2019
33669770000000|Alvord Unified|7|AUSD uses multiple measures and tools to ensure all students have access to and are enrolled into a broad course of study. The counseling team at each site monitors access through one-to-one academic counseling sessions, transcript analysis, graduation status, A-G status, progress towards UC and CSU requirements. Students with exceptional needs are closely monitored by a case carrier to ensure their individualized education plan supports the students broad course of study throughout their years in AUSD. English learner's language proficiency is assessed and monitored annually as a measure of their individual course of study as it pertains to supporting their language development and academic achievement. In addition, teacher recommendations and attendance data are used to manage proper course of study for each student.|AUSD employs equitable and equal access to a broad course of study for all students. Every student has the opportunity to participate in a variety of courses of study offered throughout the district, including, but not limited to, Dual Language Immersion starting at Elementary, Visual and Performing Arts Courses, Career Technical Education pathways, Advancement Placement courses, International Baccalaureate, Dual Enrollment courses, AVID, and STEAM programs.|Barriers preventing Alvord Unified School District from maximizing a broad course of study include program participation, chronic absenteeism, access to extracurricular options, and mental health supports.|AUSD has a targeted focus on addressing chronic absenteeism through multiple initiatives, both district-wide and school site specific, encouraging school connectedness and participation in programs and extracurricular activities. Student and staff mental health is addressed through a variety of means including professional services offered at the school sites, positive school climate/anti-bullying programs, and student and staff awareness. Program participation is addressed through an emphasis on marketing the available opportunities for DLI, CTE pathways, college and career readiness, athletics, VAPA, and school-based club options.||2019-10-17|Met|2019
03100330000000|Amador County Office of Education|7|Amador County Office of Education utilizes master schedules and our 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 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 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, and other studies as may be prescribed by the board of trustees.|According to our monitoring tools and placement practices, we note that nearly all students have access to a broad course of study.   ACUSD / ACOE 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 2019-2020 and initiate curriculum and instructional practice changes in 2020-2021.    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 had ongoing discussions regarding local graduation requirements. As a result of these discussions, we have added 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 the special education study team, as well as staff meetings and professional development for our special education and general education teachers.  The work is hard, slow, but important.|PROFESSIONAL LEARNING:  We will continue our fourth 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 2019-20, opportunities for online learning are offered through Edgenuity to provide greater opportunities and credit recovery options.  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 are using this professional learning as our high schools pilot U.S. History and AP Government curriculum. Our goal is to adopt new texts in 2020-2021. We have also begun the initial stages of Next Generation Science Standards (NGSS) aligned curriculum implementation.  We reviewed the materials approved by the State Board of Education for adoption in the 2018-19 school year. We are now in the exploring and researching phase with curriculum pilots scheduled for 2020-2021 and possible adoption in 2021-2022.||2019-11-06|Met|2019
03739810000000|Amador County Unified|7|Amador County Unified School District utilizes master schedules and our 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 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 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, and other studies as may be prescribed by the board of trustees.|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 2019-2020 and initiate curriculum and instructional practice changes in 2020-2021.    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 had ongoing discussions regarding local graduation requirements. As a result of these discussions, we have added 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 the special education study team, as well as staff meetings and professional development for our special education and general education teachers.  The work is hard, slow, but important.|PROFESSIONAL LEARNING:  We will continue our fourth 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 Unified School District.  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 2019-20, opportunities for online learning are offered through Edgenuity to provide greater opportunities and credit recovery options.  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 are using this professional learning as our high schools pilot U.S. History and AP Government curriculum. Our goal is to adopt new texts in 2020-2021. We have also begun the initial stages of Next Generation Science Standards (NGSS) aligned curriculum implementation.  We reviewed the materials approved by the State Board of Education for adoption in the 2018-19 school year. We are now in the exploring and researching phase with curriculum pilots scheduled for 2020-2021 and possible adoption in 2021-2022.||2019-11-06|Met|2019
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-24|Met|2019
01612596113807|American Indian Public Charter|7|From the start of the year, teachers go through an intensive training where they learn differentiation strategies to be used in the classroom.  This is further enhanced and detailed upon through weekly professional development and ten full staff development days where veteran teachers, administration, and educational professionals come and do lessons and share their expertise.  Teachers use these strategies to make sure that all students get equal access to the material.  Our curriculum is also filled with supplemental material to be used for various learning groups.  For example, Benchmark Advance comes with 4 different leveled texts for one specific passage or story.  There will be work for advance learners, English Language Learners, students below grade level, and students with special needs.  This can also be seen with our math curriculum through their reteach books and their online component.  Each grade level also gets their own intervention aide.  This person’s sole job is to make sure students get equal access to the materials through pull-outs and push-ins.  We also have our on-site RFP team for our Special Education population.|100% of students have access to curriculum aligned instructional materials. AIPCS II or AIPCS offers Music, Art, and Elective classes for all students. In addition to meeting the minimum requirement of   In the 6th grade, students take Mandarin and Spanish for one semester and Violin and Art for a semester respectively.  After successful completion of one academic school year, all 7th graders receive the option of taking either Mandarin and Spanish / and Art or Violin for a two year basis.  Those that take Mandarin and Spanish for a two year period will receive high school credit for Mandarin I or Spanish I.  Students also received the option to take Film, Musical Theater, and AVID electives afterschool on Fridays.|Only the restrictions of Special Educational needs and English language learning bar students from the full breadth of study available to all students at this school, in addition finding different strategies to support out of district transfers to ensure they are academically prepared for AIPCS II curriculum.|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 and follows students throughout their years at AIMS K-12. For students grades 6th-8th, courses will be expanded,  Music Class offerings by including intro to Music, Violin I, Violin 2, Band I, and Band II.  The LEA will also expand middle school offerings of Art by including Intro to Art, Art I, and Graphic Design.  The LEA will also expand its Middle School Friday elective offerings, by including yearbook, Musical Theater, and Avid.||2019-10-15|Met|2019
01612590114363|American Indian Public Charter II|7|From the start of the year, teachers go through an intensive training where they learn differentiation strategies to be used in the classroom.  This is further enhanced and detailed upon through weekly professional development and ten full staff development days where veteran teachers, administration, and educational professionals come and do lessons and share their expertise.  Teachers use these strategies to make sure that all students get equal access to the material.  Our curriculum is also filled with supplemental material to be used for various learning groups.  For example, Benchmark Advance comes with 4 different leveled texts for one specific passage or story.  There will be work for advance learners, English Language Learners, students below grade level, and students with special needs.  This can also be seen with our math curriculum through their reteach books and their online component.  Each grade level also gets their own intervention aide.  This person’s sole job is to make sure students get equal access to the materials through pull-outs and push-ins.  We also have our on-site RFP team for our Special Education population.|100% of students in grades K-8th have access to curriculum aligned instructional materials. AIPCS II offers Music, Art, and Elective classes for all students. In addition to meeting the minimum requirement students are offered additional enrichment.  In the 6th grade, students take Mandarin and Spanish for one semester and Violin and Art for a semester respectively.  After successful completion of one academic school year, all 7th graders receive the option of taking either Mandarin and Spanish / and Art or Violin for a two year basis.  Those that take Mandarin and Spanish for a two year period will receive high school credit for Mandarin I or Spanish I.  Students also received the option to take Film, Musical Theater, and AVID electives|Only the restrictions of Special Educational needs and English language learning bar students from the full breadth of study available to all students at this school.  In addition, finding different strategies to support out of district transfers to ensure they are academically prepared for AIPCS II curriculum.|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. For students grades 6th-8th, courses will be expanded,  Music Class offerings by including intro to Music, Violin I, Violin 2, Band I, and Band II.  The LEA will also expand middle school offerings of Art by including Intro to Art, Art I, and Graphic Design.  The LEA will also expand its Middle School Friday elective offerings, by including yearbook, Musical Theater, and Avid.||2019-10-15|Met|2019
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 A.P. courses and honors classes which are part of and progress through each grade level. These courses meet and exceed the expectations that the 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.|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 take A.P. tests throughout their tenure in our high school.|Only the restrictions of Special Educational needs and English language learning bar students from the full breadth of study available to all students at this school.|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.|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.   We strive to provide students with a healthy and inviting learning environment where they are protected from physical and emotional harm. Safe schools are not just places with advanced security procedures. They are also places that help students develop, allowing them to succeed even in difficult circumstances. Safe schools encourage healthy behaviors that help students learn about fitness, nutrition, and healthy choices and are essential to the mission of our schools.|2019-10-15|Met|2019
09737830121566|American River Charter|7|||||||Not Met|2019
37683380136663|America's Finest Charter|7|America’s Finest Charter uses Illuminate Education as a Student Information System (SIS)  to track all of the students' progress on their curriculum and assessment.  We also uses the Master Schedule as our tool for identifying the extent to which all students have access to and are enrolled in a broad course of study. All K-6 students are enrolled in a self contained classes where they are enrolled in English Language Arts, Mathematic, Science, and Social Studies.  Students in our Special Education Program have access to all of 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.|We are WASC accredited.  All students at America’s Finest Charter School in Grades Tk-12 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.  They also are being provided with college awareness courses.  All students in grades TK-8 are automatically enrolled in ELA, Math, Science, and Social Studies. Our curriculum provides scaffolding to address the needs of students requiring additional support and accelerating students that are proficient and advanced.|At America’s Finest Charter School, we have students come from different places and different backgrounds.  Not all students are prepared adequately to engage in the rigorous curriculum that has been implemented.  The biggest barrier to full implementation is time to have all students fit in the school activities.  Individual academic plans are developed to assure that all students with low achieving academically  receive the additional support needed to succeed at America’s Finest Charter School.  Our high school offers AP classes as well as dual enrollment with San Diego City College to ensure that student all high school students complete the A-G requirements needed to enter college.  Our staff will track students in AP classes as well as dual enrollment to measure student participation and success in these courses.|This year AFC adopted a new Science curriculum from Discovery for graded K-12. Additionally, in grades TK - 12 we adopted two (2) Social Studies Curriculum that were just approved by the California Department of Education Studies Weekly for Tk-6 and Impact grades 7-12 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.  We continue to support our students and prepare them to graduate high school and enter college.||2019-11-12|Met|2019
30664230000000|Anaheim Elementary|7|A combination of student outcome data (such as those reported on DataQuest and the Dashboard), survey data, implementation data, materials inventories, and stakeholder input was used to determine the extent to which all students are enrolled in and have access to a broad course of study.|*While student needs and outcomes based on multiple measures varied from school to school, some resource and staffing formulas were uniform across the schools.  *Our implementation data showed that, though each school offered a distinguishing practice (Project-Based Learning, Dual Language Immersion, Global Communication, Civic Engagement, Health and Fitness, Visual and Performing Arts, STEAM), depending on where a students were attending, they didn’t have access to each of the practices.    *While our materials inventory showed a districtwide student-to-device ratio of 1:1, some school ratios were above that while others were below.   *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.    *Our student outcome data showed that our English Learners, our Students with Disabilities, and our Foster Youth had performance gaps in ELA and Math.    *Stakeholder input indicated the desire for more extended opportunities for learning such as before- or after-school programs and summer school.|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.|*Equitable Versus Equal Allocation of Resources (tiered support) has been applied in the 2019-20 school year so that schools with higher needs receive more support.  *Individual Distinguished Practices have been reorganized under the broad umbrella of “e²STEAM-D” which stands for Engaging, Equitable, Science, Technology, Engineering, Arts , Mathematics, and Dual Language. Over the course of the next year 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.   *Student devices have been 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).   *Expansion of the use of the OPAL walk through tool at all school sites is underway in order to support the continuous cycle of inquiry around the rigor and comprehensibility of instruction in each subject matter.    *To support our Foster Youth, site leadership and LCAP committee members participated in professional learning around the barriers facing FY and how to best support them. Tutoring and mentoring is offered to each FY identified student.  *To support our Students with Disabilities teachers receive training in writing standards-based, grade level IEP goals using the Core Content Connectors.  Special Services staff is also trained on the application of Designated Supports and Accommodations to ensure state and local assessments are accessible to students throughout the year.  Two of our schools are participating in a study to help our field distinguish between ELs with low English proficiency and ELs with language-related disabilities.   We are also participating in a study to help improve access to state language proficiency assessments for our students with  visually impairments.  *To support our English Learners (emergent bilinguals), in addition to OPAL walkthroughs, a 3-week summer academy was offered to At-Risk ELs with a purpose of accelerating English language acquisition in order for students to meet challenging ELA academic standards where, on average, students improved their reading levels by 2 months.  Based on the results, this opportunity will be offered to emergent bilingual students next summer.  District-created teacher resources for providing Integrated ELD have been expanded to Math and Science.    *To support ALL students, including our most vulnerable populations, the MTSS committee will continue to move us forward on the 6 components of an effective district system based on our LEA Self-Assessment results.||2019-10-23|Met|2019
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. First, 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), as well as a Fine Art or a World Language course, a career education course, and several elective credits of the student’s own choosing.       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.       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.       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 State Seal of Biliteracy to any students who complete the State criteria.       AUHSD has an extensive offering of Visual Arts & Performing Arts (VAPA) programs. All students have access to pursue the VAPA field of their choice. Our VAPA programs align the junior high offerings to the high school offerings.       AUHSD offers the required Physical Education 7-10 grade level courses, but also offers electives that complement the PE courses, these are:  Athletics (14 separate sports, boy and girl teams), Lifetime Fitness, Song & Cheer, JROTC, etc.       AUHSD has a broad set of of Dual Enrollment courses, thanks to the partnership with North Orange County Community College District. All high schools have partnered with either Fullerton College and/or Cypress College to offer courses that support their CTE pathways, courses that would benefit them when transferring to a 4-year university, and other high interest courses.|All sites adhere to the AUHSD Graduation Requirements and offer the array of programs listed above. However, according to a yearly study of A-G Course Completion conducted by one of our partners, 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 Foster Youth students were identified as the groups that are not earning A-G status or graduating at the same rate as other groups. A follow-up to this study resulted in forming three District task forces to address the discrepancies: EL Task Force, Students’ with Disabilities Task Force, and more recently, a Foster Youth Task Force. These groups continue to conduct a “deep dive” into the data and practices across the District, including case studies of individual students and transcript evaluations of students within these groups. Counselors are building their capacity around the transcript evaluation process by learning best practices from others in the field.       With a diverse group of students enrolled in AUHSD, we are also monitoring the support for students in the following areas: Students who are homeless/unaccompanied minors, students previously incarcerated, students from military families, students who are of migratory status or participating in an English language proficiency program for newly arrived immigrant students.        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. One barrier we have identified is through the annual registration process. Some counselors are not enrolling the targeted group 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 Students with Disabilities 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. Another area we have identified as potential barrier, is when some teachers take a “Gate Keeper” approach to placement recommendation and thus create a barrier for targeted students groups to be enrolled in higher level classes.       The mindset of some sites limits students taking the full A-G courses, believing that A-G is for students enrolling in 4-year universities only. Other identified barriers are poor attendance, high mobility rates at some of our schools, and grading policies of teachers that result in a high D/F rate and discourage students for trying to earn the A-G status.|Our AUHSD teams are working on creating better systems for monitoring student placement in a broad course of study, these include the implementation of a Graduation Status Compliance Team to complete an audit of site-level graduation status evaluations, the development of course-planning tools, and web reporting data systems that will help identify scheduling gaps in real time. Additionally, we have begun building capacity with our counseling staff, and will continue to bring professional learning related to course access to other staff groups.       The work of the English Learner Task Force and the Students with Disabilities Task Force resulted in recommendations that were shared with all stakeholder groups and are now mandated for supporting these student groups. 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 of these recommendations with fidelity.        The English Learner Task Force Recommendations include the review of transcripts and course enrollment each year by a site-level team, transition meetings as English Learners transition from junior high to high school, targeted supports and summer learning options, as well as the integration of EL Standards and high impact instructional strategies in all content areas.       The Students with Disabilities Task Force Recommendations also include the development of site-level teams, systems for on-going progress monitoring which includes course enrollment and placement, and intentional lesson design with engaging instructional strategies. Additionally, the Student with Disabilities Task Force Recommendations include the implementation of a District wide Professional Learning Plan to support students with disabilities, a focus on co-teaching and collaboration models, training for instructional assistants, and Parent Leadership Academy programs to expand the participation of parents in their child's education.       The Foster Youth Task Force was recently convened and recommendations will be be outlined during the 2019-20 school year.|Our District's focus on improving college-going outcomes and raising the percentage of graduates meeting UC/CSU requirements by completing A-G coursework has led to improved student outcomes. Over three years (from 2015-16 to 2017-18), the percentage of AUHSD students completing A-G course requirements has increased 6%--from 38.1% to 44.1%.  Early projections from our student information system show another 6% increase for 2018-19 with over half our graduates now meeting UC/CSU requirements.|2019-06-13|Met|2019
19768850132928|Anahuacalmecac International University Preparatory of North America|7|Anahuacalmecac ensures that all students, including subgroups, are enrolled in college preparatory curriculum and coursework. At Anahuacalmecac we use our charter, LCAP, PowerSchool to track that 100% of students have access to and are enrolled in a broad course of study. PowerSchool is a tool that helps us track that all our students are enrolled in courses that meet college preparatory requirements. As a school, our committee meets 3-4 times a year to ensure that we are monitoring and tracking students' academic progress. At the end of the school year, in our committee meetings, we review students’ A-G completion to ensure they are placed in the correct A-G courses the following school year. We have individual academic college preparatory meetings with students and their parents to ensure that they know what courses they are taking that meet university A-G requirements and other university requirements. At Anahuacalmecac we also use the school climate survey as a tool to track how students how students feel they have access to a broad course of study. One of the survey questions asks the students if the school provides opportunities to be academically successful and meet all university requirements. An outstanding 100% of students surveyed agreed that Anahuacalmecac provides opportunities to be academically successful and meet university requirements. At Anahuacalmecac, conscious educators, concerned parents and 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 board course of study.|There are no differences in access and enrollment of all subgroups in a broad course of study.  Our tools to track the extent to which students are enrolled in a broad course of study indicate that we have effective methods and strategies for ensuring access to all students. All students, including subgroups, have access to and are enrolled in a broad course of study. Transitional kindergarten to 5th-grade students have access and are enrolled in the International Baccalaureate Primary Years Program in preparation for a broad course of study at the higher grade levels. Also, all our 6th-10th-grade students have access and are enrolled in the International Baccalaureate Middle Years Program. All students in grades 11 and 12 are enrolled and have access to in A-G and AP courses. Anahuacalmecac has created a UC approved A-G college preparatory curriculum and coursework for all core subjects offered to all students in grades 8-12. Our commitment to offer a greater access to all students has included the design of new A-G courses in a variety  of subjects such as: Common Core Integrated Math 2, English: Original Nations, Immigrants and Settlers From Homeland to Diaspora; Solving Water Problem through Integrated Science; Azteca-Chichimeca Origins,practice and evaluation of an indigenous tradition of ritual dance, Law 2: Law, Society and Justice. In addition, all students have the opportunity to enroll in college-level courses at the local community colleges.|Our school continues to offer a broad course of study despite the small size of our school. We do not currently have barriers to provide all our students access to a broad course of study.|We continue to implement new actions to ensure all our students have access to a broad course of study. Each year, we partner with additional colleges/universities, institutions, community-based groups, knowledgeable individuals or organizations that help us to further develop our school’s access to a broad course of study (inclusive of the indigenous curriculum). We continue to offer professional development opportunities for our staff and leadership to improve and/or design additional; curriculum that expands our access to a broad course of study for all our students. Professional development is also aimed at training our staff on how to provide access to the curriculum in the classroom so that all our students can access it. Our school counselor, director of education and teachers meet several times a year to review the course of study offerings and design new courses to provide greater access to all students based on needs, interests, college/career preparation and our school’s mission/LCAP. We will continue to seek opportunities to learn about information on the design and development of career-technical courses by participating in on-line training, off-campus professional development, local and national/international conferences, and partnerships with colleges/ universities, institutions, community-based groups, and knowledgeable individuals and organizations.||2019-10-12|Met|2019
45698564530333|Anderson New Technology High|7|55% of our students are in the low socioeconomic range. All students have access to a broad course of study. Since we are a problem and project based learning school, there are 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 here.  We look at our A-G percentages as well as students who graduate having completed a CTE pathway. We have a paraprofessional that helps our IEP and 504 students be more successful in this challenging environment.  Between either A-G qualified and/or a CTE completer, 94% of the eleventh grade is qualified and we graduated 95% of the grade twelve.|The one subgroup we have that is at risk is our low socioeconomic group and they have the same percentages of A-G and CTE completers as the non-risk group.|The only barrier we have is having a large enough clientele so that we can offer more types of electives. However, all students take college classes and this mitigates this issue quite a bit.|Our students are receiving a broad course of study, both in content and in life skills to be a well-rounded adult.  Our students learn how to become effective communicators, critical thinkers, resilient learners, collaborators and engaged citizens. However, we recognize that not all students’ needs are at the same level.  We are submitting a charter renewal to the district this year and are looking to recognize students who go above and beyond, which all students have access to completing if they have the desire.||2019-10-16|Met|2019
45698560000000|Anderson Union High|7|Through the LCAP we have a number of measures to demonstrate our commitment to access and equity for a broad course of study. 40% of our students completed a-g coursework, there are no prerequisites for enrolling in these courses.570 students participate in CTE courses with approximately 35% completing a pathway prior to graduation. There are no prerequisites for taking CTE courses.|Two measurements are used to summarize the extent of access for students to a broad course of study they are: a-g pathway courses, and CTE courses. Students enrolled in UC approved courses range from 97% to 90%. SWD have access to courses but are placed according to their IEP. This student group has the lowest rate of enrollment in a-g pathway.|The greatest barrier to access is more institutional, a lack of scheduling options in a small school or properly credentialed teachers for some CTE classes. We follow a policy of open access to courses.|We are making progress in providing the Independent study program with a-g approved courses.||2019-10-15|Met|2019
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.||2019-11-12|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
19734370137984|Animo 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|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
19647330124016|Animo Legacy 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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed. 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. These programs are built into the individual school’s master schedule and take place within the school day.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
19647330124024|Animo Phillis Wheatley Charter Middle|7|||||||Not Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
52714720000000|Antelope Elementary|7|Total course offerings and adopted curriculum are manually recorded and reviewed by district staff and reported in our annual School Accountability Report Card and is reflected on report cards and in the district Student Information System.|The district administrative team works to develop offerings that meet the requirements at all grade levels for a broad course of study for all students.  Toward that end, in the range of grades 1-6, the following curriculum are supported and offered to all students:  English ? Mathematics ? Social Sciences ? Science ? Visual and Performing Arts ? Health ? Physical Education   In the area of grades 6-8, the following curriculum are offered to all students and supported: English ? Social Sciences ? Foreign Language ? Physical Education ? Science ? Mathematics ? Visual and Performing Arts ? Applied Arts ? Career Technical Education|The district has not encountered barriers to providing access to a broad course of study to all students.|The district will continue to work to balance the integration of science and social studies curriculum while maintaining a priority on reading and English language development in grades k-5, and will also continue to diversify our career and technical education opportunities in grades 6-8.||2019-10-17|Met|2019
19648570112714|Antelope Valley Learning Academy|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-14|Met|2019
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. This can be seen most clearly on each schools Master Schedule.|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.||2019-11-14|Met|2019
07616486115703|Antioch Charter Academy|7|Antioch Charter Academy staff members, students, and parents participate in a self-study to become WASC Accredited.  Staff members meet several times a year to review goals and progress made on those goals.  The self study includes analyzing the areas of assessment and curriculum.  The staff, students, and parents use the self-study process to decide if the curriculum is rigorous and available to all students, and that the assessments are an accurate depiction of each student's abilities.|Antioch Charter Academy has consistently received positive reviews and reaccreditation from WASC each time a self-study has been completed.ACA students have access to and are enrolled in a broad course of study.Students in grades K-8 are taught curriculum that is aligned to the California Common Core State Standards.Students participate in lessons developed using the Common Core standards as well as our school Graduate Goals.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.Students in grades K-8 are also enrolled in a weekly enrichment program that consists of art, music, and physical education.Students in grades 4-8 also have access to a wide range of elective courses that include band,choir,sports,board games,sewing,cooking,etc.|Antioch Charter Academy staff, students, and parents have used to results from the self-study to identify areas of need for the students and staff at ACA.  The barriers that have been identified are: is the curriculum cohesive across grade levels, are all staff members fully trained on all California Common Core standards, and are we meeting the needs of ALL our students including ELL, SPED, and GATE.   The staff, students, and parents feel that ACA can always grow and improve how it meets the needs of the students.|Antioch Charter Academy has three current goals. Goal #1: Develop a process to make sure our curriculum is equitable, cohesive, rigorous, current and aligned to CCSS and ELD standards” in order to make visible to all stakeholders that student access to a  rigorous curriculum is happening for all at all levels. Create a cohesive curriculum thread.  Goal #2: “Define effective Common Core aligned grade level assessments in Math and ELA, create standardized timelines and measures of student progress which will be shared, reported and interpreted” in order to establish a running record of progress for students as they progress through our school and inform stakeholders of that progress.  Goal #3: Create a school wide procedure for supporting the achievement and growth of our Special Needs learners (i.e. ELL, SPED, GATE). This last goal will be helped along by the completion of Goal #1 and #2 and will serve to support these student populations.||2019-11-07|Met|2019
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.||2019-11-07|Met|2019
07616480000000|Antioch Unified|7|AUSD tracks student access to a broad course of study using: Master Schedule audits analyzing course offering at each school site focusing on the number of Advanced Placement, Career Technical Education, and other elective sections, A-G completion rates, textbook sufficiency audits, curriculum pacing guides including prioritized standards and performance scales, iReady diagnostic and online instruction results, and WASC self-study reports.|Students are able to select from 9 different pathway offerings at the three comprehensive high schools, all of which are WASC accredited.  Each of these pathways offer college preparatory classes including AP and CTE courses meeting A-G requirements.  Middle schools are in the implementation phase of creating pathways and developing elective courses that are articulated with the high schools focusing on career technical education.  All 9th grade students take a college and career readiness course wherein they create a graduation plan outlining their courses.  Student learn about post secondary education, including the A-G requirements of the UC/CSU systems, and career options.  The college/career readiness indicator, graduation rates, students enrolled in AP courses and completing examinations, and secondary master schedules, are tools monitored by the LEA to ensure students have access to a broad course of study leading to continued education and career after graduation.  AUSD continues to work with outside agencies to develop prioritized standards and proficiency scales for all grade bands in mathematics and English language arts leading to the design and development of highly effective assessments.  Progress will be made to mirror this work in additional subject areas.|Based on standardized achievement data the majority of students are classified as nearly met or not meting standards with an overall indicator of orange for both Mathematics and English Language Arts.  Multi-tiered systems of support including intervention course are in place to remediate gaps in student academic achievement.  These interventions, while absolutely necessary, act as a barrier to offer an extended course of study for all students.  Additionally, AUSD serves a high number of unduplicated students including English Learners who require additional language services.  These services limit access to the full experience of the various elective offerings at the school sites.|To reduce these barriers, additional funding is provided through the LCAP to lower class sizes at the elementary level and provide additional courses and provide extended learning options for students at the secondary level.  Through an articulation process at the secondary level, the middle school will develop additional career technical education exploratory courses.||2019-10-23|Met|2019
19647330117077|APEX Academy|7|||||||Not Met For Two or More Years|2019
36750770000000|Apple Valley Unified|7|Apple Valley Unified School District tracks student access to a broad course of study through the following measures: Transcript analysis, Graduation Rate, A-g Course Completion, and College and Career Readiness Indicator.  Each of those measures allows for student subgroup disaggregation and analysis as long as the group is over a minimum size of 10.|Using the tools and metrics listed above we are seeing general increases in Graduation Rate, UC course completion, and College and Career Readiness Indicator (CCI) for most groups.  For example, while the overall UC course completion percentage increased by nearly 3% from 35.6% to 38.3% for all graduates, we saw a simultaneous increase for students with disabilities (4%-to 7%) and English Learners (from 22.6% to 24.5%). Also, the CCI is up for all students and all subgroups.  Students with disabilities improved from 1.5% to 4.5% deemed "prepared" while African American Students moved from 12.2% to 14.5%.  We are seeing the gap in achievement close slowly in these outcome-based measures.|In working with staff, students, and parents to identify the root causes for the gap between our expected outcome for our mission for all students and the reality is born of the following:  The need for a connection to a positive adult mentor on campus and insufficient interventions for students when needed for any reason.|As a result of the findings, the data, and the root cause analysis, the LCAP was adjusted to include more counselors, funding for intervention programs, and Career and Technical Student Organisations.  We have removed barriers to honors and other advanced courses in the 9th grade so that any student with interest and drive can achieve with support and encouragement.||2019-10-03|Met|2019
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.||2019-10-29|Met|2019
19647330121079|Ararat Charter|7|100% of all students in grades 1-5 at Ararat Charter School have access to curriculum aligned instructional materials and instruction in English Language Arts, Mathematics, Science, Social Studies,  Art, Music, and Computer Technology in all content subject areas as reported on school accountability report card. The school leadership team also meets during the school year to review curriculum materials and to review instruction in all subject matter areas for all students. ACS 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 schedule (trimester), report cards, and parent/student/teacher conference reports. In addition, the Principal will verify this during classroom observations and they will ensure classroom  schedules are being followed.|The school has determined that all students have full access to curriculum aligned instructional materials and have access to subject core matter instruction in all content areas.|In grades 1-5, currently their are no barriers to prevent access to board course study for all students.|Our school will continue to ensure that curriculum materials are directly aligned with the state standards by reviewing our subject matter core materials during the year. The school will continue to provide professional development in curriculum materials so that teachers are well prepared to provide all students access to subject matter.||2019-10-17|Met|2019
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. Our student information system verifies the enrollment of students in appropriate courses. Qualitative processes are in place for giving unduplicated student groups courses that meet the CA Education Code to support their learning. Students with exceptional needs are assigned case managers through the Individual Education Plan (IEP) to ensure students' needs are being met in addition to having access to a broad course of study.|All AUSD  students have full access to a broad course of study as defined by the California Education Code. Students in grades K - 5 are receiving markings on their report cards to show their progress in each standard aligned with grade-level except for students with disabilities who are graded on their individual goals as determined by the IEP teams.  Students with disabilities and  English Learners have access to a variety of educational and academic options to support learning at the elementary level. Students in grades 3-5 also have access to  Visual and Performing Arts opportunities.  Students in grades 6-12, work closely with school counselors to schedule courses. Each school offers a wide variety of elective classes.  Arcadia High School offer comprehensive programs in Athletics, Visual and Performing Arts and CTE. At the high school level, a Curriculum Guide is created and updated each year to educate students and families on a wide variety of choices available to students.  A broad course of study with courses that meet A-G eligibility and fulfill graduation requirements are offered to all students.  AHS offers a  wide variety of honors and AP courses that are open to all students as long as they have received a college qualifying “C” or better in the prerequisite course. At the high school students with disabilities have access to Workability and TPP programs which provide them with career readiness skills. AUSD also offers an independent study program for students with particular needs. Offerings include basic high school graduation courses of study. NCAA and UC approved courses can be made available on an individual basis and as needed.|Arcadia Unified continues to reflect on and evaluate its processes for placing students in appropriately assigned courses. Educational Services continues to work closely with the Technology Information Services Department to review processes for tagging courses appropriately.  Barriers preventing the LEA from providing access to a Broad Course of Study include the following challenges:   The school master 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 in secondary schools, students receiving additional services or enrolled in special education and/or EL programs may have to forgo an elective course to receive an intervention or support 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.|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.  AUSD secondary schools have increased participation of students with disabilities in general education through collaborative classes by 23% over the past 4 years, resulting in significantly improved access to a broad course of study.||2019-10-07|Met|2019
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 13 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.||2019-10-14|Met|2019
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|7|ACE has 53% special education, and has managed to maintain excellent results when working with those students, and enabling successes with graduation. We also have the only IB-CP program in California, in every pathway. Because we are so small, our matrix to define successful education is constantly changing, and constantly showing positive progress.|The International Baccalaureate programs at ACE are for the entire school.  Students do not have to apply, and the entire 11th and 12th grade have access to all IB courses in both DP and CP settings.|This is not a barrier for us, as we are small and not perturbed by district or county restrictions not relevant to our school.|We may change our science courses based on the new Next Generation Science Standards, and what that will look like via testing and assessments in future years.|This has not changed since LCAP's began, our school is too small for individual programs that prohibit student access.|2019-10-10|Met|2019
34672800000000|Arcohe Union Elementary|7|To understand the levels of students and the best way to support all, the district uses a multitude of ways to assess students.  On a state level, the district administers the annual state tests for student progress and English Language Development, as applicable.  Locally, the district also uses information gathered from classwork, teacher observation, and curriculum- and standards-based measurements to create the best learning program for students based on their level of mastery.  These measurements allow for the district to better understand student need and create programs that are responsive to those needs.|The locally selected tools allows the district to create programs for students based on their current needs and interests.  Unlike state assessments, the results of these assessments can be analyzed immediately and can be used to shape current programs during the school year and during new year planning.  It is important to create programs for students using real-time data to allow for students to maximize their learning.  Being a single-school district, Arcohe does not have a variance in programs across school sites.|The major barrier in offering a wider range of courses is the lack of personnel and financial flexibility within the district.  Arcohe is a single-school district and strives to maximize the budget and personnel as much as possible while maintaining a positive budget.  Larger districts have the capability of offering more services, but Arcohe utilizes everything at its disposal to create the best possible educational opportunity for the students.|Course offerings is an ever-changing reality for the district.  For instance, during the 2019-2020 school year, the district has offered middle school students a menu of choices for them to choose from for their enrichment classes.  In previous years, students were forced to take the only two electives the district had.  Additionally, the district is using local data to created leveled classes for students struggling while also offering accelerated options for students looking for more.  Students currently have options to accelerate in reading and math.||2019-06-13|Met|2019
23655570000000|Arena Union Elementary|7|||||||Not Met|2019
29663730136424|Arete Charter Academy|7|Students K-8 are assessed frequently within their curriculum to determine if they are gaining knowledge in the broad course of study that they are exposed to. Once students are reading, usually by middle of first grade, they take a STAR Accelerated Reader assessment to monitor if they are making progress towards grade level standards. Students 3-8th grade are given Northwest Evaluation Association (NWEA) MAP Growth Assessments to show growth towards grade level standards and and show specific areas that individual students need more instruction in. Both of these assessments are given when students first enroll at Arete or at the beginning of the year and two more times throughout the year. When students have not met or exceeded grade-level standards, then teachers will reteach, support in a 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. All 3-8th grade students as given the California Assessment of Student Performance and Progress (CAASPP) to monitor student growth and show specific areas that Arete Charter Academy needs to focus on improving in. Students with exceptional needs and unduplicated student groups are given the same assessments when possible, but with modifications or accommodations as needed or declared in their Individual Education Plans.|All students have access to a broad course of study. Arete implements California academic standards. Our school is built on the practices of Universal Design for Learning and our goal is to integrate multiple subject areas through instruction that supports students at the level of support and curriculum that is most appropriate for them. Educational Advisors collaborate consistently both formally and informally to improve curriculum and teaching strategies to best implement a broad course of study for all students. Arete Charter Academy provides a 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. Students who are advanced in their academics,  are offered the opportunity to take the next grade level in math and language arts.|No barriers are identified that limit access for all students who attend Arete Charter Academy.|In the future, Arete will integrate more with the LEA to collaborate about curriculum, materials, and strategies to provide individual students with appropriate supports to help them attain a broad course of study. Arete will continue to transition to a comprehensive Multi-Tier Systems of Supports in order for the identification of students in need of socio-emotional 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 newly adopted support programs at the elementary school level.||2019-09-10|Met|2019
01612590115238|ARISE High|7|We have a brand new role as academic counselor who tracks this data, and another one who tracks it specifically for 12th grade. All advisors also have student let conferences and meet quarterly with families and students during student led conferences where all these are reviewed. Our adelante and special education teams also review all this data with our data coordinator.|Because of our small size we inherently have a small course of study. However, we are working to increase course variety and availability by doing a broad survey and organizational study to figure out how we could best serve students. All students currently have access to our course of study which includes the linked learning Health pathway. All ELL and special education students have access to all our courses and are in inclusion settings. We have increased the number of classrooms and our enrollment this year, which also gives us more flexibility with course scheduling and equitable access.|We do not currently offer enough year long electives for our students and want to increase these offerings by possibly increasing post session opportunities, weekend and afterschool activities, and by looking into redesigning our schedule.|We are keeping an extra close eye on all students progress and academic standing by using our new and revised systems with our academic counselors. We are doing class audits and schedule audits and are in constant communication with students about their courses through check ins, advisory, and surveys. We are taking all this information into consideration when developing  our design team decisions and thinking about the growth and future of arise as a school with broader options for all students.|We are currently meeting this criteria but want to further improve on it. Hence the measures described above.|2019-10-22|Met|2019
16638750000000|Armona Union Elementary|7|Findings: Armona Union Elementary School District is currently using our 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 course tailored to their needs, and access to additional time for Designated ELD and/or electives, 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 samples. Students with exceptional needs are mainstreamed as much as possible with push-in support, 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 School District 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. The new multi-purpose building project at our elementary school site is near completion. Currently, we have to schedule classes around a small cafeteria that will not seat all students enrolled in 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 3rd/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 and/or at-risk students 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.||2019-10-10|Met|2019
35752590000000|Aromas - San Juan Unified|7|||||||Not Met|2019
37680236116859|Arroyo Vista Charter|7|||||||Not Met For Two or More Years|2019
19647330123158|Arts In Action Community Charter|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, based on grade spans, unduplicated student groups, and individuals with exceptional needs served is the student information system Illuminate. Illuminate tracks class placements, teachers and student schedules. This information is reviewed by teachers, administration and shared with parents. Information on the Illuminate SIS system can be sorted by grade level, demographics (including unduplicated student groups) and students with exceptional needs.|Through analyzing locally selected measures or tools, the LEA has been incredibly successful in ensuring that all students have access to, and are enrolled in, a broad course of study. As the LEA is comprised of one school site, there are no differences between school sites. The LEA has been successful in ensuring that over time, all students are enrolled in a broad course of study. Success factors include: the small size of the LEA, the high staff to student ratio, highly qualified staff, a robust ELD and special education teaching team.|Given the results of the locally selected measures, there are no barriers in providing access to a broad course of study for all students.|The LEA will continue to closely monitor student access to a broad course of study. This monitoring will occur through the use of Illuminate or a comparable SIS system, and will include opportunities for family, student and staff feedback and oversight.||2019-06-22|Met|2019
19647330134205|Arts in Action Community Middle|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, based on grade spans, unduplicated student groups, and individuals with exceptional needs served is the student information system Illuminate. Illuminate tracks class placements, teachers and student schedules. This information is reviewed by teachers, administration and shared with parents. Information on the Illuminate SIS system can be sorted by grade level, demographics (including unduplicated student groups) and students with exceptional needs.|Through analyzing locally selected measures or tools, the LEA has been incredibly successful in ensuring that all students have access to, and are enrolled in, a broad course of study. As the LEA is comprised of one school site, there are no differences between school sites. The LEA has been successful in ensuring that over time, all students are enrolled in a broad course of study. Success factors include: the small size of the LEA, the high staff to student ratio, highly qualified staff, a robust ELD and special education teaching team.|Given the results of the locally selected measures, there are no barriers in providing access to a broad course of study for all students.|The LEA will continue to closely monitor student access to a broad course of study. This monitoring will occur through the use of Illuminate or a comparable SIS system, and will include opportunities for family, student and staff feedback and oversight.||2019-06-22|Met|2019
41690216044721|Arundel Elementary|7|SCSD annually performs an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Specifically, emphasis is being placed on increasing the percentage of students from typically underrepresented student groups in advanced mathematics courses, and access to all subject areas for students with exceptional needs.|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, while the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs increased this year, it was still 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.  This will be the focus of our work for the bulk of this school year at all schools. There is also a need for work around equity at all schools, and this work has only begun at the middle school level.|The math placement criteria and related pathways were clarified and communicated to incoming fifth grade parents last spring in person and were posted on each school’s website. SCSD will continue to place an increased emphasis on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school. We are also undergoing an analysis of our Special Education teaching models in conjunction with the teachers union to better understand and clarify the use of each model moving forward.||2019-10-24|Met|2019
15633130000000|Arvin Union|7|The district uses a review of the academic dashboard indicators for ELA, Math, and English Learner Progress to track the extent to which all students, based on grade spans, unduplicated student groups, and individuals with exceptional needs, are achieving due to access and enrollment in a broad course of study.  Additionally, the Human Resources Department conducts an annual certificated staff survey to update and confirm respective credentials and authorizations which provides insight for the master schedule and facilitates expansions from year to year of the broad course of study that can be offered to students. Elective surveys are also administered to students and used at the middle school to facilitate student enrollment in expanded course offerings.  Grade level placements, class rosters, and a master schedule for each site are reviewed by site and district administrators and used to guarantee student placement in a broad course of study.   A survey measuring implementation of Multi-Tiered Systems of Support, particularly rubric number 2.3, indicates an Implementing level for Equitable Access to Rigorous Coursework.|The District has made progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study, however; this continues to be an area of focus.  The district’s Human Resource Department has utilized staff surveys to identify additional courses that our certificated staff are authorized to teach.  These additional course offerings have been included in the master schedule and all students have had access to and since enrolled in these courses.    Varied performance among school site grade levels and year to year performance at each site in core content areas as measured by CAASPP and ELPAC validate responses on the MTSS survey indicating a need for differentiated instruction and consistent scaffolding for all unduplicated student groups at all sites. In addition, special education students continue to lag behind all other student groups in Language Arts and Math.  A review of programs indicates a need for exposure to grade level standards in broad courses of study.  Equitable exposure to grade level material, consistent interventions, and varied models of gradual release of scaffolds has been identified as a need through the district’s MultiTiered Systems of Support survey. 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.|Although LCAP has provided opportunities with funding, a barrier preventing the District from providing access to a broader course of study for all students includes the capacity of certificated staff to hold the extended credentials and/or authorizations to expand the courses offered during the academic year.  The teacher shortage plays a key role as many of our certificated staff hold a provisional credential and cannot supplement the master schedule with expanded courses until they have completed the requirements of the California Commission on Teacher Credentialing.|The district will continue in-depth analysis of certificated staff credentials and authorizations and will implement additional course offerings to all students as they become possible.  Master schedules are constructed based on basic course offerings and additional electives added as credentialing allows.  Principals work with grade level teams and content clusters each spring to ensure students have access and are enrolled to the broadest extent possible while meeting basic course needs.   Course expansions include elementary and middle school band and art, Project Lead the Way courses, Spanish literature, computer art, Dual Immersion at the elementary, Dual Immersion math at the middle school, and AVID tutorials.  GATE students, English learners, and Special Education students have equitable access to electives.   The district continues to advertise and search for new staff who hold credentialing and or authorizations in multiple areas to provide broader courses of study for all students.  In addition, LCAP funding is allocated to support various extra offerings.||2019-10-15|Met|2019
36678760107730|ASA Charter|7|In grades 1-8, ASA Charter School utilizes the following measures to define a Broad Course of Study: • Student Access to Board Approved Common Core Instructional Materials • Student Access to PE Instruction • Student Access to Art Instruction • Overall Teacher Professional Development • Teacher Professional Development in Project Based Learning In grades 9-12, ASA Charter School utilizes the following measures to define a Broad Course of Study: • A Course Reference Summary that provides students with several opportunities to meet the A to G requirements and choose courses that relate to each student • CTE Coursework that includes Health and Science, Information and Communication Technologies, Business and Marketing, and Restaurant Occupations • 70 that meet the UC/CSU entrance requirements|All students attending ASA Charter School have access to a broad course of study.  A   foundation is set for the early grades as they transition through school.  Depending on the grade level, all students are enrolled in appropriate courses and we use a multi-tiered system of supports to provide services.  Additionally, ASA Charter School addresses non-academic needs and offers the opportunity for all students to participate fully in core subjects and extracurricular activities.      ASA Charter School supports the needs of all students (including English Learners) by providing a variety strategy to accommodate different levels of learning and access to technology.|ASA Charter School does not feel that we have any barriers that prevent students from a broad course of study.  We are A-G Certified, offer CTE Courses and have the ability to offer Honors and Advanced Placement courses.|ASA Charter School will ensure that all students will continue to have access to a broad course of study.  We will also ensure that all teachers will be provided with opportunities to participate in professional development for personal and professional growth, which will enable them to provide the best possible education to ASA Charter School students.||2019-10-09|Met|2019
01612596118608|ASCEND|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 in our day and academic calendar would provide opportunity for more depth in a broad course of study. This would require more funding.|The LEA 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.||2019-10-31|Met|2019
10621660133942|Aspen Meadow Public|7|Grade 1-5 In order to reflect on the extent to which all students have access to, and are enrolled in, a broad course of study, we examined our school’s course and teaching schedule for all grades.  We also considered the yearly plans for curriculum and pacing, created by teachers and monitored by administrators.  We follow a Core Knowledge curriculum which helps to ensure students have access to a broad course of study.  In 2019, we adopted Navigator Math, which we are implementing as a part of a broad course of study and rigor in elementary math.|In order to reflect on the extent to which all students have access to, and are enrolled in, a broad course of study, we examined our school’s course and teaching schedule for all grades.  We also considered the yearly plans for curriculum and pacing, created by teachers and monitored by administrators.  We follow a Core Knowledge curriculum which helps to ensure students have access to a broad course of study.  In 2019, Aspen adopted Navigator Math, which we are implementing as a part of a broad course of study and rigor in elementary math.|We have few to no barriers overall.  Our model is that of a small school with self-contained classrooms for both elementary and middle school years.  We ensure that students have equitable access to quality curriculum and a broad course of study.|Aspen Public Schools will maintain its strong commitment to equitable access to a broad course of study.  We will continue to seek out avenues to enrich students in every grade level.||2019-10-30|Met|2019
10621660106740|Aspen Valley Prep Academy|7|In order to reflect on the extent to which all students have access to, and are enrolled in, a broad course of study, we examined our school’s course and teaching schedule for all grades.  We also considered the yearly plans for curriculum and pacing, created by teachers and monitored by administrators.  We follow a Core Knowledge curriculum for ELA which helps to ensure students have access to a broad course of study. Additionally, we adopted new math curriculum, Navigator Math, which exposes students to rigorous, grade-level, standards based math instruction.|We are proud to note that Aspen Public School students are enrolled in a broad course of study. This includes all content areas identified for each grade span, with the one exception for grades 7 and 8, where we do not currently have a world language offering.  All student groups are equitably taught and assessed across the contents. All students with special needs are supported to access grade level studies in every class.|We have few to no barriers overall.  Our model is that of a small school with self-contained classrooms for elementary and subject-specific middle school classes.  We ensure that students have equitable access to quality curriculum and a broad course of study.  The one limitation we identified is in our ability to hire a part-time world languages teacher.|Aspen Valley Prep Academy will maintain its strong commitment to equitable access to a broad course of study.  We will continue to seek out avenues to enrich students in World Languages.||2019-10-30|Met|2019
34674470120469|Aspire Alexander Twilight 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
34674470121467|Aspire Alexander Twilight Secondary 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
39686760121541|Aspire APEX 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
39685850101956|Aspire Benjamin Holt 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
39685850133678|Aspire Benjamin Holt Middle|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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
34674390102343|Aspire Capitol Heights 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
39686760118497|Aspire Langston Hughes 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
19101990112128|Aspire Ollin University 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
19647330122721|Aspire Pacific 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
39686760114876|Aspire Port City 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
39685856118921|Aspire River Oaks 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
39686760108647|Aspire Rosa Parks 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
50710430112292|Aspire Summit Charter 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
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 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
50711670137265|Aspire University 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
50711750120212|Aspire Vanguard 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
39685856116594|Aspire Vincent Shalvey 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, 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.|We are meeting this requirement and will continue to offer students this broad course of study and provide supports to students wherever needed.||2019-10-03|Met|2019
19753090127100|Assurance Learning Academy|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-14|Met|2019
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 2018-2019 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 USD 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 7% fewer Hispanic students and 14% 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.|With 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), we do not see any barriers needing to be addressed.|AUSD will continue its current efforts to provide the broad courses of studies to students.||2019-10-15|Met|2019
34674470133975|Atkinson Academy Charter|7|||||||Not Met For Two or More Years|2019
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 in 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 though 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 district's three junior high schools, all students are enrolled in English/Language Arts, Social Sciences, Physical Education, Science, and Mathematics, and receive mandated health education.  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.  One of our smaller junior high schools offers 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.||2019-10-08|Met|2019
31667870000000|Auburn Union Elementary|7|Auburn Union Elementary School District 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 in English Language Arts/English Language Development, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education and Science Technology Engineering and Mathematics (STEAM) as prescribed by the Board of Trustees in our Local Control Accountability Plan (LCAP). Auburn Union Elementary School District uses MAP data, Aeries and local data reports informing areas the District and school sites can improve services and support to ensure equitable access for all student groups.|Auburn Union Elementary School District 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 in English Language Arts/English Language Development, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education and Science Technology Engineering and Mathematics (STEAM) as prescribed by the Board of Trustees in our Local Control Accountability Plan (LCAP). Some highlighted actions to accomplish this include: adopting a standards-based curriculum, providing training to implement the curriculum with integrity, regularly monitoring student performance data, and engaging in Professional Learning Communities (PLC).  Specific areas of focus for professional development and support have been identified. Including a systematic reading instruction training, effective instructional strategies,  Next Generation Science Standards (NGSS), and Instructional technology to support student learning.|Auburn Union Elementary School district has identified the need to utilize a system-wide data management system to ensure all students are receiving equitable access to a Broad Course of Study.  Staff training, consistent collaboration, and calibration is necessary to ensure access, equity, and fidelity.|Auburn Union Elementary School District will determine a data management system that will be implemented district-wide.  This system will inform our work in professional learning communities, leadership teams, grade-level discussions, individual reflection, parent conversations, student conversations and in Multi-Systems of Support (MTSS) team meetings.||2019-10-09|Met|2019
37683383731395|Audeo Charter|7|During the 2018-19 school year, Audeo has served over 613 students. The percent of students who qualify for Special Education (SWD) is 17.5%, students who qualify as Socially-Economically Disadvantaged (SED) is 60.8%, students who qualify as English Learners (EL) is 9.8%, and the percent of students who qualify as Homeless and Foster Youth (FY) is 3.3%   The school qualifies as a Dashboard Alternative School Status (DASS) program. This replaces the previously administered Alternative Schools Accountability Model (ASAM) and holds alternative schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of 71% percent of students that qualify as “high risk” under California Education Code (EC) Section 52052(d).     The school uses the Pathways Personalized Education Planning Process (PPEP) stages to track the extent to which all students have access to a broad and rigorous course of study.   The school uses the Pathways Personalized Education Planning Process (PPEP) stages 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 a-g approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors course, 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.||2019-10-31|Met|2019
37770320134577|Audeo Charter II|7|In 2018-2019, the school served approximately 272 students in grades K-12 , with student demographics that include:   Percent of students who qualify for Special Education (SWD) = 21%  Percent of students who qualify as Socially-Economically Disadvantaged (SED) = 51.5%  Percent of students who qualify as English Learners (EL) = 6.3 %  Percent of students who qualify as Homeless and Foster Youth (FY) = 4.4%    The school qualifies as a Dashboard Alternative School Status (DASS) program. This replaces the previously administered Alternative Schools Accountability Model (ASAM) and holds alternative schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of 76% of students that qualify as “high risk”, including credit deficient students and high transient students.    The school uses the Pathways Personalized Education Plan (PPEP) process to track the extent to which all students have access to a broad and rigorous course of study.   The school uses the Pathways Personalized Education Plan (PPEP) process 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 UCa-g approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors course, 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.||2019-10-08|Met|2019
37681060137034|Audeo Charter School III|7|In 2018-19 our school served 115 students in grades 6-12.  The student demographics include:    Percentage of Students with Disabilities: 30.4% Percentage of English Learners: 23.515 Percentage of Socioeconomically Disadvantaged: 69.6% Percentage of Homeless and Foster Youth (FY): 3.5%  The school qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of 81% of students that qualify as “high risk”, including credit deficient students and high transient students.      The school uses the Pathways Personalized Education Plan (PPEP) process to track the extent to which all students have access to a broad and rigorous course of study.   The school uses the Pathways Personalized Education Plan (PPEP) process 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 UCa-g approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors course, 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.||2019-10-08|Met|2019
01100170137448|Aurum Preparatory Academy|7|Aurum Preparatory Academy employs a sophisticated student information system, PowerSchool.  Through PowerSchool, we are able to track the extent to which all of our students have access to a broad course of study.  To date, all students are currently enrolled in the four Core Content areas (Math, English, Science and History) as well as Physical Education, an individualized learning course that focuses on enrichment and an elective course of their choosing.  Past electives include Art, Dance, Virtual Reality, Student Government, and Debate.|There are no differences in student access and enrollment in the aforementioned coursework.|In order to ensure that all of our English Language Learners have access to an immersive English Language Arts course, our staff is engaging in a community of practice centering on how to best support our ELL students in literacy across the curricula.|This year, we are working with The New Teacher Project (TNTP) to improve our English Language Arts program.  TNTP provides one on one coaching to English teachers to develop instruction and utilize the curriculum optimally.  They also provide ongoing professional development to all instructors to weave literacy across all curricula.  Second, we have implemented a school wide, incentivized reading program whereby students will read 10 or more books per year, beginning with on grade level texts and increasing their reading levels.   Lastly, we have changed our instructional model so that 2 teachers are available in the classroom to provide supports to all students with a specific focus on supporting our EL students.||2019-10-23|Met|2019
19648810113464|Aveson Global Leadership Academy|7|The Aveson Global Leadership Academy broad course of student includes the following: Grades 6-8  English Language Arts, Mathematics, Social Science, Science, Physical Education, Electives and Arts course.  Grades 9-12:  English Language Arts, Mathematics, Social Science, Science, Physical Education, Electives and Arts courses and courses which meet the UC/CSU A-G college entrance requirements.  The student access to this board course of student is tracked through the student information system master schedule.|100% of students from all grades spans, unduplicated student groups and individuals with exceptional needs at Aveson Global Leadership Academy have access to a broad course of study and UC/CSU A-G courses. School leadership works closely with families and staff to determine the appropriate course schedule for every student.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aveson Global Leadership Academy continuously evaluates and revises our master schedule and professional development to ensure all students have access to a broad course of study.||2019-10-24|Met|2019
19648810113472|Aveson School of Leaders|7|The Aveson School of Leaders broad course of study includes the following: Grades 1-5  English Language Arts, Mathematics, Social Science, Science, Physical Education, Enrichment classes which include the arts. 100% of students from all grades spans, unduplicated student groups and individuals with exceptional needs at Aveson School of Leaders have access to this broad course of study that is tracked through the student information system master schedule.|100% of students from all grades spans, unduplicated student groups and individuals with exceptional needs at Aveson School of Leaders have access to a broad course of study. School leadership works closely with families and staff to determine the appropriate course schedule for every student.|There are no barriers preventing the school from providing access to a broad course of study for all students.|Aveson School of Leaders continuously evaluates and revises our master schedule and professional development to ensure all students have access to a broad course of study.||2019-10-24|Met|2019
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 azusa.com/lcap.|For the 2018-2019 year, 100% of Azusa Unified School District’s students had full access to a broad course of study. 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 a Medical Pathway 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 and small school sizes. 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.||2019-10-15|Met|2019
43694270131995|B. Roberto Cruz Leadership Academy|7|All RCLA students have access to a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs as evidenced by:  1) RCLA creates a safe and clean learning environment by maintaining the school facility in good condition.  Regular reviews of the facility are conducted and documented.  Any issues that arise are addressed in partnership with the landlord.  RCLA takes the necessary steps to ensure the facility is safe and secure, by the regular maintenance of facility, gates, and locks.  In addition, procedures for emergencies are in place.   (Local Measure(s) : Documentation from facility inspections and reviews)  2)  RCLA implements a rigorous hiring process, which includes background screening, formal and informal interviews, curricular teacher materials review, teaching demonstration, and reference checks. One hundred percent of teaching staff is credentialed and are in progress of meeting additional state certification programs.  (Local Measure(s) : Documentation of HR processes and employee records)  3)  RCLA ensures access to a broad course of study that enables all students to complete their A-G requirements and offers a robust selection of elective courses for students to choose from.  RCLA also provides textbooks and additional instructional resources to support teaching and learning for all students.   (Local Measure(s) : Grades, Curriculum Maps, UC Doorways Approvals)  4)  RCLA offers a robust, comprehensive Advisory program that seeks to ensure that ALL students attend school regularly and are academically successful. Advisory also seeks to develop students with their socio-emotional identity and character building through a curriculum that focuses on academic success, college, and career readiness. (Local Measure(s) : Graduation and College Acceptance Rates)  5)  RCLA implements a restorative justice approach to discipline that seeks to avoid suspension, expulsion and other punitive forms of discipline and promote conflict mediation, public apologies and community service as an alternative means of discipline. It is the goal to allow students the opportunity to reflect and take ownership of their behavior, make amends for the wrong or harm that they bring to the RCLA community, and ensure their access to academics is not interrupted or withheld.   As a result, RCLA has maintained a low expulsion rate, has progressively decreased the number of suspensions.(Local Measure(s) : Suspension and Expulsion rates)|Documentation from a variety of facilities inspection reports and reviews show no instances where facilities do not meet the “good repair” standard, and thus facilities issues do not impede student access to a broad course of study.  Documentation from employee records shows no teachers who lack proper credentials in the subject area that they are teaching.  Therefore properly assigned and credentialed teachers do not impede student access to a broad course of study.  All students have access to a broad course of study as evidenced by the grade distribution and successful completion of courses.  Teacher curriculum maps are stored in a Local Google drive folder where site staff can reference them at any time.  All courses in the A-G sequence are 100% approved through UC Doorways.     Student Grades:  2017/18 Semester 1 Grades Distribution (As-Cs): 69% for students in General Education     56% for students in Special Education      By Language Proficiency: ELLs:      55% received As-Cs                                                  RFEPs:   79% received As-Cs     2018/19 Semester 1 Grades Distribution (As-Cs): 68% for students in General Education 64% for students in Special Education         By Language Proficiency: ELLs:         62% received As-Cs RFEPs:      83% received As-Cs  RCLA saw its first senior class graduate at the conclusion of the 18-19 academic year, whereby 95% of the senior cohort earned their diploma. The graduating senior class saw 43% of students accepted to a 4 year university.  Ultimately 24% enrolled in a four year university, 71% enrolled in a community college, 3% wanted to enroll in community college after entering the workforce, and 2% listed no college plans.  These graduation and post secondary rates attest to the fact that RCLA students had access to a broad course of study and are able to continue their educational journeys in a post-secondary pathway.  In the coming years, RCLA will seek to improve its college going rate at 4 year universities.  Suspension and expulsion rates at RCLA have been experiencing a downward trend year over year, and therefore those disciplinary actions are not impeding a student’s access to a broad course of study.   As a result, RCLA has maintained a 0% expulsion rate, has progressively decreased the number of suspensions.|One of the biggest barriers to access to a broad course of study are the amount of students who fail a course and thus fall off the A-G track.  As you can see from one of RCLA’s Local Measures, RCLA’s consolidated gradebook data, there are nearly 1/3rd of students who fail a course by during 1st semester.  This leads to students needing to enroll in courses concurrently and trading a course that would keep them A-G eligible for a course they need to retake in order to fulfill their graduation requirements.  In other cases, it keeps students from pursuing additional elective courses.  This is one of the single biggest barriers that impedes RCLA students’ ability to access a broad course of study.|Actions that will continue: RCLA will continue to use forms of assessment to measure both student achievement  (summative) and track growth (formative). These assessment tools will give the faculty the ability to measure student progress effectively and make necessary instructional adjustments early to best support their learning.  Teachers will continue to work within department groups to analyze results, share instructional strategies and approaches,  and discuss how to help students overcome challenges  and master specific skills that allow them to continue accessing a broad course of study.    RCLA will continue to focus on developing instructional practices in the areas of academic language and discourse, ELL scaffolding, and effective collaborative grouping to engage ELLs in coursework and to strengthen students' oral and written academic English beyond the intermediate level.   Tenth-twelve grade students will continue to participate in Cyber High and/or other credit recovery options, as needed.   RCLA will continue to offer academic counseling support to students in order to keep students informed, develop academic plans, and determine intervention plans for students who are falling off the A-G track and thus potentially losing access to a broad course of study.  New Actions: Office Hours:  For the 19-20 academic year, office hours are now a mandatory requirement for all teachers in order to offer static times where students can go to their teachers for additional academic support.  Each teacher must hold two office hours sessions each week.  While teachers have offered office hours in the past, it was more of an ad hoc approach, and this new policy makes office hours a support service that students can rely on and families can plan around.  Tutoring Center:  In partnership with Santa Clara University (SCU) we have begun a tutoring center for the 19-20 academic year.  Tutors are drawn from SCU’s School of Counseling, Education, and Psychology credentialing program, and thus are aspiring teachers. These tutors offer support for all students at regular intervals each week to support mathematics and writing-based coursework.  This tutoring center supplements the effectiveness of the new office hours policy.  D and F policy:  The new D and F policy mandates that teachers have multiple points of contact/outreach directly with families for students that are receiving a D and F in a class.  This policy not only keeps families better informed, but also provides a faster way to intervene early when a student is falling behind.  This communication facilitates parent understanding of how they can best support their child’s learning at home, and what opportunities for additional support exist at the school site (office hours, tutoring) that they can already take advantage of.||2019-10-30|Met|2019
36738580000000|Baker Valley Unified|7|||||||Not Met|2019
15633210000000|Bakersfield City|7|Bakersfield City School District utilizes the AERIES Student Information System which can track students and student group access to a broad course of study.  In addition, the use of Illuminate Education and Schoolzilla allows us to collect and report student data by individual, grade spans, student groups and individuals with exceptional needs.  BCSD, a Pre-K through Eighth Grade district, defines a “Broad Course of Study” as access to Visual & Performing Arts, Science, Technology, Engineering, Mathematics, Project Launch, Project Lead the Way and Dual Language Programs.|Bakersfield City School District offers students robust opportunities to a broad course of study.  All students in the designated grade levels participate in the following: Visual and Performing Arts - 3rd Grade - Music (Flutophones), 4th Grade - Performing Arts (Community Theatre), and 5th Grade - Art (Bakersfield Museum of Art Instruction).  Students in grades 6th - 8th have the option of participating in Instrumental Music: Band & Orchestra and Choral Music.  Forty-four elementary classrooms participate in Project Lead The Way Launch and our middle schools offer fifty-five Project Lead the Way Courses.  In addition, forty-one of our schools offer academies in the areas of Science, Technology. Engineering, Art and Mathematics.  The Dual Language Program is available at Voohries in grades TK-6 and Harris K-1, (This is the second year of implementation at Harris and program will expand by a grade level each year.)|The current 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 sizable 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 are working in collaboration with a local university to provide current staff with access to a 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 and are in the beginning stages of implementation in grades K-2. 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.||2019-10-22|Met|2019
19642870000000|Baldwin Park Unified|7|||||||Not Met|2019
42691040000000|Ballard Elementary|7|Ballard is a small, one school, K - 6th grade district. There is one class at each grade level. All the students in a particular grade have the same teacher, curriculum based on the CA standards, and instructional materials. Additional staff members who provide individualized support to specific students include: SYV Special Education Consortium, intervention TOA, and bilingual aide.|Ballard is a one school district. As mentioned previously, there is one class at each grade level. All the students in a particular grade have the same teacher, curriculum based on the CA standards, and instructional materials.|There are no barriers preventing Ballard from providing a broad course of study for all students.|The district hired a part-time physical education instructor to better address the CA Standards. Teachers meet regularly to discuss programs across grade levels. Student Support Teams are in place to address the needs of students who may be having difficutly in school.||2019-10-17|Met|2019
24656496025381|Ballico-Cressey Community Charter|7|The LEA tracks this information by using our Student Information System (Aeries), Local Benchmark Tool (iReady), and Digital Curriculum Dashboards (HMH, Discovery ED, and Amplify). We can verify this by the reports we run quarterly through Aeries, CALPADS, and our digital platforms as well as looking at budgetary expenditures that details what has been purchased and for who.|The students within our district (charter) no matter the grade level, academic ability, language status, or academic ability all have the same access to standards-based instruction by highly qualified individuals. ALL students are located with Aeries, all students have digital licenses to the digital curriculum provided, and all students currently take the local benchmarks 4 times a year. The only differences may include translation services or academic accommodations and supports by qualified staff. The district (charter) at this time does not offer CTE or world language due to the grade spans we service. We are currently looking at implementing a Language course for 7th and 8th grade students.|At this time the district (charter) has no barriers to providing a broad course of study. The district (charter) does not offer CTE or World Language based on grade spans. The district (charter) believes it will be important to offer a language course for 7th and 8th-grade students in the coming school year. A barrier to this would be not being able to hire a full-time teacher and finding a digital program that would could use in its place.|The district (charter) has decided to work closely with Solution Tree to take a closer look at all programs for next year and adjust them to meet our new MTSS goal that will be addressed as part of our new LCAP.||2019-10-10|Met|2019
24656490000000|Ballico-Cressey Elementary|7|The LEA tracks this information by using our Student Information System (Aeries), Local Benchmark Tool (iReady), and Digital Curriculum Dashboards (HMH, Discovery ED, and Amplify). We can verify this by the reports we run quarterly through Aeries, CALPADS, and our digital platforms as well as looking at budgetary expenditures that details what has been purchased and for who.|The students within our district (charter) no matter the grade level, academic ability, language status, or academic ability all have the same access to standards-based instruction by highly qualified individuals. ALL students are located with Aeries, all students have digital licenses to the digital curriculum provided, and all students currently take the local benchmarks 4 times a year. The only differences may include translation services or academic accommodations and supports by qualified staff. The district (charter) at this time does not offer CTE or world language due to the grade spans we service. We are currently looking at implementing a Language course for 7th and 8th grade students.|At this time the district (charter) has no barriers to providing a broad course of study. The district (charter) does not offer CTE or World Language based on grade spans. The district (charter) believes it will be important to offer a language course for 7th and 8th-grade students in the coming school year. A barrier to this would be not being able to hire a full-time teacher and finding a digital program that would could use in its place.|The district (charter) has decided to work closely with Solution Tree to take a closer look at all programs for next year and adjust them to meet our new MTSS goal that will be addressed as part of our new LCAP.||2019-10-10|Met|2019
13631230118455|Ballington Academy for the Arts and Sciences|7|Ballington Academy for the Arts & Sciences – El Centro (BAAS – El Centro) serves 319 students in grades TK-6.  Our school provides all students with a standards-aligned Project-based STEAM learning experience. Our student demographics include: 42% English Language Learners (ELL); 2.5% Students with Disabilities, 2% Homeless; and 72.7% Socio-economically Disadvantaged  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 demonstrates 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 the Visual Arts, Engineering, and Technology course.  There are no differences in 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.||2019-10-18|Met|2019
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|7|Ballington Academy for the Arts & Sciences – San Bernardino (BAAS-SB) serves 197 students in grades TK-4.  Our school provides all students with a standards-aligned Project-based STEAM learning experience. Our student demographics include 24% African-American, 66% Hispanic, 5% White, 3% 2+ Races; of which 25% are English Language Learners (ELL); 4% Students with Disabilities, 2% Homeless; 2% Foster Youth, and 87% Socio-economically Disadvantaged.  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 demonstrates 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 TK-4 have access to and are enrolled in Art, Music, and Science/Technology course.  Science/Technology is a supplemental Science course taught by a credentialed Science teacher that will provide all TK-4 students with access to Science labs, and hands-on activities aligned to the NGSS.  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.||2019-10-18|Met|2019
04613820000000|Bangor Union Elementary|7|According to our master schedule all students have equal access to all courses.|According to our enrollment records, all students have equal access.|NA|NA||2019-10-28|Met|2019
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 2017-2018 school year BUSD had 304 students in Honors/Advanced classes, 309 students in Advanced Placement classes, and 309 students enrolled in CTE classes.  For the 2018-2019 school year BUSD had 265 students enrolled in Honors/Advanced classes, 329 students in Advanced Placement classes, and 607 students in CTE classes.  All BUSD students are enrolled in a broad course of studies.  Each elementary school site focuses on the course of studies addressed in California Ed Code 51210, which includes English Language Arts, Mathematics, Physical Education, Science, and Social Studies.  BUSD also offers a Dual Immersion program at Central Elementary for grades K-5 and at Florida Street Discovery Center  for TK.  Nicolet Middle School also offers the Dual Immersion program with classes in Math and Science.  Pathway Awards are given to students in fifth and eighth grades who show proficiency in their bilingualism and biliteracy skills.  Nicolet Middle School also offers advanced classes in Language Arts, Math, History, and Science.  They also offer Robotics, Virtual Enterprise, Cadet Corp, AVID, Leadership, Drama, Orchestra, and Band.  Banning High School(BHS) offers Advanced Placement classes in the following: Biology, Calculus, English, Physics 1 and 2, Psychology, Spanish Language, US Government, US History, and World History..  Honors classes are offered in Chemistry and English 9 and 10.  BHS also offers the following Dual Enrollment classes through Mt. San Jacinto Community College:, Math 105 and Spanish 101, as well as a CSU Expository Reading and Writing course.  BHS also offers Career Technical Education pathways in Entrepreneurship,  Protective Services, Patient Care, Building Trades and Construction, and Production and Managerial Arts.  The county seal of Biliteracy and the State Seal of Biliteracy are also offered to all eligible students at BHS.|Banning Unified School District offers a wide range of courses and continue to add more each year.  These courses are available to all students.  There are no barriers at this time.|Banning Unified School District offers a wide range of courses and continues to add more each year.  These courses are available to all students.  There are no barriers at this time.||2019-11-13|Met|2019
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.|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.||2019-10-10|Met|2019
19765470118760|Barack Obama Charter|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool, to monitor student enrollment in courses. In grades TK-5, student enrollment within PowerSchool ensures that all students receive appropriate instruction. For example, once identified in PowerSchool, English learners are enrolled in classrooms, lists are created, and teachers are informed of the makeup of their student groups to provide English Language Development blocks. 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.|It can sometimes be difficult to place a new student in who is an English learner in the appropriate courses due to delays in receiving student cumulative records in order to ensure accurate testing and placement.|Ingenium Schools is continually improving 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. The ELD Coordinator has been working on improving the process through alignment with CALPADS and the SIS (PowerSchool).|This standard was met.|2019-10-28|Met|2019
37681896120901|Barona Indian Charter|7|Every year admin, staff, and school board members review what are  considered to be required courses for 1st-6th grade students and for 7-12 grade students under ed code 51210 and 51220. Access to theses courses is monitored and insured for all students enrolled at BICS regardless of special factors such as EL status, or Special Ed enrollment.|All students in grades 1-6th have access to all courses described in Ed Code 51210.  All students in 7th and 8th grades have access to the courses described in Ed Code 51220 with the exception of Foreign Language.|BICS does not offer Foreign Language instruction due to the fact that no teachers employed are authorized to teach a foreign language. Students do have the opportunity to pursue a foreign language at all of the local High School districts.|As hiring opportunities arise, we will attempt to select qualified multiple subject candidates who are also authorized to teach a foreign language.||2019-10-14|Met|2019
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 20-21 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.||2019-10-22|Met|2019
20651850000000|Bass Lake Joint Union Elementary|7|The District provides self-contained classes for students in grades TK-5 throughout the District. Students in Grades 6-8 are provided a more traditional middle school experience through elective courses and opportunities to be instructed by multiple teachers and changing classrooms throughout the school day. All assignments are maintained in the district's student information system (SIS).|All students in the district have access to and are enrolled in a broad course of study, as defined in Education Code. Given the relative small size of the District and its schools, students are more easily monitored for enrollment purposes. Students with exceptional needs are mainstreamed in general education classes as set forth in their IEPs. Students in grades TK-5 are afforded opportunities in English, mathematics, social studies, science, visual & performing arts, health, and physical education. Students in grades 6-8 in the District are enrolled in courses in each of those subject areas, in addition to offerings in foreign language, applied arts, and career technical education.|Given the district's small size, additional course offerings are usually difficult to add due to lack of qualified staffing. While the District provides access to at least the minimum broad course of study, additional courses could be added if funding was available for staffing and facilities were available as well, especially in career technical education courses.|The District continuously looks to expand its program offerings for students. In recent years, the afterschool program was expanded to include learning opportunities not available to students during the regular school day. This also provides school and district leaders with data regarding whether these offerings could be supported if offered during the regular school day based on student interest. One such course offering that started as an afterschool program and but now is included in the school day is the California Cadet Corps program at Wasuma Elementary School. Starting as an afterschool program for one year, school leadership discovered that the program could expand if it was offered during the elective period of the regular school day. Student participation in the program has more than doubled in its first year as an elective course offered during the regular school day.||2019-10-09|Met|2019
19642950000000|Bassett Unified|7|Bassett Unified School Districts monitors progress in meeting Priority 7 standards by reviewing course offerings, class schedules, school schedules, 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 developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|In the 2018-2019 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; in particular, BHS continues to partner with a local community college (Mt.SAC) to provide additional options for students and currently offers three CTE pathways to all students interested.  Over time, USD 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 mariachi program and after school karate classes enrolls interested students in grades 4 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.|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.  Another barrier preventing the District from providing additional access to a broad course of study for all students is a lack of funding.  Bassett Unified School District has offered courses after school and through additional funding from the LCAP and/or Title IV; however, additional funding would reduce this barrier.|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.||2019-10-22|Met|2019
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 a wide range of digital curriculum in all areas. We 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. Many students are taking advanced classes through Acellus. Many high school students also take classes at local community colleges. Students are assessed early in the year using i-Ready and are placed in appropriate instructional units which are often far below grade level in reading and math. The Aeries 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. The school counselors meet with students and families individually to ensure they are earning the required credits and that their classes meet their needs.  Their progress is monitored through attendance logs ands the software programs in use. Students needing credit recovery meet weekly or bi-weekly with their counselor(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 i-Ready and teacher created materials, and for students with special needs, progress is measured by gains on special assessments as identified on their IEPs.|All students are enrolled the required courses necessary to complete the graduation requirements and successfully move forward with their academic studies and the college level. All students have access to after school tutoring to support core instruction. Because BayTech observed a lack of study skills and a failure to complete work were two major challenges for our middle school students, we have added Study Hall for all 6-8 grade students and an Academic Support class for those in need.|The biggest barriers BayTech faced were our limited technology resources and our limited bell schedule. With a wide range of student abilities, we found that more personalized academic programs, most likely through online resources, would benefit the students. Our bell schedule, which only had six periods, prevented students from taking many electives or intervention classes.|After evaluating the local measures and discovering the barriers listed above, BayTech introduced several new online programs during the 2018-2019 school year and overhauled the bell schedule for the 2019-2020 school year. The new bell schedule allows all students to take more classes, including advanced classes, classes specific to the students’ needs, and remedial and intervention classes. As the year progresses, BayTech will assess the success of these changes and determine if other barriers exist.||2019-10-07|Met|2019
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 2018- 19 school 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||2019-11-12|Met|2019
33769430132522|Baypoint Preparatory Academy|7|Baypoint K-12 rigorous college-prep institution tracks progress in compliance with Priority 7 standards annually through the academic master schedule, report cards, English Learner (EL) identification, Individual Educational Plan, and student individual portfolios.   All students in grades K-12 learn in an integrated, multi-disciplinary environment that incorporates computer technology and real-life cooperative experiences that provide an opportunity to meet the requirements necessary to post-secondary admission into advanced learning. Additionally, All high school students are enrolled in a broad UC A-G approved sequence of core and elective courses.|Baypoint's selected measures demonstrate students' access to a broad course of study.  At Baypoint All students participate in a coherent standards-based curriculum. By offering several different curricular and instructional options, students are given the opportunity to meet their individual learning needs.  All Baypoint students, including those in unduplicated student groups and individuals with exceptional needs, have access to courses which fully implement the ELA and Math Common Core State Standards (CCSS), Next Generation Science Standards, and state-adopted content standards for Social Studies/History, Physical Education, and Visual Arts. The California English Language Development (ELD) standards are implemented during designated and integrated ELD instruction to ensure the needs of English learners are being met.  The K-8 elementary classroom model is based on station rotations and small group instruction. GoMath, Houghton-Mifflin Journeys (ELA; Science and Social Science integrated), Pearson Realize (ELA), Eureka Math, Mystery Science, Art, PE are  CCSS aligned curriculum, utilized as a resource for teacher-guided instruction.  In addition, ST Math and Lexia Literacy intervention programs are implemented in student groups based on readiness level, enrichment needs, targeted instruction in the CCSS, and address gaps in readiness through Response to Intervention (RTI) support.  Baypoint strives to provide students with the skills to become successful in the world of cultural diversity and rapid technological change.  The 9-12 students learn in an integrated, multi-disciplinary environment that incorporates computer technology and cooperative experiences through specialized Edgenuity online program courses. All the core coursework for high school students is aligned with CCSS.  Through Edgenuity, Baypoint offers a wide variety of rigorous A-G career and technical education elective courses to help students achieve their post-secondary goals.   Additionally, All students have an opportunity to enroll in/select from eleven Advanced Placement courses. Baypoint offers concurrent enrollment with the local community college to explore college courses while earning both high school and college credits.  As results of testing and English Learner (EL) identification, additional adaptation to the curriculum is made as integrated and designated instruction to accommodate/support the EL students. Personal and academic support is provided by the Special Education (SPED) team or appropriate service providers to students with an IEP. The SPED team sets the pace of an environment that honors each individual differences and is conducive to learning. Moreover, to support struggling students the intervention programs are designed to bridge the gap between striving readers and grade-level text.  All Baypoint students have access to personal and group counseling services, which include a focus on social-emotional academic performance and career interest.|All Baypoint students have access to a broad course of study. There are no barriers in place that would prevent Baypoint students from accessing the core and elective courses.|Baypoint will continue to invest in instructional staff professional development opportunities. In order to promote the effectiveness of multimedia and technologically delivered curriculum and intervention programs, teachers and instructional coaches are required to align curriculum with CCSS.   Teachers use a variety of resources gathered from professional development training online resources to tailor instruction.  Monthly staff development days and student satisfaction surveys are implemented and used to assess whether the curriculum is relevant and effective.   Baypoint will continue to: - investigate and  improve cross-curriculum instruction - submit online and on-site electives courses for UC A-G approval - incourage instructional staff participation in selecting future curriculum products|Through ongoing data analysis and reflection, the Baypoint staff set a course for self-improvement by continually evaluating the school's programs in providing instruction and support to prepare students for colleges and careers.|2019-10-28|Met|2019
37771720138099|Baypoint Preparatory Academy - San Diego|7|BPA-SD tracks progress in compliance with Priority 7 standards annually through the academic master schedule, report cards, English Learner (EL) identification, Individual Educational Plan, and student individual portfolios.   Additionally, all students at BPA-SD participate in benchmark assessments tri-annually. Students in Kindergarten through 7th grade participate in Northwest Evaluation Association’s Measure of Academic Progress (NWEA MAP). This tool is an adaptive, national norm-based assessment used to measure academic growth, create specific goals for each student, and project future proficiency. Students in Transitional Kindergarten participate in early literacy and foundational math internal benchmarks to track progress and growth throughout the year.   All BPA-SD students, including those in unduplicated student groups and individuals with exceptional needs have access to courses which fully implement the ELA and Math Common Core State Standards, Next Generation Science Standards, and state adopted content standards for Social Studies/History, Physical Education, and Visual Arts. The California ELD standards are implemented during designated and integrated ELD instruction to ensure the needs of English learners are being met.       In addition to NWEA MAPS and internal assessment of content standards, BPA-SD regularly reviews ongoing assessment data from technology based programs, ST Math and Lexia, which are used daily in grades TK-7th.    All BPA-SD students learn in an integrated, multi-disciplinary environment that incorporates computer technology and real life cooperative experiences. These experiences provide foundational skills for students to later meet the requirements necessary for post-secondary admission.|Baypoint's selected measures demonstrate students access to a broad course of study.   At Baypoint all students participate in a coherent standards-based curriculum. By offering several different curricular and instructional options, students are given the opportunity to meet their individual learning needs.  All Baypoint students, including those in unduplicated student groups and individuals with exceptional needs have access to courses which fully implement the ELA and Math Common Core State Standards (CCSS), Next Generation Science Standards, and state adopted content standards for Social Studies/History, Physical Education, and Visual Arts. The California English Language Development (ELD) standards are implemented during designated and integrated ELD instruction to ensure the needs of English learners are being met.  The TK-7th grade elementary classroom model is based on station-rotations and small group instruction. Houghton Mifflin GoMath, Houghton Mifflin Journeys (ELA; Science and Social Science integrated), Pearson Realize (ELA), Eureka Math, Mystery Science, Art, PE are CCSS aligned curriculum, utilized as a resource for teacher guided instruction.   In addition, ST Math and Lexia Literacy intervention programs are implemented in student groups based on readiness level, enrichment needs, targeted instruction in the CCSS, and address gaps in readiness through Response to Intervention (RTI) support.  Using ELPAC, teacher observation, and parent input, students who are English Learners (EL) are identified/monitored, and additional support and intervention are put in place. EL students have equal access to the curriculum. In addition, the use of the ELD standards during integrated and designated instruction is used to accommodate/support EL students.  Personal, emotional, and academic support is provided by the Special Education (SPED) team or appropriate service providers to students with an IEP. The SPED team sets the pace of an environment that honors each individual’s differences and is conducive to learning.  Moreover, to support struggling students BPA-SD’s SST and intervention programs are designed to bridge the gap between students’ independent level and that of their grade level.|All Baypoint students have access to a broad course of study. There are no barriers in place that would prevent Baypoint students from accessing the core and elective courses.|Baypoint will continue to invest in instructional staff professional development opportunities. In order to promote the effectiveness of multimedia and technologically delivered curriculum and intervention programs, teachers and instructional coaches are required to align curriculum with CCSS.   Teachers use a variety of resources gathered from professional development, trainings, and online resources to tailor instruction.   Monthly staff development days and student satisfaction surveys are implemented and used to assess whether the curriculum is relevant and effective.  Baypoint will continue to investigate and improve cross-curriculum instruction and encourage instructional staff participation in selecting future curriculum products.|Through ongoing data analysis and reflection, the Baypoint staff set a course for self-improvement by continually evaluating the school's programs in providing instruction and support to prepare students for colleges and careers.|2019-10-28|Met|2019
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.||2019-10-08|Met|2019
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 Board Policy 6146.1 Manteca USD Graduation Requirements|Be.tech is a Career Technical Education (CTE) charter high school within the Manteca Unified School District.  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 students 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 2018 to fund program and staff needs for Be.tech.||2019-10-08|Met|2019
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 6th - 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 2018-2019 year graduation rate was 89%, and has been higher than the State rate for the past four years; A-G completion rate was 35%. In 2018-2019, 62% of our students passed AP exams with a 3 or higher.  CTE pathway completion rate was at 8%.  A-G course and  CTE course offerings have been increased. Two sections of Auto and Cyber Security were added in 2018-2019. At both high schools, an online supplemental program, Edmentum, which allows students the opportunity to take additional A-G classes is currently being 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 2387 students. Big Bear High School’s enrollment is 683, Chautauqua Continuation High School’s enrollment is 41, and Big Bear Middle School is 547. 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 and ALEX. 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. BVUSD also provides multiple structures of Independent Study. At the secondary level, students may take some online courses as well as classes on campus to create a “hybrid” schedule. Or they may opt for the Independent Study program where they meet once a week with a teacher and complete all classwork at home. As well, elementary students may have a “blended” schedule where they take some subjects on line or meet with the teacher individually and obtain the rest of the content in the classroom. Students also meet with the classroom teacher weekly for extra support. All levels of students also have the option to attend Big Bear Virtual Academy where virtual teachers are provided through online instruction. Students meet with the teacher/coordinator once a week to stay on track. Executive Directors, Principals, and teachers continue to research practices and resources options to further support students’ achievement.||2019-10-02|Met|2019
15633390000000|Beardsley Elementary|7|Students complete an  “Elective Request” form 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.||2019-10-14|Met|2019
33669930000000|Beaumont Unified|7|Beaumont USD students are exposed to a variety of courses from TK-12th grade.  All students at Beaumont USD are offered the appropriate grade-level content standards in the least restrictive environment, regardless of the student group. Local measures to ensure student access include:  * Review of master schedules, class schedules, and report cards * 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 support to best meet the needs of our Students with Disabilities  * EMT and 504 teams support students to ensure they have the best supports in place to ensure student success  * English Language Coordinators teacher teams at each school review the needs and progress of English learners in both designated and integrated    ELD, to ensure they are receiving language acquisition support and scaffolds in all core classes as well as enrollment in an appropriate ELD class.   * Professional Learning Communities in all schools lead 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 through the    World to Work initiative.  * All 8th, 11th and 12th graders have access to the PSAT or SAT and early college readiness assessment.|The locally selected measures demonstrate that all Beaumont USD students have access to a broad course of study.  In addition, school sites have curricular focus areas that ensure additional opportunities for students across the district.  In addition to a broad course of study, Beaumont USD offers a Dual Immersion Program Spanish/English(K-12) and a STEM (K-5) campus.   All elementary sites participate in the Art, Music, Physical Education programs which provide additional enrichment opportunities for all TK-5 students and the middle school campuses provide a variety of elective and CTE opportunities.  All high school students have access to an extensive list of CTE programs, Dual Enrollment Courses, AVID, Dual Language Immersion and Visual and Performing Arts.  Students who are struggling academically have the support of a Literacy Intervention teacher(K-2), Core Curriculum Coaches(TOSAs), 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 California State Standards.  Supplemental curriculum is also provided when appropriate to support students at their instructional level.|The biggest barrier that Beaumont USD faces is access to resources, that come from being located in a smaller city with fewer community, business and four-year college contacts.   Currently, Beaumont is experiencing tremendous growth in the community and in schools.  Growing at an annual rate of 4-5%, Beaumont is one of the fastest growing districts in California. With significant growth Beaumont USD faces many challenges with facilities, personnel, and program development.  As a growing community, it is difficult to find the physical space needed to expand course offerings. Even with unlimited funds, the rules and regulations that need to be adhered to can slow progress.  Finding highly qualified staff who are credentialed in specialized areas such as Engineering, Math, Dual Languages, Science, and Special Education is difficult and slows the development of new programs.|To support staff and students in accessing the curriculum included in a broad course of study, Beaumont USD will continue to provide extensive professional development and support to classroom teachers.  Instructional Coaches will provide professional development, in-class training, and resources for Integrated and Designated English Language Development, and supplemental curriculum aligned to the California State Standards to support first best instruction.    To support struggling students and Students with Disabilities, the supplemental curriculum is aligned with the adopted curriculum and designed to bridge the gap between striving readers and grade-level text.  Adopted curriculum and supplemental curriculum are provided at all sites including the Dual Immersion program, and all staff members have received extensive training. Tier II Academic and Behavior systems are in place to support “at-promise” students. Instructional coaching is available at all campuses.  Student and staff mental health are addressed through a variety of means including professional services offered at the school sites, positive school climate/anti-bullying programs, and student and staff awareness. Program participation is addressed through an emphasis on marketing the available opportunities for DLI, CTE pathways, college and career readiness, athletics, VAPA, and school-based club options.||2019-10-22|Met|2019
19647336015986|Beckford Charter for Enriched Studies|7|Beckford CES adopted a new progress report card in the Fall of 2017 that teachers and principals can use to monitor student access to and completion of a broad course of study.  In additions, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.|1. Using the locally selected measures or tools, summarize the extent to which all students have access to, and are enrolled in, a broad course of study. The summary should identify any differences across school sites and student groups in access to, and enrollment in, a broad course of study. LEAs may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study.At Beckford 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, Beckford 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 Beckford 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.|Beckford 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. Beckford 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.||2019-10-17|Met|2019
37684520128223|Bella Mente Montessori Academy|7|The LEA reviews course registrations as reported in our school information system, PowerSchool to track whether students have access to and are enrolled in a broad course of study.|Data show all students in grades 1-6 and 7-8 were enrolled in core subjects and in addition, received instruction in physical education, garden/nutrition, and art. All students, including our unduplicated student groups and individuals with exceptional needs had access to the same broad course of study.|At this time, the LEA is not experiencing barriers to providing access to a broad course of study for all students.|Our current LCAP includes a goal to ensure our students have access to a broad course of study. This goal funds our art, garden, and physical education teachers.||2019-11-12|Met|2019
45698720000000|Bella Vista Elementary|7|The Bella Vista Elementary School District (BVESD) 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 2018-2019 year, 100% of BVESD students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i). All BVESD students in grades TK – 8 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, BVESD after school programs offered a variety of options for participation in the visual and performing arts, health and physical education. All BVESD secondary students had access to a broad course of studies within their school offerings.|Over time, BVESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Barriers preventing BVESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day.|Due to BVESD limited credential staffing at the secondary level, world languages and applied arts are still in the developmental stage. While a career and technical education course for 8th grade is now at the development stage, students will have participate in the College and Career through Hatching Results this year. Our eighth grade will be exposed to a CDE College and Career Course as well. Regular analysis of enrollment and participation data helps to inform the district as it makes decisions on offerings and using LCFF funds to support Priority 7.||2019-10-08|Met|2019
55723060000000|Belleview Elementary|7|The locally selected measures that the District is using to track to the extent to which all students have access to and are enrolled in a broad course of study, include the following:  Grades K-8, (Unduplicated Students and Individuals with Special Needs) STAR Renaissance for Reading & Math, Exit tests for the math curriculum (Eureka Math and BIg Ideas).  Grade K (Unduplicated Students and Individuals with Special Needs)  - Kindergarten Assessment that is a locally developed comprehensive test for literacy and math.  Grade 1 (Unduplicated Students and Individuals with Special Needs)  Literacy & Fluency test that is a locally developed test specifically for 1st graders to test reading fluency  Grades 3-8 (Unduplicated Students and Individuals with Special Needs)  CAASPP ELA & Math (no students take CAA)  Grades 5 & 8 (Unduplicated Students and Individuals with Special Needs) CAST State Science Test  Grades 5 & 7 (Unduplicated Students and Individuals with Special Needs)  PFT - the State's Physical Fitness Test  Grade 8 (Unduplicated Students and Individuals with Special Needs)  - Scholastic Math Inventory (SMI) and the Scholastic Reading Inventory (SRI).  This test is administered to diagnose students in order to select the appropriate placement for them in high school English and Math classes.|Students have access to a broad course of study.  In addition to the locally selected measures, teachers utilize a standards-based report card and measure student growth on curriculum embedded assessments in most subject areas. In addition to all the regular subjects, PE is offered to all students in K-8 and music is offered on a limited basis (Ukulele lessons) and in the after school program.  Students in grades 6-8 have electives that include Leadership, Robotics, Yearbook, School Newspaper, Art, etc.  All students in grades K-8 have 1:1 Chromebooks so technology is readily accessible.|The main barrier is funding and rising number of students identified as having special needs.  We currently have 18% of our students identified as qualifying for special education services.  SELPA has imposed a site funding model and the costs of providing services to our students with special needs has tripled.  Results of our LCAP Stakeholder survey indicate a need for intervention for students struggling with behavior and academics.|Additional funds have been allocated in 2019-2020 to address the needs of our growing special education population.  Aides have been hired to provide 1:1 support to students so that they can be fully included in to the regular classroom.  A PE teacher was hired to provide physical education to students, while the classroom teacher can provide intervention as needed.  A retired teacher and additional instructional aides also provide general classroom support that allows the teacher to work with smaller groups who need additional assistance.||2019-10-08|Met|2019
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.||2019-10-15|Met|2019
40688096043194|Bellevue-Santa Fe Charter|7|BSFCS utilizes CALPADS, PowerSchool, 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.|Upon enrollment in BSFCS all elementary students are placed in a Homeroom which will automatically enroll them into a Broad course of study.   All BSFCS students have access to curriculum and educational experiences which are based on the adopted state standards.|Given the results of the measures and tools, all BSFCS students are enrolled in a broad course of study.  We recognize that differentiated supplementals can be challenging to weave into thematic units of instruction and linear programs can prove challenging to integrate with simulations and traditions associated with the Charter School pedagogy. Further, we recognize that 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 utilizes data via CALPADs and Powerschool to run reports on enrollment, performance, and demographics.  BSFCS will take action to remedy any issues to ensure access to a broad course of study for all students.  Further, BSFCS has adopted foundational curriculum and differentiated supplementals in alignment to the adopted state standards. We have reorganized the pull out schedule to improve developmental appropriateness across the grade spans and to optimize our service delivery model. We implement Professional Development focused on classroom-based interventions and curriculum implementation.||2019-06-11|Met|2019
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.||2019-10-03|Met|2019
41688660000000|Belmont-Redwood Shores Elementary|7|The LEA underwent a self-review to assess the course of study available to our students.  We looked at all of the courses that offer multiple levels (middle school ELA that has intervention, common core and advanced section, middle school Math thas has intervention, common core and advanced sections) and disaggregated by student demographics.|? Our English Learners, Students with IEPs, and Socio-Economically Disadvantaged students are under-enrolled in Advanced Standing classes at the middle school level. ? Our English Learners, Students with IEPS and Socio-Economically Disadvantaged students are overrepresented in our intervention courses. ? There are no English Learners enrolled in any of the advanced English classes at Ralston, and 10 English Learners enrolled in the advanced math classes, up from 1 in the 2018-2019 school year.  There are only 43 English Learners in all of Ralston, with an enrollment of nearly 1200, or 3% of the population.  The number of ELs enrolled in advanced math classes is slightly lower (2.5%) than expected based on overall EL population. ? There are between 6-8 students with IEPs in each of the advanced math classes|There is an increase in the variety of students accessing advanced courses this year due to intentional changes in the placement process.  Multiple metrics were used for initial placement, and parent requests were honored.  For lowering the over-representation in the intensive support classes, we are working hard to improve initial instruction at all levels of the system so that students do not "fall through the crack."  By improving our initial instruction through strong data disaggregation, early intervention and collaboration between generalists and specialists, we believe we will be able to improve the outcomes for all students.|Staff have engaged in conversation and data analysis to determine the best next steps.  All site leaders agreed to work with their staff to focus in on tier 1 instruction to ensure the best quality instruction for all students.  Additionally, the middle school is looking at the research base to determine if advanced courses for ELA need to be removed, given that all new curriculum can be easily differentiated to meet the needs of diverse learners.  We will continue to strategically place our underserved students with strong math teachers to ensure that we are able to continue to close the achievement gap, and our STEM coach will work with primary teachers to improve their math instruction so that students are all capable of achieving at high levels of proficiency.||2019-10-17|Met|2019
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 Tear 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.||2019-10-08|Met|2019
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 about 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 a choice of courses and their preferences in choice help to dictate the courses offered and filled. Course enrollment and course performance data are tracked at the District and site level using Powerschool information.|All students at our elementary and middle schools take the core curriculum. These courses include English, math, science, and social studies. Elementary school students also participate in PE for the required minimum of 200 minutes every 10 days. At the middle school, students get PE daily and elective choices. Students participate in the electives each day. Students at the Comprehensive High School indicate course preferences, and then the schedule is built to match student choices and course offerings as much as possible.   The local assessment measure used to inform our performance in offering a broad course of study indicates that we are working towards implementation and have some transformational practices underway. The findings supported the fact that all TK-8l students take all classes. Additionally, the comprehensive high school offered a range of Advanced Placement classes, CTE programming and other elective which are open to all students.  Counselors and administration continue to work and conduct additional  outreach (i.e. individual calls, emails, meetings)  to students in our unduplicated student groups and other underrepresented groups to provide additional information and encourage participation in the wide range of  classes offered. Each student meets with his/her counselor to review course 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 continues 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 or ELD classes for students who need them, without taking the place of an elective continues to be a barrier. The District Office Ed. Services team works closely wiht sites to create the best possible solutions. This year, we will also solicit ideas for reducing this barrier from our DELAC and African American Parent Advisory Committee. Our goal is to have all students choose the courses they want, are interested in and will provide a personal challenge. To accompany that, we need to have a robust support system in place to help students close any gaps in learning and provide help so they achieve at the highest level possible.|The BUSD MTSS/District Curriculum Council team of teachers and administrators takes a deep look at our system and determines goals. All courses offerings come through the MTSS/DCC team prior to going to the School Board for approval.  The secondary schools have included student voice through the use of forums or discussions to hear their input on what is working and what are barriers. Finally, engaging our parents through surveys and advisory groups will be beneficial as continue to work toward barrier reduction.||2019-10-17|Met|2019
49706230000000|Bennett Valley Union Elementary|7|Our grade level teams and interventionists meet frequently to review student progress data, ensure students all have access to a broad course of study, and have the the support they need to succeed.  Special ed and interventionist meet regularly to review student data and ensure students have access to the curriculum.  Our Universal Design for Learning Team ensures access through their team leadership for lesson design, reduction of barriers, increase in student engagement.  All teams report annually via a written report to the School Site Council and School Board the results of their work, their goals, progress toward attainment of their goals, student progress, and areas in need of attention.  This work includes disaggregated results for students including those in unduplicated groups (EL, low income, foster, homeless) and individuals with exceptional needs.|We are a TK-6th grade school.  All students are enrolled in the same broach course of study based on California Common Core State Standards.  All students receive instruction in our comprehensive curriculum that addresses the Common Core State Standards and includes visual and performing arts, social/emotional programs, and physical education.  Those with exceptional needs are also supported through our multi-tiered system of support which includes tier 1 support, tier 2 intervention, tier 3 special education services.|We strive to ensure there are no barriers that prevent students from accessing our broad course of study and we carefully schedule the arts and PE, technology and library instruction to be accessible to all students, and that all students in the grade level have English language art at the same time and math is scheduled at the same time (so those needing support don't miss another subject to receive the support and so that the support can be integrated as appropriate to meet each child's needs.|We have really worked very hard on this.  Administrators, scheduling committees, grade level teams, and student support teams work many hours to be sure the schedule gives all students access to our broad course of study.|All students have access to our broad course of study and we ensure this access through regular review.|2019-10-16|Met|2019
01611430000000|Berkeley Unified|7|Enrollment in A - G approved courses -  Access to appropriate instructional materials -  Enrollment in specialized services: EL progress, Intervention, SPED State and Local Assessment data - GPA data - Reclassification data|Across all school sites, BUSD ensures that there is time both during the school day and after school for students to receive direct intervention support services by highly trained teachers and support staff.  This structure, and others, like the digital assessment tool to inform instruction and interventions helps increase the likelihood to which students have access to and are regularly enrolled in a broad course of study.|The identified barriers preventing BUSD students access to a broad course of study were : -Scheduling and programs continue to impede some 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.|BUSD continues to improve strategic course scheduling to facilitate access to intervention classes; relevant central office supports continue to closely monitor access to and usage of common core aligned instructional materials. On a yearly basis, the professional development coordinator makes a comprehensive review and evaluation of professional development offerings, to ensure that all staff have the appropriate training (intervention, culture/climate, growth mindset, A-G)||2019-11-06|Met|2019
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 2018-19 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 2018-19 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, or student requiring a math support class thus limiting options • The District is still in the Exploration and Research Phase in the area of Career Technical Education (CTE).  The program is offered at 2 of the 3 middle school sites as an elective. • The District is still in the Exploration and Research Phase in the area of Foreign Language|• Dual Immersion: A Mandarin Dual Immersion program is in it’s secon year at Cherrywood Elementary in Kindergarten and 2nd grade. • The District is exploring the CTE program in partnership with the high school district, and offering it at 2 sites for the 2019-20 school year.||2019-10-08|Met|2019
19647330106872|Bert Corona Charter|7|The Charter School uses a collaborative approach to ensure that all students have access to the latest curriculum and that teachers are provided with current research-based professional development in the best practices. The school's Academic Excellence Committee makes recommendations on implementation, evaluation of curriculum, the SAC, reports to the YPICS Board Academic Excellence Committee for adoption or any additional academic needs.|All BCCS students, including 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 Academic Excellence Committee Advising the Board.||2019-11-06|Met|2019
19647330132126|Bert Corona Charter High|7|The Charter School uses a collaborative approach to ensure that all students have access to the latest curriculum and that teachers are provided with current research-based professional development in the best practices. The school's Academic Excellence Committee makes recommendations on implementation, evaluation of curriculum, the SAC, reports to the YPICS Board Academic Excellence Committee for adoption or any additional academic needs.|All BCCS students, including 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 Academic Excellence Committee Advising the Board.||2019-11-06|Met|2019
19643110000000|Beverly Hills Unified|7|In BHUSD, we went through a curriculum audit through Generation Ready to ensure we are instructing the State Standards, aligned with A-G requirements, and provide a robust elective course offerings to our middle and high school students. BHUSD adopted the A-G requirements as our high school diploma requirements in our Board Policy BP/AR 6146.1on May14, 2019. We have also had similar requirements dating back to August 27, 2013. We monitor our graduation rate which 95.7% of our previous class met all A-G requirements (including unduplicated and exceptional students). We monitor every student each quarter through formative assessments to identify areas of growth for each individual student to ensure all students have access to and enrolled in a broad course of study. We offer close to 40 elective courses at our middle school and close to 50 at our high school. In our elementary schools we provide numerous levels of instruction and access to many electives like music, Maker Space, and art. We even offer extension programming before, during and after school for our unduplicated and exceptional students to add to their educational experience. We also offer independent study program to meet the needs of students that are working (actors/ models) to ensure they meet the A-G requirements.|In BHUSD ALL students have access and are enrolled in a broad course of study that is aligned to State Standards in every grade. We went through a curriculum audit through Generation Ready to ensure we are instructing the State Standards, aligned with A-G requirements, and provide a robust elective course offerings to our middle and high school students.|In BHUSD we do not have any barriers outside of time. Our students have the opportunity to engage in a State Standards aligned program from TK-12th grade. Our students are only faced with the decision of having to select between the numerous elective courses we offer even as early as elementary school from instrumental music to engineering.|From the Generation Ready audit, we have identified that our students have access and are engaged in a broad course of study. The decision we are left with to make is revamping our high school schedule. At this point, we offer up to 6 courses in the day. We are looking to advance the schedule to allow students access to seven courses of study throughout the week.||2019-10-15|Met|2019
10620260000000|Big Creek Elementary|7|The LEA is using the master schedule to track the extent to which all students have access to, and are enrolled in, a broad course of study.|Given the small size of the LEA, the LEA does a very good job providing all students with a broad course of study.  Students in grades 3-8 are enrolled in:  math, ELA, science, social science, Instrumental band, physical education, and art.|The LEA provides a broad course of study and has eliminated all barriers.|The LEA has implemented a CTE course, Wood Shop Rocks! to expose students to industry careers though wood working.  Students will utilize skills and knowledge learned through STEM activities and apply those skills into the design and development of electric guitars.  At the conclusion of the class, students will have built their very own electric guitar.||2019-10-08|Met|2019
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 (currently with students in K – 3rd grade); one classroom is 4th to 8th grades (currently with students in 5th - 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 and health education.|The LEA does not have any barriers in providing access to a broad course of study for all students. The small class size allows for students’ needs to be known to their teachers. The school coordinates services to provide access for each student.|No identified changes are needed at this time.||2019-10-08|Met|2019
55751840000000|Big Oak Flat-Groveland Unified|7|The LEA uses AERIES a student information program for tracking student data, health concerns, discipline, grades, and special programs. IEP and 504 information is shared during meetings and accommodations, goals and health concerns are updated in SEIS.|Due to the size of our schools all students have access to the same broad course of study. There is only one teacher per grade at the elementary school , and each of the high schools have one teacher per subject area. Special Educations Students at the high school are mainstreamed into most general education and CTE courses with program accommodations or modifications. High School students have the option of enrolling in online course or dual enrollment, and the LEA pays for their course fees and books.|The barriers to preventing the LEA from providing a broad course of study include teacher shortages, limited staff and small student population. The district currently has an ADA of 300 at three school sites. Each grade at the elementary school and five teachers total at the high school. While we are able to offer A-G requirements, a variety of courses is not available.|The district has added several CTE courses and pathways to expand the course of study for all students at the high school level. Medical Careers, Ag Science, Hospitality and Game Development and Simulation are available CTE pathways. To provide variety and choices, the high schools supplement course selections with dual enrollment courses at the local community colleges. FUELED is another Online program utilized for credit recovery and courses of interest.||2019-10-09|Met|2019
10101080119628|Big Picture Educational Academy|7|As indicated by our class schedules and our student information system, all BPEA students receive a broad course of study, based upon their grade level and inclusive of all student groups.|We are dedicated to academic achievement in all our grade levels. K-8 Students have instruction provided through many different standards-based curricula. We use Amplify Science, Go Math, Guided Reading, Studies weekly and Sanford Harmony in Kindergarten-8th grade. Our teachers also utilize multiple supplemental curricula utilized by specific grade levels to provide excellent instruction. 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 Ar,  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 allow our students to earn their graduation and A-G credits on campus. We have a database and program that helps our students find an Internship that fits their interests. We use these internships to guide their course work and educational pathways.|Our K-8 program has been able to extend staffing so the course of study has been expanded to include greater elective and RTI opportunities.However, as an Independent Study High School, with a small number of students, we necessarily 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.|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. Our 9th-12th grade site 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.||2019-10-24|Met|2019
14632480000000|Big Pine Unified|7|Our master schedule, and high school student four year plans are the tools we use to track access to and enrollment in a broad course of study. We monitor every student individually for completion of A-G requirements and CTE pathway completion.|All student have access to a broad course of study. We have only one high school with enrollment of less than 40 students total. We have maintained 100% access over a period of ten years.|The barriers we have are the challenges of staffing a small comprehensive high school with certified teachers on a limited budget, however, we meet this challenge.|There are no new actions required at this time.||2019-10-07|Met|2019
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 (2020-2021), 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.||2019-10-09|Met|2019
27751500118349|Big Sur Charter|7|To ensure that all students have access to a broad course of study, all classes are listed on the students Mater Agreement which is signed by the student, parent and teacher.  Each Master Agreement is reviewed and accepted by the school administration and is part of our annual audit.|To ensure that all students at our only school site have access to a broad course of study, all classes are listed on the students Mater Agreement which is signed by the student, parent and teacher.  Each Master Agreement is reviewed and accepted by the school administration and is part of our annual audit.|There are no barriers at this time.|None at this time.||2019-10-25|Met|2019
27751500000000|Big Sur Unified|7|||||||Not Met|2019
18640890000000|Big Valley Joint Unified|7|BVJUSD tracks all students who have access to, and are enrolled in a broad course of study through Aeries, the four year high school plan, IEPs, and Student Study Teams.|All students have access to the same course of study due to the capacity of the master schedule. 9th -12 grade students are enrolled in an A-G course of study and the CTE Agriculture Leadership program. 7th -8th grade students are enrolled in college preparatory course of study. K-6 grade students are enrolled in a broad course of study.|Due to economy of scale, the District has difficulty in recruiting and retaining credentialed teachers in single subjects. Extremely small class sizes limits the master schedule. Conflicts among course offerings.|Students have access to online programs such as UC Scout and Cyberhigh for A-G courses, enrichment and credit recovery. Students have access to dual enrollment with Lassen Community College and Chico State University for college credit.||2019-03-20|Met|2019
04614080000000|Biggs Unified|7|1.  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.|2. 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.|3. 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|The district has work with a online program to offer a wider range of course.  Students are also office the ability to take course at the local Junior College.|2019-10-02|Met|2019
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 2018-2019 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None||2019-11-12|Met|2019
19647331931047|Birmingham Community Charter High|7|Students at Birmingham Community Charter High School (BCCHS) have access to a broad course of study that includes: • Courses aligned to the Common Core State Standards  • Courses aligned to Next Generation Science Standards • Courses that follow a Career Technical Educational pathway  • Courses that qualify for the University of California (UC) and California State University (CSU) A-G course pattern BCCHS adopted new graduation requirements that include the UC/CSU A-G minimum course pattern admission eligibility requirements. This includes 4 years of English, 3 years of Mathematics, 2 years of Science, 2 years of Language Other Than English (LOTE), 1 year of Visual and Performing Arts (VPA), and 1 year of a college preparatory elective. Students are scheduled in a grade level A-G sequence recommended and designed by the UC and Transcript Evaluation Service (TES) as follows: • 9th: B – English 9, C – Math, D – Biology and E – LOTE and/or F – VPA  • 10th: A – World History, B – English 10, C – Math, D – Chemistry/Environmental Science, E – LOTE  • 11th: A – US History, B – American Lit/Contemporary Composition, C – Math, D – 3rd year Science and E – LOTE  • 12th: A – Principles of American Democracy, B – ERWC, C – 4th year of Math and F – VPA Furthermore, students have access to Career Technical Educational (CTE) pathways, Advanced Placement (AP) and Support level courses. BCCHS tracks its progress as follows: • A-G completion rate • Graduation Rate • AP Passage Rate • College & Career Indicator (CCI) • Dual Enrollment • SBAC performance|BCCHS made significant and consistent progress in the number of students meeting A-G requirements.  Currently, over 90% of all eligible courses are A-G approved. BCCHS has demonstrated a consistent upward trend on an average of 8% per year. Through the efforts of teachers, counselors, administrators, and students, our A-G completion rate increased from 248 to 346 qualifying seniors in the past school year. Our graduation rate has remained consistent (at or near 90%) for the last five years. BCCHS 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 a consistent increase in the AP passage rate over the past 3 years. Although improving our CCI has proved challenging, we increased our CCI to 48.6%. In addition, dual enrollment in community college courses has also increased in all subgroups.  SBAC performance has remained relatively consistent in ELA.  However, performance in math increased by over 4%. It is important to note, that nearly all significant subgroups experienced increases in performance on the SBAC in both ELA and Math. Academic intervention and support courses, EL courses and SPED courses are available to all students in all subgroups as dictated by student need.|BCCHS faces many challenges as we strive to meet the needs of our population.  Our school 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.  In addition, we are also receiving a larger number of students with limited or interrupted formal education which poses an even greater challenge than students who arrive with only grade level gaps in instruction. 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 which hampers our ability to adequately serve students upon their arrival to our school.|Ensuring that all students have access to a rigorous standards-based curriculum is a critical component of our mission.  As such, we designated significant resources to provide teachers with the training needed to deliver the instructional support necessary to address the needs of all students including those facing significant challenges.  In addition, BCCHS provides 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.  Cohesive grade level teams that include counselors, psychiatric social workers, deans, administrators and lead teachers work together to monitor the progress and address the needs of our diverse learners.|BCCHS is committed to providing an excellent and innovative educational program that creates numerous and varied opportunities for today’s diverse learner.  BCCHS has positively impacted the lives of its students by ensuring that all students in all subgroups have access to a broad course of study that will serve them well in post-secondary college and career options.|2019-10-26|Met|2019
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 2018-19 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 resources due to District being a small, geographically isolated, school district.  Additionally, funding and the ability to provide transportation to expand before and after school programs are a significant barrier.|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.||2019-11-15|Met|2019
29102980114314|Bitney Prep High|7|As a Big Picture Learning School, Bitney Prep puts a great deal of emphasis upon the post graduation preparation of each of our students.  We believe that all of our students need to be prepared for what comes after high school whether that means a four-year college, community college, trade school, or living wage employment.  The tool that we use to measure student access to a broad course of study and learning is built within our Advisory Program.  Each of our students is assigned to an Advisor who works with them throughout their enrollment at Bitney.  Each Advisor takes on responsibility for a group of roughly 20 students.  They work with each of their students to develop Individual Learning Plans that are used to track current coursework and plan for future classes.  All students, including unduplicated groups and students with exceptional needs, are served through the Advisory Program,  One aspect of the Big Picture Model that greatly expands our students access to a broad course of study is Bitney Prep’s Internship Program, which places students in internships throughout their high school career.  This program provides students with high-quality Career Technical work and learning experiences starting as freshmen and continuing until they graduate.  Internship experiences vary for individual students, but typically Bitney students participate in multiple, structured workplace experiences.|As a small high school with a population of just under 100 students, the staff at Bitney Prep is able to closely monitor the opportunities for each of our students to participate in a broad course of study.  Each student works with their advisor to create an Individual Learning Plan that incorporates plans for coursework that will lead to both graduation and college readiness.  Another result of our relatively small size is the fact that all of our students participate in many college preparatory UC-AG rated classes; this includes unduplicated student groups and individuals with special needs.  In the area of mathematics, we have a Math Support Program that makes additional help in this critical subject available to students at all levels of mathematics.  At Bitney Prep we want our students to be able to explore and experience learning in a wide variety of subject areas of their own choice.  To support the availability of an exceptionally broad course of study, Bitney Prep worked hard to develop a Memorandum of Understanding with the Nevada County Campus of Sierra College, our local community college.  This MOU gives more of our students access to the Academic Enrichment Program at Sierra College.  Usually, the Academic Enrichment Program is only available to students who are juniors or seniors, are 17 years old, and have a GPA of 3.0.  Bitney’s MOU with Sierra College makes coursework at the college open to students in the second semester of their freshman year with a GPA of 2.7 or better.  This relationship has provided opportunities for many of our students to take college level classes in subjects that are not always available at a high school level.  Additionally, over the last two years we have had online coursework available to our students through a program called Odessyware.  This program gives students access to online high school UC-AG courses that we do not always have available on campus.  It also allows students to participate in credit recovery and to take classes that do not fit into their schedule.|As a genuinely small school with a staff of 6.5 FTE credentialed teachers, there are certainly some challenges to offering a broad course of study.  We are successful in offering a broad range of coursework that meets the needs of a diverse group of learners.  One challenge that we face is the fact that many of our classes are only offered once or, at most, twice in our daily schedule.  At times, it can be a challenge to build individual student schedules that allow students to take both required coursework and additional courses that they want to take.    Another challenge that we confront in making sure that all of our students have access to a broad course of study comes from the reality that many of our students transfer to Bitney from other schools, sometimes needing credit recovery to meet graduation requirements. Coursework and graduation requirements are not standardized among all high schools in California and Nevada County.  Building schedules that meet the needs of transfer students can, at times, create barriers to offering students a broad course of study.|Two measures that have been implemented at Bitney Prep that have had a direct impact upon student access to a broad course of study have been the roll-out of a one-to-one technology program and the offering of online and college courses.  At the beginning of the 2019-2020 school-year we distributed chromebooks to each of our students.  Along with significantly improved internet access, these devices definitely increased access to coursework and instructional input for all students.  Likewise, the ability of students to enroll in college level courses has expanded learning opportunities for our students.  For example, a significant number of our students have fulfilled their graduation requirements for a Language Other Than English by taking American Sign Language through Sierra College.    There are two areas where we are looking to implement new changes in order to expand the availability of a broad course of study for our students.   One issue that we need to address is finding ways to increase our staffing in mathematics.  The range of classes needed by our student population creates a situation where one math teacher can not cover all of the different mathematics courses needed by our students.  The other area of change that we are focused upon is the development of a process for more closely monitoring student’s academic process after they transfer into Bitney so that we can use interventions and supports as soon as these new students start to struggle.||2019-11-12|Met|2019
35674540000000|Bitterwater-Tully Elementary|7|||||||Not Met|2019
45698800000000|Black Butte Union Elementary|7|The Cottonwood Union School District (CWUSD) 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 2018-2019 year, 100% of CWUSD students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i). All CWUSD students in grades TK – 8 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, CWUSD after school programs offered a variety of options for participation in the visual and performing arts, health and physical education. All CWUSD secondary students had access to a broad course of studies within their school offerings.|Over time, CWUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Currently, there are no barriers preventing CWUSD from maximizing broad course of study offerings to all students.|We currently have several options for career and technical education courses. CWUSD continues to assess a broad course of study for all students and make a concerted effort to collaborate with the high school district to address common interests and needs to identify mutual resources available to both districts. We regularly identify areas of interest from surveying students so that our offerings continue to be engaging. We constantly evaluate our course offerings and adjust according the feedback from students, staff and parents. Regular analysis of enrollment and participation data helps to inform the district as it makes decisions on offerings and using LCFF funds to support Priority 7.||2019-10-15|Met|2019
09737830000000|Black Oak Mine Unified|7|BOMUSD engages the school and district community throughout the year through a variety of public meetings to review progress and track student access. This year stakeholders (Parents, students, bargaining unit members and community members and staff) participated in the Differentiated Assistance process, Performance Indicator Review process, Facilities Master Planning process,  electronic surveys,  attended planning meetings, site meetings, and special board meetings to provide feedback on LCAP's features and determine student access to a broad course of study. The stakeholders reviewed the district’s data and budget, used process strategy mapping to determine root cause for goals met and unmet,  then recommended modifications to the proposed actions/services and expenditures based on reviews, discussions, and  this data analysis.Data reviewed included  metrics such as the California Dashboard, the California Healthy Kids Survey (CHKS), California Assessment of Student Performance and Progress, Aeries, Master Calendars, Differentiated Assistance and Performance Indicator Review processes other local measures that help determine access.|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. We met our target of providing district wide professional development in trauma informed practice (Goal 1), Adoption of project based learning/STEAM initiative at the elementary sites  and AVID at the high school (Goal 2), and the development of a comprehensive Response to Intervention program (Goal 3). All of these initiatives supported access to a broad course of study for our student population.|BOMUSD reviewed attendance data district wide which revealed that attendance patterns were affected by weather and power related complications . Furthermore these same issues exacerbated chronic absenteeism was experienced most frequently by those students who qualified as Socio-Economcically Disadvantaged. Edsource analysis of state data noted schools in rural areas suffered most from chronic absenteeism.|Black Oak Mine Unified like other districts whose location is the edge of rural El Dorado County has a high percentage of students who have “adverse childhood experiences”which can include family trauma ranging from neglect and physical abuse to parental drug addiction, incarceration or death.  Adopting a trauma informed approach to improving absentee rates is at the heart of BOMUSD’s  approach to improving the isolation students and families who live in the farthest reaches of our district with chronic absenteeism experience. Additionally, BOMUSD has implemented several initiatives to address these barriers such as our new Family and School Together  (FAST) Coordinator who has developed site attendance teams, improved communication with families and targeted community assistance to provide access.||2019-11-14|Met|2019
43693936046510|Blackford Elementary|7|||||||Not Met|2019
15633540000000|Blake Elementary|7|For the 2018/19 school year, 100% of Blake School students were provided full access to a board course of studies as defined by the CDE.  The Board of Trustees has adopted a State approved course of study for English Language Arts, Mathematics, Social Studies, Science, Health/Physical Education and Art/Music for the K-8th grades.  The Board of Trustees and staff will research and implement a Master Calendar of curriculum subjects and add this calendar to the school's website.|All K-8th grade students are enrolled in a board course of studies as defined by the CDE.  Music class is offered weekly, where students participate in whole class study of music concepts and vocal instruction. Additionally, students are given the opportunity for private voice or instrument lessons.  Students are engaged and exposed daily to a variety of learning modalities.  In addition to book, paper and pencil, the Board approved curriculum provides students with hands-on activities, technology-based learning, and auditory activities that support and increase student progress and mastery of concepts.  The Board of Trustees and staff will research and implement a Master Schedule for a broad course of study for student groups and across grade levels.|We are the beginning development state of creating a Master Schedule Online.  Information about the board course of study and curriculum is not easily accessible for parents and other interested individuals.  Additionally, the 7-8th grade is limited in their implementation of the Career and Technical Education.|The Board of Trustees and staff will research, create, and implement a Master Schedule of curriculum subjects and add this calendar to the school's website.  The school district is going to explore opportunities to seek input from stakeholders about a broad course of study.  The Board of Trustees will research and identify ways to implement CTE Pathways into the curriculum so that students can explore, research and learn about different career paths online.  The school will participate in college and career field trips to provide students with experiences in a variety of career options.||2019-10-09|Met|2019
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.||2019-10-08|Met|2019
12627030000000|Blue Lake Union Elementary|7|Blue Lake Union Elementary School District is a one-school school district serving grades TK-8th. Grades TK-5 are self-contained classrooms whereas 6th-8th have homeroom teachers and then rotate among three teachers for their core subjects. We continue to track 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. Students who qualify for additional supports including, but not limited to RTI, 504 Plan, or an IEP, receives services based on their individual needs. These support services are reviewed --at minimum-- the beginning of the year, during conferences, during annual meetings, and at the end of the school year.  Each plan includes identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable.|100% of Blue Lake Union Elementary School District’s students have full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).  All BLUESD students in grades TK-8 are enrolled in a broad course of studies.   Our students have access to many programs including, but not limited to the following: • 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. • Eco Hero Presentations to encourage waste reduction and environmental stewardship.  • Zero Waste Education • Blue Lake Environmental Education Fair • Redwood Environmental Education Fair at College of the Redwoods • Wolf Creek Overnight Environmental Field Trip • Gem & Mineral Education/Field Trip • 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 • Gifted & Talented Education (GATE) Program • Response to Intervention (RTI) Program • Resource & Special Day Class Programs • After School Education & Safety Program (ASES) • Spanish Classes for 6th-8th during the core day and for all students in ASES • After school teacher-tutoring for unduplicated students • CAL-SOAP tutoring  We continue to increase 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.|Blue Lake School is offering a broad course of study to its students.  Barriers to providing even more courses to have an even broader course of study is time and funding.|Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on class offerings and using LCAP Supplemental and Concentration funds to support Priority 7.||2019-10-10|Met|2019
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. 92% of students believe they have access to a broad course of study.  97% of parents state the school provides an enrichment environment just not access to core classes.|Currently, all of our students have access to these areas of study. As our school grows from our K-4 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 is receiving additional time of a psychologist to help provide assessments, services, and individualized suggestions.||2019-09-19|Met|2019
04614246119523|Blue Oak Charter|7|Blue Oak is a Waldorf inspired Public Charter School for grades Kindergarten through eighth grade.  As such all students have access to a broad course of study.  The Master Schedule shows students enrolled in Spanish, Handwork, Practical Arts, Music including Strings and Band, and movement.  Additionally, these are included in the block schedules of the classroom show this course of study is integrated into the classroom work and is addressed as part of the daily curriculum.|All students from first through eighth have access to the full course of study.  The level and amount of access depending on the grade level.  Kindergarten does not directly engage in the classroom offerings but music, practical skills, and handwork are a part of the classroom schedule.|Students with special needs can be challenged to succeed in the full course of study due to their needs for additional educational supports.  Schedules are developed closely with students and parents to support this access through the IEP process and planning.|Blue Oak will continue to offer the full course of study to all students.  Additional work on career tech education pathways is being explored.||2019-06-18|Met|2019
15636280134312|Blue Ridge Academy|7|We use the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a full course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs:  • Individual family/student master agreements • Completion/performance in courses outlined within our authorizing Charter document • Individual student course enrollment and completion data • Course enrollment and completion data disaggregated by various subgroups including unduplicated student groups, and individuals with exceptional needs served • Individual student graduation plan (IGPs) completion data • Student credit deficiency/transcripts • Individual academic needs including those identified in Individual Education Plans • Progress reports and final grades parent/student/teacher conference reports • College Career Readiness (Dashboard College Career Indicator)         o A-G and CSU requirements         o AP course enrollment/completion and performance on AP examinations         o A sequence of courses within a CTE pathway          o College courses|All students and families, including unduplicated groups and students with exceptional needs, are provided access to and encouraged to enroll in a full course of study beyond the charter petition requirement of English, Mathematics, Social Studies, and Science. We are working towards improving access to a broad study for all students by increasing the number of offered CTE pathways and AP courses.  Further, while teachers carefully design instruction to provide every student the opportunity to learn and master the knowledge and skills necessary.  Assignment and instructional activities are purposeful with clear learning objectives and explicit success criteria. Students indicate they perceive their work as meaningful and relevant to their backgrounds and futures.  In addition, teachers have a standard method for assessing student mastery of course content. After common assessments are administered, teachers and administrators to meet, review data, identify strengths/needs, and plan improvement strategies. Nonetheless, we are working towards increasing the number of A-G/CSU aligned course enrollment and completion rates|The results of our locally selected measures indicate that all students and student groups have equal access to a full course of study. However, we are working to increase the number of CTE, AP, and A-G courses to improve the number of course options available to our students.|Based on our review, we are focusing on increasing the number of course offered and student enrollment/completion in the following areas: • CTE pathways • Advanced Placement courses • A-G/CSU aligned course sequence||2019-10-21|Met|2019
47701930000000|Bogus Elementary|7|Student enrollment and class schedules are used to track the extent to which all students have access to, and are enrolled in music and art.|All students TK-8th grade receive 1 on 1 piano lessons once a week, as well as a group lesson once a week. 3rd-8th grade students receive art class once a week as well.|We are a small rural school so getting teachers to come out and teach other broad course classes, such as language, is difficult.|The LEA is looking into online language programs that students can enroll in.||2019-10-08|Met|2019
21653000000000|Bolinas-Stinson Union|7|As a small school, Bolinas-Stinson is able to use the school schedule in all grades to ensure that all students have access to a broad curriculum from Kindergarten to Grade 8.  The Principal and Superintendent monitor the curriculum across the district on a regular basis.|As a one-school district, all students have access to an equally broad course of study. For example all 2nd graders are in the same class and have access to the same programs.|The only potential barriers to continuing to offer a broad course of study to all students are funding and scheduling constraints.|The LEA will continue to develop its Strategic Plan which will prioritize outcomes and experiences that are of universal value for all students.|Bolinas-Stinson faces challenges that other schools might envy.  The schedule includes an unusually robust arts program including woodshop, drawing & painting, ceramics and multi-media.  It also offers dedicated library time, a garden, Spanish, PE, music, dance and a high number of field trips including overnights.  The LEA regularly struggles with providing a curriculum so broad that it might reduce core instruction time create conflict in terms of shared priorities in enrichment classes.|2019-10-08|Met|2019
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 2018-2019 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. In the coming 2019-2020 school year, Bonita USD will be training counselors to use the Aeries 4-year planning tool with high school students.|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 72% completion rate, whereas, San Dimas has a 53% completion rate. BUSD continues 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 expanded dual enrollment options for students for the ‘18-’19 school year and have added increased opportunities 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 opportunities on our campuses 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. In the 2019-20 school year, Bonita USD will be rolling out the use of the Aeries 4-year plan to use with students and counselors.||2019-10-02|Met|2019
44697320000000|Bonny Doon Union Elementary|7|For the 2018-2019 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 is working to raise a reserve to support the school's programs in the event of district financial hardship as a result of lower than projected property tax revenue.||2019-10-17|Met|2019
37768510000000|Bonsall Unified|7|Bonsall Unified School District will be using master schedules, transcripts/report cards, course requests 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 students 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 this year will be to increase the opportunities to access and enroll in Language and VAPA courses for our unduplicated student groups and students with special needs.|Barriers preventing the LEA from providing access to a broad course of study for all students include: 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.||2019-10-09|Met|2019
37679830000000|Borrego Springs Unified|7|See LCAP - A-G available to all students.|See LCAP - A-G available to all students.|None|NA||2019-10-16|Met|2019
34674396033799|Bowling Green Elementary|7|Our staff and steering committee regularly review student progress on the Common Core State Standards using the CAASPP for ELA and Mathematics as well as local common grade-level assessments in ELA and Mathematics.  In addition, we review ELPAC scores to measure progress of English Learners.|Our data shows that over 80% of our students are made at least 1 year of growth in both ELA and Mathematics.  Our English Learners made more growth in ELA than anyone, reflecting the heavy focus we've had on ELD over the past 3 years.  We are looking into professional development to help us provide this same type of accelerated learning opportunities for our other demographic groups.|At this time all students have full access to the grade-level standards.|Teachers collaborate regularly at grade-level meetings to plan for and analyze the implementation of the grade-level standards.  Student Study Team meets to create and individualized plan of intervention for any student not meeting grade-level standards.  We will continue to monitor our data for any discrepancies and develop new actions as needed.||2019-10-07|Met|2019
31667616031009|Bowman Charter|7|ACSD uses a variety of tools to measure and track to the extent to which all students, grades TK-8 have access to and participate in a broad course of study. The annual CHKS survey administered to staff, parents and students; the Annual District Parent Survey that aides in building our LCAP and directing the funding to meet the areas of need for all students. Aeries, CAASPP, ELPAC, and curricular common assessments also provide data to assure that students are not only receiving their basic required academic subjects, but that we are providing a forum to develop the “whole child” with access to physical education, music education, middle school elective choices, and enrichment opportunities for the younger populations.|ACSD is a one-school charter district and therefore our tools mentioned in question 1 serve to guide our offerings of core curriculum, co-curricular choices, and elective choices for middle school. All students have access to these programs that are age appropriate. Daily schedules are managed to allow for all students groups to attend music education, and enrichment opportunities.|As stated above, ACSD is a one-school charter district which allows for much flexibility, communication, and access for parents, students, staff, and administration to offer broad courses of study to all students. Because of this we have been able to customize schedules to meet the needs of students academically, socially, and based on student interest.|ACSD has been very fortunate to be able to offer cutting edge technology to all of your students through the use of 1:1 Chromebooks grades 1-8, voice enhancement systems, and  interactive BenQ boards in every classroom. We have recently been able to increase classroom availability with the completion of our Multipurpose building by adding a full-size Title 1 intervention classroom, and Makers Lab. Music education occurs twice weekly for grades K-5, and as an elective in grades 6-8. Physical education is offered for 100 minutes weekly for grades 1-8. Our middle school students are not only provided rigorous core academic curriculum, there are many opportunities to engage in courses of interest such as culinary, 3-D printing, coding, STEAM, mythology, just to name a few. Our students’ education is further enriched with the many field trips taken both on and offsite that brings learning to life.||2019-10-16|Met|2019
27659790000000|Bradley Union Elementary|7|||||||Not Met|2019
13630730000000|Brawley Elementary|7|Brawley 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, site principals monitor enrollment and access through the master schedule and Power School reports.  All students are enrolled in ELA, mathematics, history/social science, science and physical education.|BESD is working diligently to provide all students with access to a broad course of study.  All elementary school offer access and enrollment in English, Mathematics, Science, Social Studies, and Physical Education.  While teachers incorporate visual arts as time permits, standards-alignment is not consistent.  Performing Arts, orchestra, band and choir, can be accessed beginning in fourth grade; however, it is optional and scheduled as a pull-out program.  Elementary students can also access some courses during the after school program.  Within the junior high grade span, students have access to a broad course of study throughout the school day.  All students are enrolled in English, Mathematics, Science, History and Physical Education.  Band, Orchestra, Choir, Applied Arts, Spanish, Career Pathways Exploration, 21st Century Technology, and Journalism are offered as electives.  Most electives are semester courses providing students the opportunity to access four elective during the two-year span.  In addition, junior high students have access to some courses during the after school program.|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.. After school programs allow more options for these students; however, not all students participate in after school programs.  While all five sites offer after school programs, state funding is limited, which limits staffing; thus, many schools continue to have waiting lists.|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. 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. 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.|In response to some of the barriers listed above, the district is working with GLAD certified teachers to provide flexibility in the master schedule.  This flexibility will allow teachers to integrate core instruction, freeing up time to include arts during the regular school day.  A goal of the district is for all teachers to become GLAD certified, as this provides instructional scaffolds for accessing core to our growing population of English Learners.|2019-10-22|Met|2019
13630810000000|Brawley Union High|7|Locally selected measures to track access to a broad course of study include but are not limited to: Aeries Student Information System, CalPads, California College Guidance Initiative, Transcript audits and reviews, IEPs and the SEIS system, individual parent teacher conferences, counselor conferences with student and parent, and individualized learning plans.  Aeries is used to store student data including master schedule and transcripts.  This allows counselors to ensure that students have the schedule that optimizes their individual learning potential.  Aeries is also used to track the progress of English learners so that the EL Coordinator can monitor and develop plans for English learners and Reclassified Fluent English Proficient students.  SEIS is used to store IEPs for students with disabilities.  Goal are developed and monitored by the student's assigned Case Manager to ensure proper student placement.  The CA College Guidance Initiative provides students with an all inclusive guide for their college and career paths and enables educators to track their progress.|The district ensures that all students have access to board approved instructional materials, coursework that includes ROP and CTE courses such as: Agriculture and Natural Resources; Arts, Media Entertainment; Building and Construction, Health Science and Medical Techonology; Hospitality, Tourism, and Recreation; Manufacturing and Product Development; Public Services; and Information Technology, 11 Advanced Placement courses, Dual Enrollment courses, EL Support for English learners, GATE/Honors courses, and Special Education services.  All students are allowed enrollment in any of these courses without prerequisite courses required.  As the district has become aware of the need for equity and access for all students, it has set aside funds for students to take AP exams, PSATs, and Dual Enrollment college courses free of charge.  All schools are afforded the opportunities for dual enrollment college courses and CTE/ROP course participation.  50% of the CTE pathways have an articulation agreement with our local community college.  Over 90% of our courses are A-G approved by Collegeboard.|Some barriers students face include those that need to take an ELD class may not have room in their schedule to take A-G elective courses.  Students not at skill level who need an additional support class in mathematics may not have room in their class schedule to enroll in other elective courses.  Master schedule limitations such as singleton courses may prevent a student from taking a specific class.|The district is in the infancy stages of implementing a Multi-Tiered System of Supports which will assist students in reaching academic success while addressing their behavioral and social-emotional needs.  ELD supports will be revisited to ensure students are provided full access to a broad course of study.  The district will provide open access to all AP and Honors courses.  BUHSD will increase inclusion options for Special Education students and has piloted team teaching this school year.  A regular education teacher team teaches with a Special Education teacher in a regular education setting that includes Special Education students.||2019-10-09|Met|2019
30664490000000|Brea-Olinda Unified|7|The BOUSD provides a broad course of study for students in grades K-12.  Student enrollment is monitored by administrative staff and evaluated to ensure that students in the grade spans are place appropriately.  Particular attention is paid to subgroup data to ensure that all students have an equitable experience and inclusive of all learners.|All students in grades K-6 have access to course content in ELA, Math, Science, Social Science and ELD where appropriate.  In addition, all elementary students received instruction in Social Emotional learning.  In the K-6 setting, students are provided with innovation lab activities, instrumental music, GATE and art.  In addition, students have the choice to attend schools that focus on STEM, Career Partnerships, Coding and foreign language.  At the middle school and high school, students have access to core content coursework as well as a variety of elective offerings.  This is inclusive of coding, computer science, health sciences, building and construction and many others.  Students also have access to competitive electives such as mock trial, science Olympiad and Robotics.|The BOUSD continues to work towards identifying students who have not yet enrolled in coursework at the secondary level that could benefit career exploration and college preparation.  The high school is working to increase the A-g rate by ensuring that more students are giving the opportunity to take coursework.  Financial constraints continue to be a concern for the District.|The BOUSD has added opportunities to increase access for students. This has come in the form of AVID, Project Lead the Way, Code to the Future, iReady, Base Education, Mystery Science and Renaissance learning.  Additionally, Career and Technical Education Pathways at the secondary level have been evaluated and new capstone courses are being added.  The high school is also offering additional sections of Advanced Placement courses, dual enrollment courses through Fullerton College and competition-based courses.||2019-10-14|Met|2019
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.||2019-10-23|Met|2019
05615560000000|Bret Harte Union High|7|All students meet individually with school administrators to select courses based on personal goals.  In core subject areas, all students, including those with exceptional needs are exposed to standards aligned curriculum.  In addition to teacher based courses, students have access to on-line curriculum that broadens the scope of academic rigor and course offerings.|In core subject areas, all students, including those with exceptional needs are exposed to standards aligned curriculum. To facilitate this exposure,the District offers peer tutoring, after school teacher led tutoring opportunities, student support classes, and academic advisory periods.  To meet the needs of exceptional needs students, the District offers co-teaching courses in core subject areas and push-in support for at-risk students.|One identified barrier was scheduling conflicts to allow access to AP and/or honors courses.  The District addressed this barrier by purchasing on-line curriculum allowing students an alternate way to access this curriculum.|The District will continue to provide equal access using on-line curriculum and dual enrollment.||2019-10-07|Met|2019
43694506047229|Bridges Academy|7|A review of Master Schedules using the District's Student Information System is used to ensure each student is receiving a broad course of study. A course catalog aligned to CALPADS is used as a resource to help create new courses and ensure teacher credential requirements.|Bridges Academy is  in its fifth year a New Tech school offering  1:1 technology, project based learning, critical thinking, collaboration and opportunities for developing  presentation skills.    All students have access to the district adopted core curriculum and teachers have supplemental materials to scaffold instruction.  Based on current staffing and credentialing, students have access to, and are enrolled in a broad course of study which includes, English Language Arts, Math, Social Science, Science and Physical Education.   A variety of elective classes are also offered including Art, Band, Choir, Coding and MESA. (Mathematics, Engineering, Science Achievement)  Seventh grade students also participate in the mandated Sexual Health curriculum.   Professional development is provided to all teachers to ensure effective research-based practices are implemented in classrooms.|We strive for continuous improvement regarding course access offerings however some barriers exist   Funding is needed to offer a variety of elective classes such as a foreign language, coding or AVID.  There is also a need for greater access for our most academically struggling students and the ability to offer Tier 2 or 3 interventions.|Bridges will be implementing new Next Generation Science curriculum in the Spring of 2020 and a new Social Studies curriculum in the Spring of 2021.   In addition, Bridges Academy has moved to an inclusive model for Special Education students for increased academic performance and achievement regarding IEP goals and a greater access to the core curriculum.||2019-10-22|Met|2019
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.|We have continued to add additional electives to our middle school program. Expansions have been made to our Naturalist program and our gardening program. Makerspace is now offered as an option for all K-8 students. Further, we have implemented a new Robotics program available for students in grades 2-8. Student leadership opportunities have been enhanced through a newly implemented Student Senate, through new objectives for Service Learning, and through higher expectations for elected Student Council leaders.||2019-10-14|Met|2019
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.|As a K-8 school with self-contained classrooms at all grades, all students have full access to all courses as defined by Ed Code.|2019-10-08|Met|2019
56724470000000|Briggs Elementary|7|The measures and tools the Briggs School District uses 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 include: Q Student Information System for master schedule, class rostering and report cards, SIRAS for special education student management, CALPADS reporting for course completion and unduplicated student group enrollment, annual audited review of instructional minutes and benchmark assessments.|Using local measures and tools, the middle school students at Briggs School District have access to and are enrolled in a broad course of study that includes the core content subject areas, as well as electives such as band, strings, choir, speech and an elective wheel that includes journalism and robotics.|The barriers for our small school district include staffing and credentialing limitations that hinder Briggs School District from offering a broader course of study.|Briggs School District will look at outside resources and community partnerships to ensure a broader course of study is accessible to all students.||2019-10-09|Met|2019
19647330112508|Bright Star Secondary Charter Academy|7|Bright Star Secondary Charter Academy l 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 Physical Education, 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.||2019-10-28|Met|2019
41688740000000|Brisbane Elementary|7|The District used the California Department of Education Self-Reflection Survey in conjunction with the Educator Equity Tool as developed for the Federal LCAP Addendum.|All schools in the Brisbane School District meet the grade-level course requirements. Principals collaborate to ensure that the same or similar program is offered at each grade level across the District.  Students with exceptional needs are provided the least restrictive environment and are included in mainstream grade-level courses as appropriate.  Unduplicated students are afforded the same access to courses of study as the general population of students; the District guarantees that lack of English-language skills and lack of funding does not prohibit any student from participating in District programs and activities.|The District has not identified any barrier.|NA||2019-10-16|Met|2019
41690216044739|Brittan Acres Elementary|7|SCSD annually performs an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Specifically, emphasis is being placed on increasing the percentage of students from typically underrepresented student groups in advanced mathematics courses, and access to all subject areas for students with exceptional needs.|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, while the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs increased this year, it was still 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.  This will be the focus of our work for the bulk of this school year at all schools. There is also a need for work around equity at all schools, and this work has only begun at the middle school level.|The math placement criteria and related pathways were clarified and communicated to incoming fifth grade parents last spring in person and were posted on each school’s website. SCSD will continue to place an increased emphasis on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school. We are also undergoing an analysis of our Special Education teaching models in conjunction with the teachers union to better understand and clarify the use of each model moving forward.||2019-10-24|Met|2019
51713570000000|Brittan Elementary|7|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 implementing History/Social Studies curriculum during 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 20/21.|2. All students at Brittan School 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 options 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 by 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 will include formative assessments that ensure that all learners receive thoughtful, responsive courses of study that prepare them to meet grade level learning goals.||2019-10-08|Met|2019
51713650000000|Browns Elementary|7|Browns  Elementary School District tracks progress in meeting Access to a Broad Course of Study (Priority 7) by reviewing course offerings, class schedules and school schedules in order to assess and confirm that all students have access to a broad course of studies.  In addition, student enrollment reports are in place within the districts’ student information system which clearly identifies student course enrollment base on grade level, as well as student enrollment and participation in courses for students with exceptional needs.  Currently, 100% of Browns Elementary School District students have full access to a broad course of studies as defined by the CA Ed Code.|The locally selected measures demonstrate all Browns School students TK-8 have access to broad course of study.  In addition, Browns School offers state adopted curriculum and focus areas which ensure additional opportunities for all students within the district.  In addition to a broad course of study, Browns School offers technology based learning in grades TK-8.  All grade levels participate in Physical Education (SPARK) Program that focuses on sports, play and active recreation.  Additionally, teachers are working to integrate art, and music within the classroom through VAPA instruction.  Students with academic struggles have resource support, Special Education Teachers, as well as teacher provided support|All Browns School students have access to a broad course of study as described in Prompts 1 and 2 and supported in local measures and reports.  There are no current barriers in place that prevent students from accessing the proper classes, materials and curricula.|In order to support staff members and students in accessing state adopted curriculum in a broad course of study, the BESD provides professional development and support to classroom teachers.  This support occurs in a variety of ways including: through the Sutter County Office of Education subject area coordinators, framework and curricula support through recently adopted curriculum publishers, as well as the introduction of professional learning communities.  In order to best serve and support struggling students, a Special Education teacher and aide are on site offering assistance and modifications to those students.  All adopted curriculum is state adopted and provided to all sites and students.||2019-10-08|Met|2019
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.|Continue to promote access to broad course of study.||2019-11-06|Met|2019
09618380137919|Buckeye Union Mandarin Immersion Charter|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.|We will continue to promote access to a broad course of study.||2019-11-06|Met|2019
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 grades 6-8 social studies (2018-19) -New adoptions planned for science (2019-20) -New social studies materials in grades 4-5 (2019-20)  -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 curriculum and instructional programs through our School Leadership Teams. -We continue to provide relevant professional development for CCSS, ELD, SWD, technology, social and emotional support, and academic interventions.|-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 2 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. This includes a plan to adopt new science curriculum district-wide.||2019-10-16|Met|2019
30664560000000|Buena Park Elementary|7|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.|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.|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.|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.||2019-10-28|Met|2019
54718290000000|Buena Vista Elementary|7|Buena Vista conducts a survey of staff (both classified and certificated), parents and students.  Part of this survey addresses course access.  70 percent of parents and 95 percent of staff feel that we offer coursework that is accessible to all students. This information tells us that we need to address the needs of parents as far our curriculum and student access.|Buena Vista is a single-school school district.  All students have access to the same curriculum with individual needs addressed.|Through the evidence provided through the tool and our local survey, the main barriers would be making sure that our staff is well trained and confident in their knowledge of the curriculum and their ability to provide instruction.|Buena Vista will continue to provide training and/coaching to our staff in core content areas, English language development and universal access.  Our goal to to have 100 percent of our teachers confident and 100 percent of our parents secure and confident that their students are able to access a high quality education.||2019-10-09|Met|2019
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.|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). 100% of students in Kindergarten through grade 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 and eight 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.|At this time, there are no barriers that prevent BCS from providing a broad course of study.|No new actions needed at this time.||2019-11-05|Met|2019
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 disaggregates 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. In addition, the District has received two K12 Strong Workforce grants that focus on the pathways in CTE to the Community Colleges. 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 school sites also develop their master schedules around our unduplicated students, to make sure their needs are taken care of first. Extra measures are taken for EL students and special education students in order to provide opportunity for them to earn initial credit courses and stay on track for graduation.|The local benchmarks, grades and 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. This year the district continues its focus on math, but through the lens of Excellent First Instruction, which is Tier 1 instruction. The subgoals are formative assessment practices and unit design.|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 grants, including the CTEIG and the CCPT, and the K12- Strong Workforce grants. 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. The district hasIdentified 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. In addition, a primary focus to allow students to access a broad course of study, is to increase the number of CTE courses and College dual enrollment courses on campus that are offered to students. To that end both of the local community colleges are partnering with the district in the implementation of the K12 Strong Workforce grants that emphasize CTE pathways from high school to the community college. The district staff meet regularly with the college staff to develop these pathways.||2019-10-17|Met|2019
41688820000000|Burlingame Elementary|7|Burlingame School District, by using its Student Information System, continuously monitors student enrollment in all of the programs to ensure equal access for all students. Our data shows that students have equal access to not only all academic programs such as SWUN math, NGSS Science, Challenging ELA programs but also enriching opportunities such as  Foreign Language classes, music programs, visual and performing arts opportunities and classes, STEM classes, etc.|Enrollment in all of our schools' programs is accessible to all our students. In case students need support to access the program they are enrolled in, Burlingame School District ensures that the student has the resources and supports needed to be successful. Resources and supports offered include but are not limited to financial assistance, individualized academic support, modified materials, and extra materials needed.|All students have access to a broad course of study and no barries have been identified at this point.|Burlingame School District will continue providing equitable access to a broad course of study for all of our students. We firmly believe in educational equity and all our programs reflect that belief.||2019-10-22|Met|2019
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 2018-19 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 were enrolled in Spanish classes. Spanish was also offered in our after school program to all TK-8th graders. Unfortunately, the district was unable to retain that instructor for the 2019-20 school year as she moved out of the area.  The district is exploring options for offering one or more world language in the future.|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.||2019-10-10|Met|2019
10620420000000|Burrel Union Elementary|7|Our district consists of a single, small rural school with grades TK to 8th. Each grade level is taught by a single teacher. We currently have two combination classrooms, TK and Kindergarten as well as 1st and 2nd grades. All student progress is monitored by the results of state tests (SBAC, ELPAC and PFT). As well we have additional monitoring tools such as Dibels (reading), iReady (math and reading) and local standards-based grade benchmark assessments. All students receive common core standards aligned material and instruction in all core subjects. All students have access to Chromebooks and technology. All students are provided enrichment or intervention during our intervention block. Teachers submit weekly lesson plans to Administration and class walk throughs are conducted monthly. All teachers are provided with professional development in all core subjects, this year our focus is ELA and guided reading. All teachers are evaluated yearly, new teachers are evaluated twice yearly. Our English Learners receive designated and integrated ELD daily. Our Special Ed students are provided with push in and pull out instruction depending upon their IEPs. All students are provided with three parent/teacher conferences yearly as well as student/teacher conferences for goal setting opportunities. Our Afterschool program is available for all students, we currently enroll 85% of our students. Our ASP offers enrichment activities and homework assistance. Surveys for students, staff and parents gather input for needs.|Being that we are a single school district, there are currently no differences across our school sites. All student groups have access to and are enrolled in a broad course of study. Due to our limitations in funding and facilities, student access to art and music courses are taught by classroom teacher and included in lesson plans. Our rural location and budget make it challenging to afford art or music teachers. However, we continue to provide art lesson opportunities through contracts for artists. This year, we engaged our students in drawing and painting pictures for murals to be displayed at a nearby community farming business. Foreign language, college and career exploration access and lessons are provided to our 6th-8th grade students through electives. Yearly we provide our students with educational field trips, STEAM activities, college visits and career exploration research and surveys, as well as guest speakers.|Any limitations would be due to our small rural size, location and funding/facility availability. We are always looking for new revenue sources and supplies. Currently we are in the process of adopting new science curriculum schoolwide. Until adoption, we are piloting several different science curriculum and are supplementing our outdated science curriculum with NGSS lessons and activities.|We will continue to look for ways to provide all students with access to a broad course of study. Our teachers will continue to attend professional development in all core subjects including STEAM activities. We will continue to seek sources to fund VAPA teachers possibly splitting costs with other small rural school districts. We will continue to provide student, staff and parent surveys to gather input towards our school needs.||2019-10-01|Met|2019
54718370000000|Burton Elementary|7|The district is actively reviewing student course schedules to ensure that all students have access to the appropriate courses.  In Grades K-6 all students are enrolled in all core courses that are appropriate (For Example: ELD for English Learners, English Language Arts for all Students, etc.).  At the secondary level students are enrolled in the required courses plus given the option for electives, this is reviewed by the academic counselor at each site to ensure that all students have the courses needed to complete the program at that site.|Overall all students have access to the courses appropriate to their individual needs and courses needed to successfully complete the program that they are currently enrolled in.  This is methodology that has been used in the district for several years now and we are doing a better job of monitoring to ensure that all of our students, in particular English Learners and Students with Disabilities, have the courses they need to be college and world ready.|The biggest barrier that we face when ensuring that all students have access to a broad course of study is in regards to a student's ability to access the content of all the available courses.  All students are given access to the courses that are appropriate for them based upon their needs.|The district has continued to review course schedules to ensure that all students have appropriate courses.  In addition to this the district has designed a more cohesive ELD program for the 19-20 school year to ensure our English Learners have not only the required courses but also have high quality courses that will prepare them to be reclassified.||2019-10-21|Met|2019
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 UC/CSU enrolling students and AB2306, 1806 or 167/216 requirements for juvenile court school, foster or homeless youth students. Many students entering BCOE school programs are credit deficient and strive to complete the minimum requirements to obtain a diploma and enter the workforce or continue their education.  Annually, the Student Programs and Educational Support school 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 alternative education 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 receive instruction in all required content areas using standards aligned curriculum.   In the annual LEASA evaluation, the LEA has moved from "Laying the Foundation" to “Installing or Working towards Implementation” 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 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 continue to be developed as a guide for teachers. In addition, BCOE school programs continue their work with a nationwide organization and our local CTE office 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 differ. For example, some sites serve incarcerated youth and are limited by the requirements of the legal system, while others serve special education students that are on a certificate of completion track. Students in the alternative education programs 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, however, the LEA is working in partnership with the Career Technical Education department to find creative ways to address this issue countywide.|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 supported every site with professional development after they purchased an online curriculum, Edgenuity.  Edgenuity allows students a wider range of course access.    The LEA is working with sites and a designated Transition Specialist II to create a framework that better supports student transitions. The goal is to ensure students are enrolled in the most appropriate courses, remain engaged in their course of study and stay on track for graduation.||2019-10-14|Met|2019
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.  Butte Valley High School added a second agriculture teacher to our staff.  This increased the number of options students have within this program and strengthens our CTE offerings.     At the elementary school, we have 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.||2019-10-16|Met|2019
54755230114348|Butterfield Charter|7|Butterfield/PUSD will establish a process to ensure all elementary and middle school students will participate in college and career activities, linking academics to career interest through assessment of the PUSD Graduate Outcomes interest inventories and enrollment in career exploration electives. Butterfield/PUSD tracks CTE/Elective class rosters by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. All students including subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless have access and the opportunity for enrollment in CTE/Elective classes. CALPADs reports course enrollment and the College and Career Dashboard reports provide the data in which all students have access to and are enrolled in a broad course of study.|All middle school students, including 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 provide 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 is gathered from the 7th grade students once the career interest inventory survey is completed.|Butterfield will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests.|Butterfield/PUSD will increase A-G opportunities (UC/CSU Entrance Requirements), Technology, Arts, and Link Learning. Link Learning provides students opportunities to explore career pathways by providing real world application and inspiring students to excel in their education across all core subject areas. PUSD will provide a wide array of elective classes to increase student engagement and motivation in elementary and middle school grades. PUSD will establish academic interventions, transitional programs, mentoring, and after school activities to support students' connectedness to school. PUSD will Increase and support Linked Learning in elementary and middle schools.  PUSD will continue to conduct career interest inventory in middle school grades.||2019-10-24|Met|2019
47702010000000|Butteville Union Elementary|7|The District measure access to a broad course of study through student surveys, staff input, and parent feedback. Butteville does not have any barriers to access to, and are all enrolled in, a broad course of study. All student groups participate in all courses provided, including special education students.|All students receive daily instruction in all core classes. In addition students at every grade level  receive elective course instruction at least once a week and students in most grades receive elective instruction twice a week.  Students are able to choose the elective they would like to have through the use of questionnaire administered to all students.|There are no barriers to a broad course of study for students at BUESD in regards to core curriculum.  The only barriers are in relation to elective classes.  There is generally only one section of each elective due to the high cost associated with the elective program.|BUESD staff will continue to monitor changes to curriculum and will purchase materials reflective of these changes.  The District will continue to provide financial resources allowing students to have the best instructional materials, and instruction, as possible.||2019-10-08|Met|2019
15633700000000|Buttonwillow Union Elementary|7|Information was collected from staff and students through surveys regarding curriculum, instruction, and professional development. 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 in all grades 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 has expanding the implementation of AVID to 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. All students have access to after school clubs that address academics and enrichment activities.||2019-10-14|Met|2019
07616630000000|Byron Union Elementary|7|Byron Union Elementary School District utilizes a variey of measures to monitor and track the extent to which all students have access to a broad course of study.  The district maximizes the use of the its student data management system to analyze the master schedules.  Measures used to track student progress include, but are not limited to, CAASPP, DIBELS, and CBM.|Byron Union students have access to in-class, online, and independent study options at all school sites in the district.  Data is consistently There are no differences across school sites.  There are some differences in subgroups due to achievement gaps within and across the sites.|Barriers that prevent students all students from accessing a broad course of study is the funding that hinders staffing, class enrollment limits, and course offerings in the master schedule at the middle school.  District staff continues to strengthen the capacity of teachers and support the exceptional staff in the design and delivery of instruction throughout all courses of study.|Byron Union School District continuously researches wasy to minimize these barriers to providing a broad course of study to all students across the district.  The district continues to analyze subgroup data to better support all students and increase teacher capacity.  Intervention for students in all grades at all sites is driven by achievement data, and continues to evolve to meet the needs of all students to access a broad course of study.||2019-10-24|Met|2019
37680490132506|Cabrillo Point Academy|7|As a K-12 public charter school, we use our authorizing Charter document, our school information system, the California School Dashboard, and the California Department of Education sponsored databases to produce individual student and subgroup course enrollment and completion reports. We analyze course enrollment/completion for ELA, mathematics, science, social studies, and additional courses, including electives. Further, we review course enrollment/completion by ethnic groups, unduplicated student groups, individuals with exceptional needs, and by grade span.  We also regularly review individual family/student master agreements, individual academic needs, including those identified in Individual Education Plans and through parent/student/teacher conference reports.|An analysis of course enrollment data informs us that there are no differences across student groups related to course access.  We are a single school charter, and thus there are no differences across school sites.|Like all school districts, we are increasingly aligning our course offering with the College Career Indicator (CCI) that began in 2017-18. Unlike many other indicators, the CCI considers cumulative proficiency over the course of four high school years in several measures including: • CTE pathway completion • College credit courses • AP examinations (and thus, AP courses) • A-G course completion However, CCI measures continue to evolve, and we will continue to adjust our curriculum including increasing the number of A-G/CSU approved, Advanced Placement, dual enrollment, and CTE courses (within the same pathway).|As a result of our course enrollment/completion data analysis, we began increasing the number of CCI aligned courses last year.  This is particularly true of A-G approved, Advanced Placement, college credit-eligible, and vertically aligned CTE courses within the same pathway.  We will continue to focus on adding additional CCI aligned courses.||2019-10-22|Met|2019
41688900000000|Cabrillo Unified|7|At Cabrillo Unified School District, we use the following measures/tools to track the extend to which all students have access to, and are enrolled in, a broad course of study. This data is viewed through a lens of equity to ensure enrollment includes all of our student subgroups.  In grades 9-12, we define a Broad Course of Study as:   1) A-G Requirements 2) Graduation Requirements 3) UC/CSU Entrance Requirements|Using the locally selected measures below, although we also have areas of growth, our students demonstrate having access to a broad course due to the growth over time.  1) A-G Requirements Although there is access to various courses as demonstrated by our high school course catalog, which provides students with several opportunities to enroll in A to G approved courses, we notice areas of growth. In comparison to our baseline (2015-2016) 57.4% we had a -4.9% decrease overall in 2017-2018. Our current A-G completion rate is 52.5% in 2017-2018. In addition, our English Learner (EL) and Student With Disabilities (SWD) subgroups are performing lower than the average student. ELs performing at a -7.2% compare and SWD at a -9.9%.  2) Graduation Requirements At Cabrillo Unified School District, we demonstrated a growth in our district wide graduation rates and target subgroups. In comparison to our baseline, 89.8%  (2015-2016), we had a 3.1% growth (2017-2018), 9.9% growth for our English Learner subgroup, 11.8% growth for our Students With Disabilities, and 9% growth for our Hispanic Latino Students.  3) UC/CSU Entrance Requirements Our UC/CSU Entrance Requirement data demonstrates a slight decrease in comparison to baseline data. In 2016-2017, we had 51% of graduates (135/267) students who met the UC/CSU entrance requirements in comparison to a decrease of 48% (128/268) students meeting the UC/CSU entrance requirements. This is a 2% decline.|Some of the barriers preventing our LEA from providing access to a broad course of study for all students are as follows:  1) Student understanding/ownership of the value of A-G Eligibility 2) Outreach regarding the Requirements/Pre-requisites 3) Parent/Family understanding/ownership of the value of A-G Eligibility and/or AP enrollment 4) Some students are intimidated by Advanced Placement Courses. This is particularly true of underrepresented students.|The District has instituted a variety of strategies to ensure we provide equitable access to a broad course of study for all students. These strategies include the adoption of a Multi-Tiered Systems of Support (MTSS) framework and a district wide adoption of an MTSS professional development plan. We continue to target training in our core Tier I instruction, differentiated learning, student-centered learning while individualizing student needs in order to support students' academic, behavioral, and social success.  We continue to educate and inform our students, parents and stakeholders around our A-G Eligibility requirements and graduation requirements while providing systematic interventions/enrichment opportunities to allow for access to CTE pathways, AP courses, dual enrollment courses, and A-G courses to support college and/or career pathways for all of our students.||2019-10-10|Met|2019
37679910000000|Cajon Valley Union|7|For the 2019 - 2020 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 a broad course of study from all stakeholders through our LCAP data collection.|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 a 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. Branded sites continue to expand, offering additional grade levels opportunities to current programs.  Cajon Valley currently offers  TK-7 programs for performing arts and dual language immersion.  Both programs plan to expand to eighth grade in Fall 2020.  In addition, CVUSD offers students a TK-8 computer science magnet program.|Based on the results from the local survey, we found that due to language barriers and designated English language development instruction, there is varied access for English language learners to access art and health in grades K-6. We also found a similar finding in grades 7-8 with varied access to electives, which often include applied arts, foreign language, and career technical education.  Course requirements for ELD limit opportunities for these students to take an additional elective course.  Similarly, students with special needs, are often provided services required in their IEP during enrichment based periods.   Sites are experimenting with before and after school programs that offer enrichment for affected groups.|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.  Our two-year vertical articulation plan with our feeder high school district continues to provide visual and performing arts professional learning offerings for general education teachers.    Our TK-8 career development program,  World of Work, is in full implementation, offering students experiences and learning based on six careers per grade level and integrating students’ strengths, interests, and values. Students in grades 6-8 take the Super Strong assessment in order to better know themselves and their place in the world of work. All students have access to Nepris in order to connect learning experiences with real-world professionals as they are exposed to careers they may aspire to be part of.   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.   To improve engagement and potential access to a broad course of study, a social-emotional curriculum is being implemented TK-8.  The skills taught in these lessons increase a student's ability to more meaningfully access core and broader courses of study.||2019-10-22|Met|2019
19647336016240|Calabash Charter Academy|7|At the elementary level Calabash Charter Academy, as an LAUSD 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 Calabash Charter 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, Calabash also provides music and ballroom dance,  theater and visual arts. 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 Calabash Charter 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 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.|Calabash Charter 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, dance and music into all areas of the core curriculum give students multiple opportunities to participate on a broad course of study. Calabash Charter 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.||2019-10-23|Met|2019
05100580000000|Calaveras County Office of Education|7|All students have access to Florida Virtual Learning. Coursework across grade levels is differentiated to meet the needs of individual students. All students have equal access to coursework.|All students have equal access to a broad course of study.|N/A|All student will continue to have equal access to a broad course of study. Evaluation of student needs will be ongoing.||2019-10-28|Met|2019
05615640000000|Calaveras Unified|7|As an LEA, we use a variety of tools and measures used to ensure that all students have access to and are enrolled in a broad course of study including English, Math, Social Sciences, Science, Visual and Performing Arts, Heath and Physical Education, Applied Arts and Career Technical Education.  Each elementary school offers access to all areas identified within the broad course of study.  Students within the CUSD after-school programs have additional access to areas including visual and performing arts as well as physical education.  At the secondary level, tools and measures used to assess student access to a broad course of study include course catalogs and master schedules which detail the daily offering of classes. We also use our student information system (Infinite Campus) to enroll students in courses leading to graduation.  All students have access to and are enrolled in a broad course of study based on graduation requirements including academic courses, a variety of elective courses, Career Technical Educational programs including pathways in engineering, medical sciences, and agricultural studies.   We also have two academic counselors and a college and career specialist  at the high school level that work with all students on individual college and career goals.  Students with disabilities have counselors and education specialist/case managers to evaluate their individual plans along with parental input as each course of study is determined.|All students within CUSD have access to a broad course of study as defined.  At the secondary level, an analysis of student progress in credits earned for graduation is completed by a variety of school staff along with the use of data provided in the areas of graduation rate and the college and career indicators.|Fiscal challenges and the ability to find staff has made it difficult to sustain programs affecting students' access to the same level of elective courses that we have been able to provide in the past.  We continue to focus on increasing the number of students enrolled in AP/Honors program as well as the % of students who take AP exams, enrollment in CTE classes, increasing the percentage of time students with disabilities are in general education classes.|At the high school level, there has and will continue to be a focus on working with our local community college, Columbia College, to increase access to CTE courses. At the K-12 level, we have added access to English Language Development support to our English Learners.  At the secondary level, all English Learners receive one period of a Designated English Learner instruction which utilizes state adopted curriculum.||2019-10-22|Met|2019
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. 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. CHS has added more CTE, AP and elective sections and/or courses and increased the number of AP History and AP psychology sections.  CHS has opened new courses such as AP Chemistry and AP Physics, increased AVID sections, and created elective courses such as Mobility and Stretching, Team Sports, Unified Physical Education and Journalism courses. CHS also added Jr Navy Cadet classes, Entrepreneurship, and Advance Auto Shop classes. Aurora continuation high school added an Advanced Fire Science course. In addition, CHS now has a new CTE Facilitator position to assist CTE teachers in administering, monitoring and implementing the requirements for a quality CTE program. At the junior high level, sites also utilize Synergy to track student access to a broad course of study. 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. Students submit application for elective course offerings. 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. Students with exceptional needs 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, including students with exceptional needs, have access to and are enrolled in English Language Arts, Mathematics, Social Science/Science, PE, ELD, and and RTI. Band is provided in 5th and 6th grade and enrollment is based on student interest. Students also receive AVID methodologies, College and Careers Pathway Lessons, The Leader in Me and character education. In addition to a broad course of study offered to all students, unduplicated students receive additional programs and services through pull-out programs such as intervention for English Learners and programs such as; Accelerated Reader, Accelerated Math, Classworks, English in a Flash, ST Math and IREAD. All students are also provided support beyond the school day through our after school program and Saturday academies.|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 Remind, 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.|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. This year we hired a districtwide AVID Academic Support Teacher and Ed Tech Coach to Professional Development, Coaching on AVID Strategies, Instructional Strategies and Digital Learning.|2019-10-24|Met|2019
49753586052369|Cali Calmecac Language Academy|7|CCLA focus on state indicators (SBAC results, SBAC IBA results, ELPAC results, etc.) and school-level grading practices, which incorporate benchmark assessments, and common formative/summative assessments.|As indicated by the Education Code requirements via our 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.||2019-10-15|Met|2019
07100740129528|Caliber: Beta Academy|7|All students are enrolled in classes using a cohort model. All students receive ELA, Math, Science, and Social Studies instructions per the legislated minutes of instruction requirement. Students are also enrolled in PE and Computer Science as electives. We also run an RtI model which serves to provide students with layers of support per their individual needs. This takes the form of English Language Development for all students that have yet to reclassify and targeted intervention for students displaying need.|In the lower school, grades K-5, students have either science or social studies on a six week cycle and an increased number of minutes for ELA and Math instruction. In the upper school, students see all 4 core content classes daily for one hour each. This is the first year of our designated ELD block.|Currently, our facility limits the electives we can provide as there is not enough classroom space to offer a range of elective options other than computer science, which we currently provide. We are also limited by funding as we cannot afford to add additional full time staff so that additional elective courses could be accessible to all 850 students.|We are currently partnering with external agencies who can provide access to supplemental electives on a rotation or via grants and other funding sources.|Our master calendar includes blocks for computer science, social studies, science, and physical education for all students. Three computer science teachers were hired to ensure that students would have regular access to CS. CS curricula includes 1 trimester of digital literacy/fluency, 1 trimester of coding and 1 trimester of makers space/design thinking. Our CS curricula is supported by DSX, a consultant with expertise in design thinking and leveraging technology in the classroom. In the upper school, students had 1 trimester of music, either chorus or recorder, through a partnership with East Bay Center for the Performing Arts. Each trimester culminated in a community performance for students and families.   We also offer a band program which offers instruction on playing a variety of wind instruments and an art program, facilitated by core teachers, using Art in Action. Extensive work was done in K-2 PLCs to co-develop a writing rubric that aligned to Being A Writer curriculum. 3-5th grade developed writing curriculum that includes on demand writing assignments 3 times a year as well as assignments that mirror SBAC Performance Tasks. In grades 6-8, PLCs aligned on the use of Lucy Calkins rubrics and normed on a process for students to unpack the teacher created rubric, understand each component, then self-assess at the end of each writing cycle.  We measure progress on this Priority in our LCAP annual update process each spring (see LCAP goal  #7 re: critical thinking acr|2019-06-04|Met|2019
48705810134262|Caliber: ChangeMakers Academy|7|All students receive ELA, Math, Science, and Social Studies instructions per the legislated minutes of instruction requirement. Students are also enrolled in PE and Computer Science as electives. We also run an RtI model which serves to provide students with layers of support per their individual needs. This takes the form of English Language Development for all students that have yet to reclassify and targeted intervention for students displaying need.|In grades K-5, students have either science or social studies on a six week cycle and an increased number of minutes for ELA and Math instruction. In the upper school, students see all ELA and MATH core content classes daily for 90 minutes and S.S/Science is 240 Min/week. This is the first year of our designated ELD block.|We do not have the capacity in terms of timing for our students.  We currently offer the core academic programs, with the addition of computer science and PE|We offer clubs, and connect with outside agencies such as Chess Club, yearbook club, Cheer and Dance, Sustainability, and Student Council|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. All of our students receive physical education and music throughout the school year.  We measure progress on this Priority in our LCAP annual update process each spring (see LCAP goal  #7 re: critical thinking across multiple subjects) and present this information to our board during that process.|2019-06-04|Met|2019
15633880000000|Caliente Union Elementary|7|CUSD uses quarterly benchmarks aligned to the common core standards in order to track access and overall achievement from a broad course of study, which includes all core subject areas and enrichment. Additionally, CUSD closely monitors achievement data related to the major student groups as well as cohort and grade level achievement results in order to evaluate and reflect on the achievement of all CUSD students.|CUSD is a single school district. 100% of students have access and are enrolled in a broad course of study aligned to the common core state standards.|CUSD is focused on equity and excellence. As a result, students who qualify for free and reduced lunch and who are under-performing compared to their peers face multiple barriers including academic support at home as well as enrichment opportunities beyond the school day. CUSD is looking to bridge resources to ensure all students are equitably supported.|All students have access to a broad course of study K-8. The district will focus on outcomes and continuous improvement strategies to ensure all students are benefiting from the resources and tools provided.||2019-10-07|Met|2019
37680490136747|California Academy of Sports Science|7|||||||Not Met|2019
10623800136754|California Academy of Sports Science Fresno|7|||||||Not Met|2019
19647330133884|California Collegiate Charter|7|California Collegiate Charter School currently serves over 264 students in grades 6-8 with the following student demographics that include: 82% are Hispanic, and 18% African-American, 26% English Learners, 17% Students with Disabilities, 1% Foster Youth, and 98% Socio-economically Disadvantaged. California Collegiate Charter School’s Unduplicated Pupil Percentage is 94%.   California Collegiate Charter School 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. California Collegiate 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 California Collegiate Charter School’s educational program.   California Collegiate 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-led conference, and parent/conference reports. In addition, the Head of School will verify this during classroom observations and they 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 California Collegiate Charter 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 are enrolled in and have access to the following courses (based on student choice): Digital Literacy (Grade 6), Health (Grade 6) Public Speaking (Grade 6), Introduction to Art (Grade 7), Music (Grade 7), Theatre (Grade 7), Debate (grade 8), Journalism (Grade 8), and Creative Writing (Grade 8). There are no differences in accessibility to courses, across student groups at CA Collegiate Charter School.|Currently, 100% of the students have access to a broad course of study and California Collegiate Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of California Collegiate 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.||2019-10-30|Met|2019
39686500125849|California Connections Academy @ Ripon|7|N/A|N/A|N/A|N/A|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.|2019-10-22|Met|2019
42750100138891|California Connections Academy Central Coast|7|N/A|N/A|N/A|N/A|California Connections Academy Central Coast 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 Coast.|2019-10-22|Met|2019
44754320139410|California Connections Academy Monterey Bay|7|N/A|N/A|N/A|N/A|California Connections Academy Monterey 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 Monterey Bay.|2019-10-22|Met|2019
17640550129601|California Connections Academy North Bay|7|N/A|N/A|N/A|N/A|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.|2019-10-22|Met|2019
30664640106765|California Connections Academy Southern California|7|N/A|N/A|N/A|N/A|California Connections Academy Southern California 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 Southern California.|2019-10-22|Met|2019
54718030112458|California Connections Academy@Central|7|N/A|N/A|N/A|N/A|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.|2019-10-22|Met|2019
53105380125633|California Heritage Youthbuild Academy II|7|1) LCAP: Surveying of Students -CHYBA relies on LCAP student surveys as viable and significant data towards developing upcoming school year goals and actions and assessing student access to a broad course of study and how all students, including unduplicated student groups and those with exceptional needs are served. CHYBA Advisors and Mentors also survey students in their advisory groups and Mentor Matches as they use specific prompts for young people so that students can specify future Post-Secondary Education plans, course of study, career paths, and how they are being supported by CHYBA’s course offerings and support staff.  2) Job Development and Career/Academic Counseling –All young people, including those with exceptional needs and those in special groups, get scaffolding and multiple layers of support as they seek to accomplish and complete their course of study.  3) Construction Academy Outcomes -As a fully affiliated member of the YouthBuild, USA program that features construction training in the trades, we look at data around industry-recognized certificate completion, as well as other industry-recognized trainings that young people are obtaining every year. 4) College and Career Outcomes-In addition to career pathways training, we also look at data around college readiness and access that is currently tracked through our advisors, Case Manager, and Job Developer.  4) Transcripts and Personalized Plans -Lastly, our review and collection progress for each student at the end of each six-week block is a great ongoing snapshot of how young people are navigating their course of study throughout their time with CHYBA. Locally selected measures for CHYBA also include, but are not limited to, CASAS (Comprehensive Adult Student Assessment Systems), Renaissance Learning, Inc. STAR Assessments (grade-level growth test in ELA and mathematics), schoolwide surveys (instructional practices, professional development, curriculum, others), School Pathways 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 CHYBA 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 for their teaching assignment in accordance with DASS requirements and 100% of students have access to the standards-aligned curriculum.|N/A - all students have access to a broad course of study.|CHYBA will continue the same actions and expenditures necessary to continue to ensure 100% of students have access to a broad course of study. In response to student and stakeholder results, a Social Emotional Learning (SEL) curriculum is being reviewed for adoption, in the hope that it will provide further support for the unique social-emotional learning needs of CHYBA’s student population.||2019-09-10|Met|2019
33672070101170|California Military Institute|7|CMI 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; Dual Enrollment College courses for grades 10-12, A-G Tracking, Transcript analysis and  AVID participation in grades 6-12 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 from 77% to 78% in 2018-19 on the California Healthy Kids Survey. Positive Behavioral Interventions and Supports (PBIS): positive attendance incentives were provided to students during attendance assemblies and morning formation 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.   CMI had an increase in student participation in Advanced Placement  (AP) courses from 109 to 147 students. Dual Enrollment college courses remained the same with a substantial improvement in A-G completion by 5.8%, going from 93.27% to 98.18%.|CMI did not encounter any barriers that prevented providing access to a broad course of study for all students.|Modified Actions and Services include:  2.1 Provide expanded opportunities for remediation, acceleration and enrichment to college and career readiness.   2.2 Provide opportunities and support for high school students to take college level coursework.   2.3 Provide expanded opportunity for students to participate and complete CTE pathways.   2.4 Provide funding, training and support to build and maintain a comprehensive counseling program to support college and career readiness.   2.5 Provide training and support for students to develop the CCR skills necessary for success in high school and postsecondary education.   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.||2019-10-16|Met|2019
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 iReady diagnostic assessments in reading and math, Dynamic Indicators of Basic Early Literacy Skills (also referred to as DIBELS) assessment, standardized test results from the CAASPP Comprehensive Practice Assessment, CAST, Physical Education Assessment and various Montessori assessments. 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, including Rosetta Stone foreign language program, iReady reading comprehension and math monitoring program * 1:1 student-to-computer ratio in grades 3 through 8 and 1:4 student-to-computer ratio in grades 1 and 2 * 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 Board Certified Behavior Analyst (BCBA) 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, Smartboards, digital subscriptions for Digits for 7th and 8th grade math, Rosetta Stone, iReady Math and Reading and more, as well as additional training to support these new tools, has positioned the school to be a community leader  • CMP recognizes the value in the enrichment programs offered to the students.  Thus, CMP will continue to invest in PE teachers, sports programs, music teachers, music programs and visual and performing arts programs.  • The curriculum provided by CMP is designed to address the individual needs of each student.  Additionally, CMP recognizes that students need and/or desire additional supplementary programs to enhance their educational experience.  To address this, CMP has provided students with IReady, a CCSS aligned math and reading program.  • 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-Capitol students: • As a response to stakeholder input and in conjunction with the State of California’s adoption of NGSS and new science testing CMP conducted a thorough curriculum review process and the CMP team adopted the TCI Science Curriculum.   • 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. CMP teachers have participated on a network Writing Committee comprised of teachers and administrators from all CMP campuses.  The CMP Writing Committee has prepared and distributed updated writing curriculum, rubrics, and lesson plans to all teachers in the CMP network.  Teachers are also discussing a new writing curriculum in Professional Learning Communities (PLCs).  • To fully utilize technology to offer supplementary programs, such as iReady to provide structured and developmentally appropriate learning opportunities to extend the Montessori Philosophy in Math and Reading.  iReady Math and Reading is an adaptive online learning platform that meets student’s specific learning needs.  CMP will incorporate technology as a viable and meaningful experience for the child.  • To enhance instruction in math, the iReady supplementary program will be used by the teaching staff to assist in providing small group math interventions.   • 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.  • CMP administration has implemented an Instructional Rounds approach to teacher and classroom observations.  This approach will provide direct feedback to more teachers in frequent time periods to improve instruction to the students.  • Developed a Positive Behavioral Interventions and Supports (PBIS) team responsible for the implementation of the PBIS behavior program with the purpose of supporting all students with a peaceful learning environment through the reduction of minor incidents, office discipline referrals, suspensions, and expulsions.||2019-10-14|Met|2019
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, iReady diagnostic assessments in reading and math, Dynamic Indicators of Basic Early Literacy Skills (also referred to as DIBELS) assessment, standardized test results from the CAASPP Comprehensive Practice Assessment, CAST, Physical Education Assessments and various Montessori assessments. 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 * Highly qualified, dynamic, California State Credentialed and Montessori trained/certified teachers (dual certification)  * Low student-to-teacher ratios  * Quality Montessori learning materials  * State-adopted core instructional materials * Technology based programs for all grade levels, including Rosetta Stone foreign language program and iReady reading comprehension and math assessment tool * 1:1 student-to-computer ratio in grades 3 through 8 and 1:4 student-to-computer ratio in Kindergarten through 2nd grade  * 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 * Full implementation of Response to Intervention (RTI) model with academic intervention programs * School Counselor who implements Second Step (social emotional learning program) * Special Education Teacher, Speech/Language Pathologist, and Occupational Therapist on site and School Psychologist, Clinical Psychologist, and Board Certified Behavior Analyst (BCBA) as needed for students with Individualized Educational Plans    * Deans of Students who support implementation of RTI, PBIS (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 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  • The clarification & measurement of what all students should know, understand, & be able to do through school-wide learner outcomes & academic standards.    • The analysis of data about students & student achievement.  In order to ensure effective interventions & 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 & implemented a system of assessment & tracking. CMP utilizes a complement of universal assessment tools, an assessment tracking system & regularly scheduled grade level meetings to discuss assessment results & strategies for addressing areas of need. CMP recognizes the area of data analysis & using the gathered information to drive instruction as one of ongoing need & improvement.  • The assessment of the entire school program & its impact on student learning in relation to the school-wide learner outcomes, academic standards, & ACS WASC/CDE criteria.  As a public charter school, CMP undergoes a regular process of self-study & the need for regular program assessment as a part of the charter renewal process & accreditation through the American Montessori Society & the Western Association of Schools & Colleges.  • The alignment of a long-range action plan to the school’s areas of need; the capacity to implement & 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 & memorialized as part of CMP’s LCAP. Additionally, CMP specifically identifies areas of need.  • CMP recognizes the value in the enrichment programs offered to the students.  Thus, CMP will continue to invest in PE teachers, sports programs, music teachers, music programs & visual & performing arts programs.  • The curriculum provided by CMP is designed to address the individual needs of each student.  Additionally, CMP recognizes that students need and/or desire additional supplementary programs to enhance their educational experience.  To address this, CMP has provided students with IReady, a CCSS aligned math & reading program.|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.  CMP has fully implemented the parent communication tool, ParentSquare, network-wide.  Through ParentSquare, CMP is able to communicate with 99% of the enrolled families.  2) Utilize assessment data to guide small group interventions for struggling learners and enhancement programs for advanced learners.  3) To fully utilize technology to offer supplementary programs, such as iReady to provide structured and developmentally appropriate learning opportunities to extend the Montessori Philosophy in Math and Reading.  iReady Math and Reading is an adaptive online learning platform that meets student’s specific learning needs.  CMP will incorporate technology as a viable and meaningful experience for the child.  4) Developed a Positive Behavioral Interventions and Supports (PBIS) team responsible for the implementation of the PBIS behavior program with the purpose of supporting all students with a peaceful learning environment through the reduction of minor incidents, office discipline referrals, suspensions, and expulsions.    5) Conducted a thorough curriculum review process and the CMP team adopted the TCI Science Curriculum.  6) Through community input from LCAP meetings, CMP has added a network-wide Counseling Program to support students.  7) CMP administration has implemented an Instructional Rounds approach to teacher and classroom observations.  This approach will provide direct feedback to more teachers in frequent time periods to improve instruction to the students.||2019-10-14|Met|2019
34674470112169|California Montessori Project-San Juan Campuses|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 iReady diagnostic assessments in reading and math, Dynamic Indicators of Basic Early Literacy Skills (also referred to as DIBELS) assessment, standardized test results from the CAASPP Comprehensive Practice Assessment, CAST, Physical Education Assessment and various Montessori assessments. 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 * Highly qualified, dynamic, California State Credentialed and Montessori-trained/certified teachers (dual certification) * Quality Montessori learning materials * State-adopted core instructional materials * Technology based programs for all grade levels, including Rosetta Stone foreign language program, iReady reading comprehension and math monitoring program * 1-1 student-to-computer ratio in grades 3 through 8 and 1:4 student-to-computer ratio in grades 1 and 2 * 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 and School Psychologist, Clinical Psychologist, and Board Certified Behavior Analyst (BCBA) as needed 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.  • CMP recognizes the value in the enrichment programs offered to the students.  Thus, CMP will continue to invest in PE teachers, sports programs, music teachers, music programs and visual and performing arts programs.  • The curriculum provided by CMP is designed to address the individual needs of each student.  Additionally, CMP recognizes that students need and/or desire additional supplementary programs to enhance their educational experience.  To address this, CMP has provided students with IReady, a CCSS aligned math and reading program.  • 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 students:  • 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.  • Developed a Positive Behavioral Interventions and Supports (PBIS) team responsible for the implementation of the PBIS behavior program with the purpose of supporting all students with a peaceful learning environment through the reduction of minor incidents, office discipline referrals, suspensions, and expulsions.    • Increase communication between stakeholders by sending information directly to stakeholders’ email addresses to better share information and create a stronger sense of school community.  CMP has fully implemented the parent communication tool, ParentSquare, network-wide.  Through ParentSquare, CMP is able to communicate with 99% of the enrolled families.  • As a response to stakeholder input and in conjunction with the State of California’s adoption of NGSS and new science testing CMP conducted a thorough curriculum review process and the CMP team adopted the TCI Science Curriculum.   • To fully utilize technology to offer supplementary programs, such as iReady to provide structured and developmentally appropriate learning opportunities to extend the Montessori Philosophy in Math and Reading.  CMP will incorporate technology as a viable and meaningful experience for the child.  • To enhance instruction in math, the iReady supplementary program will be used by the teaching staff to assist in providing small group math interventions.   • Through community input from LCAP meetings, CMP has added a network-wide Counseling Program to support students.  • CMP administration has implemented an Instructional Rounds approach to teacher and classroom observations.  This approach will provide direct feedback to more teachers in frequent time periods to improve instruction to the students.||2019-10-14|Met|2019
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, iReady diagnostic assessments in reading and math, Dynamic Indicators of Basic Early Literacy Skills (also referred to as DIBELS) assessment, standardized test results from the CAASPP Comprehensive Practice Assessment, CAST, Physical Education Assessments and various Montessori assessments. 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  * Technology based programs for all grade levels, including Rosetta Stone foreign language program and iReady reading and math monitoring tool * 1:1 student-to-computer ratio in grades 3 through 8; and 1:4 student-to-computer ratio in Kindergarten through grade 2 * 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 Board Certified Behavior Analyst (BCBA) 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    * School Counselor who implements Second Step (social emotional learning program)|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  • Continue implementation of Common Core - CMP-Shingle Springs 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 iReady math and reading. CMP-Shingle Springs has also increased the amount of Non-Fiction reading materials by ordering periodical magazines such as Scholastic News & Scholastic Storyworks & assigning non-fiction reading. The Middle School recently went through a math adoption & now uses Pearson Digits, Algebra & Geometry texts.   • CMP-Shingle Springs’ teachers have participated on a network Writing Committee comprised of teachers and administrators from all CMP campuses.  The CMP Writing Committee has prepared and distributed updated writing curriculum, rubrics, and lesson plans to all teachers in the CMP network.    • Continue to ensure CMP has the technologiy infastructure necessary to support successful CAASPP administration 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 a 1:4 ratio in Kindergarten through 2nd grade.  In addition, SMART Boards or SMART TVs are now installed in all classrooms.  • 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,|The following steps have been or are being taken to increase access and opportunity for all CMP students:  • CMP recognizes the value in the enrichment programs offered to the students.  Thus, CMP will continue to invest in PE teachers, sports programs, music teachers, music programs and visual and performing arts programs.  • The curriculum provided by CMP is designed to address the individual needs of each student.  Additionally, CMP recognizes that students need and/or desire additional supplementary programs to enhance their educational experience.  To address this, CMP has provided students with iReady, a CCSS aligned math and reading program.  • Through community input from LCAP meetings, CMP has added a network-wide Counseling Program to support students.  • Full implementation of the parent communication tool, ParentSquare, has occurred network-wide.  Through ParentSquare, CMP is able to communicate with 99% of the enrolled families.  • CMP administration has implemented an Instructional Rounds approach to teacher and classroom observations.  This approach will provide direct feedback to all teachers in frequent time periods with the goal of improving instruction to the students.  • As a response to stakeholder input and in conjunction with the State of California’s adoption of NGSS and new science testing, CMP conducted a thorough curriculum review process and the CMP team adopted the TCI Science Curriculum.   • CMP teachers have participated on a network Writing Committee comprised of teachers and administrators from all CMP campuses.  The CMP Writing Committee has prepared and distributed updated writing curriculum, rubrics, and lesson plans to all teachers in the CMP network.  Teachers are also discussing a new writing curriculum in Professional Learning Communities (PLCs).  • To fully utilize technology to offer supplementary programs, such as iReady to provide structured and developmentally appropriate learning opportunities to extend the Montessori Philosophy in Math and Reading.  iReady Math and Reading is an adaptive online learning platform that meets student’s specific learning needs.  CMP will incorporate technology as a viable and meaningful experience for the child.  • Developed a Positive Behavioral Interventions and Supports (PBIS) team responsible for the implementation of the PBIS behavior program with the purpose of supporting all students with a peaceful learning environment through the reduction of minor incidents, office discipline referrals, suspensions, and expulsions.||2019-10-14|Met|2019
37754160132472|California Pacific Charter - San Diego|7|Course lists, a-g course list, master agreements, report cards, transcripts, 4-year graduation plans, post graduation plans.  The school primarily uses transcripts, placement tests, and teacher recommendations to place students in coursework. Remedial students are identified by placement tests and CAASPP scores to receive intervention regardless of their subgroups.|All students have access to and are enrolled in a broad course of study based on their academic proficiency. Students who lack proficiency in any area are given additional supports and remediation to get them to grade level to engage in the broader course of study.|There are no barriers|None||2019-10-10|Met|2019
49707220139048|California Pacific Charter - Sonoma|7|Course lists, a-g course list, master agreements, report cards, transcripts, 4-year graduation plans, post graduation plans.  The school primarily uses transcripts, placement tests, and teacher recommendations to place students in coursework. Remedial students are identified by placement tests and CAASPP scores to receive intervention regardless of their subgroups.|All students have access to and are enrolled in a broad course of study based on their academic proficiency. Students who lack proficiency in any area are given additional supports and remediation to get them to grade level to engage in the broader course of study courses available to them.|There are no barriers.|None||2019-10-10|Met|2019
51714150132761|California Prep Sutter 8-12|7|||||||Not Met|2019
51714150132753|California Prep Sutter K-7|7|||||||Not Met|2019
19644690134858|California School of the Arts - San Gabriel Valley|7|At CSArts-SGV, we use the following measures to define and track student access to a broad coarse of study:  1) A curriculum Handbook accessible by all students and families that provides students with several opportunities to meet A-G requirements.  2) a comprehensive set of college preparatory, honors, and Advanced Placement courses across all A-G categories. 3) over 20 dual enrollment, college credit courses in partnership with Citrus College.  4) All honors, AP, and Dual Enrollment courses are open access and available to all students.  5) All of our academic courses in Math, English, Science, Social Science, World Language and electives are A-G compliant where applicable.|100% of our students have access to A-G compatible courses.  Our academic counselors meet regularly with students and families and help students plan a course of study that allows them to be A-G compliant.  Our goal is to graduate 100% of our students to meet A-G course compliance.|We are not aware of any barriers.  Last year, the 2018-2019 school year, we had our first graduating senior class.  100% of our seniors graduated A-G compliant, and that is our goal for the years to come.|CSArts-SGV has partnered with our local community college, Citrus College, to offer dual enrollment college credit courses.  We currently offer 8 courses on campus and plan to expand our offerings to 22 courses in the spring of 2020.  We are currently working with Citrus College to offer a Associates Degree Transfer (ADT) program on our campus in fall of 2020.  the ADT program, and all of our dual enrollment, honors and Advanced Placement classes, are open to all students without restriction.||2019-09-18|Met|2019
36678920134247|California STEAM San Bernardino|7|||||||Not Met|2019
42750100134866|California STEAM Santa Barbara|7|||||||Not Met|2019
49707220136465|California STEAM Sonoma II|7|||||||Not Met|2019
10623800138354|California Vanguard Academy - Fresno|7|||||||Not Met For Two or More Years|2019
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 student groups have access to and provided instruction in 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 include foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on a 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 participating in courses that offer remediation and extensions of learning, as well as providing opportunities beyond the core coursework to extend learning and depth of knowledge.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school has implemented a CTE program and offerings, available to students in the 2019-20 school year.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.||2019-06-03|Met|2019
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 student groups have access to and provided instruction in 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 include foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on a 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 participating in courses that offer remediation and extensions of learning, as well as providing opportunities beyond the core coursework to extend learning and depth of knowledge.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school has implemented a CTE program and offerings, available to students in the 2019-20 school year.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.||2019-06-05|Met|2019
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 student groups have access to and provided instruction in 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 include foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on a 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 participating in courses that offer remediation and extensions of learning, as well as providing opportunities beyond the core coursework to extend learning and depth of knowledge.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school has implemented a CTE program and offerings, available to students in the 2019-20 school year.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.||2019-06-11|Met|2019
49707970107284|California Virtual Academy @ Sonoma|7|The school uses individualized learning plans and grad plans to ensure all students across all grade bands and student groups have access to and provided instruction in 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 include foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on a 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 participating in courses that offer remediation and extensions of learning, as well as providing opportunities beyond the core coursework to extend learning and depth of knowledge.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school has implemented a CTE program and offerings, available to students in the 2019-20 school year.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.||2019-06-12|Met|2019
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 student groups have access to and provided instruction in 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 include foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on a 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 participating in courses that offer remediation and extensions of learning, as well as providing opportunities beyond the core coursework to extend learning and depth of knowledge.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school has implemented a CTE program and offerings, available to students in the 2019-20 school year.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.||2019-09-05|Met|2019
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 student groups have access to and provided instruction in 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 include foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on a 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 participating in courses that offer remediation and extensions of learning, as well as providing opportunities beyond the core coursework to extend learning and depth of knowledge.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school has implemented a CTE program and offerings, available to students in the 2019-20 school year.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.||2019-06-04|Met|2019
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 student groups have access to and provided instruction in 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 include foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on a 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 participating in courses that offer remediation and extensions of learning, as well as providing opportunities beyond the core coursework to extend learning and depth of knowledge.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school has implemented a CTE program and offerings, available to students in the 2019-20 school year.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.||2019-06-03|Met|2019
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 student groups have access to and provided instruction in 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 include foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on a 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 participating in courses that offer remediation and extensions of learning, as well as providing opportunities beyond the core coursework to extend learning and depth of knowledge.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school has implemented a CTE program and offerings, available to students in the 2019-20 school year.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.||2019-06-04|Met|2019
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 student groups have access to and provided instruction in 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 include foreign language to art to computer science. These are reviewed by teaching staff, administrative teams, and guidance counselors on a 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 participating in courses that offer remediation and extensions of learning, as well as providing opportunities beyond the core coursework to extend learning and depth of knowledge.|Students are accessing available courses and enrolling in a wide range of electives in addition to the core subject areas. The school has implemented a CTE program and offerings, available to students in the 2019-20 school year.|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework.||2019-06-07|Met|2019
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.  CTE pathways were refined and obtained college prep status as UC A-G approved courses.  CUSD increased the UC/CSU Approved Course List for Calipatria High School by adding 6 courses to the approved list.   CUSD increased the # of alternative education opportunities for students to become College and Career Ready. The district continues with the Dual Enrollment Program with Imperial Valley College and secured additional years of agreement.  The district also finalized the articulation agreement with Graphic Design with Imperial Valley College.  Consultation and planning discussion found a desire to seek options to expand courses to meet the College and Career Readiness indicator.  Parent survey indicated 84.9% 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.  This is a 12.6 difference or a 17.4% increase from 2017 results.|Calipatria USD continues to recognize the barrier for a broad course of study is the  shortage of qualified and experienced certificated staff in secondary core content areas and supports for English Learners and Students with Disabilities.  The district is moving to recruit staff that will afford us the opportunity to expand offerings.|At this time,Calipatria USD will continue to evaluate the opportunities for increasing access to courses and providing qualified and experienced certificated staff to address the needs of the district student population.  As courses are expanded, the district will focus the lens on meeting college and career readiness for our students.|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.|2019-10-14|Met|2019
28662410000000|Calistoga Joint Unified|7|We use the master schedule, transcripts, course selection process, and Aeries reports from Calistoga Junior/Senior High School as our tool for identifying the extent to which all high school students have access to and are enrolled in a broad course of study.|Every 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 are a small school of approximately 235 high school students. If students are in need of remediation in the subjects of math or English, they are placed in a support class which can also limit their participation in other elective courses. Our English learners are provided with English Language Development courses so they are transferred into A-G courses once they reach language proficiency.|Our school’s small enrollment creates challenges to provide a large variety of course offerings. We have some courses that are only offered once in the master schedule and at times can create a conflict. Students who need academic intervention, special education services or English language support sometimes have limitations on their course elective offerings.|The school added intervention math courses to the course offerings this year for students not meeting academic standards in math. We are working to provide intervention courses simultaneously with A-G classes so that student can stay on track to be prepared for college and career.||2019-10-07|Met|2019
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 is leading to the implementation of additional supports and changes to existing policies to accelerate the learning of our English Learners and Standard English Learners.||2019-10-31|Met|2019
56725460115105|Camarillo Academy of Progressive Education|7|CAPE believes that learning best occurs when instruction is delivered in a manner consistent with a progressive philosophy. The premise of CAPE’s progressive education is to create a learning environment where students actively experience their education and are continually challenged in an ever-changing, yet organized setting. There is an active cooperative partnership among parents, students and teachers, where learning is for its own sake, for the joy of it, and for its intrinsic value. Each student is held accountable for his or her own progress while utilizing the support system of teachers and parents.  The CAPE philosophy encourages each child to fully participate in his or her education. Building self-esteem through personal responsibility is a primary focus. If children feel good about themselves, they will be more open to learning. CAPE shall provide safe, nurturing and intellectually engaging surroundings where students are inspired to intrinsically value learning as they achieve social and academic success. The instructional program shall conform to California Common Core State Standards.  The teachers and board of CAPE shall continuously assess the implementation of its curriculum. The goal of the school is to ensure that every child is successful. Strategies for accomplishing this goal include staff development and training, faculty meetings, articulation among staff members, observation of classroom instruction, parent surveys and a continuous review of assessment results.  Teachers will create classroom environments that challenge and support students’ learning of standards-based curriculum while promoting diversity, creativity, cooperation and individual learning styles. Parents and teachers work as partners to guide and encourage students to become positive, responsible, contributing citizens who value themselves and others in their choices as they strive to become life-long learners.|ALL CAPE students have access to and are enrolled in a broad course of study,  Listed below are the locally selected tools that CAPE utilizes to ensure that all students have access.  CAPE shall meet all statewide standards and conduct pupil assessments required pursuant to Education Code Sections 60605 and 60851 and any other statewide standards authorized in statute or pupil assessments applicable to pupils in non-chartered public schools.   CAPE shall pursue the following outcomes measured by the corresponding method of measurement:  CAPE shall exceed the district-wide average for attendance and shall meet or exceed a 96 percent attendance rate.  Daily attendance reporting via Synergy P2 Reports in June of each year  All Students: CAPE shall meet its California School Dashboard and CAASPP growth targets school-wide and within reportable subgroups on an annual basis as based by the CAASPP Data and California Dashboard in May of each year  EL Students: Students will make at least one level of advancement in language proficiency annuals by ELs as reported on the summative ELPAC, Running Records, Benchmark 360 in the spring of each year and at the end of each trimester.  All Students:  Students will develop and show growth towards grade-level proficiency in all academic areas as shown on report Cards, Benchmark 360 scores, CAASPP data, student project and portfolios at the end of each trimester     All Students:  Students will develop an understanding of physical fitness and its relationship to a healthy mind and body. As reported by state mandated physical performance tests, student report cards and staff observations at the end of each trimester|CAPE feels that all students are provided with access to a broad study and seeks ways to help bring down barriers such as the following:  Students who are academically low-achieving have unique needs that must be addressed by any successful program.  CAPE will identify these students based on assessment data, teacher observations or recommendations, parent observations or recommendations, standardized test results, including CAASPP and CAST, and other observable academic factors.   The curriculum and instructional programs outlined below are designed to address the needs of academically low-achieving students:  1) Depth and Complexity - This program inspires lower achieving students to rise to their aspirations.  Although the teacher differentiates the lessons, a student is not limited to an assigned group.  The teacher tailors his or her lessons to meet the needs of all the levels represented in the classroom.   2) Project-based Learning – Project-based learning levels the academic playing field.  Low-achieving students perform at their level while addressing the same assignments as the other students.  A low-achieving student works on the same project as his or her classmates but conducts the project at his or her level of performance.  A low-achieving student has the same opportunity to be successful as anyone else in the classroom.  The hands-on nature of this form of learning captivates and holds the attention of the learner.   3) Storyline – The teacher takes a piece of curriculum and builds a story, or “living experience” around it.  Experience has shown that this hands-on approach captures and keeps the attention of the lower achieving student, thus creating the best environment conducive to learning.  The teacher begins by discovering what the low-achieving student already knows or has experienced.  The teacher drives the program, creating key questions designed to inspire group or individual problem solving, and ensures that the CCSS are taught at the same time.  Since the program starts by utilizing the familiar— using examples from the students own life—and then uses the students’ questions to build the learning experience, it ensures the information’s relevance to the low-achieving student’s understanding and thus creates a tailored, ideal learning environment for that child.  CAPE is committed to closing the achievement gap between English Learners (“EL”) and English-speaking students.  In order to do so, CAPE plans to use several techniques, including intensifying for EL students the strategies used for the entire class.  CAPE will provide after school intervention groups and pull out opportunities with a reading support specialist.  CAPE will use extended activities during the day to give EL students additional opportunities to speak, read and write in English.|In order to best serve our students and community, CAPE will continue to examine and refine its list of school wide outcomes.  CAPE will implement a cyclical feedback process to ensure that measurable outcomes of pupils are used to inform and guide instruction.  Teachers will be trained to work with California’s statewide standards and the chosen curricular program(s) to determine pupil outcomes and align assessments to those outcomes.  The teachers and director(s) will also develop plans for each grade level that identify when each standard will be assessed during the course of the year.   The Charter School will use Renaissance Learning (or any comparable system) to compile and disaggregate assessment data by student subgroups, and create a variety of instructive data reports. These reports will be used by teachers and other staff to collectively analyze student performance.  CAPE will conduct a multi-year study of student performance by sub-groups and grade level. Each year of the study, the Charter School’s staff and its governing board will examine the findings and plan to make appropriate adjustments to ensure the success of all students in the Charter School.    During teachers’ collaborative meetings, teachers will use data from student conferences and other data analyses to identify students’ academic strengths and weaknesses, and use that information to guide their instructional design. Teachers will be responsible for submitting the notes from these meetings to the Director(s), who will use this process to constantly monitor the use of data to drive instruction. The data analysis process will also help the Charter School staff determine which students are in need of intervention or enrichment.    Student progress shall be measured through varied and diverse methods that include traditional forms, such as grades, unit tests and standardized tests, as well as on-going “authentic assessment” methods, such as demonstrations, performances and exhibitions.   Students will also be measured in non-curricular areas, such as class attendance and discipline, to ensure that they are meeting their social responsibilities. CAPE believes that students develop important life skills when they are held accountable for both performance and conduct.|CAPE will educate students in grades kindergarten through twelve. Grades kindergarten through eighth grade will be in a traditional physical campus setting.  Grades nine through twelve will initially be an independent study online program with a maximum of twenty students.  The Charter School’s current enrollment is 576, with future growth to be determined in accordance with the facility’s capacity and demand.   CAPE will be open to all students who wish to enroll.  This is subject only to capacity, at which point a public random drawing shall be held to determine enrollment.  CAPE will target all students and families seeking a progressive philosophy of learning and, as described below, will hold various outreach workshops throughout the Oxnard Union High School District and surrounding communities to attract a population of students reflective of the racial and ethnic backgrounds of the territorial jurisdiction of the District.|2019-09-23|Met|2019
43693850000000|Cambrian|7|Cambrian uses the district the following tool to track the extent to which all students have access to, and are enrolled in, a broad course of study: - Instructional Program Data - Track Physical Education Minutes  - Powerschool Master Schedule for Middle School|In reviewing school and grade level data for the 2018-19 school year all elementary students had access to a broad course of study as outlined by  CA Ed Code 51210.  In reviewing student schedules and associated data for the 2018-19 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i) with the following exceptions: - Nutrition - Price Middle School  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.|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.|- All CSD's sites are implementing the new ELA/ELD Curriculum for Grades PK-8.  - CSD  will continue to explore and pilot various science curriculum, review the social studies framework and the VAPA standards and resources. - CSD will continue the implementation of STEAM at all sites. - CSD will continue to offer a variety of options for World Language and Career and Technical Education courses in grades 7-8. - CSD will review and potentially revise the master schedule to include elective choices for significant student groups.  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 of working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive 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.||2019-10-02|Met|2019
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 that serves all subgroups, as well as the general education population.  At the middle school level, subgroups of students are also fully included in the general education curriculum.|One challenge the school faces is ensuring that students who need academic intervention at the middle school level also have access to enrichment and non-academic electives due to the number of class periods available within students’ schedules.|CNCA has worked to ameliorate this by making data-driven decisions with increased frequency.  For example, a student might only need an academic intervention for a quarter and then, based on achievement data, can exit the course in order to be placed into a non-academic elective course.||2019-11-12|Met|2019
19647330122861|Camino Nuevo Charter 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 that serves all subgroups, as well as the general education population.  At the middle school level, subgroups of students are also fully included in the general education curriculum.|One challenge the school faces is ensuring that students who need academic intervention at the middle school level also have access to enrichment and non-academic electives due to the number of class periods available within students’ schedules.|CNCA has worked to ameliorate this by making data-driven decisions with increased frequency.  For example, a student might only need an academic intervention for a quarter and then, based on achievement data, can exit the course in order to be placed into a non-academic elective course.||2019-11-12|Met|2019
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 that serves all subgroups, as well as the general education population.  At the middle school level, subgroups of students are also fully included in the general education curriculum.|One challenge the school faces is ensuring that students who need academic intervention at the middle school level also have access to enrichment and non-academic electives due to the number of class periods available within students’ schedules.|CNCA has worked to ameliorate this by making data-driven decisions with increased frequency.  For example, a student might only need an academic intervention for a quarter and then, based on achievement data, can exit the course in order to be placed into a non-academic elective course.||2019-11-12|Met|2019
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 high school level, students have full access to the extent of the curriculum through a fully-inclusive special education program that serves all subgroups, as well as the general education population.  All students are fully enrolled in an A-G pathway.|One challenge the school faces is ensuring that students have enough time in their schedule over the course of the four years of high school to remediate failed courses in order to meet a-g requirements.|CNCA is working to ameliorate this by providing summer and online remediation options so that a repeated course does not overly impact students’ schedules.||2019-11-12|Met|2019
19647330122564|Camino Nuevo Elementary School #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 that serves all subgroups, as well as the general education population.  At the middle school level, subgroups of students are also fully included in the general education curriculum.|One challenge the school faces is ensuring that students who need academic intervention at the middle school level also have access to enrichment and non-academic electives due to the number of class periods available within students’ schedules.|CNCA has worked to ameliorate this by making data-driven decisions with increased frequency.  For example, a student might only need an academic intervention for a quarter and then, based on achievement data, can exit the course in order to be placed into a non-academic elective course.||2019-11-12|Met|2019
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 high school level, students have full access to the extent of the curriculum through a fully-inclusive special education program that serves all subgroups, as well as the general education population.  All students are fully enrolled in an A-G pathway.|One challenge the school faces is ensuring that students have enough time in their schedule over the course of the four years of high school to remediate failed courses in order to meet a-g requirements.|CNCA is working to ameliorate this by providing summer and online remediation options so that a repeated course does not overly impact students’ schedules.||2019-11-12|Met|2019
09618460123125|Camino Polytechnic|7|AERIES student information management system; CALPADS student information management system; SEIS student information management system; SARC report; LCAP report; SPSA report; CDE Dashboard results; CHKS results, local measurements.  We are a very small school district and have the ability to track every individual student to make sure they are receiving a strong and appropriate broad course of study. Please refer to our SARC and other reports to verify information.|As identified in our SARC, SPSA and LCAP reports, Camino USD provides students with a broad course of study. Since we are a one school district, there are no differences between sites.|The only barriers at Camino USD to providing increased access to broad course of study is limits in staffing expertise and school funding. We are such a small school district, staff wear many hats and it is challenging to provide specialists. Greater funding would allow for greater staffing and the ability to have more programs.|Camino USD is working to improve our program efficiency so that more funds may be available for staffing additional programs. Camino USD regularly works with the County Office of Education and local non-profits to access grant funding to create new and sustain current program options.|Camino USD is trying to be involved in the CTE grants/programs, but finding it very difficult to meet the CDE requirements for CTE staff certification at the Middle School level. We are too small to have stand-alone CTE programs and therefore staff with CTE certification.|2019-10-08|Met|2019
09618460000000|Camino Union Elementary|7|AERIES student information management system; CALPADS student information management system; SEIS student information management system; SARC report; LCAP report; SPSA report; CDE Dashboard results; CHKS results, local measurements.  We are a very small school district and have the ability to track every individual student to make sure they are receiving a strong and appropriate broad course of study. Please refer to our SARC and other reports to verify information.|As identified in our SARC, SPSA and LCAP reports, Camino USD provides students with a broad course of study. Since we are a one school district, there are no differences between sites.|The only barriers at Camino USD to providing increased access to broad course of study is limits in staffing expertise and school funding. We are such a small school district, staff wear many hats and it is challenging to provide specialists. Greater funding would allow for greater staffing and the ability to have more programs.|Camino USD is working to improve our program efficiency so that more funds may be available for staffing additional programs. Camino USD regularly works with the County Office of Education and local non-profits to access grant funding to create new and sustain current program options.|Camino USD is trying to be involved in the CTE grants/programs, but finding it very difficult to meet the CDE requirements for CTE staff certification at the Middle School level. We are too small to have stand alone CTE programs and therefore staff with CTE certification.|2019-10-08|Met|2019
43693930137273|Campbell School of Innovation|7|||||||Not Met|2019
43693930000000|Campbell Union|7|Campbell Union School District utilizes PowerSchool, the District adopted Student Information System (SIS), and teacher created schedules monitored by site principals to track and measure access to, and enrollment in, a broad course of study.|In reviewing school and grade level data in PowerSchool all elementary students had access to a broad course of study outlined by the Education Code.  Also, our Dual Immersion program at Sherman Oaks provides students with instruction aligned with the Spanish Language Arts Standards. In the 2018-19 school year, all middle school students had access to a broad course of study as outlined by the Education Code.  Highlights include AVID, AVID Excel, Multiple levels of Spanish Language courses, a wide variety of Visual and Performing Arts course, and Technology courses.  Specifically, in 6th grade, the use of an exploratory wheel ensures students have a chance to take three exploratory courses before selecting their electives for 7th and 8th grade. For our students with disabilities, CUSD is able to offer a full continuum of services.  We are able to do a majority of this at our own schools, and when that is not possible we collaborate closely with our County Office of Education and SELPA to ensure that students receive the best instruction possible in the least restrictive environment.|The District has traditionally had difficulty hiring teachers with applied arts 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.|In looking forward, CUSD will look to build more ways to connect elective and exploratory pathways to align with the High School District.   Also, CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2019-10-24|Met|2019
43694010000000|Campbell Union High|7|CUHSD utilizes a number of tools and procedures to monitor student access to a broad course of study. In general, students at all comprehensive high schools have access to A-G courses, CTE courses, AP or IB courses, AVID courses, and community college courses. Nearly all students took A-G courses (99%) and over a third took CTE courses .    Campbell Union High School District (CUHSD) ensures 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, and analyze graduation rates and A-G completion rates to determine student access to a broad course of study. The four-year graduation plan is recorded by counselors in Naviance and reviewed annually. School staff also use data reports developed in the student information system and the data dashboard tool Datazone (developed by the Santa Clara County Office of Education) to monitor students being on track for graduation and A-G subject area requirements. The dashboard tool also provides reports on AP and IB course enrollments, final marks, and test results.     AVID Coordinators conduct a series of analyses and reports each year that measure the number and percent of students by student group that are enrolled in AVID courses. These results are compared against the overall school population to ensure underserved student groups are being targeted for AVID courses.    CUHSD’s partnership with Equal Opportunity Schools starting in the 2018-2019 school year also introduced a number of new systems to monitor student recruitment and enrollment into AP and IB courses. This included a student survey completed in the fall on student perceptions of college-level rigor courses, a data dashboard that shows progress in AP and IB enrollments by student groups, and a roster of students updated based on outreach efforts. This was the first of a three-year partnership with the group.  Additionally, there are structures in place to ensure that students are informed about, recruited for, and are given the opportunity to experience various 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 counselors for appropriate placements of all students while considering student interests and opportunities.|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 for students with a disability. There is also little variation across sites, with between 98% and 100% of students taking A-G courses depending on school site. 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. Latinx students, English learners, students with disabilities and socioeconomically disadvantaged students were less represented in AP courses than their peers in 2018-2019. However, the District’s Title I school, Del Mar High School, has a more representative population of students taking IB courses based on Latinx ethnicity (56% of the IB program is Latinx students and 61% of the school population is Latinx). There is a range of participation from 24% to 35% of students participating in AP or IB courses depending on the school site.  The Advancement via Individual Determination (AVID) program targets students who would be the first in their family to attend college with study skill development and other learning strategies to support students in taking college-level courses such as AP and IB courses. The AVID program is more likely to be representative of Latinx and socioeconomically disadvantaged students, but does not reflect a representative population of students with disabilities or English learners. Participation in the AVID program ranges from 4% to 18% depending on school site, with the highest participation at Del Mar High School, a Title I school.  CAREER TECHNICAL EDUCATION  Thanks to the District’s extensive offerings of local career pathways and also a partnership with the Silicon Valley Career Technical Education Center, multiple pathways are available to students from in various industry sectors. Over 2,900 CUHSD students (37%) were enrolled in one or more CTE courses in 2018-2019. The representation of Latinx, English learners and socioeconomically disadvantaged students was slightly lower than the overall student population. Students with a disabilities were represented in the same proportion as their enrollment in CTE courses. Participation across comprehensive high school sites ranged from 29% to 43%. All six high schools, including B|Historically, the rates of A-G completion for English learners and students with disabilities have been lower than for other groups. English learners may need to take English Language Development courses, some of which were not A-G aligned.  The District has also made 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 and college 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. There are also some differences in Career Technical Education courses that are offered across sites, with some sites offering more courses on site than others|In response to lower representation among socioeconomically disadvantaged and Hispanic/Latino students in AP courses, the District began 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. In the first year of the partnership, the majority of high schools made progress towards closing the gap in low-income and minority student groups accessing AP and IB courses at rates similar to their peers.  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.||2019-08-22|Met|2019
58727280000000|Camptonville Elementary|7|Due to the size of the Camptonville Elementary School District, the LEA is able to manually track each individual student's access to and enrollment in a broad course of study based on their grade level, unduplicated student group, and exceptional needs. Camptonville is a one school district with 51 students in grades Kindergarten through eighth grades. Through the collaboration of the staff, School Board, and Site Council, a full course of study is planned and ensured for all students. The curriculum is based on California's Common Core Standards and student access and enrollment in each class is tracked through standards-based report cards, Individual Education Plans, and progress reports. Each classroom is fully equipped with standards-based curriculum and technology resources as measured by our annual Sufficiency of Instructional Materials report. In addition, access to counseling, special education resources, interventions, mandated testing, small group instruction, field trips and hands-on activities are also provided.  Access to these supports are tracked through IEP progress reports, intervention logs, attendance forms, Google forms, technology contracts, student files, and Think Wave.|All students in K-8 have access to a broad course of study including ELA, Mathematics, Social Studies, Science, PE, Foreign Language, Health/Nutrition, Art, and Drama. All students had the opportunity to participate in a unit of STEM instruction. Third through eighth grade students were able to choose and participate in an elective during two trimesters. Due to being a one school district, there are no differences across school sites. Students with special needs are provided with accommodations and modifications in order to participate with their general education peers in all classes with the exception of those where specialized targeted instruction is determined to be needed for educational benefit. In addition, there is a sufficient amount of iPads, laptops, and computers to enable access to online instruction for all students when needed.|There are no barriers identified in providing access to a broad course of study for all students.|The LEA will continue to provide a broad course of study for all students. The LEA will continue to enhance and expand their options for all students including gifted and talented students, students with special needs, targeted at-risk groups, and English Learners (no EL students currently enrolled),by upgrading their technology infrastructure.||2019-10-16|Met|2019
19647336016323|Canyon Charter Elementary|7|As part of LAUSD, Canyon Charter School 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 at Canyon Charter 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 in the student information system (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.|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.  For all grade levels, In Fall of 2019, a new Whole Child dashboard will be released for teachers and in Winter of 2020, a new Whole Child dashboard for principals will be released to support using data to drive instructional improvement and student learning.|One barrier to Canyon Charter providing access to a broad course of study for all students has been in is the enrollment-based resource allocation to the school. Because we are a school with smaller enrollments we could be limited in our abilities to offer a full range of electives to our students. Additional access to other resources have to be provided in these cases.|Canyon Charter School continues to implement multi-tiered systems of 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 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.   Canyon Charter School continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, the school continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas.   The school is also expanding the implementation of academic and social-emotional supports for students that can be implemented within the general education classrooms.  Using its locally selected measures, Canyon Charter School can confirm that all students have access to and are enrolled in a broad course of study. The school monitors to ensure that all students have access to arts instruction and consistently met all requirements for physical education minutes for students.  Canyon Charter School continues to concentrate resources and supports for students who perform below benchmarks on school, district and state assessments.||2019-10-24|Met|2019
07616710000000|Canyon Elementary|7|Given our small size, we are able to examine every student's daily schedule.|We are a one school district.  Students in K12 have weekly Spanish, Eurythmy, music, PE, art, Capoeira, and each semester produce a dramatic performance, and annually an opportunity to bake bread with their buddies. Students in grades 3-5 have options to take advanced math, Spanish,  music, PE, art, Capoeira, and each semester produce a dramatic performance, and annually an opportunity to bake bread with their buddies. Students in grades 6-8 participate in internships , have options to take advanced math, Spanish,  music, PE, art, Capoeira, and each semester produce a dramatic performance, and annually an opportunity to bake bread with their buddies.|If we had a larger population we could differentiate even more.|We are working to provide a consistent schoolwide social, emotional learning curriculum.||2019-10-08|Met|2019
11625540000000|Capay Joint Union Elementary|7|Because Capay's enrollment is 190 students, all students are enrolled and have continuous access to a broad course of study as tracked by database.|Because Capay's enrollment is 190 students, all students are enrolled and have continuous access to a broad course of study as part of our ongoing commitment to a rich a varied educational experience.|Because Capay's enrollment is 190 students, all students are enrolled and have continuous access to a broad course of study and  experience no barriers to their education.|Because Capay's enrollment is 190 students, all students are enrolled and have continuous access to a broad course of study and we will continue to provide a high quality and diverse educational experience.||2019-10-24|Met|2019
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.|Last year, the District had 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 partnered with the Orange County Department of Education to implement seven days of teacher training and coaching for 17 middle, high school, special education and music teachers.  Access for students with disabilities was increased through Universal Design for Learning and Project-Based Learning strategies and lesson design.  During the 2019-2020 school year, a pilot at two of the high schools will be implemented where students with and without disabilities will perform in the band or orchestra together.  An Introduction to Guitar class was also implemented at the alternative high school in the fall of 2019.||2019-10-16|Met|2019
34674390123901|Capitol Collegiate Academy|7|Capitol Collegiate Academy uses the following tools to track the extent to which all students have access to a broad course of study: - Student Information System & Master Schedule: We track student enrollment in all courses via our Student Information System.  Further, our K-5 master schedule verifies that all students in grades K-5 are enrolled in both physical education and art enrichment.  - Middle School Electives Catalog: All students at the middle school level have access to an Electives Catalog that allows them to select their elective courses.  We can track through our Student Information System that every middle school student is enrolled in at least one elective course.  - Special Education Services Schedule: Our schedules for special education support services (e.g. speech and language, psychology, occupational therapy) further verifies that students receive any required pull-out services on a varied schedule such that they do not miss access to one particular course of study consistently.|100% of our students at Capitol Collegiate are enrolled in a broad course of study. We develop a schoolwide master schedule based on extended instructional minutes for literacy and math for all K-8 students. It also includes at or above the required minutes for all additional subjects.  - Our kindergarten team includes a dedicated phonics teacher who supports both kindergarten classes with literacy instruction. Specifically, he/she teaches small group phonics and literacy intervention daily for 60 minutes.  - Similarly, first and second grades share a dedicated phonics teacher, as well as a social studies/science teacher. This allows the teacher of record focus on ELA, guided reading and math.  - Our third through sixth grade specialize in teaching either math and science or ELA and social studies to all the students on the grade level. By “departmentalizing” beginning in 3rd grade, teachers focus on and develop deeper expertise for two subjects. As a result, they can better differentiate their instruction to meet the needs of all learners. Also, when teachers have the opportunity to teach what they love, they’re likely to be more invested. - Students in grades K-6 receive standards-based visual and performing arts instruction twice weekly from our Arts Enrichment teacher - We have a robust physical education and health program and 2.5 physical education and health teachers across the school for all grades, K-8.  - 100% of students access a 30-minute re-teach and intervention time daily to support their achievement in ELA and/or math.  - 100% of students participate in Social Emotional Learning for 15-20 minutes daily during morning Community Meeting.   - We are at the beginning stages of developing our Career Technical Education and Foreign Language programs for 7th and 8th grades.   - 100% of students are educated in the least restrictive environment (LRE) under an inclusion model. Students with IEPs are enrolled in the same classes as their general education peers.|Barriers that have prevented our school from implementing a broader course of study have been our slow-growth model.  2018-19 was the first year we served 7th grade students. As such, we had limited resources and capacity to offer multiple career pathway and foreign language options.  Our focus areas in our planning for the middle school program was first and foremost ensuring a strong culture and climate. We put significant resources toward hiring and training a Dean of Students to develop foundational systems and procedures, and to ensure 100% of students were receiving regular and ongoing social emotional education.  We also put capacity in 2018-19 toward adopting a new Student Information System to ensure our students and families have regular access to all daily and ongoing behavior data and academic progress information.   Finally, we chose to put resources toward developing middle school athletics and student life experiences (e.g. high school field trips, clubs, a student newspaper, school garden). While we feel these were the highest-leverage areas for our founding middle school year, we now build on this strong foundation to offer access to additional academic courses, specifically CTE and foreign language.|Beginning in 2019-20 our LEA will be: - Further developing our Career Technical Education (CTE) courses. Our Assistant Principal of Instruction, along with our Instructional Leadership Team, will be collaborating with local schools that serve as a model for CTE.  We will ensure our budget planning includes resources for curricula and staffing related to CTE, and that our middle school families receive robust communication around these options.  - Expanding our foreign language offerings for middle school students.||2019-06-18|Met|2019
43693936046536|Capri Elementary|7|||||||Not Met|2019
37680070000000|Cardiff Elementary|7|Cardiff School District measures the extent to which students have access to a broad course of study including the programs and services provided to unduplicated students and students with exceptional needs through the use of classroom schedules and administrative walkthroughs and observation.|All students in the Cardiff School District have access to, and are enrolled in, a broad course of study as measured by classroom schedules and administrative walkthroughs and observation. This includes unduplicated students and students with exceptional needs.|All students in the Cardiff School District have access to, and are enrolled in, a broad course of study.|The Cardiff School District will continue to ensure that all students have access to, and are enrolled in, a broad course of study.||2019-10-10|Met|2019
10101080136291|Career Technical Education Charter|7|CTEC's academic program is designed so that all students access the same broad course of study regardless of exceptional needs or unduplicated status.  Student progress through CTEC's courses is tracked using local tools such as graduation and dual enrollment completion checklist.|Since all students have the opportunity to participate in all courses, 100% of 9th-grade students in the 2018-2019 academic year had access to a broad course of study.|There are no barriers that limit CTEC's ability to offer all students access to a broad course of study. However, the individual needs of the student may require additional support in order to ensure success.|In order to ensure success in a broad course of study, CTEC implemented a schedule of teacher office hours to provide students with additional support.  The school counselor will continue to meet with students and parents to design individual academic plans to address the needs of each student.|CTEC's academic program is carefully designed to ensure students are able to meet all a-g requirements, have the ability to earn an Associate's Degree in Industrial Arts and Technology, and access a broad course of study.|2019-10-29|Met|2019
37735510000000|Carlsbad Unified|7|CUSD continues to track and measure 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 implementing a Multi-Tiered System of Supports of MTSS that will include common interventions across grade levels and schools. This year the plan is in place and we are training staff on resources and support materials.||2019-10-16|Met|2019
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. Grades 9-12 All of the above plus extensive elective, CTE, and AP offerings. CUSD has open access to twenty (20) Advanced Placement courses. 70% of graduating seniors in 2019 participated in AP in high school. This year the district also implemented several open-access Dual Enrollment courses in conjunction with the local community college at the high school. In order to ensure a broad course of study for all students, the district focuses on an Inclusion (Co-Teach) Model in order to provide the least restrictive environment for students with special needs.|We don't see any real barriers for our district; we are providing a broad course of study. However, since we only have one comprehensive high school, enrollment and staffing can be a limiting factor in terms of being able to continue to expand course offerings without reducing elsewhere.|The district has implemented Dual enrollment courses to provide more access to students. We are also continually looking at ways to strengthen our career and technical education offerings and pathways.||2019-10-23|Met|2019
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.||2019-10-28|Met|2019
42691460000000|Carpinteria Unified|7|The student information system is used to track course selection and enrollment 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.|The District ensures access to a broad course of study for all students, there is no need for revisions or new actions.||2019-10-22|Met|2019
10621661030840|Carter G. Woodson Public Charter|7|The school’s leadership and key instructional staff  review and assess the effectiveness of each  program area, including graduation requirements,  credits, course completion, and homework and  grading policies, to ensure student needs are met  through a challenging, coherent, and relevant  curriculum. Administration is also responsible for  ensuring that curriculum aligns with California  Common Core Standards, UC approved course  descriptions, and the board adopted curriculum  plan. Curriculum & Instruction focus groups consist  of teachers, administrators, and are co-chaired by a  teacher and Coordinator of Curriculum &  Instruction. During the spring semester focus group activities  concentrate on group members inventorying  materials, reviewing standardized and formative  assessments and all other student performance  data. Based on state standards, student  performance and materials alignment, decisions  are made to maintain or adopt new materials.  The effectiveness of each program area is  completed through submitting transcript evaluation  data, quarterly grade distribution data, report card  data, district benchmark assessment data, bi- weekly formative data, and State assessment data  to Site administration and District Administration for  review. This is to ensure LCAP goals, School Site  Plan targets, SSPA and annual measureable pupil  outcomes stated in the Charter are being met or  demonstrate forward progress toward meeting  target goals.  Teachers participate in Personalized Learning  Communities to identify supplemental instructional  materials needed as we continue our implementation  of the California Common Core Standards. Once  materials are selected and final recommendations  are reviewed by administration, the adoption  process moves forward to the Board of Directors.  Students and parents are involved in the review process through platforms such as the School Site Council, English Learner Advisory Council, Parent Advisory Council meetings, LCAP public hearings and town hall meetings, and parent/student satisfaction survey input.|Students at Carter G. Woodson have access to a challenging, relevant, and coherent curriculum. Woodson offers various instructional programs to meet the individual needs of our students:  such as, Personalized Learning (Independent Study Model), Home Studies, and Site Base. In order to support the students and their access to challenging rigorous courses, Carter G. Woodson employs a variety of instructional programs:  • Small Group Instruction  • Individual Instruction  • Online course offerings through Edgenuity with teachers as facilitators • After School Program Course Offerings • Summer School Course Offerings • Dual Enrollment CTE Courses  Building the master schedule is a collaborative effort which includes administration, school counselors, and teacher input. Course offerings are determined by grade level enrollment, student academic needs, and CTE course sequencing.  When creating the master schedule, Woodson Administration takes into account, A-G Courses, CTE Courses, Remedial Courses, ELD courses for EL support, elective offerings, and other graduation requirements. Student’s credits and academic progress towards graduation is evaluated each year. School Counselors take an individualized approach when scheduling students in their courses. Students are scheduled based on grade level requirements, assessment data, credit needs, Career Pathway Course, and elective choice.  Carter G. Woodson currently has thirteen courses approved through the UC A-G course list. In order to meet the needs of all our students, Woodson has contracted with an online provider, Edgenuity. Edgenuity has a full suite of core curriculum, AP, Honors, Elective, Dual Credit and credit recovery for high school students|We realize that it is very important to implement a rigorous curriculum which includes all A-G courses offerings embedded in the master schedule so students have access to apply for the college of their choice, whether a two year or four-year University. Although we have the course offerings, we need to do better in aligning rigorous curriculum, PBL, and collaborative learning with a college and career emphasis for our students. Additionally, a senior credit recovery program that allows students to meet their own unique learning styles is also important. We have tried to implement online senior recovery programs, however many of our students have been unsuccessful in maneuvering this learning platform, which is why we made the change to Edgenuity online curriculum where students can receive original credit. We also believe that students can benefit from options embedded in the afterschool program that offer workshops, online learning, and tutorials/study hall to help students achieve academic success. As for the middle to high school transition, the mid-year evaluations will be scheduled before winter break or starting at the month of January. This informs students on how they can take advantage of the action plan put in place to improve their grades well before the end of year evaluation. Below is a list of ways to respond to challenges: 1. Set targeted ILP goals in the areas of Academic, and Career and Post-Secondary 2. Solicit more active and ongoing After School Program tutoring participation 3. Ensuring all students check their student portal each week from their phones 4. More mentorship opportunities for students with all teachers with an emphasis personal development 5. More Internship and job readiness opportunities for students to learn what it takes to be successful in the workforce 6. Infusing more community collaborations with classes to help students learn more about real world and linking subjects with real life learning 7. Credit Recovery available for all students to help students stay on track to graduation. 8. Guidance Lessons in classroom to ensure all students have access to the same information|Assessment results have caused changes in the  school’s educational programs, professional  development activities, and resource allocations.  The District annually reviews all student  assessment data and makes program and LCAP  funding decisions based on the needs determined  by these results. Annually, the District utilizes  student assessment data to revise its curriculum  offerings. In addition, District Administration offers  professional development to target specific  student needs identified by assessment data.  Examples of how assessment results have  caused recent change in the school’s program  include the following: The addition of a District  ELA and Math Education Coordinator, increases  in professional development trainings for teachers  and site administrators with a focus on academic  rigor and differentiated instruction. Increases in  technology and online subscriptions to academic  content and coursework such as Achieve3000,  UC Scout, and Edgenuity are a result of how  assessment results have caused recent change in  the school’s program.   Professional development activities and topics  determined by school wide assessment results  include, but not limited to the following: Common  Core Standards-Based Instruction, ELL  Instructional Strategies, Student Support  Services, Data-Driven Instruction, Writing Across  the Curriculum, Independent Study Compliance,  Federal and State Compliance, and State  Mandated Trainings and Orientations.   Professional development is targeted to improve academic instruction and is provided through various training materials and research driven models. Trainers include both school staff and consultants. The Fresno County Office of Education trains teachers on pedagogy and offers support in deficient areas with one example being explicit strategies that promote language development and oral fluency outcomes.|Instruction is provided through the use of technology, and exposing students to current industry standards by using the latest technologies to research industry sector skills. Courses are related to industry skills required to obtain certificate level promotion and or post-secondary degree. In addition, students are now evaluated using online formative assessment tools to ensure skill level competencies are met. Students complete course-specific projects that may include spreadsheets, word processing, power point presentations, and internet research. Our staff has been trained on the use of our Library Internet Resource Network, an online library tool that gives our students and staff access to over 90,000 full-text journal and newspaper articles, multi-media, and abstracts.   Students also use various standards-aligned computer adaptive technology to supplement instruction in core academic areas.  Data driven intervention and acceleration is delivered through the use of ELA and Math adaptive software, web based programs, and other online learning environments and on site computer classes. Specific supplemental programs such as Khan Academy, Achieve3000 and Accelerated Math are being used to assist in the mastery of skills in core academic areas. In consideration of the Smarter Balanced Common Core assessments, teachers continue to increase technology use for formative assessments to increase student familiarity and comfort with online testing formats.|2019-10-28|Met|2019
10755980000000|Caruthers Unified|7|Students receive grade level presentations and given pre-registration form and course guide that is also available online for parents to review.  Students have access to their transcripts during presentations to ask questions and verify credits and pre requisites for future courses.  Students are given course requests by appropriate grade level that identify required academic courses and are able to request electives, AP, ROP, A-G, etc.  Students take course requests home for parent verification and signature, staff review.  Counselor verify course request and input courses into student information system and provide a reverse verification for staff.  Unduplicated students and students with exceptional are included in this process with the general education students.|All Student groups are given grade level appropriate presentations in regards to access to A-G courses and elective courses/programs from staff and counselors.  Specific students groups such as special education receive printed draft schedules and are reviewed with caseload managers to ensure appropriate placement.  EL students are pushed out into general education courses with the exception of required ELD time.  That is accomplished through both integrated and designated class periods throughout the day.  ELD coordinator ensures appropriate placement in all general education courses based on the level of fluency for each student (ELPAC, BM, etc).  As students’ progress presentations and access to a broad course of study is based on grade level and program eligibility.|At this point the LEA does not have any barriers to access for students.   The only limitation would be for EL and special education students that constrain the availability of courses based on Ed code requirements of service.  Also, course availability is designed to open access to students in special programs so as the courses do not happen or overlap their program requirements/restrictions.|The master schedule is designed with special programs and access to a broad course of study in mind.  Courses are offered during specific times as to not eliminate student groups based on required services while continued collaboration with unduplicated student groups and exceptional needs coordinators to ensure access to all courses.  Caruthers High School 8 period rotating block schedule ensures that all students have access to courses throughout their 4 year education by not limiting access based on limited 7 period schedules||2019-10-28|Met|2019
45699140000000|Cascade Union Elementary|7|The Cascade Elementary School District (CESD) 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 2018-2019 year, 100% of CESD students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i) with the exception of World Languages. All CESD students in grades TK – 8 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, CESD after school programs offered a variety of options for participation in the visual and performing arts, health and physical education. All CESD secondary students had access to a broad course of studies within their school offerings with the exception of World Languages.|Over time, CESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Barriers preventing CESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day and, limited availability of credentialed teachers willing to work less than full time and access to World Languages.|Due to CESD limited credential staffing at the secondary level, world languages 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 this year. As CESD continues to assess access a broad course of study for all students, additional collaboration is planned with the 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 LCFF funds to support Priority 7.||2019-10-09|Met|2019
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, researched-based ELA and MA diagnostic.  The scores from these two assessments also provide data i which to support our students in ensuring that our students have access to the core content areas as well as additional opportunities.|Castaic in a four-school district, with three elementary schools and one middle school.  Our middle school offers courses in which student may continue their academic successes as well as experience new opportunities, such as art, debate, sports medicine, broadcasting, choir, culinary arts and horticulture.  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, physical education and STEM activities.  Our elementary sites also provide opportunities to work on academic content in order to close gaps in their mastery of standards.  Each school has it's own approach, all students K-6 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 would 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 come mainly from our base funds and funds received from donations at the school sites.|Castaic Union annually reviews the LCAP and revises actions in which to better support students' access or in providing additional opportunities in which to broaden their education experience.  When reviewing the data this helps to inform our district as well as our stake holder groups, as we make decisions in regards to the opportunities offered for students.  Castaic receivs input from stakeholder groups such as, PTA, Volunteer Clubs, ELAC/DELAC,  staff, administrators, parent/guardians, community and students.  Having the diversity in stakeholder engagement helps support the types of course/activities offered to our K-8 grade students.||2019-10-10|Met|2019
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 and Special Education laws.|At Castle Rock, all students have access to a broad course of study. We have implemented a learning management system, Edgenuity that students use to access course study from intervention to A-G course work.|We currently have no barriers to offering a broad course of study to our students.|No revisions or new actions at this time.||2019-10-24|Met|2019
45699220000000|Castle Rock Union Elementary|7|All students at Castle Rock School are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and students with exceptional needs. To ensure this occurs we monitor all IEPS, all students growth with multiple formal and informal assessments, DIBELS, classroom observation, materials survey and other means of assessment.|All students receive daily instruction in areas required by the state at their grade level and/or as specified by their IEP.|There are no barriers to this as we meet this goal.|We will continue to offer state mandated instruction in a broad course of study to our students and we will continue to implement IEPs as required by law.||2019-05-16|Met|2019
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 the 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.|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.|Castlebay will continue its current curriculum and measures to ensure that all students have access to and are enrolled in a broad course of study.||2019-10-28|Met|2019
43693936046544|Castlemont Elementary|7|||||||Not Met|2019
01611500000000|Castro Valley Unified|7|The CVUSD 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) Student Access to PE Instruction (Elementary) Teacher Professional Development in Multi-Tiered System of Supports (MTSS) and data analysis and action Teacher Professional development in Illuminate, Google classroom, and how to effectively incorporate technology into daily practice|All CVUSD students have access to a broad course of study. CVUSD has a districtwide mantra that says, All Means All. We consistently mine our data to ensure that we maintain this status. There are no differences across school sites and student groups.|There are no barriers currently. But in the near future, we see lack of sufficient funding from state and federal resources, as well as current private grants ending as possible barriers that might prevent our district from providing access to a broad course of study for all students.|CVUSD consistently seeks out partnerships and opportunities that may give our students additional opportunities to thrive and more robustly attain college and career-ready characteristics and skills. We are committed to ensuring all students continue to have access to a broad course of study.||2019-10-24|Met|2019
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.||2019-09-09|Met|2019
40687260000000|Cayucos Elementary|7|Our District provides all students access to a broad course of study at Cayucos Elementary School.  Students not only benefit from standards based instruction in all core content areas (English Language Arts, Mathematics, Social Studies, Science and Physical Education), they also enjoy access to music, art, drama, Spanish, and STEAM classes.  These opportunities are provided to all students K-8 grades.|As a one school District, all students in the District have the same opportunities to access a broad course of study.|There are no currently identified barriers for all students to access a broad course of study.|We believe that at this point, our challenge is to continue to staff the school at the high level that we do which enables us to provide all students with access to a broad course of study.||2019-10-09|Met|2019
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, PLTW automation and 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 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. CAMSA recently hired a long term sub to teach intervention during the day. This position went unfilled for some time, and is much needed to help redirect certain inappropriate behaviors.|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 will 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 last school year to expand student access to more industry sectors. CAMSA also added PLTW automation and robotics as part of its electives. This program will help students understand coding and the intricacies of robotics. It will also prepare them to take courses at Bakersfield College upon completion of high school, entering B.C.’s four year degree program in Industrial Automation. Companies who use automation will pay high salaries to people who can program and operate the various robotics in the warehouses. The POWER program has increased its’ student enrollment this year, as many 6th and 7th grade students are taking advantage of enrichment, intervention, and physical education activities after school. This program also benefits parents who work late; their children are in a safe learning environment.||2019-10-14|Met|2019
44697990117804|Ceiba College Preparatory Academy|7|Ceiba College Preparatory Academy (Ceiba) was established in 2008, as a direct-funded charter school authorized by Pajaro Valley Unified School District. In 2018/19 Ceiba served 517 students in grades 6-12. In June, 2019, Ceiba graduated its fifth class of seniors of which one hundred percent were accepted to a 2- or 4-year college or university. The majority of Ceiba graduates are first generation college students. Demographics in the 2018/19 school year reflect over 97% Hispanic, over 85% Ever English Learners, over 14% Students with Disabilities, over 7% Homeless, less than 1% Foster Youth (2017/18) and more than 83% 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 supporting students with access to dual-enrollment with Cabrillo Community College; and on “Fast 40”, which provides students with additional access to intervention and enrichment (clubs, student organizations and sports).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 Ceiba provides all students with access to a broad course of study, in alignment with the California Education Code 51220, as applicable, which includes English, Math, Social Science, Science, Visual and Performing Arts, Foreign Language, and Physical Education, including unduplicated students and students with exceptional needs.   This is verified through the regular monitoring of unit plans and pacing calendars for each teacher, coupled with classroom observations by the administrator evaluation team to verify that plans and calendars are being followed in the classroom. 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, all students are enrolled in English Language Arts, mathematics, science/lab science, social studies, and physical education unless there is an IEP-team 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.|As access to a broad course of student for all students is in place at Ceiba, no changes are currently planned. Access will continuously monitored and, if there is a change, revisions will be promptly addressed.||2019-11-12|Met|2019
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, grade reporting 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|2019-11-09|Met|2019
34739730000000|Center Joint Unified|7|The Center Joint Unified School District has a Department of Curriculum and Instruction, which ensures that all students at all grade levels have access to and are enrolled in a broad course of study.|All students in the district are enrolled in a broad course of study.  The curriculum utilized in core courses across the district is found in the Multi-Tiered Systems of Support (MTSS) document.  The MTSS document includes curriculums approved to be used in Tiers I, II, and III.  Tier I is offered to all students, while Tiers II and III are intervention curriculums.|There are no barriers to ensuring that all students have access to a broad course of study in the Center Joint Unified School District.|The CJUSD Department of Curriculum and Instruction will continue to work with each school site to ensure that all students continue to have access to and are enrolled in a broad course of study.||2019-10-23|Met|2019
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 2018-19 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, for the first time in the 2018-2019 school year, provided for reduced class sizes in support of the implementation of the 8-period day at all three traditional high schools in the District (previously this was funded at only two school sites).  This equated to the provision of approximately 59 additional FTE.  Action 3012 also 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 and providing 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.  Participation rates for eligible students have increased from 61% (297 students) in Fall 2017 to 86% in Spring 2019 (433 students). Over the past three 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.  During the 2018-19 school year, 12 co-teaching pairs (24 teachers, including teachers in the Functional Living Skills setting) were integral to expanding the inclusion model in CVUHSD. Over the past four 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, the District has opened a Spanish Dual Language Immersion Program at Lawndale and Leuzinger High School, 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.||2019-10-08|Met|2019
19647330100800|Central City Value|7|All students at Central City 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 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, Graduation Progress Plans and Individualized Education Plans.|The locally selected measures demonstrate all Central City Value High 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 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, differentiated instruction, and Universal Design for Learning (UDL) which allow all students access to the broad course of study.||2019-10-25|Met|2019
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.||2019-10-10|Met|2019
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 86.1% (CA Dashboard 2017). A close review of student groups some lag behind this graduation rate (African American at 84.2%, Hispanic at 83.2% and Students with Disabilities at 58.1%).|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 in the past and are now working hard to close the implementation gap.  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 indicates 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 have adopted new science curriculum and are in the process of adopting social science curriculum. 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 continues to investigate ways to open up access to electives for middle school unduplicated students. Alternative education sites survey student interest to add VAPA classes for their students. Scheduling revisions for unduplicated students will allow them access to electives and all content areas as master schedule allows. 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 continues to 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 will continue 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.||2019-08-27|Met|2019
16638830000000|Central Union Elementary|7|The LEA utilizes Master Schedules and student course enrollment data in the student information system. These tools allow the LEA to analyze data by 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 ELA, Math, Science, HSS, Physical Education/Health, Visual and Performing Arts and ELD for English Learners at a rate of and 100% across school sites and student groups.|The LEA is currently providing access to a broad course of study for all students.|The LEA will to continue to ensure that all students have access to a broad course of study.||2019-10-21|Met|2019
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 reflects 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' ability to provide 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.  • As described in the previous section, smaller 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.  Curricular improvements and expanded opportunities in mathematics remain a district priority. We will continue 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 convened last year evaluated the data and correlated it with the curriculum and assessments to determine areas of misalignment and need.  As a result, two new math courses, Accelerated Geometry and Summative Math (for 11th grade students), were developed and implemented in August 2019. New intensive Algebra curriculum was also adopted to enhance the rigor and effectiveness of the math intervention program. Increased success in Algebra is expected, which will lead to greater numbers of students completing Algebra II and Precalculus/Trigonometry.||2019-10-08|Met|2019
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.|The focus on the CAASPP narrows the focus of study we have to concentrate on. Also, the expertise in providing the arts.|All teachers have been trained in how to implement a writer’s workshop with all students. All teachers are receiving ongoing training with the focus on the mathematical practices. 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. All teachers who teach science will participate in a district-wide NGSS curriculum pilot, with the goal of adopting new science curriculum beginning 2020.||2019-10-14|Met|2019
30664720000000|Centralia Elementary|7|The Centralia School District is using various locally selected tools that is used to track students’ access to a broad course of study.  These tools include the use of 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.||2019-10-16|Met|2019
19647090112250|Century Academy for Excellence|7|||||||Not Met For Two or More Years|2019
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 using PowerSchool and Illuminate to track the access.|CCCS is an independent charter middle school with no other school sites. CCCS has a curriculum in which all students have access to a broad course of study.|There are no obstacles to note.|There are no revisions necessary at this time.||2019-10-23|Met|2019
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 expanded the program to 7th graders in 2019-2020.  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.||2019-10-30|Met|2019
49402530128074|Cesar Chavez Language Academy|7|In 2018-2019, all courses offered at CCLA are fully aligned to the common core curriculum. All of our teachers are trained on how to teach English Language Learners as well have all been trained on Guided Language Acquisition Design (GLAD). Also, all teachers in grades 3-6 have been AVID (Advancement Via Individual Determination) trained. All staff participates in coaching cycles in the areas of Guided Reading and GLAD. All of these strategies support students in accessing the General Ed curriculum. Our Educational Specialist and her Bilingual Instructional Assistant assist students with Learning Disabilities with their General Education assignments. English Language Development is provided daily for all English Learner students.|Student access is very high as all of our students are enrolled in the General Education program and all have access to the same school adopted curriculum and common core state standards. Our Educational Specialist supports students with Specific Learning Disabilities. Our Reading Specialist monitors our Reading Intervention Program and trains our Instruction Aides in Literacy. She also sets up coaching cycles with our staff. At the end of each Trimester, we analyze student reading data and develop an action plan for students who are not meeting benchmark standards.|The biggest barrier that our site faces is finding qualified bilingual teachers. Another barrier is that we do not have enough spots in our Daycare. Since our School is a Charter School and our District does not provide transportation, many parents rely on before and/or after school care. The program is at capacity. Also, there is a cost. We are advocating to make available the Boys and Girls Club After School Care Program for 7th and 8th grade students to other Elementary grades. Another barrier is that all students need to have transportation to and from school. This eliminates some students who want to attend our program but are unable to due to transportation needs.|Our site has done a lot of Professional Development and set up Coaching Cycles in the area of Guided Reading and Daily 5, to ensure that our students are engaged in meaningful literacy lessons and independent work each day. The focus is on highly effective first teaching. In looking at site DRA levels, we have set up a second round of Coaching for all teachers in the area of Guided Reading. Our Reading Specialist monitors our Reading Intervention Program and trains our Instruction Aides in the area of Literacy. She also oversees the United Way Schools of Hope 1-1 Reading Mentor Program. At the end of each Trimester, we analyze student reading data and develop an action plan for students who are not meeting benchmark standards. Currently, second grade students participate in after school Reading Intervention in Spanish. 4th and 5th graders who have not been redesignated have the ability to participate in an after school EDGE Chromebook program, providing them with individualized supports at their independent reading level and promote growth in English Reading. Our English Learner TOSA provides PD for all staff in the area of Designated ELD, as well as providing a Reading Intervention Program (along with our Reading Specialist) for 4th graders who are struggling in making the transition to English Reading. Our teachers participate in weekly collaboration planning, where they are ensuring that all students have access to the same pacing and lessons within their grade level. Our classrooms are balanced in terms of gender, home language, social emotional needs, and students who struggle academically. This school year, we contracted with the Guided Language Acquisition Design team to do a total of four days of Professional Development in GLAD. Even though all of our staff is trained (or in the process of getting trained), we wanted to do a refresher for all.||2019-12-12|Met|2019
36676520000000|Chaffey Joint Union High|7|The CJUHSD continuously monitors student progress to ensure all are on track to earn a high school diploma, have access to courses that meet A-G requirements, and demonstrate preparedness on the College and Career Indicator on the California School Dashboard. The monitoring procedures include systematic and comprehensive aggregate data and disaggregated data, which allow the District and individual school sites to monitor performance and progress of all student populations. The tools include reports from the District’s student information system as well as reports developed over time by the District’s Office of Assessment and Research. When students have access to a broad course of study, they are more likely to complete their freshmen year on track, graduate on time, complete A-G, and complete other measures of preparedness on the College and Career Indicator.  For example, in 2019 the percent of freshmen on track improved from 90.9% to 92.0%.  On the fall 2018 California School Dashboard release, the District maintained a graduation rate of 89.8%, over 6% above the state average.  Finally, A-G completion increased from 63.6% to 66.2%. 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.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, AP Human Geography, and college-level Geography articulated with two Cal State schools. 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 2019-2020 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 nine 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 80%. 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 Arts, CTE, and more. Except when parents request otherwise, or specific needs for the student call for a specific course of study, all freshmen take at least four A-G courses their first year in high school. Assistant Principals of Achievement, site counselors, and the Office of Assessment and Research 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 complexity of the disabilities. 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. In 2019-2020, 58% of students in special education programs were enrolled in general education classes 80% or more of their day, an increase of 1%.  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.  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.”  Additionally, the District will examine the College and Career Indicator and work to close gaps that exist between student populations who graduate prepared.  Programs and practices that support this vision include, but are not limited to, AVID, new course adoptions, staffing, and scheduling. 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 2019 Advanced Placement exam administration, the District saw record numbers with 4,480 students taking 8,936 Advanced Placement exams. Each year, the Assistant Superintendent of Instruction and the Assistant Superintendent of Personnel work 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. The Director of Categorical Programs works with each site to ensure that English learners have access to courses they need to achieve post-secondary goals. Sites also use reports from the College Board for recommended placement based on student performance on the PSAT.||2019-10-15|Met|2019
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|7|Counselors track student access to a broad course of study by reviewing A-G course completion rates and/or progress on graduation.|All students have access to a broad course of study. Some students choose not to pursue the UC a-g route because they are going out of state, to a private college, or admitted on the strength of their portfolio.  90% of our students were accepted to college with another 5% pursuing CTE or military experience,|There are no barriers.|not applicable||2019-10-22|Met|2019
09100900123521|Charter Alternative Program (CAP)|7|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. Instructional staff are teaching to the new State Standards, and all students are provided with appropriate textbooks and/or approved materials.   Staff continues to receive professional development associated with the new state standards as well as newly adopted instructional materials.  With NWEA-MAP now in place, instructional staff can now appropriately place students, develop individual plans to address skill gaps, and use class and course-wide data to guide instruction.|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. 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.|The main 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.  Training on CAASPP Dashboard results and/or NWEA-MAP training is on-going, and these assessments are used by instructional staff to appropriately place students, develop individual plans to address skill gaps, and use data to guide instruction.||2019-10-01|Met|2019
54722565430269|Charter Alternatives Academy|7|||||||Not Met For Two or More Years|2019
09100900930123|Charter Community School Home Study Academy|7|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. Instructional staff are teaching to the new State Standards, and all students are provided with appropriate textbooks and/or approved materials.   Staff continues to receive professional development associated with the new state standards as well as newly adopted instructional materials.  With the use of NWEA-MAP and/or CAASPP Dashboard data now available, instructional staff can now appropriately place students, develop individual plans to address skill gaps, and use class and course-wide data to guide instruction.|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. 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 or CAASPP Dashboard data as an initial assessment tool, and teacher/administrative observations, grades, and tracking.|The main 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.  Training on CAASPP Dashboard results and/or NWEA-MAP training is on-going, and these assessments are used by instructional staff to appropriately place students, develop individual plans to address skill gaps, and use data to guide instruction.||2019-10-01|Met|2019
54722566116909|Charter Home School Academy|7|One school year consist of 11 School Attendance Months (Learning Periods). Each month, teachers submit student work samples from each course of study.|Charter Home School's program and Master Agreement states that all enrolled students must attend and participate in the same classes to remain in compliance.|Charter Home School faces the barrier of attendance. Charter Home School consistently has around 97% of students attend regularly.|Charter Home School will continue to encourage families to attend their weekly meetings and classes.  Charter Home School has developed and will continue to work on building a strong relationship with the district's SAFE (Student Attendance and Family Engagement) department to ensure support to both our staff and families.||2019-10-29|Met|2019
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.|We will continue to promote access to a broad course of study.||2019-11-06|Met|2019
19643780000000|Charter Oak Unified|7|Charter Oak Unified School District assesses progress in meeting Priority 7 standards by annually evaluating course enrollment reports to confirm inclusive enrollment of all students by reviewing: Course offerings Class schedules School schedules|Evaluation of our students’ access to a broad course of study for the 2018-19 school year revealed the following: The majority of Charter Oak Unified School District’s students had full access to a broad course of study as defined in 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 study.  All elementary schools offer access to instruction in the seven areas identified as a broad course of study for grades 1-6 in California.   The majority of secondary students in grades 7-12 have access to a broad course of study within their school offerings as outlined in each school’s registration manuals. Given that Charter Oak USD has 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 4568 students, there are few barriers preventing Charter Oak Unified School District from maximizing broad course of study offerings to all students.|Charter Oak Unified will continue to monitor and evaluate course enrollment reports to ensure access to a broad course of study for all students.||2019-10-17|Met|2019
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.||2019-10-15|Met|2019
37683383730959|Charter School of San Diego|7|In 2018-2019 CSSD served 1,841 students in grades 6-12, with student demographics that include: 20% of students who qualify for Special Education (SWD), 68.3% of students who qualify as Socially-Economically Disadvantaged (SED), 13.2% of students who qualify as English Learners (EL), and 3.5% of students who qualify as Homeless and Foster Youth (FY).   The school qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of 72% of students that qualify as “high risk”, including credit deficient students and high transient students.        The school uses the Pathways Personalized Education Plan (PPEP) process to track the extent to which all students have access to a broad and rigorous course of study.   The school uses Pathways Personalized Education Plan (PPEP) process 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 UCa-g approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors course, 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.||2019-10-31|Met|2019
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, 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 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 to receive academic support or participate in enrichment activities.  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.|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.|2019-10-08|Met|2019
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 Charter High School has experienced steady growth in its cohort graduation rate 96% (LAUSD FOCUS) for the 2018 – 19 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.||2019-10-28|Met|2019
20756060132936|Chawanakee Academy Charter|7|The Chawanakee Unified School District conducted a thorough curriculum audit of the broad subjects in the Fall of 2019. Chawanakee Academy Charter enrollment, 280, is comprised largely of families wanting specific/different curriculum and greater control compared to CUSD.  Families are provided a menu of CA Common Core aligned instructional materials at each grade level K-12.|Chawanakee Academy Charter in one program K-12 and assigns K-8 students to multiple subject credentialed teachers and 9-12 students are assigned to qualified subject matter teachers. All students receive instruction in the broad subjects. This is confirmed via the Student Information System, lesson plans, grades and schedules.|There are no known gaps at this time. A very limited number of families lack access to the internet at their home which has forced a few families to select hard copy curriculum when they might prefer a digital format.|Not applicable.||2019-10-08|Met|2019
20756060000000|Chawanakee Unified|7|The district uses the student information system to monitor student enrollment and progress 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 site determines which classes take band. Spring Valley's 5th-7th grades, North Fork's 5th-8th grade students, and Hillside Elementary 5th-8th grade students 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.||2019-10-08|Met|2019
29663160125013|Chicago Park Community Charter|7|All students in Grades TK-8 have access to state adopted curriculum and are enrolled in all core subject areas.|As a duel immersion school District (two schools on one site with each class containing charter and traditional school students), there are no differences between sites or student groups because all students are enrolled in core academic subjects with the same teachers and have access to the same District 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.||2019-10-17|Met|2019
29663160000000|Chicago Park Elementary|7|All students in Grades TkK-8 have access to state adopted curriculum and are enrolled in all core subject areas.|As a duel immersion school District (two schools on one site with each class containing charter and traditional school students), there are no differences between sites or student groups because all students are enrolled in core academic subjects with the same teachers and have access to the same District 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.||2019-10-17|Met|2019
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. In addition, our school schedules show that all students have access to a broad course of study.|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.||2019-10-09|Met|2019
04614240000000|Chico Unified|7|Chico Unified utilizes 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.|The performance color on the Fall 2018 College and Career Indicator was blue (the highest possible). However, performance gaps were evident for our Homeless, English Learners, and Students with Disabilities student groups. The percentage of students graduating with college preparatory (a-g) requirements increased by 1 percentage points from 2016-2017 to 44% in 2017-2018. The percentage of graduates who passed an Advanced Placement or International Baccalaureate test increased by approximately 2 percentage points from 2016-2017 to 24.6% in 2017-2018. 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.|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 has identified specific innovative/block schedules for the comprehensive high schools and is currently defining negotiable items related to the change in schedule.This change would facilitate access to multiple courses of study, and possibly intervention or re-teaching periods. This change would potentially increase the percentage of time that students with disabilities could be included in the general education program. At the elementary levels, Chico Unified continues to employ a reading coach to provide teacher support for the improved implementation of targeted small group instruction. Co-teaching practices are in place at five secondary schools and two elementary schools facilitate inclusion practices for students with disabilities.||2019-10-16|Met|2019
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 reviews the LCAP goals monthly to determine and measure the effectiveness of programs, curriculum, activities and field study trips to monitor access for all student groups.|Based on the 2019-20 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, 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.  World Languages are not being offered in the 19-20 school year due to budget constraints. 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 and Robotics and Engineering.|After assessing the key measures, the outcomes reveal 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 overall. 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.  The one barrier identified is in the ability to offer World Languages to students in grades 7 and 8.|Given the results of the annual review of student access to a broad course of study, the school has determined that overall the school has successfully ensured that all students have equitable access to a broad course of study.  However, there is a limitation in the current year in the ability to offer World Languages (traditionally a Spanish language offering) to students in grades 7 and 8.  This is because the school lost its SB 740 Facilities grant (a loss of $400,000), and as a result had to reduce staffing substantially.  School leadership has identified the need for additional space and funding to restore the World Language offering and provide greater access to more courses of study to extend student learning and increase their college and career readiness for high school.||2019-10-28|Met|2019
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, drama, Spanish, STEAM, and physics.|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.||2019-11-14|Met|2019
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: Visual Arts, Ceramics, Photography, Environmental Studies, Band, STEM/3D Printing, Science of Wellness, Podcasting/Coding and Learning Lab.  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.||2019-11-05|Met|2019
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 gather 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 student, secondary students can 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, Art, Media and Entertainment, Business Trades and Construction, Business Finance, Education, Child Development, and Family Sciences, Engineering, Architecture, Fashion and Interior Design, Health Science and Medical Technology, Hospitality, Tourism and Recreation, Information and Communication Technologies, Manufacturing and Product Development, Marketing  Project Development, Marketing, Sales and Services, and Public Services.  Regular analysis of enrollment in a broad course of study helps to inform the District as it makes decisions on offering and increasing equity for all students.|Finding credentialed Career Technical Education (CTE) pathway teachers that allow for diverse offerings that meet varying student needs continues to be a barrier for the District.|To ensure access to a broad course of study for all students, the District continues to focus 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 Regional Occupation Center to offer diverse CTE course.  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.||2019-03-21|Met|2019
20651930000000|Chowchilla Elementary|7|CESD does a review through its preparing for the Williams Compliance Review each year to ensure that all students have access to sufficient materials, are enrolled in a broad course of study including electives at the middle school and that the needs of students with exceptional needs have those needs met. Grade level teams attend monthly trainings to discuss and calibrate instruction to ensure equitable access to core content for all.|Most school in Chowchilla are grade specific and as a result all students will attend each of the schools as they progress from TK - 8th grade.  Grade level teams and district/site administration work to ensure access to a broad course study for all students. This year for the first time in recent history Stephens and Fuller Elementaries will both serve TK- 2nd grade.  Staff are working to ensure alignment of instruction and access to a broad course of study.|There were no barriers determined at this time.|The policies currently in place as well as the grade level configurations tied to each site will be maintained as they support all students being able to access an aligned and calibrated broad course of study.||2019-09-30|Met|2019
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, dual enrollment courses and CTE pathways if required prerequisites are met. Gateway Continuation students have the same graduation requirements. 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 according to 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 or electives as they receive ELD instruction. Not all students, especially incoming freshmen, are fully aware of all courses such as AP courses, electives and CTE pathway courses.|Chowchilla Union High School District offers tutoring before and after school to support struggling students. All students have access to technology during school hours 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 and received funding 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. More effort is being made to make students fully aware of our different electives, AP courses and CTE pathways such as visiting middle schools and counselor presentations of courses to all students.||2019-10-28|Met|2019
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.||2019-10-09|Met|2019
27659950000000|Chualar Union|7|Chualar Union 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 the Early Exit Bilingual Program. Students 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 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, CUSD has limited fiscal resources. This limits our ability to have extensive enrichment opportunities and to attract highly certificated 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.||2019-06-28|Met|2019
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 and 5th graders. 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 are exposed to the blue economy (water) workforce sector and priority schools (90% or higher unduplicated students) have an additional experience in 5th grade at a 'Health Station' at the Elite Athlete Training Center.|We are doing an exceptional job with core curriculum. We continue to expand our work for workforce priority sectors, expanding to a partnership with the Port of San Diego and the creation of an 'Arts Station'.  FTEs and funds to sustain soft costs for the experiences are being planned.|Professional development continues to be a focus for our sites. This year, with the support of the SSAE grant, every teacher at 6 of our school sites received 2 days of training to support the expansion and inclusion of workforce related experiences in the classroom throughout the instructional day.||2019-10-16|Met|2019
37680236115778|Chula Vista Learning Community Charter|7|The Chula Vista Learning Community Charter School is a direct-funded charter school established in the fall of 1998 that fosters a school wide dual-language program that intersects with social justice/human rights education, global perspectives and community engagement.  The vision of the school is to believe in the full potential of each and every individual to act with integrity and to create their own knowledge.  The school provides all students access to core content by increasing the quality and quantity of reading, writing, and problem-solving across disciplines.  Our students are able to clarify thinking, process their ideas, and precisely communicate their understanding effectively both verbally and in writing.  The school's mission was created to respect students as intellectuals as they develop their individual and authentic self.  Access to high quality standards, the guiding principles of MicroSociety, service-learning projects, and internships focus on expanding language, developing core ethics, and building knowledge across content areas. The Chula Vista Learning Community Charter School uses the following tools to monitor student access and enrollment in a broad course of study (grade-level spans, unduplicated student groups, and individuals with diverse cognitive, social, emotional and physical needs:  faculty/parent conferences, academic counseling, master schedules, A-G course schedule, Advanced Placement courses, university coursework, report of progress cards, student-led project presentations (broad course of study includes, language arts, mathematics, science, history/social science, language acquisition, and study abroad).  The school also implements the Instructional Rounds protocols to understand the impact of teaching and learning, access to course of study, as well as identifying root causes to further engage in continual improvement work.  These protocols support how the school continues to provide access to a broad course of study for all students, subgroups, including unduplicated students, and students with learning abilities.|At the Chula Vista Learning Community Charter School all students in grades Transitional Kindergarten through 12th have access to and are enrolled in core content courses English Language Arts, Mathematics, Science, History/Social Science, and Physical Education (gifted and talented, honors, advanced placement).  In addition, students receive instruction in designated and integrated language development.  Students in the elementary school have access to and are enrolled in service-learning, computer technology, art, and innovation.  Students in the middle school or enrolled in theater, foreign language, music, organized sports, broadcasting and dance.  Students in high school have access or enrolled in film/theater, dance, music, journalism, college pathways, and organized sports.|100 percent of all students at the Chula Vista Learning Community Charter School have access to a broad course of study.  Continuous monitoring through our Instructional Rounds Protocols ensures that challenges, barriers or implications arise.|Students have access to a broad course of study.  Through our continuous monitoring, partnerships with local universities/community colleges, as well as international schools, The Chula Vista Learning Community Charter School continues to strive in provided students with a wide range of courses to fulfill its mission and vision.|N/A|2019-10-14|Met|2019
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.||2019-10-29|Met|2019
35674620000000|Cienega Union Elementary|7|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.|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.|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.|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.||2019-09-12|Met|2019
49706496051635|Cinnabar Charter|7|The district using several measures to track progress in implementing the state standards.  Daily EDI methods are used in every academic standard curriculum while multiple tests are conducted in grades 2-8 using Reading 360, Math 360, and Renaissance Learning.  Those scores are compared to previous months and years to adjust necessary teaching methods.  CAASPP scores are scrutinized during staff meetings to continue evaluating what is working, what must change and what is successful.    Since the district TK-8 students we currently do not have Career Technical Education or World Language.  The Visual and Performing Arts section is implemented through its STEAM program where dance, art, music, and culinary art is taught.    The district is currently working on adopting Next Generation Science Standards.|According to the tools used to measure all students, the LEA is showing progress of a 9% increase in ELA but noticed a slight decline in Math.  Staff have worked together to create new methods and possible solutions to bring these score toward a positive direction.  Students at all grade levels have access to a broad course of education using interpreters, programs, and ELL to reach students of all abilities.  The LEA has specialists in speech and language, RSP, counseling, and a school psychologist who support the regular education and intervention staff.|There are currently no barriers other than continuing to get parents to support their children at home and follow through to check if they have their homework completed, and work is turned in.  The teachers and staff go above and beyond to support the children by reaching out to parents.  When students do not follow through with their assigned work and staff still provide tutoring or assistance before, during, and after school, the barrier occurs outside of school.|Perhaps the changes necessary would include having more ELPAC meetings.  It is the hope of the district that the newly implemented "Have Lunch with the Principal," will assist parents in understanding their role in working with the school and their children.||2019-10-08|Met|2019
49706490000000|Cinnabar Elementary|7|The district using several measures to track progress in implementing the state standards.  Daily EDI methods are used in every academic standard curriculum while multiple tests are conducted in grades 2-8 using Reading 360, Math 360, and Renaissance Learning.  Those scores are compared to previous months and years to adjust necessary teaching methods.  CAASPP scores are scrutinized during staff meetings to continue evaluating what is working, what must change and what is successful.    Since the district TK-8 students we currently do not have Career Technical Education or World Language.  The Visual and Performing Arts section is implemented through its STEAM program where dance, art, music, and culinary art is taught.    The district is currently working on adopting Next Generation Science Standards.|According to the tools used to measure all students, the LEA is showing progress of a 9% increase in ELA but noticed a slight decline in Math.  Staff have worked together to create new methods and possible solutions to bring these score toward a positive direction.  Students at all grade levels have access to a broad course of education using interpreters, programs, and ELL to reach students of all abilities.  The LEA has specialists in speech and language, RSP, counseling, and a school psychologist who support the regular education and intervention staff.|There are currently no barriers other than continuing to get parents to support their children at home and follow through to check if they have their homework completed, and work is turned in.  The teachers and staff go above and beyond to support the children by reaching out to parents.  When students do not follow through with their assigned work and staff still provide tutoring or assistance before, during, and after school, the barrier occurs outside of school.|Perhaps the changes necessary would include having more ELPAC meetings.  It is the hope of the district that the newly implemented "Have Lunch with the Principal," will assist parents in understanding their role in working with the school and their children.||2019-10-08|Met|2019
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. COIL offers a full line of course offerings 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). 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 students 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 have provided career and technical skills and learning opportunities from inception and 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. In the 2018-2019 school yearCOIL 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 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 for dual enrollment, enabling students 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 and oversees all courses taken by 11th and 12th-grade students to make sure the college and career pathways are understood and utilized. COIL tracks course enrollment through the student management system, and the academic schedules and pacing of courses are reviewed and monitored continuously by the parent, student, advisory teacher and the school counselor.|During the 18-19 school year, xx% of COIL high school students participated in either ROP or Community College courses. xx% of high school students take either a career and/or leadership course while at COIL. The elementary students have access to courses like Computer Skills, Typing, and Robotics.  The overall curriculum offerings at COIL, are equally available and utilized by all student groups and grade levels.|Due to the independent study environment of the COIL educational program, communication and/or families accessing the communication methods is the biggest challenge we have at COIL. In addition to our website, newsletter, system notifications and phone calls, students and parents are regularly communicated with during the weekly/monthly student and advisory teacher meetings. During this direct contact with students, the focus is on current student courses and progress towards completion of those courses.  While other information is shared, it can easily get overlooked or lost during the academic review meetings. Another opportunity for growth is to help all students become college-ready and help remediate areas such as ELA and Math, which often creates an initial barrier to college readiness.|COIL continues to work diligently to improve the ways we communicate with our students and families. During the 18-19 school year, COIL had been researching different communication providers and has fully implemented ParentSquare. COIL is also considering the implementation of an additional 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.  In addition to providing direct support to staff, parents and students, the COIL school counselor can meet with new families to ensure COIL remains aware of their academic needs and provide guidance. The COIL educational program can be a vastly different experience for most students and families. Many students met one-on-one with the school counselor to review graduation readiness, address social/emotional challenges, or receive further guidance on skills needed for success. College seminars are held to help students with college admissions, FAFSA and other key college information. Currently, 90% of grade 6-12 students and parents reported they received the guidance and support needed from the school counselor. COIL continues to strive to educate its students, and their families, to help them be more informed as to their college and career options and pathways to success.||2019-10-15|Met|2019
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. A Chief of Schools was hired in 2019-20 to provide support to administrators, coaches, and schools around master schedule, class offerings, and instruction.||2019-11-06|Met|2019
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 Business and Finance, Spanish, STEM , and Band 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 support, 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. A Chief of Schools was hired in 2019-20 to provide support to administrators, coaches, and schools around master schedule, class offerings, and instruction.||2019-11-06|Met|2019
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. A Chief of Schools was hired in 2019-20 to provide support to administrators, coaches, and schools around master schedule, class offerings, and instruction.||2019-11-06|Met|2019
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. Academy and Homeschool TK-8 students have access to several elective or thematic courses on site, in addition to all core courses. Homeschool boxed set includes integrated for ELA, history, and science. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment.  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.  Academy and Homeschool TK-12 students have access to several elective/thematic courses and CTE pathways on-site and online, in addition to all core courses. Homeschool boxed set for TK-8 includes integrated for ELA, history, and science.|"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. In addition, administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.  Many dual enrollment college courses as well as CTE courses are available online. The school has improved access to a broad course of study by expanding online options include LOTE (e.g. Rosetta Stone and ASL) to ensure that students in all programs have access to the full body of courses offered by the LEA. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs.|As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study.|"The LEA has implemented a diagnostic system that identifies student needs and provides appropriate scaffolding for students below grade level. This will ensure that all students have the skills for high school level courses.   The school adopted Rosetta Stone as an option in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study.  The LEA expanded student access to live teaching. Students have access to live seminars with single subject specialists on a weekly basis via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network.   Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards.||2019-12-12|Met|2019
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 of study.|At City Arts & Tech, as part of the Envision Schools Network:  - All CAT students have access to a full A-G course sequence and this is required for graduation.  - CAT does not accept “Ds,” students receive an A-C grade or No Credit. This is another way to ensure that students are held to high academic standards and meet A-G requirements. - CAT offers AP US History, AP Literature and AP Environmental Science based on student performance, student interest, and staff recommendation. - CAT offers AP Spanish, AP Calculus, and AP Studio Art for all students who take the prerequisite courses.  - CAT offers a dual enrollment in partnership with City College of San Francisco. - CAT seniors all complete an internship in their senior year as part of our graduation requirements.  Students have access to enrichment programs through CAT like SEO Scholars and College Track - CAT’s instructional model is heavily centered around project based learning and performance assessment. In our students’ journey at CAT, they conduct research, analyze complex text, conduct inquiry experiments and express themselves creatively. Through this process, 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.   - At CAT, 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: Astronomy, 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.||2019-11-14|Met|2019
37683380124347|City Heights Preparatory Charter|7|We ensure that students have access to PSAT prep, as well as being committed to offering senior students enrollment in college classes if they have interest. We can improve in our formal acceptance into Honors/AP classes for students.|We have hired a school counselor who makes a committed effort to review class schedules regularly to ensure that students have equal opportunities to take all classes that we provide. Insight Sheets are also utilized to gage interests in electives. The school counselor additionally met with each student enrolled to discuss every class they would be placed in.|The size of student body in proportion to the number of  staff members, coinciding with a limiting facility and developing teacher credentials and expertise play a role in barriers to providing access.|City Heights Prep is committed to regularly reviewing and revising graduation requirements. This, alongside the possibility of moving to new facility with labs and greater benefits, can be supplemented by revising the schedule to allow for a greater variety of classes, with teachers placed in classes surrounding their areas of interest and expertise, supported by more and broader PD opportunities.||2019-10-16|Met|2019
19647330127886|City Language Immersion Charter|7|Master schedule and distribution of specialist teachers throughout the day.|100% students receiving music or visual arts once a week 100% of students receiving physical education weekly|N/A|N/A||2019-10-24|Met|2019
01612590115386|Civicorps Corpsmember Academy|7|As a small alternative school Civicorps offers core course content in math, English, science, and social studies.  Course offerings are based on the charter approved by Oakland Unified School District and in support of student’s age 18-26 who left school prior to completion in the traditional school system.  Civicorps students are also engaged in courses to support college and career exploration, health and wellness, and arts. Through the Job Training Program students gain technical skills including tool certifications (chainsaw, brush-cutter, chipper, etc) and driver’s license attainment.  The robust support services and Resource Team meet the needs of student individual barriers including homelessness, transportation needs, food scarcity, as well as meeting needs of students with learning and social emotional disabilities. All students have access to the full menu of programming and are encouraged to engage in coursework and extracurricular activities that push them beyond their comfort zones and into exploring new opportunities and ideas.|Civicorps is a one site charter school where all students have access and are assigned to a broad course of study based on the charter and program model. Students with exceptional needs are engaged in classes with peers and supported via the robust Resource Team. Courses are geared toward the graduation portfolio with particular attention paid to English and math skill building. Exposure to a variety of classes and content is crucial however as students gain knowledge of college and career options, health and wellness education, and participate in paid job training where they are building both soft and hard skills.|Civicorps offers core courses year round to all students.  Civicorps is not an A-G program and therefore does not offer foreign language or lab sciences.  If students wish to participate in such courses Civicorps has a standing Memorandum of Understanding with the Peralta Community College District where students are encouraged to enroll. As a small school Civicorps capacity to offer a comprehensive course list is limited and therefore we rely on partners in education to enhance the learning for students.  Civicorps is also unique in that students are 18-26 years old had have had a full career in education. The overall mission is to reconnect students with what they know, build on that knowledge base, push them to the 12th grade standards, and support them in walking the stage and moving into employment, trade school, or community college paths. Barriers the program faces are often funding related, however, barriers students face include housing instability, transportation costs, food scarcity, and childcare reliability.  Civicorps works with each student and does all that can be done to mitigate these barriers through financial support, connecting with partners, and/or providing direct services.|With declining enrollment and a mission to serve more young adults, Civicorps is looking at schedule revisions that may increase access to the program through flexible course offerings and program movement. The partnership with the Peralta Community College District is being built upon as we look to increase dual-enrollment and also seek to offer credit-bearing courses on site.||2019-05-15|Met|2019
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; school plans for student success; and 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 are given extra points on the criteria selection form for the AVID program.  CUSD offers both the 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.  The district offers an elementary music program to students in grades 4th-6th and 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 (SALT) to ensure that the arts are being integrated into other content areas.  These SALTs are also trained in Teaching English Learners Through the Arts (TELA).  The District ensures that cost of AP, IB, and PSAT exams are not a barrier and provides all or partial funding for these students depending upon 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” in grades 7 & 8, this situation becomes more concerning.  Additionally, some of our after-school elementary instrumental music classes are offered at 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 implemented a two year course.  At the middle school, English learners are being carefully placed to ensure they have access to electives, if appropriate.  In addition, AVID Excel, a language enriched program is offered at the middle school.  The goal is for these students to enter AVID at the high school and be prepared and supported for college-prep courses.  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 conducted student focus groups at the high school to ensure that the student voice is heard and to ensure students feel supported.  Based upon student responses from previous surveys/focus groups, American Sign Language is being offered this year to high school students to fulfill their world language requirement.||2019-10-17|Met|2019
09618380136200|Clarksville Charter|7|We use a variety of tools, including our student information system, Dashboard results, student grades, transcripts, individual education/graduation plans, and SPED based database to monitor the enrollment and progress of all students in a full course of study.  For example, we review the number of courses available in and course enrollment/completion in the following areas: A-G/CSU, AP, college level, CTE, and courses beyond the four core classes (math, ELA, social studies, and science).  Further, focus on the progress of subgroups, including unduplicated student groups and individuals with exceptional needs served.|Teachers and administrators collaborate to provide all students, including those in unduplicated student groups or with exceptional needs, the opportunity to learn and master the knowledge and skills necessary.  This includes individualized academic support, as identified by a review of data to identify strengths/needs.  We are working towards increasing the number and variety of CTE, A-G, and AP courses allowing for increased student enrollment in a full course of study. Generally speaking, there are no differences across student subgroups groups related to access to and enrollment in a broad course of study.|Although we have begun increasing the number of courses offered and student enrollment/completion in CTE pathways, Advanced Placement courses, and A-G/CSU aligned courses, this process is not complete.|In response to the results of our local measures, we will continue to focus on increasing the number of A-G approved, Advanced Placement, college credit-eligible, and CTE courses.||2019-10-24|Met|2019
37680986116776|Classical Academy|7|Based on The Classical Academy's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses. All students including all sub groups may enroll in all courses at The Classical 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 The Classical Academy 100% of students, in grades TK-8, 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 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 so that each student has access to a rigorous and engaging, broad course of study. 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.||2019-10-21|Met|2019
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. All students including all sub groups may enroll in all courses at Classical Academy High School. Enrollment in courses is tracked through our Student Information System. All students including all sub groups are enrolled in these courses.|At Classical Academy High School 100% of students in grades 9-12 are enrolled in classes as outlined in the charter and the course catalog, including A-G, Advanced Placement, and electives.|In grades 9-12, 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 so that each student has access to a rigorous and engaging, broad course of study. 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.||2019-10-21|Met|2019
37103710138404|Classical Academy Vista|7|Based on Classical Academy, Vista's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses. All students including all sub groups may enroll in all courses at Classical Academy, Vista. Enrollment in courses is tracked through our Student Information System. All students including all sub groups are enrolled in each of those courses.|At Classical Academy, Vista 100% of students, in grades TK-8, 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 courses for any students in any subgroups.|Classical Academy, Vista will continue to review and evaluate student access to a broad course of study as defined in its charter so that each student has access to a rigorous and engaging, broad course of study. As barriers or access issues come up, Classical Academy, Vista will make corrections in its practices to fulfill our goal of all students growing and learning.||2019-10-21|Met|2019
10621090000000|Clay Joint Elementary|7|As a one school district Clay relies on the State and Board adopted Sufficiency of Instructional Materials, SARC and administrative oversight as measures of the eztent to which all students have access to, and are enrolled in, a borad course of studet K-8, in the unduplicated student groups and individuals with exceptional eeds 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 (Studies Weekly), 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. (Differentiated instruction for Every Need) 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 experienced 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 and inquiry-based practice and purchased CCCSS aligned state-adopted curriculum.  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 across all curricular areas.||2019-10-01|Met|2019
07100740731380|Clayton Valley Charter High|7|Access to a Broad Course of Study- Met 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.   All students are on track to graduate from CVCHS. This is illustrated by our 97%-plus graduation rate. If students are not on track, they are identified by their guidance counselor quickly through graduation checks. 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.  Counselors meet with 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, students receiving two or more D's or F's participates in our Targeted Case Management Program, which is designed to have 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.|Access to a Broad Course of Study- Met 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.   All students are on track to graduate from CVCHS. This is illustrated by our 97%-plus graduation rate. If students are not on track, they are identified by their guidance counselor quickly through graduation checks. 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.  Counselors meet with 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, students receiving two or more D's or F's participates in our Targeted Case Management Program, which is designed to have 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.|There are no barriers preventing the LEA from providing access to a broad course of study for all students.|All students are ensured access to a broad course of study.||2019-10-09|Met|2019
29663240000000|Clear Creek Elementary|7|All students in TK-8 have access to state adopted curriculum and are enrolled in all core subject areas.|As a single 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.|Being a single school district, we are small and provide all students access to state adopted curriculum in all academic core subjects.|When piloting and reviewing curriculum, we will make it a priority to adopt curriculum that provides diverse perspectives.  The LEA will also continue to analyze local and state 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.||2019-10-08|Met|2019
19647250131938|Clear Passage Educational Center|7|Using Fuel Education, Clear Passage Educational Center (CPEC) employs a blended curriculum/learning model that supports instructional staff in addressing student differences in learning modalities, cognitive ability and life experiences that impact student learning. Using Fuel Ed's curriculum, students have the option to take courses onsite or online.   The curriculum focuses on courses covering core knowledge and A-G requirements to ensure that students receive a strong foundation of expected skills.Students receive ongoing personalized instructional support from highly qualified teachers in all subjects. Advanced courses and electives are available for those students who desire to progress beyond the “core” subject areas.   To support CPEC's educational initiative, the following tools/measures are implemented: 1. Formative assessments are used as screeners that guide student course placement and support progress monitoring. 2. Struggling learners are provided additional support via explicit tutoring in math and reading. 3. Special education learners are monitored and their IEPs are appropriately implemented and managed. 4. English Language Learners are monitored and transition plans are appropriately managed. 5. Technology-driven information systems support the monitoring of student progress and usage of course offerings.  In addition, students are provided: 1. 24 hour access to the online curriculum, supplemental resources and course work. 2. Access to progress monitoring assessments. 3. Access to laptops for completing their coursework. 3. Access to CPEC’s computer center.|All students that attend Clear Passage Educational Center have access and are enrolled in courses from Fuel Education's comprehensive course library.  The following tools/measures are implemented: 1. Formative assessments are used as screeners that guide student course placement and support progress monitoring. 2. Struggling learners are provided additional support via explicit tutoring in math and reading. 3. Special education learners are monitored and their IEPs are appropriately implemented and managed. 4. English Language Learners are monitored and transition plans are appropriately managed. 5. Technology-driven information systems support the monitoring of student progress and usage of course offerings.  In addition, students are provided: 1. 24 hour access to the online curriculum, supplemental resources and course work. 2. Access to progress monitoring assessments. 3. Access to laptops for completing their coursework. 3. Access to CPEC’s computer center.|The identified/listed measures serve as safety nets to ensure that all students have access to a broad course of study.|As a response to the locally selected measures, Clear Passage teachers are provided ongoing professional development to ensure continued/improved efficacy in implementing the educational program.  Based on summary data from school surveys, informal and formal school planning meetings, Clear Passage Educational Center's present professional development focus is student performance analysis and interpretation. The administrative team at CPEC uses multiple tools such as the school plan, and data gathered during cross-functional meetings to identify professional development opportunities which are then discussed with the school’s staff during staff meetings and articulation sessions. Also, CPEC’s instructional staff is encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability.|Over the last 4 years, approximately 90% of new students have arrived significantly credit deficient and with a history of severe absenteeism at their previous school(s). Some have experienced family trauma that has significantly impacted their educational progress. Others dropped out of school because they had to work to support their families, care for siblings (or their own children), help a relative who is sick or because of prior legal issues (gang involvement, incarceration, probation).  Given the high-risk profile of our students, our program model and the size of our student enrollment, Clear Passage Educational Center has received Dashboard Alternative School Status certification from the California Department of Education.|2019-06-30|Met|2019
19647330129825|Clemente Charter|7|||||||Not Met|2019
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.||2019-11-13|Met|2019
10621170118018|Clovis Online Charter|7|1. Clovis Online School 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. Our school site utilizes 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 every student's schedule to determine if unduplicated student groups and individuals with exceptional needs are enrolled in a broad course of study. COS utilizes 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.|2. Clovis Online will continue to utilize Q web and academic counselors 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. Placement concerns are addressed and corrected as soon as concerned is placed.|3. An analysis of Q web identified the following barriers that are preventing Clovis Online School in providing access to a broad course of study for all students: the nature of virtual schooling, funding, students that need credit recovery, prerequisite courses and lack of access to true CTE Pathways, student social-emotional needs.|4. New Actions/Services were added to the LCAP in response to the analysis schedules in order ensure access to a board course of study for all students. Revisions included: additional funding for Transition Teams, academic counseling increases, intervention needs, and review of pre-req classes for AP and Honors courses.||2019-10-23|Met|2019
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.||2019-10-23|Met|2019
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 verified by classroom visits and lesson plans. Monitoring for seventh and eighth grade begins with the master schedule and verified by student schedules, classroom visits, and lesson plans. Monitoring for high school begins with the master schedule and verified by student schedules, classroom visits, lesson plans, graduation checks, four-year plans, and transcript analysis. 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. DMHS offers PUENTE as well, which aligns with a pathway . CVHS and DMHS offer aquatics instruction during the school day as part of the physical education program. High school students also have the opportunity to enroll in dual enrollment, courses, 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. 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 and 3 middle 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 high school students during a regular six period school day. In addition, teacher credentials, limited financial resources, and negotiated class sizes contribute to our district challenges.|In 2019-2020, students in fourth through sixth grade will receive daily instruction in visual and performing arts. A College and Career Coordinator was hired in 2018-2019 and will continue 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 working with all sites to implement a Multi-Tiered System of Support (MTSS) to address student behavior, academic, and social-emotional needs. The district continues to refine and support our core instructional program, as well as career technical education, after school, intervention, enrichment, dual/concurrent enrollment, Advanced Placement, and dual language programs. In 2019-2020, the CVUSD will also provide all students with access to the California College Guidance Initiative (CCGI). A music teacher was hired to provide elective band courses at West Shores High School.||2019-10-17|Met|2019
10621250000000|Coalinga-Huron Unified|7|The Ed services department conducts regular reviews of the school's master schedules based on the AERIES student information system. All master schedules are carefully reviewed to ensure students meet graduation requirements.  Counselors review students schedules carefully to ensure students meet graduation requirements.  Course completion data and graduation data is also reviewed.   The CHUSD offers students in TK-5 grade curriculum in English Language Arts, Math, Science, and Social Studies that is aligned to California state content standards and curriculum frame works, interventions, accommodations, and assistance that meets graduation as well as college and career readiness.  At the secondary level, the Master Schedules offer access to state CORE Curriculum that is aligned to the California state content standards.   Coalinga High School is fully accredited and offers a full scope of UC approved courses.   The counseling staff takes extra measures to ensure that English Learners, low-income students, and foster youth have access to all courses offered at the site including access to electives courses and regularly review the Master Schedules to ensure that it provides a broad course of study that meets the needs of our unduplicated students.  Safety-nets and interventions are made available  for struggling students, unduplicated students students, and students in special education who might need additional support and  interventions, accommodations, and assistance to help them meet graduation and college and career readiness requirements.|All students have access to a broad course of study.  Some student groups may not elect to engage in course work such as AP, but there are no barriers to prevent course access.  All students are encouraged to enroll in a AP courses as well as CTE courses that lead to college and career readiness.   In TK - 5th Grades, the CHUSD uses the Sobrato Early Academic Language (SEAL) Model to provides access to a broad course of study and to Designated and Integrated ELD support to all students at the elementary level. The SEAL Model is designed as a comprehensive model of intensive, enriched language and literacy education designed for English language learners, starting in preschool and continuing through fifth grade. The SEAL Model provides intensive professional development to elementary school teachers through workshop sessions, coaching, and collaborative reflection and planning. It also provides hands-on activities and field trips to build background knowledge related to the standards-based thematic units. Additionally, the Model supports parents in extending the development of language and literacy of their children at home and in the classroom, by inviting them in to the classrooms for Gallery Walks and parent trainings.    In the 6-12 grades, the CHUSD uses the Blueprints for Effective Leadership and Instruction for our English Learners’ Future (B.E.L.I.E.F.) Modules, which were recommended by, and taught to staff by the Education Services department of Fresno County Office of Education. The B.E.L.I.E.F. modules teach teachers and site administrators implementation of both integrated and designated ELD. The modules include current ELD research; opportunities to deepen understanding of integrated and designated ELD; activities to analyze, reflect upon, and refine programs for English learners; and follow-up activities to use with staff to support implementation.  B.E.L.I.E.F. is a comprehensive professional learning tool designed to increase efficacy, confidence, and capacity of teachers, school support staff, and leadership personnel in regard to meeting the needs of the English learner populations in schools, grounded in data, research, and the messages of the CA ELA/ELD Framework.  At the high school level, CHS is supporting and expanding pathway programs, to include Career Technical Education/ ROP and enhanced alternative programs.  The high school counseling staff monitors enrollment  in college prep and AP courses to ensure students are on track to meet graduation and college and career readiness requirements.|The greatest barriers that prevent the the CHUSD from providing access to a broad course of study for all students are the significant number of students who are socioeconomically disadvantaged and the large number of students who are learning  English as an additional language.  The percentage of students in the CHUSD who are eligible for free or reduced priced meals is 83.9% and the district's English Learner population is at 42%.  Supplemental and Concentration funds along with Categorical funding are used to provide support programs, interventions, and enrichment options  for struggling students, unduplicated students, and students in special education to help them meet graduation and college and career readiness requirements.|The district will continue building upon the success of the strategies mentioned above 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.  Cyber High will continue to be used in the Alternative Education setting as a credit recovery tool.   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 (Hatching Results) for school counselors that encompasses academic, behavioral, and social-emotional counseling centered around professional standards and practices.   The district will continue to provide an engaging broad course of study that supports and expands pathway programs to include Career Technical Education / ROP and enhanced alternative programs to meet the college and career indicator.   Refining the SEAL Model at the TK thru 5 grades at all District Elementary School sites. 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.||2019-01-15|Met|2019
40754650000000|Coast Unified|7|All 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.|Coast Unified School District has one grammar school serving grades TK-5, one middle school for grades 6-8, one comprehensive high school for grades 9-12, and one continuation high school for credit recovery. CUSD works to ensure that all students have access to the broad course of study offered. The district has established a variety of electives and two Career Technical Education pathways (Arts Multimedia Entertainment and Agriculture). In addition, Coast Union High School offers eight concurrent enrollment classes and eight advanced placement classes.   Grades TK-5 offer enrichment in the areas of art, music, environmental education, and citizenship.  Elective courses offered in grades six through eight include: Music/Band Art Environmental Education Introduction to Product Design Introduction to Arts Multimedia Entertainment Introduction to Agriculture ASB Student Leadership  Elective courses offered in grades nine through twelve include: Information Processing Cybersecurity Robotics Psychology Agricultural Mechanics Veterinary Science Software Development Digital Media /Advanced Digital Media Audio Engineering Play Production Chorus ASB Horticulture|Coast Unified School District provides small class sizes and enables students to have a rich and varied school experience. This small size can act as a barrier as well when schedule conflicts limit students’ ability to enroll in particular classes. These conflicts are considered in creating the master schedules and are minimized as much as possible.|Coast Unified has implemented a new shared teacher schedule in order to minimize conflicts in scheduling between school sites. Certain course offerings are done a rotating basis to reduce course conflicts and allow for student participation.||2019-10-10|Met|2019
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.||2019-10-21|Met|2019
12626796120562|Coastal Grove Charter|7|All students create their own main lesson books that demonstrate their level of understanding and retention of the delivery of the curriculum.  Other assessments include Phonographics, Dibbles, Woodcock Johnson, and in-class teacher assessments.|All students participate in foreign language instruction, handwork, art, music both coral and string instruments, and physical education.  We offer peer mediation, mindfulness, developmental movement, and 4-H agriculture and animal studies.  All teacher are highly qualified and hold a current California credential including our special subjects teachers.|The only thing that would prevent us from providing access to a broad course of study for all students would be if a student was scheduled (with the consent of the parents) for supportive intervention services at the time of the offering.|All students regardless of intervention needs have access to the developmental movement program which promotes the integration of the neurological and motor processes.||2019-10-24|Met|2019
53716700000000|Coffee Creek Elementary|7|Do to the size of our student population the staff at Coffee Creek Elementary School is able to meet the needs of all of our students.  The staff meets weekly to discuss which standards will be addressed and how we can include real life experiences to promote understanding of the standards.  This includes field trips, experts from the community, district support, videos and experiments.|Do to the size of our student population the staff at Coffee Creek Elementary School is able to meet the needs of all of our students.  The staff discusses California standards and lesson plan development to ensure our students are provided a broad course of study. We develop lesson plans with support and modifications needed so all student groups have success in a broad course of study.|The most challenging factor for our school is location.  We are in a isolated environment where access to arts and cultural events is lacking.|To help increase our access to a broad course of study we are accessing online interactive resources for our students.  This will provide our students with access to museums and other culturally enrich environments.||2019-10-23|Met|2019
42691610000000|Cold Spring Elementary|7|The Superintendent/Principal of the Cold Spring Elementary School District monitors the master schedule to ensure all students are enrolled in, a broad course of study, including math, social science, science, visual and performing arts, health, physical education and STEAM.  The District also informs and encourages parents to be involved and advocate for their children including reporting any complaints through the Williams/Valenzuela Uniform Complaint procedure.  In September of each year, the District evaluates the sufficiency of textbooks and other educational materials.  Each year, the Governing Board adopts a  resolution finding that it has sufficient textbooks and materials for its education program.  Parents are encouraged to raise any concerns during the public hearing prior to the adoption of the resolution.  (Ed Code 60119).  The District has not had any complaints or concerns raised regarding instructional materials.|The Cold Spring Elementary School District is a one school, school district.  All students are enrolled in a broad course of study.  The District ensures this through monitoring of the master schedule and through formal and informal classroom observations, evaluation of student formative and summative math and reading data that is recorded in the Renaissance Learning program.|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 Elementary School District is continuing to use the same tools and measures to insure that all students have access to a broad course of study.||2019-10-14|Met|2019
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.||2019-10-03|Met|2019
31667950000000|Colfax Elementary|7|||||||Not Met|2019
30741120000000|College and Career Advantage|7|||||||Not Met For Two or More Years|2019
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, project liaison, 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 have the ability to concurrently enroll at local community colleges and explore career pathways identified in their IECSP. CCPA students also have the opportunity to take advantage of Career Education courses offered within the OCDE’s Alternative Education 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 students have the ability to access additionally needed resources through their workforce development partners.|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 Career Education programs in their Santa Ana and Anaheim locations. CCPA works very closely with all the federally funded workforce partners to ensure student success.||2019-10-16|Met|2019
14101400128454|College Bridge Academy|7|Over the last few years we have worked on getting UC A-G approval on all of our core courses, CPE courses, and visual and performing arts courses. Just this year we have added precalculus and CTE/CPE basic construction to our list of courses that have been approved. All students at our schools are required to complete A-G coursework and our graduation requirements mirror those required for UC/CSU admission. We have also initiated our CTE program to acquaint students to careers in industries that can lead to employment directly out of high school. For our students with special needs, we offer some alternative math courses and support classes if they have been unable to find success with traditional course work.|Although we are a dashboard alternative school, we have made great strides over the last four years to still offer a rigorous curriculum with A-G approved courses to all of our students. We are committed to supporting all students in their matriculation to college despite the fact that they may have had some missteps in their previous educational careers that could be difficult to overcome and still gain entrance to four year colleges. Many of our students come to us credit deficient, but we are able to assist students with making up courses and getting them back on track. Precalculus and physics are being taught at two of our campuses and will be rolled out to all four by the beginning of next school year.|The major barrier that our school has to offering a broad course of study is that we have a relatively small staff and small student body size. As a result, offering AP courses has proven to be very difficult since we cannot "fill" those classes with enough students to make the trade off in staffing assignments worthwhile. We will however continue to work towards increasing the number of our students that are prepared and interested in the opportunity to take those courses.|We will continue to require A-G course completion as our graduation requirement. Additional CPE courses and upper level math and science courses have been added to our course catalog this year and we plan to focus on continuing to build out our CTE program to offer more career pathways for students to explore.||2019-09-13|Met|2019
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 2019 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 16.0 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.||2019-06-11|Met|2019
37771640137356|College Preparatory Middle|7|Scheduling is completed each summer for every student. Our school schedule provides for 55 minute periods which allow for all students to participate in core classes, Health and Physical Education and an elective. All students are enrolled in the "Core:" Math, English Language Arts, Social Studies and Science. Additionally students are rotated through a 9 week course of study in electives which vary from grade to grade. Our electives currently cover the visual arts, technology, computer science, personal finance, world cultures, creative writing, research tools, geographical imaging systems, engineering, journalism, homework club and community service.|All students are scheduled in the "core" and there is a grade level elective rotation of courses every 9 weeks.|All students are provided a broad course of study with the objective of furthering their academic progress.  :ocal and State assessment data indicate that CPMS students are meeting or exceeding standards at higher rates than local, county and state cohorts.|All students are provided a broad course of study with the objective of furthering their academic progress. :ocal and State assessment data indicate that CPMS students are meeting or exceeding standards at higher rates than local, county and state cohorts.||2019-10-30|Met|2019
37682130121582|College Preparatory Middle - East County|7|||||||Not Met|2019
19647330131821|Collegiate Charter High School of Los Angeles|7|The school uses a credit counting report in our student information system to track credit completion against A-G and graduation requirements. One hundred percent of students are on track to meet and exceed the A-G requirements, which are part of the school's graduation requirements. This is because when we schedule each year, we do so planning backwards from individual students' credit needs.|One hundred percent of students are on track to meet and exceed the A-G requirements, which are part of the school's graduation requirements.|There are no barriers. We are deeply committed to ensuring that every single one of our students finishes high school having been accepted to at least one four-year college or university. We work exceedingly hard to be creative and careful in ensuring that our master schedule allows for all students to access the courses they need in order to meet A-G.|The school is working aggressively to grow our enrollment. With larger enrollment, programming teachers' teaching loads will be easier, which is our #1 constraint right now in the number of course sections we are able to offer of various courses.||2019-10-24|Met|2019
36676860000000|Colton Joint Unified|7|1. Colton Joint Unified measure 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 individual with exceptional needs served by monitoring the processes through which course selection and access are provided.  CJUSD uses our student information system to support the creation of a master schedule that provides heterogeneous grouping of students throughout the grade spans to support the needs of all student groups including unduplicated student groups.  Middle School and High School students have access to course catalogs and work with counselors to select appropriate courses.  Processes and procedures are in place to assist with student placement and find inappropriate or missing classes from student schedules to support open access to available courses.|For the 2018-19 school year 100% of Colton Joint Unified School District’s students have full access to a broad course of study as defined by California Education Code 51210 and 51220 (a)-(i).  Students meet with counselors and complete course requests based on student needs and wants.  Site master schedules are then developed based on the course requests from students.  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 (CTE) Pathways and some Advanced Placement courses based on low enrollment in the course.  Available course offerings are reviewed yearly to provided opportunities based on new and emerging fields and there is a course approval process in place that begins at sites and moves to Curriculum Council, Executive Cabinet, and Board approval before implementation.|Possible barriers to providing access to all available courses would be lack of time within a student schedule, an elective offering where a new teacher would be required to be hired when other electives have openings, and some Career Technical Education pathway and course options that are not offered at all sites.|To address the possible barrier of providing access to Career Technical Education pathways or course 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 Career Technical Education program of their interest.  To address the barrier of time in a students schedule and elective offerings, some sites offer Period 0 and Period 7 classes students  can enroll, a dual-enrollment program offering courses from San Bernardino Valley College, and concurrent enrollment where students can take courses online, with other accredited high schools and/or colleges and universities.  The District also provides through LCAP funds Summer School at the middle schools and high schools where students can make up courses or take a course to free up time in their schedule during the school year.||2019-10-17|Met|2019
45699480000000|Columbia Elementary|7|The Columbia Elementary School District (CESD) 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 2018-2019 year, 100% of CESD students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i). All CESD students in grades TK – 8 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, CESD after school programs offered a variety of options for participation in the visual and performing arts, health and physical education. All CESD secondary students had access to a broad course of studies within their school offerings.|Over time, CESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Barriers preventing CESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day and, limited availability of credentialed teachers willing to work less than full time.|Due to CESD limited credential staffing at the secondary level, world languages 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 this year. As CESD continues to assess access a broad course of study for all students, additional collaboration is planned with the 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 LCFF funds to support Priority 7.||2019-10-14|Met|2019
55723480000000|Columbia Union|7|We use our student information system to track student progress in engaging with a broad course of study. In addition, we offer rotating opportunities to engage with STEAM activities both in school and after school. We are providing transportation for after school enrichment opportunities to ensure maximum student participation.|We are a single school LEA. As such, all of our students have access to the same offerings for a broad course of study.|The largest barriers are personnel and budget constraints. We are a small LEA with limited teacher resources.|We have revised our schedule for our middle school students to ensure maximum participation in elective course offerings in addition to a strong core academic program.||2019-10-08|Met|2019
54718520000000|Columbine Elementary|7|All students will participate in language arts, spelling, reading, math, science, social studies, physical education, and art. Each grade teaches reading, spelling, language arts, and math before lunch. Social studies, science, and P. E. are after lunch. Art is woven into language arts, social studies, science, and or math.|100% of Columbine's students, TK thru 8 grade, have access to and are enrolled in a broad course of study. Occasionally, a student will be out of P. E. due to a doctor's note.|None|Columbine has implemented to ensure access to a broad course of study for all students.||2019-10-28|Met|2019
06100660000000|Colusa County Office of Education|7|The S. William Abel Community School will examine several 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. In the fall term, four students were enrolled in advanced education courses in science and world languages. In the spring term, three students were enrolled in advanced education courses in science and criminal justice courses. 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. Curriculum will be developed over the summer of 2019 to provide students with opportunities for career exploration through elective courses in a wide variety of career and technical sectors.|Limited human resources are 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 courses preapproved for a-g credit by the University of California system. Second, curriculum has been purchased to offer a Focus on College and Careers course utilizing the Get Focused, Stay Focused curriculum. All students could 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.||2019-06-19|Met|2019
06615980000000|Colusa Unified|7|Burchfield Primary School and Egling Middle School evaluate course needs via stakeholder needs assessments in comparison to state adopted materials and mandated minutes.   Colusa High School establishes individualized learning plans to keep all students on graduation track and keep students interested in completing A-G courses.  A thorough student course request process is completed every spring to ensure student involvement in selecting courses and master schedule alignment.  Parents are included in the process by encouragement of parent meetings and notifications.|All students throughout CUSD have access to a broad course of study.  Music, Visual and Performing Arts, and Business Applications have been added to all students course of study.|The only barriers to access electives is the master schedule.  In some cases, students who need intervention or remediation must take those classes instead of an elective, as well as the small student population causes singleton course offerings.  However, CHS makes every effort to ensure students are able to access course requests via course selections.|CUSD will continue to look at school schedules and master schedules to eliminate barriers that may develop.  This is a conversation that will occur multiple times a year and addressed every spring during the development of the master schedule and period configurations.||2019-10-21|Met|2019
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 UC/CSU enrolling students and AB2306, 1806 or 167/216 requirements for juvenile court school, foster or homeless youth students. Many students entering BCOE school programs are credit deficient and strive to complete the minimum requirements to obtain a diploma and enter the workforce or continue their education.  Annually, the Student Programs and Educational Support school 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 alternative education 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 receive instruction in all required content areas using standards aligned curriculum.   In the annual LEASA evaluation, the LEA has moved from "Laying the Foundation" to “Installing or Working towards Implementation” 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 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 continue to be developed as a guide for teachers. In addition, BCOE school programs continue their work with a nationwide organization and our local CTE office 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 differ. For example, some sites serve incarcerated youth and are limited by the requirements of the legal system, while others serve special education students that are on a certificate of completion track. Students in the alternative education programs 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, however, the LEA is working in partnership with the Career Technical Education department to find creative ways to address this issue countywide.|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 supported every site with professional development after they purchased an online curriculum, Edgenuity.  Edgenuity allows students a wider range of course access.    The LEA is working with sites and a designated Transition Specialist II to create a framework that better supports student transitions. The goal is to ensure students are enrolled in the most appropriate courses, remain engaged in their course of study and stay on track for graduation.||2019-10-14|Met|2019
24102490138032|Come Back Charter|7|CBCS 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 their teacher and/or school academic counselor to develop both short- and long-term goals around education, career, and support opportunities. The plan ensures students have access to a broad course of study.  Progress reviews of the goals on the plan are conducted by teachers, counselors and/or  other staff with students on a monthly basis. During these reviews, staff, teachers and students identify any barriers that may exist for accessing courses. Intervention and supports are provided for students to access courses as needed.|There are no differences of access to a broad course of study among the student groups. (Note: As a charter school, CBCS is essentially a single site LEA, so there is no need to address access across multiple school sites.) Students who enroll in the school have access to the same curriculum and courses as that of their peers. Students are assigned the curriculum and courses based primarily on student credit deficiencies, student input, and teacher recommendation. Because CBCS students enroll into the program with a varying array of credit deficiencies, teachers regularly review grades, assessment data, and student feedback. All of this information is reviewed on a monthly and quarterly basis by the teacher, counselor, administrator and other agency representatives (i.e., Empower) to ensure students are in the proper courses of study to ensure academic progress and completion.|There are no barriers at this time in providing access to a broad course of study to all of our students.|To ensure access to a broad course of study for all students in a 21st century learning environment, CBCS has 1:1 technology devices for all students. Through the use of the 1:1 devices, students are able to access the school’s online curriculum as well as have access to online resources to better support the student in their learning. Additional purchases of WiFi devices will allow students to have access at home so they may maintain connectivity to the Internet even when not on school grounds.||2019-10-21|Met|2019
33103300128397|Come Back Kids|7|CBK utilized Aeries course scheduling reports to analyze student enrollment in courses. Course approval forms were 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, were enrolled in UC A-G approved core academic courses based on their age and credit completion. The graduation status report was used to monitor grade ­level course completion of the courses in order to meet the required 200 credits for high school graduation. All students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)­(i).   CBK 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 included the use of the CBK Prospectus, Course Reference Guide, and the course approval form to ensure that students were enrolled in a broad course of study. No barriers were identified in preventing CBK from providing access to a broad course of study for all students.|In CBK, all students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). CBK 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 CBK 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 in preventing CBK from providing access to a broad course of study for all students. Technology was used to overcome any geographical barriers across sites. CBK implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. CBK provided English learners with challenging curriculum and instruction that maximized the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitated student achievement in the regular course of study. All students were scheduled in courses to meet the CBK high school graduation requirements with specific attention to their individual preferences and college/career goals. Teachers provided standards-­based instruction in ELA, ELD, mathematics, history­/social science, science (NGSS), visual and performing arts, and world languages. Teachers continued the implementation of Universal Design for Learning (UDL) and Thinking Maps in the classroom. CBK teachers implemented service-­learning projects in history/­social science and science, and students completed personalized, interest­-based projects. These project-­based, service-­learning opportunities incorporated interdisciplinary ELA, mathematics, social studies, sciences, and college and career readiness.|CBK implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. CBK 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 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.||2019-10-01|Met|2019
19753090132654|Community Collaborative Charter|7|Course lists, a-g course list, master agreements, report cards, transcripts, 4-year graduation plans, post graduation plans.  The school primarily uses transcripts, placement tests, and teacher recommendations to place students in coursework. Remedial students are identified by placement tests and CAASPP scores to receive intervention regardless of their subgroups.|All students have access to and are enrolled in a broad course of study based on their academic proficiency. Students who lack proficiency in any area are given additional supports and remediation to get them to grade level to engage in the broader course of study.|There are no barriers|None||2019-10-10|Met|2019
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.||2019-10-22|Met|2019
19646420136127|Community Collaborative Virtual - Keppel Partnership Academy|7|Course lists, a-g course list, master agreements, report cards, transcripts, 4-year graduation plans, post graduation plans. We can view these items based on individual students or defined student groups (unduplicated, ethnic, socio-economic, special needs).|All students have access to enrolling in a broad course of study. There are currently no differences or barriers for any student group to be enrolled in a broad course of study.|There are no barriers.|None at this time.||2019-10-10|Met|2019
36677360136069|Community Collaborative Virtual - Sage Oak Charter|7|Course lists, a-g course list, master agreements, report cards, transcripts, 4-year graduation plans, post graduation plans. We can view these items based on individual students or defined student groups (unduplicated, ethnic, socio-economic, special needs).|All students have access to enrolling in a broad course of study. There are currently no differences or barriers in any student group to be enrolled in a broad course of study.|There are no barriers.|None at this time.||2019-10-10|Met|2019
19647336094726|Community Magnet Charter Elementary|7|Community Magnet Charter School adopted a new progress report card in Fall 2017 that teachers, the principal, and LAUSD staff can use to monitor student progress. 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). English Learner progress dashboards are used to track English learner progress toward reclassification, including ELD grades and English Learner proficiency exam scores.|Using its locally selected measures, CMCS can confirm that all students have access to and are enrolled in a broad course of study. CMCS staff all monitor student enrollment in appropriate courses. For example, CMCS ensures all students have access to arts instruction through an enrichment block. All classes have consistently met all requirements for physical education minutes for students. Student progress toward graduation (as evidenced by DIBELS scores) remains consistently high over the past five years. CMCS continues to concentrate resources and supports through the CATCH program and intervention resources for students performing below the district-wide average on state assessments.|One barrier to Community Magnet CS 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. 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.|Community Magnet CS 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. 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, CMCS continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition, CMCS continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas.||2019-11-04|Met|2019
37103710137695|Community Montessori|7|At Community Montessori School, student needs are identified through student records, regular assessments, and CALPADS. Analysis of that information drives student participation in appropriate programs. Data is collected 3 times per year to ensure proper placement and adequate academic achievement as well as to identify additional appropriate interventions as necessary.|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, Agriculture, Vocational Skills, Technology, and Foreign Languages. 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.|Currently, the LEA offers a broad course of study for all students.|CMS is implementing AVID at the middle school level to support student agency and achievement.  Fundraising is a priority to suplement school funds to offer rich and diverse elective and field experience opportunities.||2019-10-30|Met|2019
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 Elementary and COA Middle 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.||2019-10-22|Met|2019
19647330129874|Community Preparatory Academy|7|||||||Not Met|2019
30664640123729|Community Roots Academy|7|Community Roots Academy currently serves over 700 students in grades K-8 with the following student demographics that include: 70% White, 8% Hispanic, 15% 2+ Races, 5% Asian, of which 13% are Students with Disabilities, 2% English Language Learners, 0.3% Foster Youth, and 9% Socio-economically Disadvantaged.    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 (CRA) 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, the School Directors will verify this during classroom observations and they will 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 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 grade 3-5 have access to and are enrolled in Typing Academy (Grade 3); Recorder (Grade 4), and Beginning Orchestra (Grade 5). 100% of students in grades 6-8 have access to and are enrolled in the following courses (based on student choice): Cyber Civics, Digital Media Production, Technology, Theatre, Orchestra, Economics, Creative Writing, Green Champs, Debate, & Journalism.  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 order to meet UC A-G requirements. There are no differences in 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.||2019-09-09|Met|2019
01100170123968|Community School for Creative Education|7|||||||Not Met|2019
57727020139436|Compass Charter School of Yolo|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 both the Counseling Services and Special Education departments to ensure schedules are set to meet individual scholar needs.|All scholars 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 scholar groups in accordance to grade level and academic capabilities.|Compass administration utilizes the SIS to manage the distribution of an individualized program offering that reflects a broad course study|Compass will continue to observe the use of the SIS to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.||2019-10-03|Met|2019
10623310130880|Compass Charter Schools of Fresno|7|||||||Not Met|2019
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 both the Counseling Services and Special Education departments to ensure schedules are set to meet individual scholar needs.|All scholar 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 scholar groups in accordance to grade level and academic capabilities.|Compass administration utilizes the SIS to manage the distribution of an individualized program offering that reflect a broad course study.|Compass will continue to observe the use of the SIS to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.||2019-10-03|Met|2019
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 both the Counseling Services and Special Education departments to ensure schedules are set to meet individual scholar needs.|All scholar 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 scholar groups in accordance to grade level and academic capabilities.|Compass administration utilizes the SIS to manage the distribution of an individualized program offering that reflect a broad course study.|Compass will continue to observe the use of the SIS to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.||2019-10-03|Met|2019
36679590124032|Competitive Edge Charter Academy (CECA)|7|In grades K-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.   Based on these identifying factors, all students have access to the listed educational opportunities.    In grades 6-8, we define a Broad Course of Study as:  •a course catalog and master schedule that provides students with several opportunities to meet college and career readiness indicators. These indicators include:  - International Baccalaureate (gr. K-8) -Language instruction -STEM instruction -Art instruction  Based on these criteria, all students have access to the listed educational opportunities.|Students in grade k-3 receive 60 minutes of second language instruction weekly.  Students in grades 4-5 receive 90 minutes of second language  instruction weekly.  Students in grades 6-8 receive 220 minutes of second language instruction weekly.  Students in grades K-5 receive art instruction intermittently based on their units.  Art instruction at these levels tie directly to what students are learning and is an extension of their learning.  Art is taught on a quarterly basis in grades 6-8 and is most often connected to STEM instruction to provide a connection.  Students in grades K-5 are exposed to STEM concepts through collaboration with middle school STEM students who visit classes multiple times a year to share learning and complete hands-on activities.    Staff members are encouraged to seek out professional development that can further their skills in the classroom as long as that professional development meets the vision of the school and the International Baccalaureate. Over the past two years, training has included teaching in context (whole staff), questioning strategies, mathematical mindsets, thinking maps, and executive functioning skill teaching/ learning.    In the current school year, staff training have been around collaboration and how students learn best.  The purpose of these training is an example of our shift in focus from purely academic to a realization that a student cannot learn if theyare not socially and emotionally positive.|One area of concern is that the International Baccalaureate Program allows special education students to miss language acquisition to attend special education classes.  To address this missed time, after school Spanish instruction is provided for some students.  While the after school program helps some students, it is not as effective as it could be.|A small schedule committee has been developed to look at potential schedule adjustments.  CECA staff and administration feel it is important to provide intervention within the school day.||2019-10-22|Met|2019
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, we have developed an internal tool to monitor that students in grades 1-6 meet the required amount of minutes established by the state of California. At the middle school level, our master schedules, which are 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. This tracker informs the CUSD efforts related to credit recovery across the high school span. It 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 post-secondary 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 multiple times with counselors in their English classes to review the classes they will take the following year, including CTE and college 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, and Physical Education. In addition, all 21 schools have their own supplementary programs which may include Robotics, Coding, Project Lead the Way, and 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 access both their core mandatory subjects, as well as electives beyond their regular core curriculum, including subjects such as Project Lead The Way, AVID, journalism, robotics, art, and music (VAPA) options. Students have access to World Language courses and high school level mathematics 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, especially in areas not covered by current AP course offerings. Considerable efforts have been made to restructure and bolster our CTE programs and ensure that students enroll in a sequenced CTE pathway as well as A-G approved courses to make them university eligible. All courses offered at the high school level have been designated A-G approved by the University of California. As a result, and given various interventions across the district, there has been a steady increase in the amount of students being A-G completers.  CUSD has gone from 26% in 2015-2016 to 36% in 2017-2018. A 6-10% increase in A-G is expected for the class of 2019. Inequities persists 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 84% in 2018 district wide. Our data demonstrates that most of our comprehensive high schools exceeded the state’s desired threshold of 90% or better for HS graduation. It is expected that Early College achieve 100%, Centennial 94% and Dominguez HS 92%. Compton HS’s 2019 graduation rate was 89%.  Cesar Chavez HS has achieved an excellent status on the CA Dashboard, with an 81% graduation rate, an increase of 31% in the last three years.  Nevertheless, there are student groups that are underperforming. Additional efforts will be made to increase the graduation rate of the following groups: SPED (62%), Foster Youth (70%) and EL students (73%). Also, the percentage of A-G completers 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 sometimes schools find themselves narrowing curriculum and shifting time and resources towards math and language arts and away from other subject areas. Other barriers include the lack of engagement and relevance of the curriculum in the areas of science and social studies, which will shift with the upcoming textbook adoption in these areas. The level of comfort that teachers have with the Next Generation Science Standards (NGSS) and the History and Social Science (HSS) Framework is being addressed through ongoing professional development. Finally, student chronic absenteeism is also an important barrier and an area of focus, because it truly impacts student access and learning. At the middle school (MS) level, students have access to a broad course of study. There is currently limited articulation between our middle 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 before middle school. This requires developing students’ college aspirations, college planning, academic planning, career exploration, etc. The implementation of the Gear Up grant at all of our middle schools  and two of our K-8 sites (Roosevelt/Kelly) supports this work. The Gear Up grant provides resources for increasing literacy focused PD with the implementation of the UCI California Reading and Literature Project (CRLP) program at our Gear Up sites. At the high school level, lack of rigor and relevance are the main barriers for students to access and successfully complete the college prep courses offered. Utilizing evidence-based instructional practices, will ultimately increase student performance across all areas. Increasing rigor and relevance will also increase the number of students who access and pass college & career level courses the first time taken (A-G, CTE pathways, AB288 and AP classes). The professional development that we are giving is explicitly focused on literacy and developing students' ability to write using evidence-based strategies in all classes. The D & F rates in core classes is also a barrier, since it may result in students enrolling in Chavez HS, which in turn will impact A-G completion, graduation requirements, and enrollment in AP and AB288 courses. Traditional bell schedules with six 55-minute periods may limit student access to the growing academic requirements to be competitive in college and career. Alternative and flexible school days are being explored to develop competitive graduates. 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 revising and taking new actions with regards to course offerings, to ensure that all students have access to a broad course of study. At the Elementary level, we will continue providing ongoing professional development (PD) and support resources 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 tutors, intervention programs, and Saturday School) and continue providing enrichment courses for K-8 elementary students. The district has shifted to a centralized system of Curriculum Specialists who work closely with our at-risk students providing interventions and access to the curriculum. CUSD has also hired a College & Career Specialist who monitors and tracks middle school transcripts and credit accumulation. The Gear Up program provides a systematic approach focused on developing student and parent understanding of the requirements for college acceptance as well as a cultural shift to believing college is an attainable goal, financially and academically. We are in the process of revising our middle school (MS) promotion requirements to align them with our High School requirements. The Gear Up grants that will focus on MS students as it pertains to college & career outcomes. At HS, we will increase PD opportunities for teachers to enhance rigor and relevance in the classroom. We are building 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 are being 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 and access the college courses offered through AB288. 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 HSs will revisit bell schedules to increase student opportunities to participate in an even broader course of study, including AP and AB288 courses and CTE pathways. CUSD hired Educational Coordinators who will be instrumental to strengthen a college-going culture and ensure that no student falls behind. CUSD hired a Data Analyst who creates additional monitoring and data tools to better inform practice. A CA Dashboard-aligned data tracker that quantifies the College/Career Indicator (CCI) has been created, and a unified report that combines CTE, HS graduation and A-G progress. Dashboards are being created to inform and alert schools earlier of students who need intervention. We will continue to implement strategies to inform and engage parents in course selection, career pathways and college planning for their student.||2019-10-23|Met|2019
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 curriculum. Each school 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; Ladera STARS Academy; and our Open Classroom Leadership Magnet. Two additional magnet opportunities are in the planning stages: IB at Cypress Elementary and a Civics Education magnet at Weathersfield Elementary. Further, multiple specialized programs are available at the elementary level for Students with Disabilities (SWD), including Learning Center/Resource and Specialized Academic Instruction (SAI). CVUSD supports 4 traditional middle school sites and 1 K-8 site with enrollments ranging from approximately 500-1100 6-8th grade students.  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 content areas, providing 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, guest speakers, and field excursions. Additionally, in recent years CVUSD expanded it’s online-blended learning school to include 6th-8th grade as well. CVUSD is committed to all students reaching their 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-promise students, homeless, foster and students with alternative learning styles.  For students who need additional support, CVUSD offers several options at the secondary levels, including an English Learner Newcomer program for high school students that are new to the United States that provides a pseudo self-contained environment for English, math, science, and history. The high school AVID program is in its third year of implementation at our 3 comprehensive high schools. For our SWD, we offer specialized programs for students who need it, and this year began implementing a co-teaching model to increase access for SWD to core academic courses at all of our middle and high schools.|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 50.4%.  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 2.3% district wide.  Analyzing our unduplicated pupil counts in this area, staff is concerned that our socioeconomically disadvantaged student populations yielded a suspension rate of 4.5%, our Special Education population yielded a rate of 6.0% and our English Learner populations yielded a rate of 2.2%.  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 for college entrance and attended approximately 230 colleges and universities world wide.  Some notable institutions include Princeton, Stanford, Yale and MIT.  CVUSD maintains one of the highest high school graduation rate in Ventura County at 95.5%. Additionally, after initial planning during the 2018-2019 school year, CVUSD started the Student District Advisory Committee to provide students with additional input on longterm district planning. SDAC is comprised of high school students from all 5 CVUSD high schools, including our 3 comprehensive high schools, our continuation high school, and our online-blended school. It is a diverse group of students, including both AP/IB students and CP students, students who participate in athletics and activities, and students who focus solely on academics.|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 50.4% of our students with disabilities spend less 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. Beginning with the 2019-2020 school year, CVUSD shifted to a pupil-free day model of professional learning to provide focused PD to all teachers. 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, beginning with the 2019-2020 school year, Universal Design for Learning (UDL) began 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 (LRE) and implementing differentiation strategies in every classroom for all students. 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.||2019-06-04|Met|2019
41690050127282|Connect Community Charter|7|All Connect students have access to a broad course of study. Connect uses a Student Information System, Pathways, to track ELPAC data, and accommodations for students who qualify for special needs.|All students participate in direct and explicit ELD instruction as part of their English Language Arts program. Additionally, supports for ELD students and students with IEPs are embedded in all project-based learning lessons, as well as integrated subjects. All students have access to learning materials that cover all required standards in ELA, Math, Science, Social Studies, and Physical Education.|Some barriers to providing access for students include facilities, as adequate space for small group instruction and Speech and Language services is difficult with our current space.|Connect plans to request additional facilities to support those students in its Prop 39 request for 2020-21. Additionally, in order to provide additional or more advanced electives courses, Connect would need increased access to a multi-use building, field and blacktop spaces, and additional classroom space|Connect continues to explore rigorous instructional materials and models to ensure a broad course of study.|2019-10-03|Met|2019
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 for additional information.|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, however, recent UC decisions now allow for virtual labs. Connecting Waters has made it a priority to research high quality virtual labs to increase course access.|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.||2019-10-21|Met|2019
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.  See High School Course Catalog for additional information.|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.||2019-10-21|Met|2019
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 for additional information.|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.||2019-10-21|Met|2019
55724135530191|Connections Visual and Performing Arts Academy|7|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.|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.|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.|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.|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.|2019-10-23|Met|2019
01612590132555|Conservatory of Vocal/Instrumental Arts High|7|COVAH uses several assessments to track student progress in ELA and state standards including the Gates Reading test, as well as a specialized math assessment designed to identify underlying gaps in calculation skills.  These assessments help drive the programming of students into classes designed to fill the gaps and help students progress.  All COVAH students participate in the A - G coursework and Concurrent College classes.  All students have access to CORE A - G high school, Concurrent College Classes, and Online courses for credit recovery, Honors, and AP coursework. There are no differences across sub-groups.|College Courses and high school CORE classes are available to all students.  The assessments determine readiness for higher level coursework and the individual needs for students needing foundational skills.|COVAH has not found any barriers to student access.  We have EL, SpEd, and At-Risk students enrolled in College classes as well as the A-G curriculum.|Based on the assessments COVAH administers, students may receive after school tutoring, Math or English Survey courses, or college tutoring.||2019-08-26|Met|2019
07100740000000|Contra Costa County Office of Education|7|All students have access to a broad course of study. Due to the constraints in classroom composition that are inherent in working in an incarcerated facility, we have developed a system of course planning that takes every student needs into consideration.|Students are offered classroom-based instruction for the 5 core content areas of Math, Science, English Language Arts, Science and PE. These courses are differentiated to meet the needs of the diverse students in the section. In addition to the daily classroom-based instruction, students have the option to take any other needed course through an online platform that is A-G approved. In the past year, we have added an online program that allows students to participate in virtual wet labs as well as take world language classes.|Our blended model allows us to meet the needs of the diverse group of students who attend our school.|In the coming year, we will be working to revise our Board adopted course of study to include our new curricular options as well as to write course descriptions for our classroom-based instruction to submit for A-G approval with the aim of increasing the number of A-G courses completed by students.||2019-10-16|Met|2019
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.||2019-10-10|Met|2019
16638910000000|Corcoran Joint Unified|7|In Grades 1-5, 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 6-12 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 1-5, Social Science, Science, Health, and Visual and Performing Arts are integrated into ELA and Math.  A music teacher is provided to the elementary sites and each classroom receives music instruction 30 minutes, one time per week.  Band is also offered to students in Grades 3-5 as a pullout program.  Art is integrated and culminating projects are displayed in the classroom after themes in Core Subjects are completed.   PE is offered daily with a total of at least 200 minutes every 10 school days in grades 1-5. English Learners in Grades 1-5 receive both Integrated ELD throughout all core subjects and Designated ELD for a period of 30 minutes per day.  In Grades 6-12, 100% of students, including unduplicated students have access to required courses.  Plans and class selection are developed with the help of Learning Directors.  English Learners are assigned a period of ELD services to help support them in their core classes. 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 1-12 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.  Potential barriers preventing the District from providing access to a broad course of study for all students may be the teacher shortage in specific areas (i.e. Mathematics, Science) that we have been experiencing for a few years.  Another constraint that we come across is the small number of enrollees in a class limit the classes that can be offered.  Due to our rural and small school/district size, at times, options are limited due to the number of students interested in a class and the teachers available to teach the course.|Corcoran Joint Unified School District continues to implement Response to Intervention (RTI) 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, Mathematics, and Behavior.  Supports for students with disabilities are also being identified and implemented into RTI.||2019-10-22|Met|2019
04100410114991|CORE Butte Charter|7|Student enrollment in courses is regularly evaluated through various means. Annually a Master Agreement is developed in partnership with the parent/guardian, student, 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 reviewed by the team. Each student at CORE Butte meets the minimum state graduation requirements along with the CORE Butte graduation requirements 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 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 LEA 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 increasing its students who qualify as college and career ready. Over the course of the past several years, the school has worked diligently to increase the percentage of its students who meet these qualifications.|There are many potential barriers to students reaching 100% college and career ready. Many students who transfer to CORE Butte high school program, transfer credit deficient, or already on an educational path that may make it extremely difficult for the student to graduate with the required units for a-g or Career. Some students may struggle with the rigor of the a-g coursework, or simply not be interested in the CTE offerings CORE Butte has.|CORE Butte continues to focus on the personalized learning model for its students. Looking at each student as an individual and developing a program that will best meet that students post-high school goals is essential to the success of the model. CORE Butte has worked diligently to create a “college and career culture” by adding information to the way that we approach students who may be experiencing one of the barriers listed above.||2019-09-13|Met|2019
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 are selected and distributed at time of enrollment. As the student’s learning needs become apparent, adjustment to the learning program can readily be made. 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-onlab 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 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 abroad 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.|More students currently checkout devices and make use of the hotspot option, which allows them to access online courses anytime from anywhere. This year, more CORE families have become familiar with and use CORE’s  general announcement system as a means of information. This communication often contains news regarding accessibility to learning opportunities. This, as well as the gaining utilization of the Parent/Student portal within our SIS, improves or otherwise broadens students' course of study. New implementation of CORE’s breakfast service program ensures students with nutritional needs are ready to engage in their daily course of study.||2019-10-10|Met|2019
31103140119214|CORE Placer Charter|7|||||||Not Met|2019
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 in providing Foreign Language is the inability of many of our students to read at or near grade level. It is imperative that we as a District maintain the focus and resources 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 continue our focus on bringing our students up to grade level standard in English/Language Arts and Math. In order to do this, we have had to and continue 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 believe this is by far the best decision for our students in the long run.||2019-06-19|Met|2019
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 and taken into consideration at the annual faculty senate meeting that reviews new course proposals for the following year.|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 last school year, and that trend has continued this year.  The District considered adding social science courses specifically for students with IEP's this year, but decided instead to continue pushing these students into mainstream settings and provide additional supports (such as increasing our staff of paraeducators).  Additionally, the District added a new Exploring Health Careers course this year designed to increase early exposure to various careers related to the health industry.  Thus far, the course seems very popular with students and local industry is in need of qualified employees in this sector, so we anticipate this CTE pathway continuing to grow in the future.|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 approximately 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.  There is significant momentum behind this effort in the Health and Manufacturing pathways right now.||2019-10-17|Met|2019
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 2018 was 92.9%, the UC A-G completion rate for all students was 73.4%, and the CTE participation rate was 60%, with 210/233 students receiving a “C” or better in a CTE capstone course (97.5%). 2019 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 time frames 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.|There is no additional information at this time.|2019-10-17|Met|2019
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.|As described in the previous narrative summary, analysis of class rosters, class schedules and school schedules is ongoing to ensure that students, TK- 12, have access to a broad course of study.  Additionally, CNUSD measures numbers, percentages and achievement of students who are enrolled in specific classes such as AP/IB/Dual Enrollment classes, A-G classes, CTE classes, CTE Pathway Completers and Industry Certification Completers as well as student participation in core and elective classes.  When examining the conditions of students in AP Classes, CNUSD reports that 27% of the high school students are enrolled in AP classes representing an increase of over 1% from the previous year.  Students taking a-g courses rose about 5 percentage points over the previous year to 57% of students completing a-g requirements.  Over the last 4 years, the number of CTE pathways has grown from 4 to 14 and the number of courses has grown from 211 to 312.  The number of students who are enrolled in CTE classes for 18/19 is 6,643 with include 3,492 Hispanic students, 400 African American students, 2,271 Low Income and 540 English Learner students.  CNUSD schools provide CTE courses in the areas of Agriculture, Aviation, Engineering, Health Studies, Microsoft focus and Logistics, to name a few.|All CNUSD schools provide equity in the area of Advanced Placement Classes and A-G classes with all high schools offering consistent offerings across the district.  CNUSD has worked diligently to provide a broad access of study for all students, especially in the area of Career Technical Education.  These programs have specific focus areas are offered at specific schools.  A barrier that has been discussed is that several of our schools are closed to transfers based on being impacted.  Therefore, students who are interested in programs at the impacted schools are not able to transfer and access those programs.  Analysis of conditions and options is ongoing as we consider this barrier.|Based on an analysis of data trends, CNUSD has decided to eliminate and modify several of the metrics in the CNUSD LCAP.  Questions arose as we analyzed CNUSD data for students in AP classes and identified that we did not meet our goals for this particular area over the last few years. As a result of the root cause analysis, it was determined that while the numbers of students enrolled in AP classes were not growing, the numbers of students in other classes presenting college level course work was rising. For example, in 2017, the number of students in Dual Enrollment was 78 and this program was held at one school in the district. In 2018, the number of students grew to almost 300 and the Dual Enrollment courses were offered at three more high schools.  In 2019, course offerings have been expanded and we anticipate that the numbers of student in this program will continue to rise. The consensus of the team studying this was, in order to understand how CNUSD was providing a Broad Course of Study to our students, the definition of student enrollment in college level courses needed to expand to include all programs/initiatives such as AP, Dual Enrollment, College Level IB and students at our Middle College High School who are attending college classes at Norco College. By doing so, we can more accurately measure students enrolled in rigorous college level work in CNUSD and make needed adjustments in real time. Additional new metrics for the upcoming year, 2019-20 include College Course Success Rate, which measures the success rate for students in the aforementioned rigorous, college level courses, and College and Career Ready Indicator (Prepared) Growth Rate, to measure student achievement  In the CNUSD Career Technical Education, the district has worked diligently to build out the number of CTE courses and pathways, along with the focus on students completing CTE capstone courses. After root-cause analysis, the decision was made to shift focus from current metric which measured participation in the CTE classes to measuring numbers of students who are 2-year pathway Completers.  Additionally, another metric which will measure the progress of students receiving industry certifications will be added.  By changing the focus of the LCAP metrics, the district will be able to better monitor student access to a broad course of study for all students.||2019-11-12|Met|2019
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 course enrollment data of the secondary schools to determine which students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with special needs.  The number of students enrolled in specific courses is tracked through our student information system and particular classes are highlighted in our LCAP.|At the secondary level, students have access to a broad course of study as determined by the master schedules.  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 them to both college preparatory and career technical education classes.  Elective classes include but are not limited to band, art, culinary, drama, student leadership, and robotics.  Technology Middle School offers students a 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.  During the 2018-19 school year, Rancho Cotate High School and Technology High School piloted an 8 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, online credit recovery, and numerous elective offerings, students were afforded greater opportunity to enroll in more classes.  Students were able to experience a wide array of classes.  Unduplicated students do not have any restrictions to accessing a broad course of study.  That being said, CRPUSD could improve the enrollment of unduplicated pupils in Advanced Placement and Honors courses at the high school level.|The Cotati-Rohnert Park Unified School District strives to ensure that 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.  Greater numbers of unduplicated students need to be encouraged to select more advanced courses including Honors and Advanced Placement courses.  Rancho Cotate High School has created specific pathways for incoming freshmen to encourage them to pursue particular career interests and continue with their passions to more advanced coursework.  These pathways, called freshmen academies, were instituted in the 2019-20 school year.  They will lead to Advanced Placement courses and Completer Courses in the students' junior and senior years.|The pilot of the 8 period block schedule was a significant action to increase access to a broad course of study for all students at Rancho Cotate High School and Technology High School.  The increase in the number of courses students could select was the result of reviewing previous master schedule configurations, student and teacher input, WASC recommendations, and student achievement data.  The block schedule was monitored and student and teacher feedback regarding the efficacy of the new schedule was gathered.  This review led to an additional schedule change in the 2019-20 school year.  The 8 period block schedule was modified to a 7 period block schedule as students and teachers reported being overwhelmed with the 8 period schedule.  While course access increased and students were able to remedy missing credits and course completions, many freshmen and sophomores taking 8 courses found the course load to be extremely taxing.||2019-10-15|Met|2019
45699550121640|Cottonwood Creek Charter|7|All students have access to a broad course of study as evidence by each child's Independent Study Master Agreement and Learning Period Agreements.|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. For students in the "Home School with Site Classes" Program, the broad course of study is embedded in the Learning Period Record Sheets which show a broad course of study delivered by credentialed teachers Monday through Thursday and delivered by parents on Home School Fridays. For students in the "Home School Only" Program, students have access to a broad course of study through the partnership between parents and the child's Home School Program Facilitator.  All students also have equal access to a strong elective and enrichment program that includes a variety music, performing arts, technology, visual art, and physical education classes.|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 for each individual student, 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 in the elective and enrichment program that includes: visual arts, performing arts, digital technology and film study, pottery, archery, dance, etc.   The emphasis of Personalized Learning ensures that all students have access to a broad course of study.||2019-11-12|Met|2019
45699550000000|Cottonwood Union Elementary|7|The Cottonwood Union School District (CUSD) 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 2018-2019 year, 100% of CUSD students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i). All CUSD students in grades TK – 8 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, CUSD after school programs offered a variety of options for participation in the visual and performing arts, health and physical education. All CUSD secondary students had access to a broad course of studies within their school offerings.|Over time, CUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. We use student feedback annually to add relevant and up-to-date electives in order to keep learning engaging and meet the requirements. Barriers preventing CUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day.|The career and technical education course for 8th grade is implemented and sustainable. As CUSD continues to assess a broad course of study for all students, additional collaboration is planned with the 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 LCFF funds to support Priority 7.||2019-10-15|Met|2019
37682130129668|County Collaborative Charter|7|Edmentum - Multiple tracks based on student need: Credit recovery, college preparatory, a-g, advanced placement and classes modified to meet the needs of an IEP.|All students have access to and are enrolled in a broad course of study based on their academic proficiency. Students who lack proficiency in any area are given additional supports and remediation to get them to grade level to engage in the broader course of study.|There are no barriers to course access in our model|None||2019-10-10|Met|2019
19644360000000|Covina-Valley Unified|7|Covina-Valley Unified School District’s goals and priorities highlight the District's 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 readiness; SARC; College Board; District Benchmarks and Assessments; the California Dashboard; graduation, absentee rates, and discipline rates; parent and student surveys; enrollment in special programs; along with Technology resources including 1:1 technology, ensure that all students are afforded opportunities to enroll in broad course of study throughout their tenure in C-VUSD. 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, Visual and Performing Arts, dual immersion and STEM programs, AVID programs, summer enrichment programs, after-school and Saturday enrichment programs, access to technology for all students, extracurricular and sports opportunities.|C-VUSD has increased the number of options students 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 its secondary schools that provide access to the broad course of study to students in Special Education. C-VUSD 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. 68% of high school seniors met the a-g requirements. Parent surveys indicate that parents appreciate the emphasis on student|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. C-VUSD 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; Visual and Performing Arts (VAPA); CTE programs; expand access to and participation in AP coursework and exams, participation in National SAT Day (free SAT, PSAT, and PSAT 8/9 participation for all students); increasing participation in the State Seal of Biliteracy; expanding 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 and removes potential barriers.|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. All schools will participate in a review and revisions to their Multi-Tiered Systems of Support to ensure timely interventions and supports are provided to students in an effort to narrow the achievement gap. C-VUSD will expand its Dual Language Programs and explore other potential languages and school sites for implementation. C-VUSD will continue and expand co-teaching courses to ensure that Students With Disabilities (SWD) have access to a broad course of study with no material differences to a course of study offered to general education students. C-VUSD will expand the PIQE program to educate students on their students’ course of study and how a rigorous course of study has long-term positive outcomes for students.||2019-10-07|Met|2019
01100176001788|Cox 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 in our day and academic calendar would provide opportunity for more depth in a broad course of study. This would require more funding.|The LEA 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.||2019-10-31|Met|2019
38684786112601|Creative Arts Charter|7|Creative Arts Charter School engages K-8 students in an equitable and academically rigorous education through arts integrated and interdisciplinary study. Our public school community cultivates curiosity and joy. Students are empowered to develop a sense of self, responsibility, and advocacy to effect and create change in their communities and the world. Creative Arts Charter School’s mission is to engage students in a rigorous and arts-integrated education, and we use a variety of measures to track student growth and progress.  Students receive literacy instruction through a balanced literacy approach that includes Readers and Writers Workshop.  We track student progress through using the Fountas and Pinnell Benchmark Assessment System, and measure phonemic awareness in kindergarten students.  Once we have identified students who might need extra support, our Literacy Specialist provides early intervention for students in grades K-2.  In addition, K-8 teachers provide daily differentiation for ELLs and students of all levels through Guided Reading groups, conferencing, and work on comprehension.  The same is true for Writers Workshop, where teachers can meet with individuals and small groups to work on organization, structure, mechanics, editing, and revision.  We use the Units of Study rubrics from Writers Workshop so that students are able to self-assess, and teachers are able to assess student progress and provide valuable feedback.  In addition to collecting data points in literacy, we also track math assessments three times a year to measure students’ progress in mathematical reasoning.  Our math curricula allow for teachers to work with small groups of mathematicians in order to provide additional supports and challenges.  Our students are also assessed in their artistic development, using portfolio-based assessments aligned with the National Core Arts Standards and the Studio Thinking Framework. When a student has been identified as needing extra support, the teacher, family, and an administrator meet to have a Student Success Team (SST) meeting in order to set goals and intervention for that student.  We meet again in 6-8 weeks, and if students are still not meeting goals, we will talk to the team during a Student Assistance Program (SAP) meeting to determine if an evaluation is necessary.  If so, our special educator and school psychologist (through our SELPA partnership with SFUSD) will go through the evaluation process to determine if a student qualifies for an IEP.  There are times where the team might provide a 504 for a student if they need accommodations rather than services as well.   Finally, a lot of attention is given to our eighth grade students as they prepare to transition to high school.  We support students by taking them on school tours, bringing in representatives from various high schools in to talk to students, and offering an alumni panel for our graduates to share tips about the transition from a K-8 school to high|100% of have access to rigorous curriculum in English Language Arts and Math.  In addition, students experience arts-integrated, project based learning at the core of their work in Science and Social Studies.  For example, kindergarten students learning about the Redwood forests might conduct dramatic play about bears hibernating while building a large redwood tree in the classroom, whereas sixth graders learning about the bodily systems design, prototype, and build a prosthetic leg that have to grow with its user, bear weight, and kick a soccer ball.  Their projects are shared with the community twice a year, at our Winter and Spring Exhibitions of Student Learning, when students become the teachers, taking ownership and educating visitors to their classroom about the content that they have studied.   In addition to arts integration in the classroom, K-8 students receive a robust studio-arts education as well.  Students in K-5 receive three 50 minute sessions of specialized dance, visual arts, and music each week.  Middle School students choose an elective; either music (in a rock band format), visual arts, dance, or theater.  They attend their elective for 150 minutes each week in order to develop their craft in their chosen elective. Some students choose a different elective for each year of middle school, taking a Renaissance approach, while others stick with the same elective for all three years of middle school.   While CACS has a relatively low population of English Language Learners, we have found that the arts are valuable tools for reinforcing academic content language, increasing engagement, and providing an alternate way to express and make meaning of their learning.  In fact, our CELDT and ELPAC data shows that most of our ELL students are redesignated to fluent within two to three years.|Since Creative Arts Charter School’s mission is dedicated to arts integration, training new teachers about the many frameworks and practices involved in an arts integrated approach to education takes a significant amount of time and effort. Fortunately, we have been able to retain a majority of our teachers year over year, but this remains a challenge.  One other barrier that we face is aligning our arts-integrated science units with all of the NGSS crosscutting concepts.  As a school, this will be an area of focus in the future.|As mentioned above, Creative Arts is going to focus on a comprehensive K-8 NGSS science alignment.  While we are currently meeting the needs of our IEP students, we have been collaborating with SFUSD, our SELPA provider, about restructuring the Special Education Department to ensure that a special educator onsite at Creative Arts has oversight of the program.  As such, we are planning to allot extra funding to bring our .5 RSP teacher up to .8, which will allow her to coordinate various aspects of the SPED program and allow for more integration between K-5 and 6-8.  We are also looking at restructuring the services provided so that one RSP serves K-3, one serves 4-6, and another serves 6-8, as next year there will be a large group of students with IEPs in sixth grade.||2019-10-15|Met|2019
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 courses 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 continue to support quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need.|We have a consistent 9-12 course catalog that is reviewed and approved the school Board annually. 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 including concurrent enrollment opportunities through the local community college.|Three 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 we have put in processes to overcome this by providing additional resources to improve student course access.|In the 2018-19 school year, we added a science lab at one of our alternative high schools and we added a World Language teacher at two schools to ensure that all high school students have access to A-G pathways.||2019-10-08|Met|2019
49738820123786|Credo High|7|Credo aims to have all students graduate having met or exceeded the UC a-g standards following a curriculum that is also in line with the traditions of Waldorf education.   Credo has also begun developing CTE courses.|All students are enrolled in a broad course of study.|There are no significant barriers.|Credo will continue to provide a broad course of study to its students.||2019-10-07|Met|2019
31668520120105|Creekside Charter|7|All Creekside courses are aligned with CA Common Core. All science course work is aligned with NGSS. The board hears monthly board reports on the course of study from teachers. The Board is informed and approves all hires to work with “unduplicated” students.  All results are recorded and approved on our LCAP which is communicated to our authorizer and is approved by our local governance board.   We use two main assessments to track progress on curriculum.  1. CAASPP - 85% of our students this past year were proficient.  This is one of the highest achieving schools in the state 2. Iready internal assessments.  3 times per year we use an internal iready assessment to track progress towards ELA and Math standards.   Our science curriculum K-8 is NGSS aligned.  Our social studies curriculum  K-8 is CA common core aligned   We have a full time interventionist and RSP teacher to work with students with exceptional needs.  We have an RTI intervention protocol in place to track and monitor student success.|All students have access to and are enrolled in ELA, Math, Social Studies, Science, PE, Health, Social Emotional learning, Music and World Language.  All courses are aligned with California Common Core.|We have no barriers. We provide a broad course of study for all students, including students with special needs and all unduplicated students.|No action was needed.  All students are enrolled in a broad course of study.|At Creekside Charter we are small enough to offer courses to all students enrolled.  All of our students take part in a broad course of study and fulfill all curriculum requirements as outlined in grade specific standards.  Our test results highlight the success in ELA, Math and Science and show the commitment we have towards high level academic engagement.|2019-10-07|Met|2019
54721400136507|Crescent Valley Public Charter II|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-14|Met|2019
10625470136523|Crescent View South II|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-24|Met|2019
10101080109991|Crescent View West Public Charter|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-24|Met|2019
19647330135616|Crete Academy|7|Each year, the administrators and board of directors at Crete, reflect on the progress of its students to ensure that they are provided with the most appropriate education for them. Student data is reviewed during the self-reflection process, including the data of students who have IEPs and those with Student Support and Progress Teams, as well as 504 Plans, to ensure that they are consistently being provided with a broad course of study. Further review is conducted by the Principal and Assistant Principal to assess the overall academic program. The process of data review and reflection also takes place during the school year, with adjustments being made on an on-going basis.|Crete Academy is a single-site charter school.|All Crete students have access to a broad course of study.|Crete Academy implemented Thematic Units of Study for the 19-20 school year. Project deliverables were designed to demonstrate student mastery of the academic themes. Additionally, teachers were trained over the summer and throughout the school year to implement a broad course of study for all students.||2019-11-01|Met|2019
16638750101717|Crossroads Charter|7|We are currently using the “Let’s Go Learn” diagnostic assessment to find areas of strength or weakness. After the assessment is completed, the student will be assigned lessons in the area(s) of need. Our current online curriculum also has a placement exam that can be administered to place students in courses that are appropriate to the student’s level of understanding.|While reviewing performance, we have highlighted several areas of progress. Our current second period ADA report indicates that we have 189 students. This allowed us to rehire most teaching staff that were previously let go due to lower funding as a result of past declining enrollment. 100% of our teaching staff were appropriately credentialed and assigned.  As an alternative charter school, we received our first dashboard report in the fall of 2018. In the area of ELA, we demonstrated some progress. White students increased by 8.6 points, hispanic students by 0.3, and low income students by 3.4 points. We are offering additional writing classes and onsite support. We have also implemented an intervention program, Let's Go Learn. We are planning to build on this progress by including additional student time in Let's Go Learn, and are searching for a full time English teacher rather than part time staff.  In the math content area, our low income students increased by 2.9 points. We have had several of our low income students attending onsite math lab classes, which provided additional small group and individual instruction. We are planning to have the teacher that holds small group tutoring restructure their schedule to provide additional one on one tutoring. We are also planning to have this teacher offer online Zoom calls for virtual tutoring to support students that live farther from campus.  Chronic absenteeism rates maintained for all students and each student group at 0% and were blue. We have weekly meetings that students attend regularly as a core part of our program.  In the area of suspension, we were also blue, maintained at 0% for all students and each student group. Students and teachers have built relationships that are supportive of the ongoing instructional expectations. We are planning to continue to build on our student and parent involvement by offering additional events and activities to continue our progress on school climate and student engagement.|Crossroads Charter school reviewed and analyzed the local needs using the fall 2018 dashboard results.  Student academic performance in ELA was scored as orange for all students, with a slight decline of 1.9 points. Hispanic and low income students were also orange, but made some progress. We are planning to hire a full time English teacher, rather than offering all part time staff. We are also offering additional onsite classes. The onsite classes weren't as well attended as we had hoped. We are planning to provide additional "advertisement" of these classes, which will also include teacher communication to families and students.|Student academic achievement in math was also an overall red for all students. This student group declined by 9.9 points. Hispanic and low income students were also red. We hireD a full time math teacher, and want to continue to offer more opportunities for one-one Zoom tutoring sessions. We are also planning to have an onsite math integrated course for students that need more support in math, rather than all virtual instruction.  Our College and Career rating was red for all students. They declined by 4.4%. Low income students were red, and declined by 3.3%. We have been working on ensuring our data is correct. We have now aligned courses to A-G requirements. We now have an A-G art course. We have been working with a local community college to facilitate the offering of online college course series.  Graduation rate is another area of need. We scored orange for all students, and declined by 7%. Low income students were also orange, and declined by 6.1%. Hispanic students declined by 7.1%. We are planning to have students identified for not being on track for graduation see the counselor more often. The counselor can then provide guidance on opportunities for accelerating credit recoveries.||2019-10-10|Met|2019
19647330121848|Crown Preparatory Academy|7|All students at Crown Prep are enrolled in high-quality core subjects and electives. In addition, they have access to rigorous enrichment electives as well as supportive intervention classes. This year all students are enrolled in one STEM enrichment course exposing them to foundational classes of Engineering, Biomedical Science, or Computer Science. Students who have been identified as requiring additional support are enrolled in need-specific electives including but not limited to ELD, intervention classes, resource classes, and more.|All students at Crown Prep, including ELs, students with disabilities, and all other subgroups, have access to a broad course of study. The core classes in which all 5th-8th grade students are enrolled are English Language Arts, Math, Science, Social Studies, Physical Education, and Health. In addition to the core classes, all students have access to various electives including STEM enrichment courses like design and modeling and medical detectives to need-specific electives including but not limited to ELD, intervention classes, resource classes, and more.|Crown Prep Academy is currently able to offer access to a broad course of study to all enrolled students.|Crown Prep continuously evaluates our course offerings to meet the needs of our students. As our number of ELs have increased, we added a designated ELD Support class as well as integrated ELD. In the past year we reimagined our intervention program to meet the needs of our students and to increase the possibility for students to be enrolled in both a support class and a STEM class.||2019-02-06|Met|2019
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. We need to publicize and train more staff in 21st Century practices and explain it's importance for our students future in their world.|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.||2019-09-26|Met|2019
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.||2019-10-16|Met|2019
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 2018-2019 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, as 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 funds to support Priority 7. This analysis will instrumental as the district develops its implementation plan for the recent change in legislation to the start time of instruction in secondary schools.||2019-10-22|Met|2019
43694190000000|Cupertino Union|7|Staff gathered input from 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 as part of our Master Schedule Engagement and Alignment Process.|CUSD offers a broad course of study that provides students with a wide-range of enriching, engaging and supportive learning experiences, and we also are targeting specific areas for improvement. During fall 2018, the following initial findings were identified and these continue to be factors this school year:  1. Program equity across our elementary schools is a challenge due to different levels of funding raised at the school sites. Art, music and library services are some of the areas that vary across sites as a result of funding. 2. All middle schools offer a variety of electives and support classes. The number of offerings varies across schools, ranging from 12-25 courses. 3. 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. 4. All middle schools exceed required instructional minutes; however, instructional minutes range across the five comprehensive middle schools from 56,332 to 58,639 minutes per school year.  In addition, the structure of the middle school day (number of periods, length of time in each period, etc.) varies across sites.|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. During the 2019-2020 school year, we identified priorities to target these areas of need (see below).|As part of CUSD Priority 1, we are working towards consistency of master schedules and electives offerings across the 5 comprehensive middle schools.  New schedules and plans for use of time will be shared with the Board by fall 2020 (for implementation in 2021-2022), showing only minor differences in: Instructional minutes; Access to electives; Master schedules. As part of CUSD Priority 2, we are supporting the development of a new coalition of parent leaders and other community members to identify strategies for addressing our budget shortfall and champion our goals for securing new resources.  By fall of 2020, a signed MOU will be in place outlining agreements of the District, each school’s PTA/PTO/Foundation, and the newly formed Coalition.||2019-10-24|Met|2019
55723550000000|Curtis Creek Elementary|7|The school district utilizes many different measures to track student access to a broad course of study. Curtis Creek utilizes field trip requests from teachers, GATE activities, attendance sheets, "Meet the Masters" art programs, before and after band programs, Behavioral Health Services, County programs, and various assemblies throughout the year.|All students at Curtis Creek have access to core subject areas and broad course studies, as well as before and after school opportunities.|A significant barrier for providing access to a broad course of study for all students would be funding limitations.|Curtis Creek would like to implement a learning commons area that will provide a space for tutoring and a designed "makers space" area. We are also in the process of purchasing our second set of "Artists" through the "Meet the Masters" program.||2019-06-18|Met|2019
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 talents. 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 students may select from a variety of elective 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 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 4 Career Pathway Academies. OHS is a national AVID demonstration school. OHS students are offered 9 Advanced Placement courses and 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 and need intervention courses or to repeat a course (including English Learners and Students With Disabilities subgroup) in 7-12, 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.|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 the 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 giving students access to world languages in elementary school.||2019-10-10|Met|2019
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 2018-2019 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.|One barrier preventing the Cutten District from providing access to a broad coarse of study is the limited time in a school day. Another barrier is the accessibility of after-school enrichment activities for some students, due to transportation limitations.|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.||2019-10-14|Met|2019
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 2019 school year gave a score of 100%.|The self evaluation tool for the 2018-19 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 13.33 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.||2019-06-12|Met|2019
44697650100305|Cypress Charter High|7|Local measures and tools used to track student access to a broad course of study include:  Student transcripts, Individualized Education Plans (IEPs),PSAT in grades 9-11, monitoring of Cabrillo Dual-Enrollment course completion, attendance and suspension rates, CAASPP results, and growth on the MDTP Math assessment across all grade levels. 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. Our graduation requirements are inline with the University of California’s a-g course requirements. We offer Advanced Placement and Honors course as well as our standard college-prep courses.  All students must complete a rigorous course of study to graduate from Cypress, including 3 years of Math  2 years of World Language  4 years of English  2 years of  Science 3 years of Social Science 1 year of Visual Art Multiple college prep electives We  recognize the need to provide additional support services to English Learners and students with IEPs in order to support their academic growth and to teach skills necessary to pass academically challenging courses. We offer academic tutorial classes every day for students who need the extra support and skill building. We continue to increase the number of students seeking dual-enrollment at Cabrillo and are working to develop systems to track and support these students. We are also in the planning stages of a new Arts CTE Pathwayto begin in Fall 2020.|Cypress Charter High School seeks to offer a personalized education for students seeking an alternative to the bigger comprehensive schools. Our students report high levels of depression and anxiety and often these issues are the reason they choose to enroll at Cypress. Knowing our population, we place a strong emphasis on the emotional health and wellness of our students and provide access to counseling and support services (both in house and through referrals).  We provide multiple  academic supports so students don’t slip through the cracks.  Due to our small size we are able to adapt to the unique needs of our students without sacrificing the rigor of our academic program.|In response to our results, the following actions are planned:  1. Hire an instructional aide to support students with Individualized Educational Plans (IEP) and Section 504 plans.   2. Provide a CTE pathway on campus and work with the Santa Cruz COE to enroll more of our students in pathways at other campuses.   3. Continue our focus on dual enrollment at Cabrillo and develop systems to support and track these students.    4. Continue to emphasize the importance of attending tutorial for academic support.  5. Participate in the Santa Cruz County Science Initiative, Next Generation Science Standards initiative.  6. Develop a common Language Arts assessment to track student’s growth in writing.  7. Continue to provide social emotional and academic counseling.||2019-10-17|Met|2019
30664800000000|Cypress Elementary|7|Cypress School District uses student enrollment data and school schedules 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: English/Language Arts, including English-language Development for English Learners, Mathematics, Social Science and Science, including lesson integration with English-language arts, Visual and Performing Arts Instruction, including weekly music K-6, opportunities for band and choir in grades 5-6 and Physical Education. There is no difference across school sites and student groups in access to, and enrollment in, a broad course of study.|There are no barriers to prevent access to a board course of study for students or student subgroups. As an elementary school district, Cypress 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 STEM, music, and social-emotional learning,  in spite of budgetary challenges that exist in all California school districts. There is a need that staff is working to address through ongoing collaboration, program refinements, and professional development to support inclusive practices of in order to meet the needs of exceptional learners.|As an elementary school district, Cypress 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 STEM, music, and social-emotional learning, in spite of budgetary challenges that exist in all California school districts. There is a need that staff is working to address through ongoing collaboration, program refinements, and professional development to support inclusive practices of in order to meet the needs of exceptional learners.||2019-10-10|Met|2019
57726780119578|Da Vinci Charter Academy|7|As a small school, Da Vinci provides course offerings to maximize the opportunities to meet graduation requirements, achieve A-G eligibility and engage in challenging and relevant coursework. To measure and track accessibility and enrollment in a broad course of study, Da Vinci monitors whether its students are on track to meet graduation requirements and A-G requirements. All Da Vinci students develop a 4-year plan to achieve A-G eligibility and counselors work closely with students and families to ensure that all 9-12 students have access to a broad range of study. In grades 7-8, students are required to take a specific schedule of courses which ensure they have access to a broad range of study and advance through the core requirements of the program.  Counselors meet with students during program planning each year to conduct transcript reviews with students and schedule meetings with families as needed to discuss course changes and modification to maximize opportunities for all students. Course request sheets are approved by students, counselors and parents/guardians. As a school that embraces inclusion, the IEP process always includes collaboration between the counseling department and Special Education to maximize students access to courses while meeting the requirements of the IEP. The locally developed DVCA Broad Course of Study Tool provides a snapshot of all DVCA students enrollment in all courses which DVCA and DJUSD use to assess the DVCA student population's access to courses.|Da Vinci students in grades 7-9 have the opportunity to co-enroll in courses at  Emerson Jr. High, and some limited opportunities to co-enroll at the local comprehensive high school, Davis Senior High. This arrangement allows students to access additional courses in music, art, and language that are not offered at Da Vinci Junior High. Furthermore, students in grades 10-12 have the opportunity to co-enroll in up to two courses at Davis Senior High School to access a wide breadth of courses. Da Vinci students in grades 10-12 also can elect to take courses at Sacramento City College. In order to support the academic success for students in Special Education, courses are modified based on student need. The opportunity co-enroll along with access to DVCA’s existing courses, provides rich opportunity for access to a wide-variety of courses.Through utilizing the DVCA Broad Course of Study Tool, DVCA has identified that students in grades 7 - 9 do have limited opportunity to access elective courses, specifically Visual and Performing Arts Courses. DVCA has also identified that there are limited opportunities for DVCA students to enroll in CTE courses. DVCA's Unduplicated and Special Education students demonstrate very high rates of enrollment in core academic courses. Finally, DVCA's Unduplicated and Special Education students demonstrate high level of enrollment in Visual and Performing Arts.|Overall, DVCA does not observe significant barriers in access to courses and does not observe barriers for any particular subgroups. DVCA students have ample opportunities to access courses for graduation, A-G eligibility and to satisfy a range of curricular interests. DVCA does note that students in grades 7-9 experience some barriers in access to a broad range of courses due to the requirement that all DVCA students take an introductory course titled Research and Communications. This situation limits the number of periods that can be utilized for elective courses. DVCA also notes that students in grades 10-12 experience several barriers including the frequency that elective courses can be offered in a small school setting and the limited access to CTE courses because few are offered currently at DVCA or in DJUSD.|DVCA is in the process of addressing the need for CTE courses. Da Vinci High School (currently grades 10-12) is developing an Information and Communication Technologies Pathway and an Arts, Media and Entertainment Pathway. CTE instructors have been identified and credentialing and course approval is in process with an expected implementation in either the 2020-21 or the 2021-22 academic year, depending upon the progress of facilities upgrades, approval and credentialing. These two pathways will add 6 CTE courses to the DVCA program and bolster the career preparation component of the range of courses available.  While there are not notable disparities in access to courses for Unduplicated students or Special Education students, Da Vinci does identify lower attainment of A-G eligibility for these subgroups. As such, ensuring access and enrollment will remain a priority for these students. To promote increased access and enrollment for Special Education students and Unduplicated Students, DVCA counselors will meet with Unduplicated students and their families individually during course planning in the Spring to ensure that each student understands their options for a broad course of study. In addition, counselors will continue to advocate for students to co-enroll in courses at Davis Senior High, Emerson Jr. High, and Sacramento City College.||2019-10-17|Met|2019
19768690131128|Da Vinci Communications|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. 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.|More than 95% of each Da Vinci Communications graduating class (2017-2019) completed the UC/CSU A-G course requirements prior to graduation. The primary student group not meeting this requirement are our exceptional needs students who have individualized education plans that outline a different course of study as tailored to the individual student’s needs.|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.|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. We will continue to have A-G eligibility available to all of our student groups, including our exceptional needs students, as their individual education plans allow.||2019-10-16|Met|2019
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).||2019-10-16|Met|2019
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. 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.|More than 95% of each Da Vinci Design graduating class (2012-2019) completed the UC/CSU A-G course requirements prior to graduation. The primary student group not meeting this requirement are our exceptional needs students who have individualized education plans that outline a different course of study as tailored to the individual student’s needs.|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.|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. We will continue to have A-G eligibility available to all of our student groups, including our exceptional needs students, as their individual education plans allow.||2019-10-16|Met|2019
19101990138669|Da Vinci RISE High|7|Da Vinci RISE utilizes individualized grade trackers to evaluate and customize the pathway and course of study for each student on ongoing basis with their advisors and formally twice a year with their families in student led conferences. These trackers evaluate course and credit progress towards our various graduation pathways. Da Vinci RISE further uses an online program called Dream, See, Do to monitor and track student progress towards graduation in all of their courses in an online format that allows students to access content and curriculum from any location and at any time.|All Da Vinci RISE students continuously review and evaluate their individualized grade tracker and personalized learning plans on an ongoing basis with their advisors. Students, staff, and families are able to ensure that students remain on an appropriate pathway for graduation which can include A-G courses and eligibility, the RISE graduation pathway that provides a course of study designed to ensure readiness and success at a community college, as well as a state minimum graduation requirement. All courses of study are delivered online via Dream, See, Do so that students have universal access to their educational materials and course of study at any time and from any place.|The barriers that Da Vinci RISE faces are generally outside influences that can include movement within the foster and legal system, homelessness/transiency, and incomplete records from other schools or placements. Within the LEA we work with students and families to navigate these challenges and ensure that all students have access to a full course of study that is tailored and appropriate to their individual needs and personal path.|Da Vinci RISE has added additional case managers and behavior interventionists to provide additional supports for our students need the highest levels of trauma informed care to ensure that they have access to the curriculum and course of study in an equitable and supportive environment.||2019-10-09|Met|2019
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. 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.|More than 95% of each Da Vinci Science graduating class (2012-2019) completed the UC/CSU A-G course requirements prior to graduation. The primary student group not meeting this requirement are our exceptional needs students who have individualized education plans that outline a different course of study as tailored to the individual student's needs.|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.|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. We will continue to have A-G eligibility available to all of our student groups, including our exceptional needs students, as their individual education plans allow.||2019-10-16|Met|2019
37683386039457|Darnall Charter|7|Darnall Charter School, is a TK-8 public charter school situated in the Redwood Village, Mid-City region of San Diego, Currently, Darnall Charter School serves 653 students in grades TK-8, of which 77% Hispanic, 11% African-American, 6% Asian, 2% White, 3% 2+ Races; 55% English Learners, 13% Students with Disabilities, 2% Homeless, and 81% Socio-economically Disadvantaged.  Darnall Charter School 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. Darnall 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 Darnall Charter School’s educational program.   Darnall 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-led conference, and parent/conference reports. In addition, the Associate Directors will verify this during classroom observations and they will 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 Darnall Charter School, all students in grades TK-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 based on student choice: Choir, Guitar, Band, Media Arts, STEAM, Newspaper, Yearbook, Basketball and Track & Field. There are no differences in accessibility to courses, across student groups at Darnall Charter School.|Currently, 100% of the students have access to a broad course of study and Darnall Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Darnall 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.||2019-10-17|Met|2019
57726780000000|Davis Joint Unified|7|The tool used, the DJUSD Course Access Tool, pulls data from every site 7th through 12th grade.  In the tool, we can see total enrollment, including disaggregation of unduplicated students, Special Education students, and their ability to access the four core subjects in addition to Career Technical Education (CTE), World Language, and any course considered Visual or Performing Arts (VAPA).  In this way we can analyze grade spans, course types, special populations, and totals.|We note that because our Secondary Schools, by default, schedule all students into the four core classes to meet graduation requirements, access is broadly experienced.  As a full inclusion district, almost the entire student population of DJUSD is enrolled in core courses.  We also see the benefit of allowing access to World Language, VAPA, and CTE at the Junior High as students are almost half of our students are taking a World language in 7th grade and nearly all will experience a CTE course as part of the 7th grade "wheel" elective. We also note that students at the Junior High nearly 90% of our students are in a World Language, nearly 80% of our Unduplicated are, but only 40% of our Special Education Students are in a World Language,  It seems this is indicative of course access later; we see the separation divide further. For example: in 12th grade we note 86 percent of our students take math as a Senior.  76% of our unduplicated students take math, but only 50% of our Special Education students take math.  This is largely indicative of who is in our most accelerated courses; to generalize our unduplicated students and Special Education students are taking math courses to graduate, while other sub groups are in the course toward graduation goals.  We also see that our subgroups are over represented in CTE courses (20% of unduplicated in comparison to 11% of whole school) in CTE which indicates some tracking is taking place.|Looking at this data for the second year we see a trend that indicates our most vulnerable students self-selecting, or being tracked, out of an A-G track and either into graduation track with minimal course load or CTE.  We note that students who need a designated English Learner period and/or Study Skills have fewer options for elective courses and enter higher level math and science at a much lower rate.  We also note that this becomes predictable beginning in our Junior High courses where students performance and course selection often indicates their trajectory in high school.  We have high graduation rates and this is seen in our enrollment in the four core classes as well as completion of PE and other specific graduation requirements by 10th grade for most students, regardless of subgroup.|Our intention is to work with site leaders to review this data tool, in addition to the California School Dashboard, for a root cause analysis and other data protocols.  Site leaders will be making (and sharing) recommendations on mechanisms to disrupt the predictable patterns through enrollment, MTSS support structures, counseling staff, and parent engagement.||2019-10-17|Met|2019
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, in addition our school is a strong arts school that offers instruction in Fine Art, Vocal, Instrumental and Dance.  Every teacher is also mandated to provide 200 minutes for every 10 instructional days.   At the elementary levels, LAUSD 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.   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. In addition, LAUSD uses an Arts Equity Index to categorize all schools based on the scope of their provided arts instruction and resources as well as the Title I status and representation of low income, foster students, and English Learners.    In Fall of 2019 the District will be implementing a Whole Child Dashboard that will monitor students and their growth in each discipline.  The Dashboard will be used to drive instructional improvement and student learning.     Dearborn continues to offer a multi-tiered systems of support for all students.  Overall Tier 2 and 3 supports our subgroups which are English Learners, Students with Disabilities, and Latinos.|All Dearborn students have access to a broad course of student.  As a school we are trying to improve the access to the Visual and Performing Arts across grade-levels.  Although many other elementary schools contain Dual Language Programs, our school does not have one.|Some barriers preventing full access is for our younger students in Tk-2 within the Visual and Performing Arts.  They do receive Vocal instruction but our school would like to increase their exposure to performing arts.  In addition some students that required pull out intervention or received special education services missed some of the Visual and Performing Arts instruction.|Last year we did implement Hip Hop Dance in the lower grades to increase the access in grades 2-3 in Performing Arts.  In addition we have continued to grow our STEAM curriculum as teachers are using Mystery Science and other online platforms.  We have also strengthened our Mathematics curriculum by utilizing Eureka Math in grades 1-4 and partnering with UCLA to embed Cognitively Guided Instruction into the classroom.||2019-10-30|Met|2019
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). The principal and counselor with assistance from staff followed a checklist for each DVUSD student at each grade level. The checklist not only looked at current class schedules but materials available for each grade level, upper grade transcripts, IEP goals, instructional minutes as well as subjective overviews by credentialed staff. Parent involvement has been part of the process and has included summer meetings at remote locations.|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. Death Valley USD has one high school and one elementary school. Stating the obvious, all students share the same basic class schedules, materials and teachers. Small numbers dictate that no student group can be set on a track that doesn't afford a path to success.|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 only barrier to a broad course of study is a small student population and few staff members. The variety that a big school or district offers is not a luxury enjoyed in a district as small as Death Valley USD. This applies across the grades and does reflect the fact that individual attention is a strength while a more varied curriculum and course offerings are not.|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. Death Valley Unified is proud of the education if offers at the same time recognizing that there is no way to offer students the variety made possible by a bigger student population. The goal will focus on a continuing effort to see students ready and equipped to move on to college or meaningful employment after graduation and to guarantee that if a student transfers to another school they will be equipped to succeed.||2019-10-16|Met|2019
37680496119564|Dehesa Charter|7|||||||Not Met|2019
37680490000000|Dehesa Elementary|7|We|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 through  assessment data analysis, and professional development training, 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, cross country meet, running club and golf, weekly after school enrichment classes, and by establishing partnerships with  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.||2019-10-29|Met|2019
37680560000000|Del Mar Union Elementary|7|The following measures have been selected to monitor the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have access to a broach course of study: 1.  Access to board approved standards-based materials as reported in the annual hearing regarding Sufficiency of Instructional Materials, 2. The assignment of every student to a properly credential teacher, 3. Professional Learning provided to each teacher in core learning areas such as English language arts and mathematics, 4. 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 K-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 2018-19 school year, all students at all school sites received instruction from properly credential teachers. There were no misassignments during the 2018-19 school year. 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.    Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning. A cohort of teachers representing all school sites was formed to work with Ron Ritchhart, a Harvard researcher on using visible thinking strategies to develop the critical thinking skills of all students.  All principals and Instructional Services staff also attended professional learning with Ron Ritchhart.  All teachers at all school sites received professional learning in English language arts, mathematics, and science.  Training in English language arts focused on differentiated instruction at the correct level of difficulty for each student.  In addition, teachers refined their ability to use assessment results to guide intervention and were provided with examples of how visible thinking strategies enhance lesson delivery in the area of comprehension.  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).|The district system for providing English language development, identifying students for reclassification, and subsequent monitoring has been aligned to the expectations of the newly implemented state assessment for English learners, the ELPAC.  However, the system requires more efficient digitally based tools. Materials for science have recently been approved by the state and will be considered for district adoption during the 2019-20 school year.  State-approved materials for newly revised history-social science are currently in the state review cycle and selection is not yet finalized.|The district will identify, obtain and train staff to use a digitally based tool to support the reclassification process for English learners and the monitoring of reclassified fluent English speakers. The district will review state-approved science during the 2019-20 school year for possible adoption and consider new history-social science materials once an approved list has been identified by the state.||2019-10-23|Met|2019
08100820000000|Del Norte County Office of Education|7|Our COE provides a variety of CTE pathways which engage students in career preparation as well as application of academic skills. Teachers utilize a variety of instructional materials to meet the varying academic needs and interests of the students. Cyber High provides a wide variety of A - G courses that allow students to work at their own pace.|Because the COE schools are court or community schools, the COE does not meet state criteria for providing access to a broad course of study.  The COE does, however, ensure that students have access, to the fullest extent possible, to the same grade level core curriculum taught in District schools and to CTE classes in at least pathway.|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. Staffing specific positions is an ongoing challenge with the small student population.|The COE has increased their CTE offerings by adding health career, building/construction, agriculture mechanic, culinary, and public service pathways.   A few key areas of focus for our COE professional development system are as follows:  Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS) Positive Behavior Intervention and Supports (PBIS), and organizational culture change and improvement, with the Studer Learning Group.||2019-10-24|Met|2019
08618200000000|Del Norte County Unified|7|The District uses surveys and course registration information to track the extent to which all students have access to, and are enrolled in a Broad Course of Study. The District has ten CTE Career Pathways, and holds information events and activities throughout the year (at the secondary level) to explain and highlight each Pathway option. Additionally, the AVID program at the comprehensive high school and Crescent Elk Middle School emphasizes a college-going culture for traditionally underrepresented subgroups of students, and provides students and families with information about what they will need to do to succeed academically beyond the K-12 system.       As was the case last year, A tool that we are now using (district-wide) 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 restrictive 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 remains 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 prioritization 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. A few key areas of focus for our district-wide professional development system are as follows:  Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS) Positive Behavior Intervention and Supports (PBIS), and organizational culture change and improvement, with the Studer Learning Group.||2019-10-24|Met|2019
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  music.|Students at Del Vista Math & Science Academy  have the opportunity to participate in programs such as GATE, AVID, band, art, after school programs and physical education. AVID is currently being implemented in kindergarten through  fifth grade. 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. This year, Del Vista Math & Science Academy will be installing a brand new piano lab, which is also accessible by all students.  Students also have access to a wide range of learning opportunities outside of the school day including folklorico, art and after school POWER program. The after school POWER program is designed to meet the academic, social, and health needs of its students.  General education teachers work with the POWER program to design instruction and model lessons at least twice per week.  The POWER academic instructors are provided professional learning in many topics to ensure they provide a broad course of instruction.    Del Vista Math & Science Academy focuses instruction in mathematics and science. Parent Engagement activities also focus on science events such as Star Gazing Party, International Observe the Moon and STEM Festival. The school  vision is that all students who attend Del Vista Math & Science Academy will be motivated to continue their education or hold careers in science, technology, engineering and mathematics fields.|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 is in its initial implementation stage K-5. The school will continue to strengthen their science and mathematics program.||2019-10-14|Met|2019
15634120000000|Delano Joint Union High|7|The Delano Joint Union High School District conducts student, parent and staff surveys every year as a measure to identify areas of need for access to a broad course of study.  Student, parent, teacher and staff stakeholder meetings are conducted annually at each school for recommendations to improve access to a broad course of study.  The school site counselors meet with students for selection of elective courses.  Any areas of need are identified and new courses are developed if needed.|The results of the local survey administered in September 2019 reflect that 97% of students agree that the schools provide access to a broad course of study.  Similarly, 99.7% of the parents and 96.4% of teachers agree the schools provide access to a broad course of study.  School site counselors ensure all students (English learners, students with disabilities, foster and homeless youth, and socioeconomically disadvantaged pupils) select electives and a college and career pathway prior to the upcoming school year.  The English learner plan is designed to provide English learners with access to core academic content and a broad course of study including UC a-g and Career Technical Education (CTE) completion. The results of surveys across school sites are as follows: Delano High School 97.9% students agree; 99.7% parents agree; 98.4% teachers agree Cesar E. Chavez 96.7% students agree; 99.7% parents agree; 92.3% teachers agree Robert F. Kennedy 96.9% students agree; 99.6% parents agree; 97% teachers agree  Valley High School 80.6% of students agree; 100% teachers agree|At the current time, no barriers have been identified preventing the district from providing access to a broad course of study for all students. Our stakeholders (parents, students, administrators, teachers, the collective bargaining units, other staff, and the governing board) have been instrumental over the last four years in ensuring all students are provided access to a broad course of study.|Transportation for college and career readiness, supplementary instruction, and interventions is provided district-wide to ensure student attainment of outcomes. The District goal is to provide opportunities for college and career readiness. As a result, the DJUHSD has allocated resources for district-wide Career Technical Educational Center courses, dual enrollment, and access to broad course of study for students at all DJUHSD schools. The unduplicated pupil count will continue to be provided with the added districtwide career pathway courses in home economics, industrial arts, health pathway, welding and business. We increased access to a broad course of study for the unduplicated pupil populations by adding a choir teacher at RFK, an additional bus driver to transport students districtwide for access to courses at other district schools, and a districtwide dual enrollment clerk so that students may take dual enrollment college courses. The districtwide CTE director will continue to coordinate and articulate academic and career courses for dual enrollment credit.   The Delano Joint Union High School District (DJUHSD) will continue to focus this year's LCAP increased access to a broad course of study for all students including students with severe cognitive disabilities and increase dual enrollment opportunities for the unduplicated pupil population. The DJUHSD will also fund an additional bus driver to transport students to other district school sites for access to courses not available at their school. The additional bus driver will increase access to a broad course of study and reduce the CTE completion gap for English learners and students on active IEPs. The DJUHSD has added additional support staff to increase access to a broad course of study for all students.||2019-10-08|Met|2019
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 all twelve of our district schools.  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. Eighth grade students have the opportunity to enroll in Algebra 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 continued to be offered on Next Generation Science 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. Scheduling can also be impacted as there is a need to provide time for intervention as well as time for all students to participate in meaningful enrichment activities. Student-centered master schedules are strategically developed at both the elementary and middle school levels. Teachers have access to student performance data in the areas of reading, math, English language arts, and English language development and develop lessons and intervention plans that are targeted and meet the learning needs of their students.|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 is currently being offered at all twelve district sites. In addition, DUSD provides intervention during and after the school day as well as yearly summer school to close gaps in student learning.||2019-10-14|Met|2019
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 grades TK through 6. As a result of the 2019-2020 LCAP revision, all third grade students in the District will receive computer coding instruction. This will be the first time this is offered in our elementary grades. Our middle school 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. Similarly to the computer coding classes in third grade, due to the 2019-2020 LCAP revision, all students in high school have access to computer science (which includes coding) courses.|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 and as extended intervention.|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/ELD Companion, the adopted curriculum for ELA/ELD, does not include a Newcomer component. By using LCAP funds through our LCAP revision, we have added a Newcomer Academy, consisting of two fully dedicated teachers and one full time instructional assistants using the instructional materials ACCESS, as a district-approved supplemental program, to support the core program.|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 (CR) instruction after school. This allows students more time for music, while giving them more access to the ELA curriculum. Schendel Elementary has actually reworked its instructional schedule to allow for CR and Reading Mastery blocks during the day.  Additionally, the district has purchased Launch Into Literacy and ACCESS, Newcomer programs meant to address the basic language skills of non-English speakers, as well as academic content. The respective teachers are being trained and the programs are being provided to Newcomers in seventh to twelfth grade as a result of an influx of newcomers to the district in these grade levels. With the continued focus on literacy, the district has brought an initiative this year, with the goal that 95-100% of students will be reading on grade level by the end of 1st grade. In order to accomplish this, Kindergarten and First Grade teachers, Instructional Assistants, Principals, Teachers on Special Assignment and district personnel, are receiving intensive training, guidance, coaching and mentoring revolving around early literacy instruction with an emphasis on Tier II intervention planning, implementation, monitoring and follow through with the combined support and effective implementation of Tier I intervention during the core instructional period.  By ensuring students can read by the end of 1st grade, the district ensures that each student has a key skill essential to their success in the broad course of study that lies ahead.||2019-11-12|Met|2019
47702270000000|Delphic Elementary|7|The locally selected measures that were used to track the extent to which Delphic Elementary School students have access to, enrolled in a broad course of study included student rosters and district adopted curriculum lists.|Delphic Elementary School District is a single school district so all students have the same access to a board course of study. There are only 3 teachers in the school, so each teacher is relied upon to deliver a broad course of study utilizing the district adopted curriculum materials.|Due to the small size of Delphic Elementary, the identified barriers that hinder a broad course of study are a lack of staff with specialization in each subject area. General education teachers are relied upon to deliver instruction in all areas.|Delphic Elementary will be researching Foreign Language curriculum materials for 7th and 8th graders as this is the only element that is missing within our broad course study offering.||2019-09-25|Met|2019
39686270132050|Delta Bridges Charter|7|Delta Bridges Charter Elementary 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 for uses 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 2018-2019 year, 100% of Delta Bridges Charter Elementary School offers 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 7-8 include in broad course of studies English, Social Science, Foreign Language, Physical Education, Science, Mathematics and Visual and Performing Art.|All students in Delta Bridges Charter Elementary School are enrolled in a broad course of studies. Barriers preventing Delta Bridges Charter Elementary 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.|Create optimal conditions for learning by supporting the non-academic needs of students. Equip all students to participate fully by alleviating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners.||2019-10-17|Met|2019
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 for uses 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 2018-2019 year, 100% of Delta Charter School offers 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 in the Delta Charter School are enrolled in a broad course of studies. Barriers preventing Delta Charter Elementary 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.|Create optimal conditions for learning by supporting the non-academic needs of students. Equip all students to participate fully by alleviating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners.||2019-10-17|Met|2019
44698234430187|Delta Charter|7|||||||Not Met For Two or More Years|2019
39686270136135|Delta Charter Online|7|Delta Charter Online 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 2018-2019 year, 100% of Delta Charter Online offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51220 (a) –(i) for grades 9-12 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 enrolled in a broad course of studies. Barriers preventing the school from maximizing broad course of study offerings to all students include a need of specialized credential teachers to support CTE courses as well as Art lessons in a studio.  Additionally, limited facility space prohibits the school to offer additional courses with labs to all students during the school day.|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 both designated and integrated ELD 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.||2019-10-17|Met|2019
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 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 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.|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 2019-20, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.||2019-10-07|Met|2019
39686270129890|Delta Home Charter|7|Delta Home Charter Elementary 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 for uses 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 2018-2019 year, 100% of Delta Home Charter Elementary School offers 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 7-8 include in broad course of studies English, Social Science, Physical Education, Science, Mathematics, and Visual and Performing Arts.|All students in Delta Home Charter Elementary School are enrolled in a broad course of studies. Barriers preventing Delta Home Charter Elementary School from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule.  As at least 25% of the students take district transportation before and after school, a barrier to offer before and after school opportunities to students are limited. Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day.|Create optimal conditions for learning by supporting the non-academic needs of students. Equip all students to participate fully by alleviating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners.||2019-10-17|Met|2019
39686270136028|Delta Keys Charter|7|Delta Keys 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 2018-2019 year, 100% of Delta Keys School offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51220 (a) –(i) for grades 9-12 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 School enrolled in a broad course of studies. Barriers preventing the school from maximizing broad course of study offerings to all students include a need of specialized credential teachers to support CTE courses as well as Art lessons in a studio.  Additionally, limited facility space prohibits the school to offer additional courses with labs to all students during the school day.|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 both designated and integrated ELD  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.||2019-10-17|Met|2019
50710685030267|Denair Charter Academy|7|DCA is a charter school that provides K-8 home school and 9-12 independent study program for students and families. In order to ensure that all students, including English learners, students with disabilities, low income students, and foster youth have access to a broad range of courses, we conduct one-on-one orientations upon enrollment. Each student's educational history is reviewed and students are assigned courses based on their individual needs, interests, and goals. Teachers meet with students and parents weekly to provide direct instruction and/or intervention, and to review/score previous assignments. The principal and counselor monitor student schedules and grades (progress reports/report cards/transcripts) to track student performance and assign support and/or intervention for students who are struggling. Students with disabilities are served in the general education setting, based on their IEP and with support from special education staff. English learners and students who have been recently been reclassified as fluent English proficient have access to support staff as needed in their classes. At the high school level, a variety of Advanced Placement and Career Technical Education courses are available online to provide opportunities for students who are ready for advanced coursework.|A review of student schedules revealed that all students have access to and are enrolled in a broad course of study. There are no differences between student groups. Students with disabilities participate in the general education program according to their IEPs with support from special education staff. We monitor the progress of English learners and students who have been recently been reclassified as fluent English proficient and provide staff to support them as needed.|All of our students have access to and are enrolled in a broad course of study.|DCA will continue our ongoing practices, including one-on-one orientations and monitoring of student schedules to ensure a broad course of study.||2019-11-14|Met|2019
50710680132662|Denair Elementary Charter Academy|7|DECA offers a traditional, English-only program and a Spanish Dual Language Immersion program. Regardless of which program students participate in, DECA's master schedule ensures that all students, including English learners, students with disabilities, low income students, and foster youth have access to a broad range of courses. The principal, learning director, and intervention coordinator monitor student schedules and grades (progress reports/report cards) to track student performance and provide support and/or intervention for students who are struggling. Students with disabilities are served in the general education setting whenever possible, based on their IEP and with support from special education staff. English learners and students who have been recently been reclassified as fluent English proficient have access to support staff as needed in their classes. All students take the same core classes, based on California state standards, with differentiated instruction provided by teachers. Students have access to a wide variety of exploratory courses including visual and performing arts, STEM, and CTE through our Academic Adventures rotations.|A review of student schedules revealed that all students have access to and are enrolled in a broad course of study. There are no differences between student groups. Students with disabilities participate in the general education program according to their IEPs with support from special education staff. We monitor the progress of English learners and students who have been recently been reclassified as fluent English proficient and provide staff to support them as needed.|All of our students have access to and are enrolled in a broad course of study.|DECA will continue our ongoing practices, including monitoring of student schedules to ensure a broad course of study.||2019-11-14|Met|2019
50710680000000|Denair Unified|7|Our schools build master schedules to ensure that all students, including English learners, students with disabilities, low income students, and foster youth have access to a broad range of courses. Principals and counselors monitor student schedules and grades (progress reports/report cards/transcripts) to track student performance and provide support and/or intervention courses for students who are struggling. Students with disabilities are served in the general education setting whenever possible, based on their IEP and with support from special education staff. English learners and students who have been recently been reclassified as fluent English proficient have access to support staff as needed in their classes. All students take the same core classes, based on California state standards, with differentiated instruction provided by teachers. For example, all eighth graders take Math 8 as described in the California Math Framework. Students are heterogeneously grouped and teachers differentiate instruction to support student learning. At the high school level, a variety of Advanced Placement courses are available, both seat-based and online to provide opportunities for students who are ready for advanced coursework.|A review of student schedules revealed that all students have access to and are enrolled in a broad course of study. There are no differences between school sites or student groups. Students with disabilities (except those with severe cognitive disabilities) participate in the general education program according to their IEPs with support from special education staff. We monitor the progress of English learners and students who have been recently been reclassified as fluent English proficient and provide staff to support them as needed in their core classes.|Although all of our students have access to and are enrolled in a broad course of study, the largest ongoing barrier to ensuring this is the need to provide intervention during the school day. While we offer before/after school tutoring and homework help, some students who need this support (or other interventions) are not able to attend outside the school day. At the middle school level, providing intervention during the school day means that a student may not have access to another elective such as band or a foreign language. At the high school, students have a bit more flexibility in that they can meet their graduation requirements over the course of four years even if they have need for intervention or support classes.|DUSD will continue our ongoing monitoring of student schedules and transcripts to ensure a broad course of study. Offering intervention support courses during zero period and/or eighth period, along with possibly offering additional transportation will be explored during this school year for future implementation.||2019-11-14|Met|2019
33670410000000|Desert Center Unified|7|Because of our limited enrollment, all students (those with exceptional needs, unduplicated students) receive and have access to the same broad course of study. All students have access to and are enrolled in online courses that supplement the state adopted curriculum.|We only have one site site and all students are enrolled in and have access to the same course of study. Based on the results of assessments, students are provided with intervention or enrichment activities based on their individual needs.|The District has only two teachers that provide education to our students in grades kindergarten through eighth grade. Since each teacher must teach five grade levels, the greatest barrier is time.|The District has purchased Accellus which is an online program that provides courses in all subject matters. The students can take a course in foreign languages, coding, math, science, English and Social Studies. The online courses provide an opportunity for our students to have access to a broad course of study.||2019-10-22|Met|2019
19642461996537|Desert Sands Charter|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-14|Met|2019
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 as well as enrollment in an appropriate ELD class. • Students have access to a tablet (TK-1) or chromebook (2-5) in all core classes  • Students in grades 6-12 are provided with a Chromebook to use at school and at home. Some elementary schools are piloting this one-to-one initiative • All students have access to the internet at home. Desert Sands built its own LTE network to provide access for all. • 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 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: o International Baccalaureate programs at Amelia Earhart Elementary, Benjamin Franklin Elementary, John Glenn Middle, and La Quinta High. o Advanced Placement Capstone Program at Palm Desert High and Shadow Hills High. o 19 Career Technical Education programs at all four comprehensive high schools and one alternative school. o Advancement Via Individual Determination (AVID) has been implanted at all secondary schools and five elementary schools. o 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.  • Students that are transported by busses are not able to participate in after school programs.|• Multi-tiered System of Support (MTSS) – All schools have implemented their first or second year of MTSS. Desert Sands is providing professional development to support 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. • 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.||2019-10-15|Met|2019
36103636111918|Desert Trails Preparatory Academy|7|Bell schedule, instructional minutes and pacing plan.|All students have access to a broad course of students.|None.|A broad course of study is provided to all students.||2019-10-24|Met|2019
41690470129759|Design Tech High|7|||||||Not Met|2019
15634200000000|Di Giorgio Elementary|7|The LEA uses the Williams Settlement Site visit and subsequent report to track whether students have access to a broad course of study.|100% of students at Di Giorgio Elementary School District 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 for all students.|The LEA will continue to do everything in it's power to ensure all students continue to have access to a broad course of study.||2019-10-16|Met|2019
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 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.||2019-10-28|Met|2019
37680490136614|Diego Hills Central Public Charter|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-17|Met|2019
37681630137109|Diego Valley East Public Charter|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-17|Met|2019
37103710137752|Dimensions Collaborative|7|At Dimensions Collaborative, 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, Vocational Studies, Career Technical Education, College Prep, and Foreign Languages. For high school students, the Academic Counselor performs graduation 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.|In addition to a robust program of core course offerings, Dimensions Collaborative has a robust Visual and Performing Arts program supported by two VPA instructors and an Engineering and Robotics program supported by trained teachers. Robotics clubs and competitive teams are available at all grade levels. A CTE marketing pathway is available to all students, and Dimensions is actively working on adding additional CTE pathways.  A Global REducation program is being actively developed. Dimensions supports six different foreign language offerings, and provides tutoring and other supports for students concurrently enrolled in Community College classes.|Dimensions Collaborative offers a broad course of study for all students.|Dimensions Collaborative's personalized learning model develops self-directed learners, where 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.  Additionally, Dimensions Collaborative continues to expand the A-G course catalog available to high school students.||2019-10-30|Met|2019
54755310000000|Dinuba Unified|7|1st-6th Grade: All student enrollments can be verified through class rosters found in our student information system, Power School. 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 using the registration process form. 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 using the registration process form. 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, Visual & Performing Arts, and Physical Education.  In grades 7-8, all students are enrolled in the core academic areas of English, Math, Social Science, and Physical Education. They also have an opportunity to select electives in their areas of interest such as Leadership, Band, Choir, Art, Agriculture, Introduction to STEM, or Computer Science Discoveries.   In grades 9-12, students complete the required course of study as required by Ed. Code and Dinuba Unified School District 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 and 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.||2019-10-24|Met|2019
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 taken from district resources, such as Eureka Math.    Science and Social Studies are taught throughout the year and are 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.|All students have access to and are enrolled in a broad course of study.  However, there are differences across student groups in access to and enrollment in a broad course of study.  For example, our English Learners receive daily designated ELD based on their individualized learning needs and ELPAC levels.  Students in the Dual Immersion Spanish program receive specialized and targeted instruction to meet the student learning outcomes of a two-way dual immersion program.  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 that student’s learning needs.|There are no known barriers to provide access to a broad course of study for all students.  The school's administration ensures that all students receive all courses regardless of individualized learning needs.  The RSP staff works to ensure that students do not miss physical education or the visual and performing arts, while still meeting required services based on individual student needs.|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. This year, Discovery introduced and implemented the Sanford Harmony social-emotional learning curriculum for all students in grades K-6 to foster communication, connection, and community both in and outside the classroom, and develop boys and girls into compassionate and caring adults.  The school also hired a full-time music teacher, a full-time PE teacher, and a full-time Engineering/Robotics teacher for all students.  Discovery is piloting the iReady math diagnostics and program for all students as well.||2019-10-24|Met|2019
39754996118665|Discovery Charter|7|All students have broad access to all of the curriculum offered at the middle school level. Students are enrolled in math, science, social studies, and English with Humanities as part of Language arts-English.  They have Physical education each day and are enrolled in one of the enrichment courses each trimester: music, art and Technology.  All students have the opportunity to learn Spanish.|Not only are all students enrolled in a broad course of study, they are also identified as to honors, at grade level, or below grade level for instruction.  Those who are below grade level are given more support to be successful in the courses that are offered.  The students have a learning guide who assists them from one class to the next and they have a homework reinforcement time to help build basic skills.|There are no barriers that prevent our students from the opportunities given to the students.|The students who are not achieving are watched on a regular basis to see what kind of support they need to be successful with the broad curriculum offered.  There are opportunities for homework support and extra help in the reinforcement labs.||2019-10-14|Met|2019
43104390111880|Discovery 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 Discovery Charter Schools to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, 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. Discovery Charter Schools  are 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 Discovery Charter Schools to determine if all seventh and eighth grade students, including unduplicated, are enrolled in a broad course of study are the class schedule, progress reports, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all Discovery Students, TK-8 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. Discovery Charter Schools participate in the Art, Music, Physical Education program which provides additional enrichment opportunities for all TK-6 students.  The middle school programs provide a variety of elective opportunities, including foreign language. Students who are struggling academically have the support of push-in parent coaches for Literacy and Math, Resource Teachers, Special Education Teachers, 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 Discovery 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.|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. To support struggling students and Students with Disabilities, the supplemental curriculum is aligned to the adopted curriculum and designed to bridge the gap between struggling students and their grade level peers. Adopted curriculum and supplemental curriculum is provided at all sites. All staff members have received training. Parent coaches are available at both campuses.||2019-10-30|Met|2019
43104390127969|Discovery Charter II|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 Discovery Charter Schools to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, 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. Discovery Charter Schools  are 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 Discovery Charter Schools to determine if all seventh and eighth grade students, including unduplicated, are enrolled in a broad course of study are the class schedule, progress reports, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all Discovery Students, TK-8 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. Discovery Charter Schools participate in the Art, Music, Physical Education program which provides additional enrichment opportunities for all TK-6 students.  The middle school programs provide a variety of elective opportunities, including foreign language. Students who are struggling academically have the support of push-in parent coaches for Literacy and Math, Resource Teachers, Special Education Teachers, 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 Discovery 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.|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. To support struggling students and Students with Disabilities, the supplemental curriculum is aligned to the adopted curriculum and designed to bridge the gap between struggling students and their grade level peers. Adopted curriculum and supplemental curriculum is provided at all sites. All staff members have received training. Parent coaches are available at both campuses.||2019-10-30|Met|2019
19647330115253|Discovery Charter Preparatory #2|7|As with other indicators, the LEA is using multiple tools to track and measure the extent to which all students have access to and are enrolled in a broad course of study. First and foremost, the counselor meets with every student (all grade levels, all EL levels and all SPED designated students) individually once a year to ensure every student is enrolled in a broad course of study that meets all state requirements for graduation as well as all A-G course requirements for college application eligibility.   Additionally, surveys are conducted to students, parents and teachers regarding their perceptions about the broad course of study available to all students as well as the effectiveness of its curriculum. Every year the Director of Counseling also ensures the LEA maintains a broad course of study through the UCOP A-G course submission portal, updating and adding courses to the course list or removing courses when needed. Particularly for our special education population, the LEA has meetings about their enrollment in a broad course of study which occurs multiple times a year during both counselor meetings and their IEP meetings.|In reviewing the multiple measures used to determine the LEA’s compliance with offering access to and enrollment in a broad course of study, it has been determined that the LEA is offering an adequate amount of courses spanning multiple subjects. As previously outlined, the LEA is offering the appropriate amount of courses as required by both the state of California for graduation requirements and the UCOP for A-G course requirements for college application eligibility.|Even though the LEA is in compliance with and provides a broad course of study, the LEA is a small school, providing only a finite amount of courses in the Advanced Placement and electives category. Many of our core subject teachers are also being employed to teach credential approved electives to our students.|Due to its close proximity to Los Angeles Mission College, the LEA has developed an ongoing relationship with the college, allowing for the enrollment of students in Dual Enrollment courses on the LEA’s campus during first period. The LEA hopes that bringing additional rigorous courses on campus will help diversify the electives available and ensure rigorous coursework is available to any student searching for challenging courses.The LEA is also exploring additional elective possibilities based on our current teachers’ credentials and interest.||2019-10-08|Met|2019
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.  The District requires teachers to use a Learning Management System to track and monitor grades. Parents have access through a parent portal.  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 support 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, 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.||2019-10-30|Met|2019
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 2018-2019 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, Science, 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 Robotics and at least two additional courses, such as Music, Honors Choir, Leadership/School Service, Avid, Band, 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, small student population, 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.||2019-09-10|Met|2019
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: 89.5%; A-G Graduation Rate: 38.3%;  College and Career Ready Graduates (CCI Indicator): 32%; 10-12th Grade AP Enrollment: 40.5%; CTE Enrollment: 32.0%.  At the elementary level, there are 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, DUSD employs a designated ELD program to meet the needs of English Learners.  This program is leveled, and designed to meet students where they are with regard to English acquisition. 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.||2019-10-17|Met|2019
24753170000000|Dos Palos Oro Loma Joint Unified|7|Dos Palos Oro-Loma Joint Unified School District utilizes Aeries Information System and Individualized Academic Plans to track students' access to a broad course of study. Based on these tools, all students at the high school level have access to the required courses for high school graduation and the University of California A-G course requirements. At the middle and elementary levels, all students have access to a broad course of study. In addition at the elementary level, all students have access to Science Technology Engineering and Math or STEM course during the school day.|Based on the selected tools, all students have access to a broad course of study at every school site. However, there are differences in access by school sites since the district has one elementary, one intermediate, one middle school, and one high school. Evidently, students can not have the same courses in elementary and high school levels. There is a difference in student groups, specifically English Learners in middle school to access a broad course of study. English Learners are required to take an ELD class limiting their elective options. The site is exploring ways to offer elective courses outside of the school day to English Learners.|Based on the selected tools, the requirement to offer an ELD course to English Learners is a significant barrier to offer access to a broad course of study to the EL subgroup.|The LEA is planning to engage the sites to evaluate the effectiveness of the ELD program at every school site. Based on the evaluation, sites will determine the best course of action to provide EL with a broad course of study while meeting their language acquisition need.||2019-10-17|Met|2019
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 based upon grades, grade spans, unduplicated student groups, and students with exceptional needs.|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 and health.  100% of 4th-8th grade students have the ability to participate in performing arts if they choose to do so.  38% of the 4th-8th grade population chooses to participate in performing arts.  41% of the population that participates is our disadvantaged student group.  100% of 6th-8th grade students participate in electives on a weekly basis.|A barrier for the district has been its inability to hire a foreign language instructor.  We are in a rural area and have not previously been able to retain a qualified teacher in this discipline.|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 41% of disadvantaged students that participate in weekly performing arts.  We will also continue our search for a Spanish instructor.||2019-10-09|Met|2019
19644510000000|Downey Unified|7|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.|The DUSD Board of Education approved 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, we continue to add elective courses that meet a-g criteria. Currently, we have sixty-six “g” level elective courses among both comprehensive high schools.  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, we plan for our students to complete all “a-g” courses with a “C” or better. 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-six 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 and all four middle schools.   3) Career Technical Education (CTE) programs at the high school level provide fully developed career pathway opportunities for students. We are currently working to remove master schedule barriers for student pathway completion. Interventions include adding zero and seven periods, submitting pathway courses for “a-g” approval, and engaging with counselors in planning for individualized student placement.. At the middle schools, Project Lead the Way (PLTW) Gateway electives offer project based learning modules including topics such as Green Architecture, Medical Detectives, and Computer Science. 4) Currently, we provide dual enrollment opportunities for our students through partnerships with local community colleges. Courses include: VPA, English, and articulated CTE Pathway electives. 5) DUSD  students are able to attain the Seal of Biliteracy as a means of career preparation.  Our current course of study at the middle and high school level provides diverse, rigorous options for ALL our students.|Reviewing our Master schedules, AGRs, and Targeted formative assessments, allowed us to address several barriers preventing secondary students from accessing a broad course of study. Barrier 1:Our “a-g for all” graduation requirements revealed a 53% “a-g” completion rates for our comprehensive high schools. Further analysis of “a-g” data and our Master Schedules led to the discovery 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 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.  We also added additional Language other than English (LOTE) sections and expanded American Sign Language offering to meet demand.   Barrier 2: We have opened schedules by offering opportunities to earn original credit outside the traditional two semester calendar.  During this additional third term, 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. We also sought and secured ELA “a-g” UC approval for four years of Academic ELD and we are in the process of adopting additional ELA UC approved 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 .We continue to revisit and refine the work of providing flexible intervention support.  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.||2019-10-24|Met|2019
01612590129635|Downtown Charter Academy|7|We annually analyze student progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted curriculum based on Standards specified in the California Education Code for Grades 6-8 including the programs and services developed and provided to unduplicated students and individuals with exceptional needs.  We work closely with teachers, student support teachers and SELPA, parents, administrators and Board members to review curriculum and practice to tailor our student access to programming. We use this tools to make decisions on curriculum resources, teacher training, staffing and programming. Every year, at the end of the year, we meet with different stakeholders to review the programs and collect their recommendations. These recommendations are reviewed again with goals and priorities in mind with smaller groups of stakeholders. If there is a need for approval, the programs are presented to our School Board. We continually seek feedback on the efficacy of these programs and initiatives from our FST team members and the larger school community through monthly school meetings, student feedback through advisory classes, surveys and small group meetings to ensure that we are meetings our goals and objectives. We host a winter and a spring Presentations to all members of DCA community, where students have the opportunity to display, present or perform according to their programs. This is not only a celebration by an informal evaluation of the programs by all stakeholders, and an expectation that assures that at the end, students have to demonstrate their interest and engagement in activities that will help them be well rounded people in the future.|In addition to the curriculum, we identify the needs and interests of students and match them with organizations that provide a rigorous college ready programs for our Tier 1 students. The selection of the programs are done by researching and reaching out to organizations with a high record of success in our district and with prestigious programs with national recognition such as the Center for Talented Youth, CTY. We comply with their application and selection policies, and our students take the tests required for the program. We provide informational meetings for parents, support for applications and financial aid and translation services into Mandarin/Cantonese, Spanish and Vietnamese. Equally challenging are programs that have open enrollment and are available to All DCA students regardless of their academic performance: Computer Science and Drama-CalShakes programs are offered by UC Berkeley, Art is offered by Go Empowered in Oakland. Coding is offered for 7th grade female students by a parent and 2 alumnae, and other activities are offered by teachers themselves.|Three years ago, we implemented an accelerated math program for students who performed above grade level.  After analyzing student performance data, performing observations, discussing with staff members, and consulting with other educators and organizations, we decided to review the curriculum for Math and decided to go back to the regular math curriculum for the following reasons: 1. According to 3 year data, we were able to determine that accelerated math did not offer ALL students the opportunity to master the content and skills.  We had plan for ALL our students to have taken Algebra 1 by 8th grade, and some students graduated having to repeat Algebra 1 in High School.  We thought that we were creating an equity issue. 2. There was not a Standard based curriculum that offered the accelerated math program, so teachers had to complement and design the curriculum with resources from two different grades.  3. We wanted to follow the recommendation of the writers of the Standards to go back to  a regular pace for each grade in middle school and leave the AP classes for High School. As per teachers' initiative, we reviewed the Science Curriculum because it did not include the NGSS standards in an organic and natural way, teachers had to complement and research about Natural Phenomena in order to offer students the opportunity to have access to a broad course of study including Scientific and Engineering Practice, SEP, Crosscutting Concepts, CC, and Disciplinary Core Idea, DCI.  In addition we wanted to have a curriculum that provided resources to scaffold English Learners and Students who needed special accommodations to access the content.|We presented the findings described above to teachers, parents and Board Members along with a proposal to adopt two new curriculums. The Board of Directors approved the proposal to adopt Illustrative Math for students, go back to the regular pace and challenge students with a task based learning.  This is a curriculum recommended by the writers of CA standards. At the same time, the Board approved to adopt FOSS for science, which provides, not only the NGSS Standards imbedded in the lessons, a clear scope and sequence that exposes students to interesting natural phenomena and practice, but that provides information and skills to educate students in a planet with finite resources and Global Warming issues, For each lesson, the program offers scaffolding ideas for English Learners and students who need accommodations. In addition, our school provides ALL students with support in English and Math in all grades, provided by professional tutors. Physical education is an instructional priority at DCA.  We believe that students who are exposed to high quality PE  develop fundamental and advanced motor skills, improve self-confidence, and have opportunities for increased levels of physical fitness that are associated with high academic achievement. We follow the Physical Education Model Content Standards for California Public Schools, and offer a 60 minute daily class to ALL students. We modify the instruction for students with 504 Plans and for students that for some other circumstance need accommodations. We have an ELD teacher that provides integrated and designated support to our English learners so that they have access to the curriculum. As per parents input, we are offering now music, instrumental classes and Spanish to our students in the After School program, along with other 15 clubs that include sports, arts, languages and technology.||2019-06-26|Met|2019
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 in the middle level courses.  At the high school level, there are no differences in access nor enrollment by subgroups for students by ethnicity, socio-economic status or gender. Students with disabilities as noted by an IEP or those who are still learning English are not represented in honors/AP classes in the same percentage as their population at school. Analysis of the reasons for individual student choice in course taking reveal that there are no systematic  barriers that prevent enrollment by these students but rather that their decision to not take the more rigorous course is based on their understanding of the demands inherent in such a course. As a result, 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 2019-20, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.||2019-10-17|Met|2019
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 for students by ethnicity, socio-economic status or gender. Students with disabilities as noted by an IEP or those who are still learning English are not represented in honors/AP classes in the same percentage as their population at school. Analysis of the reasons for individual student choice in course taking reveal that there are no systematic  barriers that prevent enrollment by these students but rather that their decision to not take the more rigorous course is based on their understanding of the demands inherent in such a course. As a result, 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 2019-20, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.||2019-10-17|Met|2019
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.||2019-10-17|Met|2019
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.||2019-10-25|Met|2019
39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|7|Stallworth Charter has an inclusive learning environment in which all students have access to our broad course of study. The LEA identifies students of unduplicated groups and individuals with exceptional needs through assessments, additional parental data, and the student's Individualized Educational Plan (IEP). The exceptional need students are in general education classroom with maximum support from the Specialize Academic Instructor, Counselor, Psychiatrist, and one-on-one assistance as needed, including assessment for academic and social emotional support.|The students have access to the curriculum, supplemental curriculum, Chrome books, and instructional aides. 7th and 8th grades were provided Career Technical Education through a partnership with University of the Pacific. Only students with the linguistic need for English Language Development instruction have access to the ELD instructor and ELD instructional aide.|We currently have no known barriers to providing a broad course of instruction to all students.|We plan to continue to provide access to a broad course of study for all students.||2019-11-01|Met|2019
19647330102491|Dr. Theodore T. Alexander Jr. Science Center|7|Our school currently uses MiSiS to track the data for all students.|Our school currently uses MiSiS to track the data for all students. Indicators are sent to each school site for review of any outstanding differences or undocumented data within the MiSiS tracking system.|We do not have any barriers to report at this time.|We will continue the current practice on site and review it at the end of each semester to ensure implementation.||2019-10-30|Met|2019
31668030000000|Dry Creek Joint Elementary|7|The Dry Creek Joint Elementary School District (DCJESD) 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 K-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 DCJESD.  The District has been diligently ensuring student groups across the District receive the highest level of services.   Our school sites serving both K-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 I program covering the required standards-based programs.  In addition, Tier II and Tier III supports are offered K-8 to ensure students have access to courses of study and are able to meet proficiency.  DCJESD 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 five (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 Computer Science, Design and Modeling, Robotics and Medical Detectives.  The total number of 6-8 students enrolled has increased over the last two years, with a total of 1,248 students participating in these courses.  The number of unduplicated students enrolled in the courses is monitored in LCAP Goal 2.|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.|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.  A universal screener will be used for monitoring student progress throughout the year.  Funding to provide summer Academic Bridge program for at-risk and unduplicated students will extend learning time. Implementation of multiple attendance awareness and support programs will help to engage students and provide higher level of access to curricular content.  Social-emotional supports including attendance, counseling, restorative practices and PBIS have been implemented to ensure students have a high level of engagement and school connectedness.  These supports translate into students accessing their education at a higher level. In addition, professional learning  will 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 also collaborate with general education teachers to build a co-teaching model at sites.  Staff and students will be provided  with technology tools and access to enhance and support the appropriate curriculum. Developing a TK-8 year-long learning outcomes plan will help to integrate technology standards in all curricular areas.   We will continue monitoring enrollment and schedules to ensure student access and participation.||2019-10-17|Met|2019
27660920129239|Dual Language Academy of the Monterey Peninsula|7|||||||Not Met|2019
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 students with disabilities. 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, culinary, advanced mathematics, and AVID. Transportation is provided for students who want to enroll in an elective that is not offered at their own school. Additionally, each school has identified its own school wide 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 a Dual Immersion 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. Through the use of Supplemental and Concentration Funding, expanded learning opportunities are offered at the school sites that have low enrollment. Transportation is provided to students who want to enroll in an elective class that is not offered at their home campus. 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 is accomplished by consolidating specialty courses at the high school. Grade 8 students are transported daily to the Duarte High School where they can take Spanish, Mandarin, Drama, Choir, Art, Culinary 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.||2019-10-17|Met|2019
01750930000000|Dublin Unified|7|Each 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: 1) Student access to Board approved Instructional Materials as defined by the annual Williams Act report. 2) Student access to Physical Education instruction as measured by elementary prep schedules 3) 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: 1) 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 2) Student access to multiple CTE pathways as measured by CTE pathway enrollment and analysis of student group participation 3) Student access to Advanced Placement and Honors courses as measured by Advanced Placement pass rates and analysis of student group participation 4) 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 2018/19 school year, 80% of Dublin High School graduates met UC/CSU requirements. Students have access to 42 CTE courses with 2,053 enrollments. For the 2018/19 school year, there were 904 students (took AP exams) taking AP courses and 87% of AP students scored 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, music instruction, and character education. Secondary students have access to a rich course catalog and a variety of CTE pathways. Secondary schools have intervention support classes built into the school schedule 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.||2019-10-22|Met|2019
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.||2019-10-08|Met|2019
49706720122440|Dunham Charter|7|The Charter 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.||2019-11-12|Met|2019
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.||2019-11-12|Met|2019
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 online curriculum provider course catalogues.|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.  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 Ed Code 51220 as well.  Based on both the DLA master schedule and course catalogues for both Fuel Education and Apex (online curriculum providers), students have multiple options for electives, visual and performing arts, and intervention and support courses to support students in their core coursework. In addition, students have access to one on one support from credentialed DLA teachers.  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.  One such barrier is that sometimes a student may struggle in specific online core coursework.  When students aren’t making progress on graduation requirements they typically don’t have access to electives.  In addition, the online curriculum providers DLA contracts with provide CTE courses for students, but at a very high level of difficulty.  This in itself creates a barrier for our average students to access online the CTE coursework.|DLA is committed to pursuing dual enrollment opportunities with Reedley College to provide students with opportunities to earn college credit as well as to increase the course options for students.  In addition, DLA teachers are constantly working on ways to better support our students that struggle with core online coursework, helping them to be more successful overall and ultimately have increased access to elective course work.  This might include face to face support meetings or virtual support meetings using technology tools such as Google Hangouts, Skype, or other video conferencing software.||2019-10-22|Met|2019
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. The master schedule also includes when GATE classes are being held for our identified gifted students.|All K-8 students have access to English Language Arts, Mathematics, Social Sciences, Health, Visual and Performing Arts and Physical Education. In addition, students in 4-8 have access to some aspects of Career Technical Education. While all grade levels address career education to some degree, grades 4-8 have robotics and coding classes weekly. All K-8 students will have access to coding in our after school program (SAFE)  this year. They also have access to 3-D printing where they apply their coding skills. 7/8 graders are involved with our GEAR UP program which provides college readiness and career education. Grades K-8 have a weekly art class with our visual arts' specialist. This year ceramics will be added to the curriculum. While we do not have a dedicated music program, every effort is made to include movement and music in our SAFE program as well as during the regular school day. Musical plays are performed in several classrooms. Our students also attend plays, and musical performances at the Cascade Theater in Redding as well as College of the Siskiyous.|DES does not have a World Language program. One barrier to providing one is finding a qualified teacher. While DES has had a choral program in the past, it currently does not. Again, one barrier to this is finding a qualified teacher. In a small district such as ours, stretching our budget to include a dedicated music program is also a very real challenge.|DES has and will continue to include music, CTE, and arts into our after school program. Our Makerspace is utilized a large amount at that time. We will continue to find innovative ways to make available music and World Languages to our students. One such creative solution is having our counselor teach a musical instrument to  small groups of students as part of his work with them. We will also seek out financially feasible on-line solutions which might bring a World Language program to our students.||2019-10-15|Met|2019
47702500000000|Dunsmuir Joint Union High|7|The Master Class Schedule shows there is a broad course of study.  Student records and transcripts document who is enrolled in which class and how much they are on-track to graduation.|We are a small, single school district. There is only one teacher, one class for each subject, so all students, irrespective of subgroup status, are assigned to the same teachers, and have the same access. One staff member is assigned the task of making sure each student is making headway in being enrolled in all required courses.The Resource Specialist sees each of the students with special needs, daily, in order to help them pass each class. All students also have access to 4 programs or courses that are CTE as their electives if they so choose, thus enabling them to obtain workplace skills.|With Federal Funding in place to provide electives, there are no barriers to providing all students access to a broad course of study.|The LEA will continue to apply for federal Funding to supplement its core program, thereby guaranteeing funding to provide a broad course of study.||2019-10-09|Met|2019
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: 20%  SWD: 8.1%   SED:  39% ELL:  2.1%.|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 which can be 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.|Scheduling conflicts that are common to small student populations… due to course/section overlap, conflicts with student extra-curricular activities and CTE based activities occurring outside the school-day.   Inadequate state funding per ada based on an antiquated, demographically based funding model prevents the capacity for adequate staffing, which in turn, leads to limited opportunities for both course variety and section numbers.|2019-10-23|Met|2019
37683380127647|e3 Civic High|7|The following measures and tools have been set in place and are being used for the purposes mentioned above: PowerSchool Student Information System, UC A-G requirements, PSAT, NWEA MAP, ELPAC, quarterly counselor meetings on grade checks, IEPs, individual learning program graduation check, and student data checks through data binders which include PSAT/SAT student review, student progress report reviews, student college course reviews, and student internship reviews.|All students and student groups have equal access to a broad course of studies, tools, and support. This is ensured by the counselors who have a 190:1 caseload, allowing them to meet with every student, review all possible courses, and create a personalized learning plan for every student. Equal access to all students is also ensured by enrolling all incoming freshmen 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. These micro courses allow students to later expand to choose full elective courses of interest and passion to them. Moreover, counselors meet with parents to review all A-G courses and requirements. Advisory courses also take students through activities and curriculum that exposes students to details regarding the careers and colleges that match with their interests. In advisory, students also use their data binder to personally track their academic progress, using tools such as the PowerSchool Student Information System, UC A-G requirements, PSAT prep and results, NWEA MAP prep and results, ELPAC data, quarterly counselor meetings on grade checks, IEP specifications, and individual learning program graduation check.  Additionally, an extra-curricular block course provides a variety of choices for students to select, ranging from academic high school courses to college and CTE courses.|There are no tangible barriers preventing the LEA from providing access to the broad course of study. In fact, access to tools and all course materials is provided to all stakeholders. However, staff members have a deep understanding of students’ cultures as well as some of the perceived limitations students face in their home environments,  so expectations for all students continues to be a barrier.|The LEA will continue to provide and sustain the following: one-on-one coaching, ongoing cultural proficiency training embedded in all professional development as well as dedicated cultural proficiency training, training in social and emotional learning and 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, cultural sensitivity and digital citizenship.||2019-09-19|Met|2019
07617546118087|Eagle Peak Montessori|7|Eagle Peak Montessori School’s curriculum director created a matrix which aligns the Common Core Standards and the Montessori Curriculum. The teachers use this matrix for planning lessons for the students. We use a standards based report card to reflect on all students’ progress twice a year.  In addition to the standards based report cards we also formally assess our students using a similar format to the Smarter Balanced Assessments. From 2014 through 2019, the school used the NWEA assessment. Starting in 2019-20 school year, we switched to the Renaissance STAR test. These tests allow us to monitor how students are doing towards annual progress on an individual rate. We can compare the data over time to see consistency or growth in skills. Both of these tests are aligned to the state standards and use a similar format to the state wide assessment model of the Smarter Balanced Assessment.|The Montessori Curriculum which is the foundation of all instruction at Eagle Peak Montessori School, provides a broad course of study for students in grades 1-8. We are continuously examining and expanding the opportunities for our students to participate in experiences both on and off campus which provide curriculum support where needed.|The students at Eagle Peak Montessori are exposed to the general academic content areas, we also provide music, art, physical education, Spanish, and outdoor education.  If there was increased funding from the state of course there would be more opportunities to continue to build on the programs already offered.|At Eagle Peak Montessori we examine all data from both the formative and summative assessments in order to ensure that the curriculum is meeting the needs of students. When there are new initiatives at the state or federal level, we make sure to be trained in those areas in order to ensure that the students have access to current educational trends as appropriate. We work to weave all state standards into the Montessori curriculum which is always our grounding point.||2019-10-30|Met|2019
54719020000000|Earlimart Elementary|7|The district utilizes the following tools to ensure all students including unduplicated student groups and students with special needs have access to a broad course of study: • California Healthy Kids Survey • District Student Survey • School Site Master Schedules • Lesson Plans • Data Chats, Reflection and Goal Setting Tools- SEAL Depth of Implementation Tool|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 broad course of study. The district is beginning the implementation for an expanded Science, Technology, Engineering, and Math Lab. The district has added a drama teacher, and additional art teacher and STEAM labs at all three school sites. In addition, the district is also expanding language learning opportunities through the addition of bilingual classes in 2020-2021.|The main barrier is has been fiscal. The district continues evaluate  program effectiveness and has redirected funds to better support a broad course of study.|The district will meet with various stakeholders with the results of program evaluation to plan and discuss next steps.||2019-10-15|Met|2019
01612590129932|East Bay Innovation Academy|7|All students are on track for an A-G diploma, including Sped.|CORE data shows that 74% of students met or exceeded standards in ELA based upon CAASPP, with a growth percentile of 67%, 50% of students met or exceeded standards in Math based upon CAASPP, with growth percentile of 96%.|EL students need more support to show growth|Implemented EL support class for our EL students.||2019-10-14|Met|2019
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 can either take the classes on campus or online at East Nicolaus High School. ENHS has transitioned some of the AP classes into honors classes to be able to provide students with more flexibility in the school schedule to take different classes. According to the CA School Dashboard our graduation rate for the 2018-2019 school year was 95.9%. The graduating class had a A-G college readiness rate of 51.3% along with a college/career indicator or 45.2% students being prepared on the CA School Dashboard. 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, 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.||2019-10-10|Met|2019
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.  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 co-taught courses, and a Phoenix/Credit Recovery co-taught class  for access to A-G coursework, and supports for credit recovery.  Through pull out as needed during Advisory and regularly staffed after school tutoring (by Instructional Aids) there is always 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.  We work with the local Boys and Girls club to provide additional tutoring help on Saturdays.|See response above, as East Palo Alto Academy is its own LEA and therefore there is NO differences across “school sites” or student groups as it relates to access to a broad courrse of study.|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 Maker Space and Engineering (through Engineer Your World with UT Austin) 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.  We have introduced the opportunity to have students “double” their Math courses, allowing more access to AP Calculus as a math course.  Additionally we have electives  such as Student Leadership and dual enrollment in Foothill College courses provided free at EPAA , with 2-3 offerings each semester.|All students at EPAA have access to a broad course of study.  All students must complete A-G coursework and pertinent, engaging electives as a graduation requirement.  We will continue to support credit recovery and recovery of "D" grades through summer school, repeating courses when necessary and through Cyber High if all other options have been exhausted.  Additionally we will continue to support on-going professional development for teachers, ensuring first instruction is the strongest it can be to support student success.|2019-10-16|Met|2019
43694270000000|East Side Union High|7|The district examined school course offering and course enrollment and found that students with disabilities and English learners access to core content courses and AP courses are less than their English speaking peers and non-disabled students. The district will continue to monitor core and Advanced Placement course offerings and enrollment at all sites to measure improvement of access by students with disabilities and English language learners.|The number of Advanced Placement course offerings range from 23 to 139 across district schools.  Our targeted populations, students with disabilities and English language learners, are accessing the first year of core courses within sequential course offerings, such as English 1 and 2, and CCSS Math 1 and 2, but are not continuing into the next higher level courses in the sequence or into the eventual Advanced Placement courses at the end of these core course sequences.|Course offerings, including Advanced Placement courses are dependent on student course plans and requests. This results in schools with higher numbers of English Learners offer less Advanced Placement sections. In addition, lack of professional development in the implementations of accommodations and modifications hinders the success of students with disabilities in core courses preventing the matriculation of these students into the higher level courses.|The district is committed to providing Professional Development in use of appropriate strategies,  accommodations and modifications for all learners as well as the development of common assurances focused on reflective practices to ensure student academic success. The district is in the process of implementing MTSS - Multi-Tiered Systems of Support at all schools in order to provide the student academic supports need to ensure success for all students. In addition the district is examining placement policies to ensure all students have access to high level and Advanced Placement courses.||2019-10-17|Met|2019
19644850000000|East Whittier City Elementary|7|The 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 a broad course of study, EWCSD utilizes its Student Information System (SIS), Aeries, to monitor the master schedule, course offerings, and student placement. Administrators, particularly at the middle school level, collaborate on course offerings to ensure equity across all schools and electives are provided with the expectation that all students have the opportunity to participate in a variety of courses. The SIS is used to determine if unduplicated student groups and/or students with IEPs have equitable access to a broad course of study.|All EWCSD students are enrolled in a broad course of study. This includes all required content areas (English Language Arts, Mathematics, Science, History Social Science, and Physical Education) in addition to a variety of enrichment and intervention support opportunities throughout the school day. At the elementary level, the Visual and Performing Arts (VAPA) model provides K-5 students with enrichment instruction in VAPA and physical education. This model allows all EWCSD students the opportunity to have rich academic experiences in music, art, dance, and physical education. Our VAPA teachers follow a progression of skills that are aligned to the visual and performing arts state standards. This program model is consistent among all ten elementary schools. At some school sites, students have the opportunity to engage in coding, robotics, and fee-based after-school programs. In addition to enrichment, each elementary school has an Intervention Specialist to ensure that all students needing academic support receive intervention during the school day. Currently, in our middle school setting, there are three different models for providing a broad course of study for grades 6-8. Our models include an elective wheel that provides a variety of content that rotates each quarter; electives based on student interest; and electives based on student academic needs. Over the course of the past four 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. With one-to-one devices in grades 4-8, EWCSD students have daily access to technology that is integrated into the rigorous standards-aligned academic program with the goal of developing 21st century skills.|All of our elementary sites provide a broad course of study to all students. There are barriers at the middle school level that prevent schools from offering a greater variety of course offerings. For example, an Individualized Education Plan (IEP) may limit access to a student’s 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 greater variety in their 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 them while enrolled in the Designated ELD class. Once they reclassify, they will have access to the full scope of electives.|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 the course of study for all students. In addition, the District will continue to pursue broadening the course of study in the following ways: (1) Researching pathways to offer courses that will complement existing programs in the high school district; (2) creating a master schedule ensuring that students are able to accelerate, remediate, intervene, and access a greater variety of course offerings while enrolled at EWCSD; and (3) building the capacity of our existing teachers to expand our electives offerings in STEM, VAPA, and other CTE-related courses; (4) remodeling science labs at the middle schools.||2019-10-15|Met|2019
26736680000000|Eastern Sierra Unified|7|ESUSD uses Aeries for student scheduling and to determine student access/availability for the different courses the district offers.  The district reports the number of students enrolled in a board course of study though CalPads.  SEIS also monitors individuals with exceptional needs.|The district offers both concurrent enrollment and additional college course access to students who desire to take such classes.  Distance Learning is offered at both high schools to allow access for all of our high school students.  Grade level team meetings are held a minimum of two times per year.  EL and Special Education students and how their needs are being met are of topic at each of the team meetings.  Staff meetings are held bi-monthly at each of the sites to discuss/learn a variety of topics; primarily on how to reach the individual needs of all students.|All students have equal access, however, since we are a small district with such small numbers, we don't have a vast number of offerings.  This being said, students have the availability to take online college courses of their choice.|The district has already started (and plans to continue) a period of distance learning that provides not only the opportunity for distance learning between our two high school sites, but also a period that to place our students in where they can work on their college/high school credit with their online classes.||2019-11-15|Met|2019
19644770000000|Eastside Union Elementary|7|EUSD monitors access to a broad course of study through the review of: • Daily classroom schedules in TK – grade 6 / master schedule at the middle school • Classroom rosters  • Adoption of curriculum for all content areas • Purchase of software programs and instructional materials • Report cards • IEPs|Students at all four elementary schools are provided access to a broad course of study.  The district provides the same adopted materials and professional development for all elementary schools.  Two music teachers provide the music program at the four elementary schools. Individual schools develop their music schedule and there are small variances in the amount of time each classroom participates in the program based on the site’s needs.  All other content areas, ELA, Math, Science, Social Studies, Physical Education, English Language Development, and Art are provided by the classroom teacher. Students at the middle school are provide access to a broad course of study.  The district provides adopted materials and professional development in content areas for all teachers.  The school’s master schedule ensures that all  students receive ELA, Math, Science, Social Studies, Physical Education, English Language Development, Music, Art, and Career Tech Education are all provided by content area teachers.   The district is in the research phase of development for world language programs.|Overall, students are receiving a broad course of study at the elementary school sites.  One course of study that is not yet addressed is World Languages.  A barrier to implementing this program is access to qualified language teachers at the elementary level. At the middle school, a broad course of study is available, but due to master scheduling.  All students must select one elective (music, art, etc.) and therefore are not receiving instruction in all the areas.  Additionally, the need for English learners to take ELD during their elective limits there access to a broad course of study.|In order to ensure access to a broad course of study for all students the district’s curriculum council will begin to review the World Language Standards to develop a timeline for program implementation across the district. Our middle school has implemented both zero period and eighth period programs to offer enrichment classes to students who do not have access during the day (e.g. English learners) or to students who would like to access multiple programs (art and music).||2019-10-16|Met|2019
50757390124669|eCademy Charter at Crane|7|Turlock Unified School District is using the following selected measures and/or tools to track the extent to which all students have access to, and are enrolled in, a broad course of study:  on-going and annual review of - master schedule, balloting, school course directories, counselor support, math placement criteria, enrollment numbers, student information system, and various online and digital platforms, content committees i.e. math and science, and course offerings.  eCademy’s data is included in the Turlock Unified School District reporting of local indicators.|Adopted course of study:  English, mathematics, science, Fine Arts/Visual Performing Arts, physical education, U.S History/Government, .  Examples of additional access to, and are enrolled in:  electives, concurrent enrollment courses, and online courses.|eCademy is a charter school and enrollment fluctuates throughout the school year.|Turlock USD on-going and annually reviews measures and tools to ensure access to a broad of study for all students in the district.  eCademy’s data is included in the Turlock Unified School District reporting of local indicators.||2019-10-15|Met|2019
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, Dance, Mariachi, Photography, Media Technology, and an Advanced Computer elective to the junior high master schedule to ensure access to an even broader course of study.||2019-10-14|Met|2019
10101086085112|Edison-Bethune Charter Academy|7|All students here at Edison Bethune 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. Student enrollment in a broad course of studies is 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 information 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.||2019-10-24|Met|2019
19647330135723|Ednovate - Brio College Prep|7|||||||Not Met|2019
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 to each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help to measure and ensure our students’ success in broad courses of study.   The College Rigor metric is purely academic focused and enables the school to measure student progress across subject and grade. In particular, pre and post-ACTs as well as quarterly interim assessments are administered, which measure student learning and growth in English, Math, Reading, and Science. Rigorous analysis of the data across all different subgroups helps to identify what supports students need and help to ensure we are serving all students well.  The 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 ultimately culminate in 12th grade with a graduate capstone, in which 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, the 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, the school ensures 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.|All students have access to a broad course of study, including both core subjects and electives that meet the A-G requirements. For students with exceptional needs, certificate of completion and state minimum requirements graduation options may be deemed appropriate by an Individual Education Plan (IEP) team (currently 2%). This allows for students whose IEPs identify the need for significant accommodations and modifications of curriculum to meet their learning and high school completion goals.|East College Prep currently has no barriers preventing the LEA from providing access to a broad course of study for all students.|To ensure access to a broad course of study for all students, the school has added a robust selection of AP courses in response to student performance and interest. Additional supports based on areas students show needs in have also been established, such as English Learner blocks, study halls, and seminars for college and career readiness. To build global learners at East College Prep, the school also offers courses such as Mandarin.  East College Prep has also acquired an online program for credit recovery. This program ensures that students have access to all A-G courses regardless of their successful completion of the course during the school year, offered after school and during the summer. This program and online access to our live courses are offered for students who are temporarily unable to attend school due to illness or other extenuating circumstances.|East College Prep employs a caring and accountable culture framework  to ensure that the school is taking a whole-child approach to school climate and culture.|2019-11-15|Met|2019
19647330135715|Ednovate - Esperanza College Prep|7|||||||Not Met|2019
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 to each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help to measure and ensure our students’ success in broad courses of study.   The College Rigor metric is purely academic focused and enables the school to measure student progress across subject and grade. In particular, pre and post-ACTs as well as quarterly interim assessments are administered, which measure student learning and growth in English, Math, Reading, and Science. Rigorous analysis of the data across all different subgroups helps to identify what supports students need and help to ensure we are serving all students well.  The 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 ultimately culminate in 12th grade with a graduate capstone, in which 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, the 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, the school ensures 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.|All students have access to a broad course of study, including both core subjects and electives that meet the A-G requirements. For students with exceptional needs, certificate of completion and state minimum requirements graduation options may be deemed appropriate by an Individual Education Plan (IEP) team (currently 13%). This allows for students whose IEPs identify the need for significant accommodations and modifications of curriculum to meet their learning and high school completion goals.|Legacy College Prep currently has no barriers preventing the LEA from providing access to a broad course of study for all students.|To ensure access to a broad course of study for all students, the school has added a robust selection of AP courses in response to student performance and interest. Additional supports based on areas students show needs in have also been established, such as English Learner blocks, study halls, and seminars for college and career readiness. Courses relating to career readiness, such as Computer Science and a music course sequence, have also been added to further expand the broad course of study.  Legacy College Prep has also acquired an online program for credit recovery. This program ensures that students have access to all A-G courses regardless of their successful completion of the course during the school year, offered after school and during the summer. This program and online access to our live courses are offered for students who are temporarily unable to attend school due to illness or other extenuating circumstances.|Legacy College Prep employs a caring and accountable culture framework to ensure that the school is taking a whole-child approach to school climate and culture.|2019-11-15|Met|2019
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 to each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help to measure and ensure our students’ success in broad courses of study.   The College Rigor metric is purely academic focused and enables the school to measure student progress across subject and grade. In particular, pre and post-ACTs as well as quarterly interim assessments are administered, which measure student learning and growth in English, Math, Reading, and Science. Rigorous analysis of the data across all different subgroups helps to identify what supports students need and help to ensure we are serving all students well.  The 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 ultimately culminate in 12th grade with a graduate capstone, in which 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, the 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, the school ensures 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.|All students have access to a broad course of study, including both core subjects and electives that meet the A-G requirements. For students with exceptional needs, certificate of completion and state minimum requirements graduation options may be deemed appropriate by an Individual Education Plan (IEP) team (currently 3%). This allows for students whose IEPs identify the need for significant accommodations and modifications of curriculum to meet their learning and high school completion goals.|USC Hybrid High School currently has no barriers preventing the LEA from providing access to a broad course of study for all students.|To ensure access to a broad course of study for all students, the school has added a robust selection of AP courses in response to student performance and interest. Additional supports based on areas students show needs in have also been established, such as English Learner blocks, study halls, and seminars for college and career readiness. Courses relating to career readiness, such as Computer Science, have also been added to further expand the broad course of study.  USC Hybrid High has also acquired an online program for credit recovery. This program ensures that students have access to all A-G courses regardless of their successful completion of the course during the school year, offered after school and during the summer. This program and online access to our live courses are offered for students who are temporarily unable to attend school due to illness or other extenuating circumstances.|Hybrid High School employs a caring and accountable culture framework  to ensure that the school is taking a whole-child approach to school climate and culture.|2019-11-15|Met|2019
09618530930214|EDUHSD Virtual Academy at Shenandoah|7|The El Dorado Union High District Virtual Academy maintains a 240 credit graduation requirement that includes completion of a broad course of study. Virtual Academy uses 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 post-secondary opportunities. We are fortunate to have access to all the EDUHSD courses which include 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 their post-secondary transition plans. Due to the low number of students identified as low socioeconomic status, foster youth, and English learners (under 5% combined), disaggregated data is not reported.|Virtual Academy as part of the EDUHSD offers a broad course of study. The 2019 graduation rates for students who successfully completed high school as demonstrated by earning a high school diploma was 97%. In addition, in 2019 students completed more than 50 college courses. Among all high schools in the region, the Virtual Academy was the second highest feeder to Advanced Education for Folsom Lake College.|Virtual Academy's small school size only allows for a certain number of classes to be taught on campus. We are fortunate to have the support of the district and local college to assist students with accessing a broad course of study as this is the expectation for all students. The District’s and site's development of a multi-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 allow for accommodations, the goal being we provide the least restrictive educational environment with the greatest access to grade level courses.|Virtual Academy has a unique ability to offer students courses that may not be taught on site through the student's comprehensive school of residence. Many students access advanced courses this way and also through our partnership with Folsom Lake College.  We continue to focus 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 and we continue to refine the development and implementation of a student success program.||2019-10-22|Met|2019
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 Academy serves 367 students in grades TK-5 with the following student demographics: 98% Hispanic, 1% African-American of which 4% are Students with Disabilities (SWD); 70% English Language Learners; 0% Homeless Youth; 0% Foster Youth; 91% Socio-economically Disadvantaged, and 97% of students are unduplicated pupils, defined by the CA Department of Education, as low-income, English Learners or Foster youth.  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 demonstrates 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 to meet the Masters Art Program and Technology Skills (Coding). There are no differences in 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.||2019-09-16|Met|2019
23656072330272|Eel River Charter|7|Attendance roster Lesson plan books Tracking /monitoring chronic absences and tardies and parent-school communication about absences School wide projects and performances Student portfolios|100% student population has access to all services and materials, including small group instruction and instructional staff when they attend school or complete short term independent study assignments 1 to 1 chromebooks; daily technology in the classroom|Poor attendance-excessive tardies 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 Small group focus on reading||2019-09-11|Met|2019
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 557 students in grades TK-5, that reflect the following demographics: 87% Hispanic, 8% White, 4% African-American, 1% Filipino, of which 12% are Students with Disabilities; 36% English Language Learners, and 77% 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 demonstrates 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 in 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.||2019-09-12|Met|2019
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 231 students in grades 6-8, that reflect the following demographics: 93% Hispanic, 4% White, 3% African-American, of which 11% are Students with Disabilities; 35% English Language Learners, 86% who qualify for free/reduced lunch and 88% who are 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 demonstrates 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, AVID, Journalism, Yearbook, or Design & Modeling course. There are no differences in 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.||2019-09-12|Met|2019
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 and dual enrollment), 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.||2019-10-24|Met|2019
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 the regular school day and after school. 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 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.||2019-10-08|Met|2019
09100900000000|El Dorado County Office of Education|7|Enrollment in each Odysseyware course, Character Based Literacy Course, BASE Social Emotional Curriculum, standards-based PE curriculum and an individual learning plan are the tools used to track usage and to ensure all students have access to a broad course of study.|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, BASE Social Emotional Curriculum, standards-based PE curriculum and an individual learning plan are the tools used to track usage and to ensure all students have access to a broad course of study.|At this time there no barriers preventing the LEA from providing a broad course of study for all students.|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.||2019-10-01|Met|2019
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, the District uses 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.|2019 cohort graduation rates reveal that 97% 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 2019 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 = 96%, Oak Ridge High School = 97%, Ponderosa High School = 97%, UMHS = 98%, Independence Continuation School = 87%.|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 undereducated 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.||2019-10-22|Met|2019
19645010000000|El Monte City|7|For the 2018-2019 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 uninterrupted designated 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 uninterrupted designated 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 or 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 into high school. State Assessment results show that students who meet reclassification criteria perform well. In our case, 70% of RFEP students met or exceeded standards in English Language Arts and 54% met or exceeded 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, the 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, Cognitively Guided Instruction, and differentiated instruction.  Lastly, the LCAP provides funding to provide supplemental ELD materials||2019-10-14|Met|2019
19645190000000|El Monte Union High|7|The EMUHSD uses an in-house Student Information System (SIS), referred to as ARMS, to review reports outlining what classes students are enrolled in, on-track towards graduation status, on-track towards completing a-g requirements, attendance and suspension data, along with academic progress data (grades). All data is reviewed district-wide but is also disaggregated by grade level and various subgroups.|The data indicate that all students, district-wide, have access to, and are enrolled in, a broad course of study. This is a result of staff working together to ensure the proper placement of students in classes, but also a review of student placement throughout the school year. It is also a result of the District offering alternative programs for students to access a broad course of study, which includes Career Technical Education (CTE) pathways and Online and Personalized Learning courses.|All students have access to a broad course of study. The additional Online and Personalized Learning courses have added additional opportunities for students to take courses. The District has also increased the number of CTE pathways district-wide, however, each school offers different pathways. Thus the only barrier we are working on addressing is providing access to students to enroll in pathways they are interested in that are offered at other schools.|The EMUHSD is continuing to offer alternative programs district-wide to ensure students have access to a broad course of study. The district is expanding CTE and online courses being offered next year. The District has provided all students with a Chromebook that allows them to complete online work on their own time. Mifi devices were also available to students. Online teachers are available until 5 pm daily and on Saturday mornings to support student success in online courses. CTE courses will be strategically offered throughout the day to provide access to students from other schools to enroll (either after lunch or after school). The District is also looking into the possibility of offering transportation in order to ensure students access courses offered at other sites.||2019-10-02|Met|2019
24656800000000|El Nido Elementary|7|El Nido Elementary School District uses a student data system to monitor student access to and enrollment in a broad course of study for all grade levels. Students are enrolled in classes that allow for access to all content areas. The student data system 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 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 system allows 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 and middle school students have access to the required courses and adoption and intervention programs.|El Nido Elementary School District is a single school district serving students in grades TK-8 and is proactive to ensure that all students are enrolled and have access to a broad course of study.|To ensure access to a broad course of study for all students, research in the area of Multi-Tiered Systems of Support (MTSS) is being done, as part of a district-wide emphasis on in-class interventions and supports.||2019-10-08|Met|2019
19647336016869|El Oro Way Charter For Enriched Studies|7|At the elementary level El Oro Way Charter for Enriched Studies, as an LAUSD 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.||2019-10-23|Met|2019
30666216094874|El Rancho Charter|7|Each student has access to a broad range of elective courses in addition to their core classes.  Elective classes include, but are not limited to art, home economics, wood shop, computers, Spanish, AVID, music, and theater arts. El Rancho offers over 30 different elective choices.|El Rancho Charter School is a single school LEA.  Therefore, all students have equal access to the broad range of core classes and electives.  El Rancho also provides various courses to provide students with additional support in math and English, by providing an extra period of support in both subjects.  In addition, for students who need additional help with organizing and homework completion a student Skills and Success class if offered during the school day to support students who may not receive enough support at home.  El Rancho offers an after school intervention class for students who need very targeted supports.  The teachers providing the supports are able to help students across all subject areas.|We provide additional interventions including reading and math support for students who are under performing in these areas.  The additional support comes in the form of an additional class for students who need additional assistance to meet grade-level standards.|The opportunity for students to take an eighth period during their school day allows students to take an elective even though they qualify for a reading or math support class.  Twice a week, students participate in tutorial in order to make up work/tests and quizzes, have access to re-teaching of content, and receive extra assistance from teachers.  Students also have access to homework club and math academy before and after school.  In addition, with the Low Performing Block Grant money, El Rancho has established a co-taught math and English course for students who are below standards in both math and English.  This is our first year, so we will determine it's effect at the end of the school year based on student performance.||2019-10-02|Met|2019
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. There are also competing electives and pathways at the elementary, middle, and high school levels.|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.||2019-10-15|Met|2019
19645350000000|El Segundo Unified|7|We use Powerschool our student information system to track enrollment by groups. We also 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 equal 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. The addition of counselors at each school site along with instructional coaches, reading specialists and two full time administrators allows us to look at each individual student and identify any barriers that could exist to ensure access for all.|We will continue to monitor and ensure that all students have access to a broad course of study in every school and grade level.  Each site has a counselor or administrator assigned to our unduplicated students specifically to ensure that all students have access to a broad course of study.  We also use achievement teams to analyze and discuss individual student growth and opportunities.||2019-10-22|Met|2019
30666706119127|El Sol Santa Ana Science and Arts Academy|7|El Sol Academy has designed a core academic program that provides students access to a broad course of study in all academic areas. Specifically, the core program includes access to standards-aligned study in ELA, Mathematics, Science, Social Studies, Visual and Performing Arts (beginning in TK), Health (beginning in 4th grade), and Physical Education.   El Sol Academy monitors access by conducting trimester and end of year course audits using the school's PowerSchool portal and routine course placement evaluations at critical points including but not limited to transition years such as 3rd TK, 3rd grade, 5th grade and upon exiting 8th grade.   Additionally, El Sol Academy will continue to utilize a Multi-Tiered System of  Support with key indicators together with dashboard data to identify students early on. We are currently in the early stages of curriculum review for Science and re-adoption of Social Studies Curriculum. We recently hired a STEAM coordinator to support with the transition and adoption process. A core group of social studies teachers are reviewing Social Studies curriculum and aligning materials to the newly adopted framework.|El Sol Academy continues to provide all students, regardless of language and learning needs with access to a broad course of study as outline in the California Common Core State Standards. Students with specific language needs (English Learners) have access to highly qualified teachers and standard aligned curriculum. Teachers receive ongoing professional development in curriculum alignment, strategy used and special education trainings for students with IEPs. Students with IEPs and English Learners have equitable opportunities to enroll in advanced coursework if requirements are met. These students receive appropriate support with curriculum and instructional aides are trained in how to support with both push in and pullout models. English learners continue to experience growth with almost 70% of student meeting standard in the Mathematics and English Language Arts SBAC assessment.|El Sol is in the middle of a new English Language Arts adoption. We anticipate that some challenges that may surface are aligning goals across grade levels. We are working on providing all language arts teachers with additional curriculum training, with specific attention to how to provide quality access to English Learners in designated and integrated ELD. This will require that we revisit our course outlines to align all themes across and within grades.|Based on the results of the tool, El Sol Academy has determined that it will continue to refine the MTSS interventions for students who continue to struggle for 2 or more years. Currently, this means reevaluating the language arts reading assessment (Fountas and Pinnell) and finding a link between adequate growth in reading and correlation to the results of the SBAC assessment. El Sol Academy is also revisiting the mathematics assessments and providing teachers with additional comprehensive standards, strategies and curriculum integration trainings. El Sol Academy experienced a slight decline in math performance for students across targets. We will work with grade level leads and mathematics consultants and partners to analyze and develop focus targets.||2019-06-13|Met|2019
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.  We offer such courses as : AP, Career Technical Education, Law Enforcement, Drama, Advanced Art, and such electives as psychology, and sociology.|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.  We are very creative with ways to offer a broad course of study, and many teachers have multiple preps.|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.||2019-10-10|Met|2019
54105466119291|Eleanor Roosevelt Community Learning Center|7|ERCLC has monthly meetings were the student learning record reflects a broad course of study.  In addition, students in 9-12 grade have their course of study reflected in Aeries.  For a small school, ERCLC is able to offer a remarkable variety of courses including several in the arts, technology, gardening, sports, languages, woodshop, sewing, and making.|All students have access to a broad course of study, either through their individualized homeschool program or through campus enrichment activities.  Students in upper grades also have access to Community College courses or design their own work/intership programs.|Our largest barrier is finding a schedule that balances student progress in core subject areas with an equally strong desire to participate in a wide array of enrichment options.|We will continue to offer new enrichment courses, and share the many options when considering an individualized learning program for their child.||2019-10-08|Met|2019
37683380129395|Elevate|7|Elevate Elementary serves 319 students in grades K-5.  Our school provides all students with a standards-aligned Project-based learning experience. Our student demographics include 46% Caucasian, 24% Hispanic, 12% Two or More Races, 10% African American, 4% Asian, 2% Filipino, of which 12% are Students with Disabilities (SWD), 9.4% English Learners, and 36% Socioeconomically Disadvantaged.    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 the Peace Patrol, Safety Team, and Student Lighthouse Team. In addition, every classroom leads to 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 demonstrates 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 K-5 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 STEAM classes; and Monthly ArtCorps lessons.  There are no differences in 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.||2019-10-01|Met|2019
48705734830113|Elise P. Buckingham Charter Magnet High|7|- Annually review 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 increased due to the addition of two new AP courses - 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.|- Financial resources and time to continue to grow pathways, as well as more course offerings based on student interest.|- We plan to continue to survey students and parents to determine course needs||2019-10-24|Met|2019
36750510138107|Elite Academic Academy - Adult Work Force Investment|7|Elite Academic Academy, used a survey to determine a broad area of study. We had a survey that was conducted where it was determined that we were in full implementation for the Core subject areas, and initial for VAPA, Physical Education and EL.   As an independent study school this is an area of strength. We have access to hundreds of state approved curriculums to ensure that our students have access to UC/A-G courses, CTE Pathways as well as High School Diploma Tracks. We track these choices in our Master Agreements for each student, Assignment Work Records, and Individualized Learning Plans and our 4 year plans.   We are constantly adding to our Course Catalogue that is housed in our Student Information System and reported to CALPADs. Areas of need improvement are increased Career Technical Offerings, increased EL curriculum for 9-12, additional VAPA and Physical Fitness avenues.|All high school students have access to A-G approved courses through three online providers:  Strongmind (primarily core/some elective), UC Scout (primarily core), and Edmentum (online elective classes).  Credentialed teachers support the online classes through daily interactions via text, google classroom, blackboard, and canvas. Student achievement is assessed through a variety of measures such as: State Standardized testing, teacher observations, teacher created tasks, Scantron Performance Series Tests, MBTI, school-created benchmark assessments, learning record meetings, weekly meetings, report cards, learning journals, portfolios, labs, quizzes, and finals.  Students also have the opportunity to participate in concurrent enrollment with the Junior colleges across Southern California.  EAA-AWFI students work with highly qualified credentialed teachers who are meeting weekly with the student for 1- 4 hours to tutor and help ensure understanding. At least every 20 school days, the Elite teacher and  student will meet at a mutually agreed upon public location in the authorized attendance area. During these meetings, the teacher will assess student understanding of the material covered thus far, reteach concepts not yet mastered, and administer benchmark assessments and other informal Common Core-aligned diagnostic tests to be sure that the students are gaining a true understanding of the concepts being presented.  To ensure progress over time, Elite Educators  will provide monthly lesson plans aligned to the Common Core and all necessary materials to support these lessons. EEA-AWFI students will use Common Core SBE approved curriculum such as Pearson, Glencoe, Prentice Hall, Evan-Moor, Houghton Mifflin Harcourt, and other textbooks. Students will be required to complete their monthly assignments in order to stay on track and meet their individualized goals.  In addition to scheduled learning period meetings, students will have access to their teachers during the school day via phone, email, online domains, and one-on-one appointments, as needed. Elite’s teachers act as partners  to ensure student achievement through a flexible, rigorous, relevant, individualized, and standards based aligned education.|As a smaller school, our subgroup populations are smaller. As we grow, we will have larger stakeholders in each subgroup to increase opportunity. As an independent study school, however, there are very few barriers to providing access to a broad course of study.|In an effort to increase the broad course of study for our students, we have hired a Career Technical Education Director to increase our CTE offerings in the 19/20 school year. We are looking forward to a significant launch in the Spring of 2020.   We are also piloting the research driven Fast Forward program for our EL students to support in meeting our required instructional minutes, as well and work toward Re-classification/Redesignation of our English Language Learning as determined by ELPAC scores in the Spring.   In addition, we have an AdHoc Committee where current staff is creating, writing, and developing relevant rigorous courses for our High School Diploma track. We are excited to develop these courses in the core subject areas, as we embrace the research which shows that meaningful subject matter is retained and applied. We are confident our students, including those who may have struggled in the traditional setting, will find success in our model because, while we will keep the academic bar high, our developed courses will be applicable and relevant in their current lives.||2019-10-03|Met|2019
36750510136960|Elite Academic Academy - Lucerne|7|Elite Academic Academy, used a survey to determine a broad area of study. We had a survey that was conducted where it was determined that we were in full implementation for the Core subject areas, and initial for VAPA, Physical Education and EL.   As an independent study school this is an area of strength. We have access to hundreds of state approved curriculums to ensure that our students have access to UC/A-G courses, CTE Pathways as well as High School Diploma Tracks. We track these choices in our Master Agreements for each student, Assignment Work Records, and Individualized Learning Plans and our 4 year plans.   We are constantly adding to our Course Catalogue that is housed in our Student Information System and reported to CALPADs. Areas of need improvement are increased Career Technical Offerings, increased EL curriculum for TK-12, additional VAPA and Physical Fitness avenues.|All high school students have access to A-G approved courses through three online providers:   Strongmind (primarily core/some elective), UC Scout (primarily core), and Edmentum (online elective classes).  Credentialed teachers support the online classes through daily interactions via text, google classroom, blackboard, and canvas. Student achievement is assessed through a variety of measures such as: State Standardized testing, teacher observations, teacher created tasks, Scantron Performance Series Tests, MBTI, school-created benchmark assessments, learning record meetings, weekly meetings, report cards, learning journals, portfolios, labs, quizzes, and finals.  Students also have the opportunity to participate in concurrent enrollment with the Junior colleges across Southern California.  Students in 6th -12th have the option of three learning academies: Virtual, Flex or Homeschool. Each learning options has highly qualified credentialed teachers who are meeting weekly with the student for 1- 4 hours to tutor and help ensure understanding.   Middle school students participate in either online courses or use common core textbooks and curriculum to demonstrate learning. Students who are in TK-5th grade are part of Elite Academic’s Homeschool where Elite’s highly qualified, California credentialed teacher will work with their assigned students and parents/guardians to identify and implement an individualized learning plan, (ILP). At least every 20 school days, the Elite teacher, student and parent/guardian will meet at a mutually agreed upon public location in the authorized attendance area. During these meetings, the teacher will assess student understanding of the material covered thus far, reteach concepts not yet mastered, and administer benchmark assessments and other informal Common Core-aligned diagnostic tests to be sure that the students are gaining a true understanding of the concepts being presented.  To ensure progress over time, Elite Educators  will provide monthly lesson plans aligned to the Common Core and all necessary materials to support these lessons. EHA students will use Common Core SBE approved curriculum such as Pearson, Glencoe, Prentice Hall, Evan-Moor, Houghton Mifflin Harcourt, and other textbooks, as described in the parent curriculum list. Students will be required to complete their monthly assignments in order to stay on track and meet their individualized goals.  In addition to scheduled learning period meetings, students and parents/guardians will have access to their teachers during the school day via phone, email, online domains, and one-on-one appointments, as needed. Elite’s teachers act as partners of the parent/guardian to ensure student achievement through a flexible, rigorous, relevant, individualized, and standards based aligned education.|As a smaller school, our subgroup populations are smaller. As we grow, we will have larger stakeholders in each subgroup to increase opportunity. As an independent study school, however, there are very few barriers to providing access to a broad course of study.|In an effort to increase the broad course of study for our students, we have hired a Career Technical Education Director to increase our CTE offerings in the 19/20 school year. We are looking forward to a significant launch in the Spring of 2020.   We are also piloting the research driven Fast Forward program for our EL students to support in meeting our required instructional minutes, as well and work toward Re-classification/Redesignation of our English Language Learning as determined by ELPAC scores in the Spring.   In addition, we have an AdHoc Committee where current staff is creating, writing, and developing relevant rigorous courses for our High School Diploma track. We are excited to develop these courses in the core subject areas, as we embrace the research which shows that meaningful subject matter is retained and applied. We are confident our students, including those who may have struggled in the traditional setting, will find success in our model because, while we will keep the academic bar high, our developed courses will be applicable and relevant in their current lives.||2019-10-03|Met|2019
37682130136978|Elite Academic Academy - Mountain Empire|7|Elite Academic Academy, used a survey to determine a broad area of study. We had a survey that was conducted where it was determined that we were in full implementation for the Core subject areas, and initial for VAPA, Physical Education and EL.   As an independent study school this is an area of strength. We have access to hundreds of state approved curriculums to ensure that our students have access to UC/A-G courses, CTE Pathways as well as High School Diploma Tracks. We track these choices in our Master Agreements for each student, Assignment Work Records, and Individualized Learning Plans and our 4 year plans.   We are constantly adding to our Course Catalogue that is housed in our Student Information System and reported to CALPADs. Areas of need improvement are increased Career Technical Offerings, increased EL curriculum for TK-12, additional VAPA and Physical Fitness avenues.|All high school students have access to A-G approved courses through three online providers:   Strongmind (primarily core/some elective), UC Scout (primarily core), and Edmentum (online elective classes).  Credentialed teachers support the online classes through daily interactions via text, google classroom, blackboard, and canvas. Student achievement is assessed through a variety of measures such as: State Standardized testing, teacher observations, teacher created tasks, Scantron Performance Series Tests, MBTI, school-created benchmark assessments, learning record meetings, weekly meetings, report cards, learning journals, portfolios, labs, quizzes, and finals.  Students also have the opportunity to participate in concurrent enrollment with the Junior colleges across Southern California.  Students in 6th -12th have the option of three learning academies: Virtual, Flex or Homeschool. Each learning options has highly qualified credentialed teachers who are meeting weekly with the student for 1- 4 hours to tutor and help ensure understanding.   Middle school students participate in either online courses or use common core textbooks and curriculum to demonstrate learning. Students who are in TK-5th grade are part of Elite Academic’s Homeschool where Elite’s highly qualified, California credentialed teacher will work with their assigned students and parents/guardians to identify and implement an individualized learning plan, (ILP). At least every 20 school days, the Elite teacher, student and parent/guardian will meet at a mutually agreed upon public location in the authorized attendance area. During these meetings, the teacher will assess student understanding of the material covered thus far, reteach concepts not yet mastered, and administer benchmark assessments and other informal Common Core-aligned diagnostic tests to be sure that the students are gaining a true understanding of the concepts being presented.  To ensure progress over time, Elite Educators  will provide monthly lesson plans aligned to the Common Core and all necessary materials to support these lessons. EHA students will use Common Core SBE approved curriculum such as Pearson, Glencoe, Prentice Hall, Evan-Moor, Houghton Mifflin Harcourt, and other textbooks, as described in the parent curriculum list. Students will be required to complete their monthly assignments in order to stay on track and meet their individualized goals.  In addition to scheduled learning period meetings, students and parents/guardians will have access to their teachers during the school day via phone, email, online domains, and one-on-one appointments, as needed. Elite’s teachers act as partners of the parent/guardian to ensure student achievement through a flexible, rigorous, relevant, individualized, and standards based aligned education.|As a smaller school, our subgroup populations are smaller. As we grow, we will have larger stakeholders in each subgroup to increase opportunity. As an independent study school, however, there are very few barriers to providing access to a broad course of study.|In an effort to increase the broad course of study for our students, we have hired a Career Technical Education Director to increase our CTE offerings in the 19/20 school year. We are looking forward to a significant launch in the Spring of 2020.   We are also piloting the research driven Fast Forward program for our EL students to support in meeting our required instructional minutes, as well and work toward Re-classification/Redesignation of our English Language Learning as determined by ELPAC scores in the Spring.   In addition, we have an AdHoc Committee where current staff is creating, writing, and developing relevant rigorous courses for our High School Diploma track. We are excited to develop these courses in the core subject areas, as we embrace the research which shows that meaningful subject matter is retained and applied. We are confident our students, including those who may have struggled in the traditional setting, will find success in our model because, while we will keep the academic bar high, our developed courses will be applicable and relevant in their current lives.||2019-10-03|Met|2019
34673146112254|Elk Grove Charter|7|For high school students, Elk Grove Charter School 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 students who complete the traditional or alternative diploma requirements. A unique feature of EGCS’s instructional program is that students and their families may determine which graduation requirement track meets their needs.   All students have access to CTE courses through EGUSD’s CTE Explore program. Tracking is facilitated through the enrollment process on a student-by-student basis. Advanced education is available to all students who are 16 years old and have a 2.7 GPA. The requirements are dictated by the local community college district and EGCS promotes this program to all eligible students. Tracking is facilitated through the school’s student information system and the enrollment process that is conducted by the school’s counselor. Diploma requirement tracking is completed by the school’s program assistant and is reported to administration annually.|In 2018-19, 48% of EG Charter School students were enrolled in one or more CTE courses, an increase of 41% from 2017-18. Variation in enrollments by ethnicity are relatively minor. By ethnicity, the percentage of students enrolled in CTE courses ranged from 48% for White and 42% for Hispanic students, and 55% for African American students.  Among additional sub-groups, the percentage ranged from 31% for EL and 52% for SED students, to 50% for homeless students. Advanced Education (dual enrollment) at EGCS is the primary vehicle for students to complete all A-G requirements. With the flexible schedule of the school and facility limitations to offer direct-instruction courses on-site, the school leverages the Advanced Education program through Los Rios Community College District for those students wanting more advanced work. In 2018-19, 24 students enrolled in Advanced Education courses, whereas, the year prior only 6 enrolled. Out of the school’s population of students eligible to take Advanced Education courses, 15% in 2018-19 and 4% in 2017-18 took advantage of the program.   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 the ability to complete either traditional or alternative diploma requirements.  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 requirements route. For the graduating class of 2019, a total of 23 students completed the alternative diploma requirements and 60 students completed the traditional diploma requirements. Percentages of students who complete the traditional requirements for the last 3 years are 73%, 67% and 75% respectively.|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 course 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 portion of EGCS’s population. In addition to the GPA limitation, course prerequisites are another barrier to accessing Advance Education courses. For example, the 2nd year of lab science A-G requirement must be met at the community college. However, many lab science courses have an advanced Math prerequisite which may preclude EGCS students from enrolling until their 12th-grade year.    Tracking Advanced Education enrollment is another barrier to fully understanding access to this opportunity. Currently, tracking Advanced 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. Systems are currently being developed to share data between agencies.|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 rigorous 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.||2019-10-01|Met|2019
34673140000000|Elk Grove Unified|7|For elementary school students, in 2018-19 EGUSD measured student access to, and enrollment in, a broad course of study as the percentage of students who receive report card grades in the subject areas of English-language Arts, Mathematics, Social Sciences, Science/Health, Visual and Performing Arts (VAPA), and Physical Education. Students who received report card grades in all subject areas were 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.|In 2018-19, 82% of elementary school students received a broad course of study, as evidenced by report card grades in each of the six content areas.  Districtwide, 100% of students received English, 100% received Mathematics, 92% received Social Science, 93% received Science/Health, 89% received VAPA, and 99% received PE.  The percentage of students receiving a broad course of study by ethnicity ranged from 81% for African American and Asian students to 87% for American Indian students.  By other student groups, 78% of EL, 74% of Foster, 79% of Homeless, 80% of socioeconomically disadvantaged students received a broad course of study.  The percentage of students with disabilities receiving a broad course of study was on par with the district average at 82%. Considerable variation exists between school sites, with the percentage ranging from 42% to 100%.  In 2018-19, 49% of middle school students were enrolled in one or more Honors or accelerated courses. Considerable variation exists in honors/accelerated enrollments by ethnicity and student group. By ethnicity, the percentage of students in honor/accelerated courses ranged from 30% 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 2018-19. By ethnicity, the percentage of students in Honors/AP/IB courses ranged from 29% for African American students, to 63% for Filipino students. Among student groups, the percentage ranged from 5% for students with disabilities (SWD), to 40% for socioeconomically disadvantaged (SED) students. 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 2018-19, 47% of high school students were enrolled in one or more CTE courses. By ethnicity, the percentage of students enrolled in CTE courses ranged from 42% for African American and Filipino students to 50% for white students.  Among student groups, the percentage ranged from 38% for foster youth and homeless students, to 46% for socioeconomically disadvantaged students.  Variation exists across high schools from 33.1% to 72.4% of students enrolling in CTE courses, with the district’s northwestern high schools enrolling higher percentages.|The primary barrier preventing broad course of study for all students may be competing interests with providing sufficient instructional time and coverage to English and mathematics instruction, particularly for students in lower grade levels and for students struggling to meet standards. Clear communication regarding the expectation of instructional coverage of all subjects for grades 1 to 6, and viewing the current data through an equity lens, will promote improvements to ensure equity across grade levels, across student groups, and across schools.   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 all districts in the state likely 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 a constant 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 schools showing entire grade levels not providing instruction in a content area. Principals will work with grade level teams to build coverage into the instructional calendar for the 2019-20 school year.    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 allows 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 is also expanding dual enrollment in college courses and has made great strides in collaborating with Cosumnes River College to provide increased 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, district office, and in students’ lives.||2019-10-01|Met|2019
15634460000000|Elk Hills Elementary|7|EHSD uses quarterly benchmarks aligned to the common core state standards in order to track access and overall achievement from a broad course of study, which includes all core subject areas and enrichment. Additionally, EHSD closely monitors achievement data related to the major student groups as well as cohort and grade level achievement results in order to evaluate and reflect on the achievement of all EHSD students.|EHSD is a single school district.  100% of students have access and are enrolled in a broad course of study aligned to the common core state standards.|EHSD is focused on equity and excellence.  As a result, students who qualify for free and reduced lunch and who are underperforming compared to their peers face multiple barriers including academic support at home as well as enrichment opportunities beyond the school day.  EHSD is looking to bridge resources to ensure all students are equitably supported.|All students have access to a board course of study K-8.  The district will focus on outcomes and continuous improvement strategies to ensure all students are benefiting from the resources and tools provided.||2019-10-08|Met|2019
52715140000000|Elkins Elementary|7|Since Elkins is a very small school (9 students) it is easy to make sure each student has access to the broad course of study.|We have selected Benchmark test and state testing to determine progress grades|Budget is a problem with purchasing new textbooks.  Although we always make sure students have the textbooks and curriculum needed for their success.|The LEA is continually assessing the academic progress of students and all students have access to a broad course of study||2019-10-15|Met|2019
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.||2019-10-08|Met|2019
19647336057988|Emerson Community Charter|7|Emerson uses the locally produced master schedule as developed in the student information data base MiSiS and the LAUSD data tool Focus to evaluate trends and monitor deficiencies.|All students at Emerson have access to and are enrolled in a broad course of study.|There are no access barriers to a broad course of study at Emerson.|Emerson will continue to ensure that all students have access to a broad course of study. Any revisions or changes will maintain student access. Changes will be approved by administration, the Charter Governance Board, and the LAUSD to be sure that student access to a broad course of study is maintained.||2019-11-04|Met|2019
01611680000000|Emery Unified|7|In grades 1-5, the district employs 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  In grades 6-12, we use 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 All these measures are applied across grades, the groups of students and include children with exceptional needs.|The EUSD students have a full access to the broad course of study. All of our high school students are enrolled in a-g courses; in 2018-19 47.5% of ESS graduates met A-G requirements, a 5% growth since 2017-2018.Students at elementary, middle school, and the high school level have art instruction. Students in 4th and 5th grade receive coding enrichment after school twice a week. All TK-8 teachers received professional development and are participating in coaching cycles with Math Studio (Teacher Development Group). All students in the district have access to PE instruction. Since we only have one elementary and one secondary school, the differences across sites do not apply. The number of students that take accelerated math courses increased from the prior year.|Since we are a small district, staffing and the variety of course choices can be challenging. However, the EUSD still offers a competitive selection of elective and accelerated course choices.|The district will be even more creative in how we use resources so that we can offer an even broader choice of courses. In 2019-2020 the district added digital photography and makers space courses.||2019-10-23|Met|2019
36677360128439|Empire Springs Charter|7|During the 2018-19 school year, students participated in the California Healthy Kids Survey (CHKS). Student survey results were reported to the school in elementary (grades 3-5), middle school (grades 6-8), and high school (9-12) results groups.  The school analyzed survey results and identified Glows (areas of strength) and Grows (identified areas for growth).  The Glows were: (1) 75% students feel they connect with caring adults in school, (2) 94% student experience high expectations from adults at school, 0% reported usage or alcohol or marijuana.  Identified Grows include:  (1) students report they have had rumors or lies spread about them at school, (2) older students report chronic sad or hopeless feelings, (3) students reported that teachers need more support and training on handling difficult behaviors.  The MTSS leadership had a data analysis meeting and highlighted the summary data for the student center, regarding school culture and student well-being. MTSS administrators sent the full report to the principal and the administrative director of Professional development and made recommendations.  The school is in year 1 of implementing Habits of Success to address the "Springs Has Heart" goal and emphasize the importance of addressing the social emotional needs of our students as well as academics.  In 2017-18, as part of the 2018 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS).  Response options were: yes, Neutral/I don’t know, or no.  Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment.  Student in grades 3-12 were surveyed.  Students responded positively to 77% of the questions, indicating an overall positive perception of the school’s climate.  The two statements with the highest ratings were: “I get along with people who are different than me,” and “I think students enjoy doing things with each other.”  The two statements with the lowest positive ratings were: “I think students pay attention in class,” and “I think students usually follow the rules at school.”  These and more detailed results were reported to the Governing Board during the LCAP process in June 2019.  The school plans to include a segment of the CHKS again in the 2020-21 school year, meeting the State Priority 6 requirements.|"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. In addition, administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.  Many dual enrollment college courses as well as CTE courses are available online. The school has improved access to a broad course of study by expanding online options include LOTE (e.g. Rosetta Stone and ASL) to ensure that students in all programs have access to the full body of courses offered by the LEA. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs.|As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study.|"The LEA has implemented a diagnostic system that identifies student needs and provides appropriate scaffolding for students below grade level. This will ensure that all students have the skills for high school level courses.   The school adopted Rosetta Stone as an option in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study.  The LEA expanded student access to live teaching. Students have access to live seminars with single subject specialists on a weekly basis via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network.   Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards.||2019-12-12|Met|2019
50710760000000|Empire Union Elementary|7|The Empire Union School District reviews its master schedule, 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 special day class 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, but positive results have already been identified in CAASPP assessment results.  Finally, the District is currently in the third 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 were 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.|The Empire Union School District surveys indicated full implementation of ELA, Math, and History state academic standards. The District has provided intensive ELD professional development, and is continuing to focus on effective instructional strategies at each individual school site.  Grades 5 through 8 adopted a new NGSS Science curriculum and started 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 utilizing current district teachers to provide leadership, professional development, and support to each other.||2019-10-03|Met|2019
37683380129387|Empower Charter|7|In addition to standardized assessments required by the California Department of Education, locally selected measures include:  -Benchmark exams administered each trimester  -Running Records (to determine reading levels) -Northwest Evaluation Association (NWEA MAPs) - computer adaptive assessment in reading, language, and math -Student Oral Language Observation Matrix (SOLOM) for Spanish and Mandarin programs -Pre and post writing assessments -Annual fitness pre and post assessment -School schedules  A data assessment system, Illuminate, is used in order to disaggregate results for grade spans, unduplicated student groups, and individuals with exceptional needs.|100% of students, including unduplicated pupils and individuals with exceptional needs, had access to a broad course of study, including an inquiry-based language program, and athletics and wellness program.|Empower had two campuses during the 2018-19 school year, and at the campus that housed its Kindergarten and First Grade students, it was difficult to find a safe location to house the school garden due to construction. As a result, gardening and wellness lessons took place inside the classrooms for Kindergarten and First Grade students.|Empower was able to secure a facility to house its entire student body for the 2019-20 school year, and there is a gardening area for all students.|Empower offers a holistic educational program to all of its students. In addition to its California State Standards-based educational program, Empower offers all students a fitness and wellness program, and a Spanish dual language immersion with Mandarin enrichment program.|2019-10-10|Met|2019
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 goals for achievement.  This includes making plans to take courses at local community colleges as well as online.|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.||2019-11-01|Met|2019
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 Primary Years Program authorized School and a Middle Years Program 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 Primary Years Program authorized School and a Middle Years Program 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.||2019-10-22|Met|2019
19647330117036|Enadia Way Technology Charter|7|Enadia Way Technology Charter is a very small elementary school (250 students) with 11 classrooms. We have 2 classrooms at each grade level with 3 classrooms servicing 4th-5th grades. As such, the tools used are the Master Schedule for the school and individual classroom schedules.|Our students receive a broad course of study in all academic areas. All students participate in P.E. with a credentialed teacher 100 minutes per week 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.  Fourth and fifth grades also participated in Conga Kids, a ballroom dancing curriculum, in the Spring which culminated in a competition with other local schools.|The primary barrier that we encounter is the 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, finding time for a diverse course of study can be challenging.|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 the 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.||2019-10-23|Met|2019
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 have direct instruction in minimally 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) lesson 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. 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% Parents and staff shared that they would like to see more Social Emotional Learning (SEL) within the school day.|While the results show that we are providing a board course of study for all students, there is always room for additional opportunities. Some of the barriers include the importance of giving 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 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, thereby providing opportunities for even more students to participate.|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.  Based on the results, we have added in a Social Emotional Learning (SEL) teacher at each site, to serve as our TRAC teacher this year.||2019-10-15|Met|2019
19647336016935|Encino Charter Elementary|7|Encino Charter 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 sores. The District also utilizes an Arts Equity Index to categorize all schools based on the scope of their provided arts instruction and resources, as well as their Title 1 status and representation of low income, foster students, and English learners. Based on the findings, school assessment results provide the District with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction. In the fall of 2019, a new Whole Child dashboard will be released for teachers, and in winter of 2020, a new Whole Child dashboard for principals will be released to support using data to drive instructional improvement and student learning.|Encino Charter Elementary School provides a broad course of study for all students. 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 work outside the general education classroom. However, all students have access to a broad course of study.|All students at Encino Charter Elementary have access to a broad course of study. One barrier to accelerating the performance of English learners and students with disabilities is the students' ability to participate fully in the general educations courses. The district continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas. Additionally, the district continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English learners.|Using its locally selected measures, Encino Charter Elementary can confirm that all students have access to and are enrolled in a broad course of study. The school will continue 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, and implemented in the classrooms and with our intervention teacher. School staff will monitor student access to arts instruction, and ensure that all teachers consistently meet the physical education requirements for instructional minutes.||2019-10-17|Met|2019
33672150132498|Encore High School for the Arts - Riverside|7|Encore requires students to follow UC A-G Graduation requirements.  Counselors work closely with students and parents to monitor student progress in all areas.  Encore provides a well-rounded visual and performing arts program in which students can have meet CTE requirements before graduation.  Counselors track progress of student’s course of study throughout each school year.  Encore added a scheduling scramble to allow for equal access for all students to classes.|Encore provides about 174 different courses in academics and arts.  Students are able to take different paths of study depending on their interests.  All students have opportunity to choose the path that works for them with collaboration with counselors.  Encore has added multiple AP courses and is planning to provide dual enrollment with local community colleges.|A barrier Encore would be limited funding to be able to offer one time offered courses multiple times in the master schedule.|Encore will continue to provide multiple options of courses and paths of study.  Encore will be providing dual enrollment at a community college in the next couple years.||2019-10-07|Met|2019
36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|7|Encore requires students to follow UC A-G Graduation requirements.  Counselors work closely with students and parents to monitor student progress in all areas.  Encore provides a well-rounded visual and performing arts program in which students can have meet CTE requirements before graduation.  Counselors track progress of student’s course of study throughout each school year.  Encore added a scheduling scramble to allow for equal access for all students to classes.|Encore provides about 174 different courses in academics and arts.  Students are able to take different paths of study depending on their interests.  All students have opportunity to choose the path that works for them with collaboration with counselors.  Encore has added multiple AP courses and is planning to provide dual enrollment with local community colleges.|A barrier Encore would be limited funding to be able to offer one time offered courses multiple times in the master schedule.|Encore will continue to provide multiple options of courses and paths of study.  Encore will be providing dual enrollment at a community college in the next couple years.||2019-10-07|Met|2019
19647330120014|Endeavor College Preparatory Charter|7|Endeavor College Preparatory Charter School currently serves 647 students in grades TK8 comprised of 99% Hispanic, 91% free/reduced lunch, 43% English Language Learners, and 11% 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. 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, and report cards. In addition, this will be verified by the head of school, assistant 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 (grades K-5 every other Friday). Elective class offerings include music, visual arts, typing, coding, yoga, sports, science lab, and cinema. Additionally, all students receive health & PE, on average, 1-3 times per week, based on grade. 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.||2019-10-09|Met|2019
45699710000000|Enterprise Elementary|7|All students have access to a broad course of study as evidenced by their enrollment in PowerSchool courses that are aligned with CA course codes.  All teacher assignments are verified through a credential analyst; Enterprise has 0 misassigned teachers.  The district meets requirements for sufficiency of instructional materials.|All students have access to, and are enrolled in, a broad course of study across school sites.|N/A|N/A||2019-11-06|Met|2019
36678760136952|Entrepreneur High|7|||||||Not Met|2019
19646911996438|Environmental Charter High|7|ECHS uses internal grad plans, graduation progress trackers on PowerSchool, and the California Dashboard’s College/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.|There are currently no barriers preventing ECHS students from having access to, or being enrolled in a broad course of study.|Not necessary.||2019-10-24|Met|2019
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.||2019-10-24|Met|2019
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.||2019-10-24|Met|2019
01100170112607|Envision Academy for Arts & Technology|7|EA’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 of study.|At Envision Academy, as part of the Envision Schools Network:  - All Envision Academy students have access to a full A-G course sequence and this is required for graduation.  - Envision Academy does not accept “Ds,” students receive an A-C grade or No Credit. This is another way to ensure that students are held to high academic standards and meet A-G requirements.  - Envision Academy offers AP Government for all seniors; there is no prerequisite assignment or bar for entry. All students have access to at least one AP class before graduation.  - Envision Academy offers AP Spanish and AP Calculus for all students who take the prerequisite course, PreCalculus, in their junior year. - Envision Academy offers a dual enrollment Ethnic Studies course for seniors. This is a partnership with Peralta College. - Envision Academy supports concurrent enrollment and has seen about 8% of upper division students (11th & 12th grade) take advantage of this opportunity. Our community partners include: Laney, Chabot, College of Alameda, and others.  - In 11th grade, students engage in career exploration and job readiness training and complete a career-focused internship as part of our graduation requirements.  - Envision Academy requires all 8th, 10th and 12th grade students to pass a portfolio defense, a culminating reflection on their learning and growth.  - Students have access to enrichment programs through Envision Academy like Summer Search and Global Glimpse.  - EA’s instructional model is heavily centered around project based learning and performance assessment. 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 8th, 10th and 12th grades, our students reflect on and defend their growth and learning to a panel of teachers, students, and parents.  - Envision Academy students complete 3 pathway courses; Digital Media Arts in 9th grade, Theater Arts in 10th grade, and Advanced Digital Media Arts in 12th grade.|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||2019-11-14|Met|2019
01100170129403|Epic Charter|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 in our day and academic calendar would provide opportunity for more depth in a broad course of study. This would require more funding.|The LEA 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.||2019-10-31|Met|2019
01612590129403|Epic Charter|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 in our day and academic calendar would provide opportunity for more depth in a broad course of study. This would require more funding.|The LEA 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.||2019-10-31|Met|2019
30103060134239|EPIC Charter (Excellence Performance Innovation Citizenship)|7|EPIC strives to ensure all pupils have access to a broad course of study that meets common core and state standards; English, mathematics, social sciences, science, visual and performing arts. Special supports include programs and services developed and provided to unduplicated students (classified as English Learners, FRPM-eligible, or foster youth) and students with exceptional needs. EPIC analyzes curriculum for common core alignments and successful implementation for each student. All EPIC teachers hold a valid California Teaching Credential with appropriate English Learner authorization as defined by the CA Commission on Teaching Credentialing. EPIC support students as necessary with the SELPA and Education Specialists.|All EPIC students have access to, and are enrolled in, a broad course of study. A personalized learning plan is created for each student and additional supports are provided to any student that requires them.|No barriers exists to provide students with access to a broad course of study.|EPIC Charter School will continually ensure that all students have access to a broad course of study as outlined in the school's LCAP.||2019-10-24|Met|2019
29102980130823|EPIC de Cesar Chavez|7|Students enroll in EPIC for credit recovery in an alternative setting. All EPIC students have access to a broad course of study that begins with remedial and basic level courses taught through direct instruction, and extends to college preparatory a-g courses available online through the Fresno Office of Education program, Cyber High. There are a total of 60 classes currently being offered, and a defined English as a Second Language to English Language Development to English Language Arts pathway.  Upon enrollment, students meet with a counselor to determine what courses are still required to earn a high school diploma. Teachers then plan what direct instruction and individualized courses need to be taught, and provide those to the student(s). Since over 85% of EPIC students fit one or more of the unduplicated categories defined by the state of California, all students regardless of need(s) have access to take whatever classes are needed, when needed.   All coursework completed, scheduled, and in progress is recorded and tracked in the student information system, Aeries.  This information is available to the student every quarter and upon request, and is used to measure progress toward completion of the courses needed to meet graduation requirements.  Staff and faculty utilize Aeries reports, varied Cyber High progress reports, ELPAC score reports, CASAS TOPSPRO results reports, teacher-made assessments, and previous transcripts to assess student academic and course needs.|Students enroll in EPIC for credit recovery in an alternative setting. All EPIC students have access to a broad course of study that begins with remedial and basic level courses taught through direct instruction, and extends to college preparatory a-g courses available online through the Fresno Office of Education program, Cyber High. Every one of the individual self-contained school sites has access to the same standard-based courses, course outlines, textbooks, and online learning courses. Each school site is provided with student sets of Chromebooks that can be used to access the online courses as needed at a 1:2 ratio. Plans are in place to increase this ratio in the 2019-20 school year.   In addition, due to student interest, Career Technical Education pathways are in development for all sites. Currently the Agriculture pathway is fully implemented at the Riverside, CA school site in partnership with the City of Riverside. As the CTE plan is implemented, different school sites will have varying CTE course pathways available to the students at that site. Students who are interested in participating in the state certified Chavez Conservation Corps program can enroll and earn both vocational credits and a paycheck while earning a high school diploma at some sites.|At this time, the only barriers to providing a broad course of study for students is lack of current access to a full range of Career Technical Education courses. The main reason is the lack of certified teachers for the CTE pathways that are slated to be taught. Recruitment efforts are in place to hire more CTE certified teachers. Other than the CTE pathways, all students at every site can access all the other 60 courses offered per their needs or preferences.|The development and implementation of additional Career Technical Education courses at each school site is currently underway. Potential CTE teachers are referred to an online program that will help them complete their credentials. Infrastructure is being built, and college and business partners are in collaboration meetings. Plans are also in place to revise some of the basic academic course outlines to include CTE pathway standards along with the state standards. This will allow students to complete both their high school diploma and a CTE certificate at the same time.|Through the Fresno County Office of Education Cyber High program, English Learners whose native language is Spanish have the option of taking some content courses such as U.S. History, American Government, and Basic Math in Spanish while they learn English.|2019-09-21|Met|2019
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.|Epiphany Prep Charter is a single-school district. Since its inception, EPCS has remained committed to each student 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.||2019-10-23|Met|2019
19647330126169|Equitas Academy #2|7|The school serves scholars in grades 5-8, 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 provides all students 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.|This is a charter school with only one campus so there is not a difference across campuses. Administrators and counselors review master calendar for course offerings and enrollment.  Share summary of number of programs and services developed and provided for students with administrators, leadership committees, parent committees, and local school board as appropriate.- There have been no instances of denial of access to these classes by subgroups.|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. All students  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, foreign language and Reader’s Theatre/Drama. There are no differences to accessibility to courses, across student groups at Equitas Academy.|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.||2019-10-24|Met|2019
19647330129650|Equitas Academy #3 Charter|7|Equitas Academy opened fall 2019 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 to serve  the community of Pico-Union. Equitas Academy provides al students l 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 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.|This is not an issue faced by our school all students are provided with equal access to a rigorous college preparatory curriculum|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.||2019-10-24|Met|2019
19647330133686|Equitas Academy 4|7|Equitas Academy opened fall 2019 serving grades 6 and 7, 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 provides all scholars 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 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.||2019-10-24|Met|2019
19647330119982|Equitas Academy Charter|7|Equitas Academy opened fall 2019 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. Equitas Academy provides all 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.|This is not an issue faced by our school all students are provided with equal access to a rigorous college preparatory curriculum.|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.||2019-10-24|Met|2019
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. 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 with additional interest electives and workshops 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 12.  Lab Sciences, Integrated Math through level 3 and college preparatory core and elective courses  that encourage career exploration are offered. To support student access to the curriculum, core intervention sessions Response to Intervention supports and Multi-Tiered Systems of Support are provided for all grades.|Ours is a relatively new school, having evolved out of an Independent Study Program.  Although we continue to grow, it is still difficult to fund and support on-site courses as offerings in addition to our online and independent study classes.|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. We have secured a 5 year charter renewal and continue our growth through LCAP and our WASC self-study. We refine, revise and improve our curricular delivery and student support services.|Met|2019-10-24|Met|2019
39685020126011|Escalon Charter Academy|7|Escalon Charter Academy 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 LEA wide.  Furthermore, charter course enrollment reports are created from within our Student Information System and analyzed for trends and patterns.  More in depth analysis is completed by comparing the data in the SIS system to CALPADS.  The data helps identify student enrollment in various courses/classes throughout the different grade spans and also allows the charter 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.   Results form charter benchmarks and other pieces of evidence are used to create/develop course offerings at each school site.  Data is analyzed yearly to ensure that students are recevinng the appropriate and needed supports.|During past and current school years, 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 charter operates within a 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.  Furthermore, the charter is expanding its work on Professional Learning Communitties.  During the Fall 2019 the focus has been around the development of Guaranteed Standards.  This process will ensure that all students have access to a broad course of study.  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 ECA secondary students have access to a broad course of studies both within and outside of the school day.  The charter operates one middle school and an online independent study high school program; yet a large selection of courses are available.  For example the charters independent study high school program offers access to multiple pathways and course offerings.|Some of the barriers preventing ECA from maximizing broad course of study offerings to all students include the geographical location and size of certain schools within the LEA.  For example, one of the smaller elementary schools is some distance away from town.  The charter operates a newly created Dual Language Immersion program, but this program is only offered at one school site.  Even within these barriers however the charter 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 charter however offers before school and after school access to electives at the secondary level and is exploring possibilities to expand these opportunities further.|ECA 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 charter 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 (second year of implementation 2019-2020 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.||2019-10-15|Met|2019
39685020000000|Escalon Unified|7|Escalon Unified School 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.  More in depth analysis is completed by comparing the data in the SIS system to CALPADS.  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.   Results form charter benchmarks and other pieces of evidence are used to create/develop course offerings at each school site.  Data is analyzed yearly to ensure that students are recevinng the appropriate and needed supports.|During past and current school years, 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 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.  Furthermore, the District is expanding its work on Professional Learning Communitties.  During the Fall 2019 the focus has been around the development of Guaranteed Standards.  This process will ensure that all students have access to a broad coruse of study.  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 EUSD secondary students have access to a broad course of studies both within and outside of the school day.  The District operates one middle school and one high school program; yet a large selection of courses are available.  For example the high school program offers access to multiple CTE pathways and course offerings inclusive of AP and College Prep coursework.|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, one of the smaller elementary schools is some distance away from town.  The District operates a newly created Dual Language Immersion program, but this program is only offered at one school site.  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 Distirct 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 (second year of implementation 2019-2020 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.||2019-10-15|Met|2019
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 credit plans outlined for the students that include a broad course of study and allow for individuals to customize their educational plans. 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. The school uses Synergy to track course enrollment.|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.||2019-10-30|Met|2019
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.|All students have access and are enrolled in a broad course of study at all of our schools.|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||2019-10-10|Met|2019
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. 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.”?In addition, we are implementing strategies to support students to graduate within four years.|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?and graduation 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||2019-10-08|Met|2019
43694274330726|Escuela Popular Accelerated Family Learning|7|Escuela Popular tracks progress in offering access to and are enrolled in, a broad course of study through a qualitative and quantitative review of course offerings, master schedules, class schedules, and PowerSchool data. Course enrollment reports are reviewed by school leaders to determine needs and monitor appropriate access to all students based upon grade level spans, unduplicated student groups, and students with exceptional needs.  Escuela Popular also uses initial placement assessment data and NWEA annual data to assure proper support is available to students who require additional support to meet the core course and grade level requirements.|All Escuela Popular students have full access to a broad course of study.  All Tk-6th grade students have access and are enrolled in the seven areas identified as a broad course of student for elementary school, both within and outside of the regular school day.  All 7-12 grade students have access to a broad course of study within their school offerings the exception of with the exception of Career Technical Education.  In addition, based on our student population, all students have access to Designated ELD and Integrated ELD courses to support access to Core and College Prep courses.  The school’s Tk-8th grade students have access to an 80/20 Dual Language program to promote bilingualism.|Barriers preventing Escuela Popular from maximizing broad course of study offerings to all students include a lack of time during the regular school day, available specialized credential teachers, particularly in CTE and the small school setting of limited funding.  We plan on continuing our eligibility for ASES funding that assists in providing additional course offerings for after school hours.|New actions driven by our LCAP and enrollment data are to increase course offerings in the area of Career Technical Education.  The school is currently exploring the expansion of Career Tech offerings and looking for partnerships to offer concurrent or dual enrollment with local community colleges.  At the secondary level, current pathways in health and digital literacy will be expanded and new pathways will be implemented in areas such as childcare, STEAM, and others.||2019-06-18|Met|2019
43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|7|Escuela Popular tracks progress in offering access to and are enrolled in, a broad course of study through a qualitative and quantitative review of course offerings, master schedules, class schedules, and PowerSchool data. Course enrollment reports are reviewed by school leaders to determine needs and monitor appropriate access to all students based upon grade level spans, unduplicated student groups, and students with exceptional needs.  Escuela Popular also uses initial placement assessment data and NWEA annual data to assure proper support is available to students who require additional support to meet the core course and grade level requirements.|All Escuela Popular students have full access to a broad course of study.   All 9-12 grade students have access to a broad course of study within their school offerings with the exception of Career Technical Education.  Also, based on our student population, all students have access to Designated ELD and Integrated ELD courses to support access to Core and College Prep courses.|Barriers preventing Escuela Popular from maximizing broad course of study offerings to all students include a lack of time during the regular school day, available specialized credential teachers, particularly in CTE and the small school setting of limited funding.  ASES funding assists in providing additional course offerings for after school hours.|New actions driven by our LCAP and enrollment data are to increase course offerings in the area of Career Technical Education.  The school is currently exploring the expansion of Career Tech offerings and looking for partnerships to offer concurrent or dual enrollment with local community colleges.  At the secondary level, current pathways in health and digital literacy will be expanded and new pathways will be implemented in areas such as childcare, STEAM, and others.||2019-06-18|Met|2019
57726860000000|Esparto Unified|7|The locally selected tools used by the Esparto Unified Scool 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 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.|Increased student access at EMS, EHS, and MHS to inquiry-based lessons and laboratories in science and history. Instructional units will involve writing for informational purposes, analysis of real-life documents, and the scientific process. Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and his or her knowledge about the subject.   EMS students participate in inquiry-based lessons and laboratories in science, horticulture social studies, art, and robotics. Students complete projects for the annual science fair and history fair. Social studies lessons often include an analysis for primary and secondary sources. Students go through the scientific process regularly in labs and class activities.  (Source - Teacher observations, science fair, and history fair events)   EHS Our science and history teachers do activities that are inquiry based such as Document Based Questions, history walks, reviewing texts, science experiments and class activities.   Percentage of secondary teachers implementing inquiry-based lessons in 2018-19: EMS: 90% EHS: 84% MHS: 100% All (100%) TK-5th grade students at Esparto Elementary school have Music instruction twice weekly for a total of 50 minutes per week.  The focus of instruction is on learning traditional songs, rhythm patterns, and beginning instrumentation using rhythm instruments, recorders, ukuleles, etc...All Esparto Elementary students also participate in ceramics, as part of a partnership with the Yolo Arts Visiting Artist program.  Each student creates a ceramic work of art, learns age-appropriate ceramics skills, and 5th grade students work on a project that is dedicated at the school site in the Spring of each school year. (music) EMS offers to sections of Art 1.  This course is a first year art course designed to introduce the basic Elements of Art and Principles of Design.   The course is structured to provide students with a variety of projects using diverse media, such as tempera paint, watercolors, pen and ink, pencil (graphite), oil pastels, and charcoal.  The art elements and principles of design serve as a foundation for each unit covered. 45 students are enrolled in Art 1. 100% of students have received a grade of C or higher. (Source - Aeries)   (Art 1) EHS students can participate in a number of classes including Art 1, Yearbook, CTE Digital Arts Media and Digital Arts Media Integration, CTE CTE Floral Design and Advanced Floral Design and CTE Advanced Culinary Arts. Students receiving a C or better: Art- 26/26, Yearbook- 20/21, Digital Media- 30/31, Floral Design- 45/45, Advanced Floral Design- 6/6, Advanced Culinary- 33/34 MHS is primarily a credit recovery program.  Students may take VAPA courses as electives, but most do not.  There is a fine art requirement to graduate, but most students have come to MHS with that requirement already met|The greatest barrier facing EUSD would be the need for increased funding for additional courses.|Through the use of grants and student interest EUSD continues to to find ways to increase the course of studies for students.||2019-10-23|Met|2019
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 is completed annually. Directions for the review process recommend that principals review student schedules and conduct meetings with general education teachers and special education case carriers to ensure students have broad course access. Principals submit their findings and certify that the information in the document is accurate.|During the 2018-19 school year all ESD students in grades K-5 were 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 had limited but increasing 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.||2019-10-24|Met|2019
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 2018-19. EHS was recognized as an AVID “site of distinction” for the third year and is in the application process for becoming a demonstration site.  AVID electives occurred at both middle schools.  Grant Elementary implemented AVID 3rd-5th grades. During the summer of 2018, More than twenty ECS staff members attended 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 2018-2019.  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 staff 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 in 2017, 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  EHS students were awarded the Seal of Biliteracy for the 2018-2019 school year, and for the first time in the State, two EHS students were awarded the Seal of Biliteracy in the Yurok language.|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 2019-2020 the following actions and services will be implemented:  a. Maintain student access to advanced study through support for AVID at Zane and Grant and advance AVID strategies schoolwide at Winship and EHS. Send additional elementary team to AVID Summer Institute- Alice Birney or Washington*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 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.  This will be partially accomplished through the use of CTEIG funds and School Workforce Program (SWP) funds.   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.||2019-10-22|Met|2019
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, ELs, and SWDs. A wider variety of electives are being offered at the JHS level due to implementation of a new master schedule.|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, as well as program evaluation for GATE and high achieving students 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||2019-10-02|Met|2019
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 across all grade spans and unduplicated student groups, and students with exceptional needs.|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.||2019-06-20|Met|2019
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 students, and those 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.|The school continues to monitor its CALPADS demographic data each year to ensure that the school's instructional program offering meetings the needs of the students it serves.|2019-10-25|Met|2019
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 2018-19 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 2018-19 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 career technical education (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.  For 2019-20, LeyVa students will select CTE related pathways from which to study.  The District is investigating the feasibility of a dual language pathway and is providing professional development to teachers in support of this endeavor.||2019-10-10|Met|2019
52715220132597|Evergreen Institute of Excellence|7|Evergreen Institute of Excellence use 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, and Social Studies/History. Additionally, we provide options for all students to participate in Enrichment type classes such as Fine Arts, Community Service, Work Experience, Technology and Career Tech Education through our robust vendor program and/or online learning platform - 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, 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 in place for all students. 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.|In the 2018/2019 school year we secured additional transportation options for our exclusive use and are seeking options for rural internet access.||2019-11-15|Met|2019
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.|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.||2019-10-08|Met|2019
36677360139576|Excel Academy Charter|7|Course lists, a-g course list, master agreements, report cards, transcripts, 4-year graduation plans, post graduation plans. We can view these items based on individual students or defined student groups (unduplicated, ethnic, socio-economic, English learner, special needs).|All students have access to a broad course of study. There are currently no differences in any student group to be enrolled in a broad course of study.|There are no barriers.|None at this time.||2019-10-10|Met|2019
37754160139386|Excel Academy Charter|7|Course lists, a-g course list, master agreements, report cards, transcripts, 4-year graduation plans, post graduation plans.|All students have access to a broad course of study. There are currently no differences in any student group to be enrolled in a broad course of study.|There are no barriers.|None at this time.||2019-10-10|Met|2019
19647330137554|Excelencia Charter Academy|7|Excelencia Charter Academy ensures 100% of students, including all significant subgroups, have access to a broad course of study in mathematics, ELA, history/social sciences, science, physical education, and technological literacy.  In order to  meet this goal, school leadership meets annually before the start of the school year to ensure our course offerings reflect this priority.|100% of Excelencia's students have access to, and are enrolled in, a broad course of study.|N/A|As mentioned above, school leadership and Board analyze the academic program annually to ensure this priority is met.||2019-10-02|Met|2019
36103633630761|Excelsior Charter|7|Excelsior Charter Schools utilizes an individualized approach to ensure all students have access to and are enrolled in a broad course of study for all groups.  This is completed through one on one facilitator meetings with the student and family in which an academic plan is created, maintained, and reviewed regularly based upon transcripts, grades, and personal as well as educational goals.|Based upon Excelsior Charter Schools approach to ensuring all students have access to and are enrolled in a broad course of study all students are enrolled in the courses students need to graduate and be college and career ready.|Excelsior Charter Schools does not face barriers in providing a broad course of study for all students as Excelsior creates individualized academic plans for all students individually.  Courses of study are taken independently at home with the additional supports provided by the teacher/facilitator as well as the ability to attend campus workshops.|Excelsior Charter Schools is not revising any actions due to the fact that all students attending Excelsior Charter Schools are able to enroll in a broad course of study.||2019-01-23|Met|2019
33103300137869|Excelsior Charter School Corona-Norco|7|Excelsior utilizes an individualized approach to ensure all students have access to and are enrolled in a broad course of study for all groups.  This is completed through one on one facilitator meetings with the student and family in which an academic plan is created, maintained, and reviewed regularly based upon transcripts, grades, and personal as well as educational goals.|Based upon Excelsior’s approach to ensuring all students have access to and are enrolled in a broad course of study all students are enrolled in the courses students need to graduate and be college and career ready.|Excelsior does not face barriers in providing a broad course of study for all students as Excelsior creates individualized academic plans for all students individually.  Courses of study are taken independently at home with the additional supports provided by the teacher/facilitator as well as the ability to attend campus workshops.|Excelsior is not revising any actions due to the fact that all students attending Excelsior are able to enroll in a broad course of study.||2019-01-23|Met|2019
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. 84% of parents and staff and 77% 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 2019, these figures increased 31% for parents and staff and 5% 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.||2019-06-12|Met|2019
19647330124198|Extera Public|7|Our LEA has chosen to measure our students’ access to a broad course of study by looking at our grade level pacing plans, teachers’ daily schedules, and student access to instructional materials to ensure that our students in grades 1-8 have access to English Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.|English Language Arts – All grade levels have submitted an ELA pacing plan for the academic year. All teachers have have an ELA block included in their daily schedules. All students have access to McGraw Hill Wonders with English Language Development or StudySync ELA curriculum. Mathematics – All grade levels have submitted a Math pacing plan for the academic year. All teachers have have a Math block included in their daily schedules. All students have access to EurekaMath curriculum. Social Sciences – Some grade levels have Social Science pacing plans and many grade levels incorporated Social Science into their ELA pacing plans. All teachers have a Social Science block included in their daily schedules with some teachers alternating Social Science with Science throughout the week. Students in grades 1-5 have access to Social Science content through their Wonders curriculum. Students in grades 6-8 have access to the Social Science curriculum and textbooks, TCI History Alive. All students have access to MobyMax online learning for Social Science. Science – Most grade levels have Science pacing plans. All teachers have a Science block included in their daily schedules with some teachers alternating Science with Social Science throughout the week. All students in grades 1-8 have access to the FOSS NGSS curriculum and textbooks. All students also have access to MobyMax online learning for Science. Visual and Performing Arts – Some grade levels have Visual and Performing Arts units incorporated into their ELA and Math pacing plans. All teachers have have a Visual and Performing Arts block included in their daily schedules with some teachers alternating it with other subjects throughout the week. All students and teachers have access to visual and performing arts materials. Health/Physical Education – Some grade levels have Health/Physical Education pacing plans. All teachers have a Health/Physical Education block included in their daily schedules where students are meeting the required amount of PE minutes every two weeks. All students have access to physical education equipment and all teachers have access to the SPARK curriculum.|Areas in which barriers have been identified that prevent our LEA from providing access to a broad course of study for all students are Social Science and Health.  In regards to Social Science, our teachers have been instructed to use the new History and Social Science Framework adopted by the California State Board of Education in 2016 and published by the California Department of Education in 2017, but our LEA is awaiting the new standards to be approved in order to purchase the most recent adoption of a standards-aligned curriculum. Social Science is also usually taught through ELA thematic units and results in multidisciplinary project-based learning throughout the school year, which means that grade levels are not providing a separate pacing plan for Social Science.  In terms of Health, teachers incorporate Health instruction with Science and Physical Education and can differ across school sites. The barriers identified are 1) There is no current requirement for a Health pacing plan or minutes for health instructions and 2) Our teachers do not have a curriculum or online learning courses to draw from.|In response to the results of the tool, the LEA will continue to research a Social Science curriculum or textbook to provide to all students once the new standards have been enacted for the State of California and the LEA will research Health curriculum, textbooks, or online learning platforms to provide to all teachers at all grade levels for their students.||2019-10-22|Met|2019
19647330128132|Extera Public School No. 2|7|Our LEA has chosen to measure our students’ access to a broad course of study by looking at our grade level pacing plans, teachers’ daily schedules, and student access to instructional materials to ensure that our students in grades 1-8 have access to English Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.|English Language Arts – All grade levels have submitted an ELA pacing plan for the academic year. All teachers have have an ELA block included in their daily schedules. All students have access to McGraw Hill Wonders with English Language Development or StudySync ELA curriculum. Mathematics – All grade levels have submitted a Math pacing plan for the academic year. All teachers have have a Math block included in their daily schedules. All students have access to EurekaMath curriculum. Social Sciences – Some grade levels have Social Science pacing plans and many grade levels incorporated Social Science into their ELA pacing plans. All teachers have a Social Science block included in their daily schedules with some teachers alternating Social Science with Science throughout the week. Students in grades 1-5 have access to Social Science content through their Wonders curriculum. Students in grades 6-8 have access to the Social Science curriculum and textbooks, TCI History Alive. All students have access to MobyMax online learning for Social Science. Science – Most grade levels have Science pacing plans. All teachers have a Science block included in their daily schedules with some teachers alternating Science with Social Science throughout the week. All students in grades 1-8 have access to the FOSS NGSS curriculum and textbooks. All students also have access to MobyMax online learning for Science. Visual and Performing Arts – Some grade levels have Visual and Performing Arts units incorporated into their ELA and Math pacing plans. All teachers have have a Visual and Performing Arts block included in their daily schedules with some teachers alternating it with other subjects throughout the week. All students and teachers have access to visual and performing arts materials. Health/Physical Education – Some grade levels have Health/Physical Education pacing plans. All teachers have a Health/Physical Education block included in their daily schedules where students are meeting the required amount of PE minutes every two weeks. All students have access to physical education equipment and all teachers have access to the SPARK curriculum.|Areas in which barriers have been identified that prevent our LEA from providing access to a broad course of study for all students are Social Science and Health.  In regards to Social Science, our teachers have been instructed to use the new History and Social Science Framework adopted by the California State Board of Education in 2016 and published by the California Department of Education in 2017, but our LEA is awaiting the new standards to be approved in order to purchase the most recent adoption of a standards-aligned curriculum. Social Science is also usually taught through ELA thematic units and results in multidisciplinary project-based learning throughout the school year, which means that grade levels are not providing a separate pacing plan for Social Science.  In terms of Health, teachers incorporate Health instruction with Science and Physical Education and can differ across school sites. The barriers identified are 1) There is no current requirement for a Health pacing plan or minutes for health instructions and 2) Our teachers do not have a curriculum or online learning courses to draw from.|In response to the results of the tool, the LEA will continue to research a Social Science curriculum or textbook to provide to all students once the new standards have been enacted for the State of California and the LEA will research Health curriculum, textbooks, or online learning platforms to provide to all teachers at all grade levels for their students.||2019-10-22|Met|2019
20652430107938|Ezequiel Tafoya Alvarado Academy|7|Students take several assessments throughout the year.  For example, Go math benchmark assessments for math. In the area of ELA, we use CORE, writing rubrics, and this year we are using Benchmark curriculum.  Some of the local assessments are DIBELS, Accelerated Reader (AR), Studysync. To focus on EL students we use the public test results from prior years to properly focus on designated ELD.  The Interim Assessment Block (IAB) are different local assessments our teachers use throughout the school year to assess a precise focus.  All assessments during the school year are consistent with the sequence of their curricula.  Besides the core curriculum, we have the pre/post physical education (PE) fitness and skills 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 (ASES).In the broad course of study, we incorporate field trips throughout the year, and motivational PBIS incentives.  All students, including Sped and exceptional needs students.  All students are are included in all courses with differentiated instruction for those who need it.  Finally, we also provide a keyboarding class to 3rd to 8th grade students.  This coming school year we will  offer keyboarding to 1st & 2nd as one of the centers.|We do not have barriers preventing us from providing access to a broad course of study for all students.|We access our academic programs annually with the assistance of the curriculum department and lead teachers.  2018-2019 saw a minor drop in our student performance; thus, we have become very critical of ourselves and many preventive measures are in place for 2019-2020.   These preventive measures will include full hyper focus on How to Raise Student Achievement from Dr. Retana's doctoral book.  Within the book he talks about ASI which stands for Attitude, Structure and Implementation of a rigorous curriculum, extensive guidance and planning for all involved in raising student achievement.  There is a plan in motion to create a five year plan on how to raise student achievement with the integration of added technology and the latest in evidence based programs, including teaching the whole child by truly accepting we are all different; thus, ensuring we have buy-in from everyone who works at ETAA.|We provide a leadership curriculum based on the idea of teaching students tolerance, self-worth and positive interactions.  We continue to utilize the Positive Behavior Intervention and Supports (PBIS) strategies and procedures.  We continue to promote social emotional support with our MFT counselor who works with students, teachers and parents for a healthier whole child approach.  The initial planning for new technology and career exposure is an added supplement to our broad course of study.|2019-10-24|Met|2019
15634610000000|Fairfax Elementary|7|At the elementary levels, Fairfax School District implemented  a new progress report card in Fall 2019 that teachers, principal and central office staff can use to monitor student access to and completion of a broad course of study. At the secondary levels, Fairfax School District uses the local 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 data from local assessments (DIBELS, STAR, quarterly benchmarks).   All 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, PE, and other electives. All students are provided access to all subjects as to provide them with a broad course of study and experiences.|Upon analyzing data and reports from our local data system, DataQuest and CALPADS certification reports, Fairfax School District is confident that all students have access to and are enrolled in a broad course of study. All school sites within Fairfax School District have accessibility to the same grade level applicable broad courses of study. We monitor their successful access in all grades K-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.|Fairfax School District has identified the following barriers:  1. Lack of course availability in Career Technical Education during the regular school year 2. World Language Course Availability|Based on the above findings and barriers, Fairfax School District continues to reflect and explore ways 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 2019– 2020 school year options will continue to explore options to extend  CTE and World Language course availability||2019-10-10|Met|2019
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, the District’s 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 arts education lessons every week.  Students in the middle grade setting are enrolled in the core classes of English, math, science, and social studies. All comprehensive middle schools offer support courses in ELA and math, as well as GATE/Honors courses. Students have daily physical education and the option of a foreign language elective.  Middle grade students who attend a K-8 school do not have access to a foreign language elective. Career Technical Education courses are not offered at comprehensive middle schools or K-8 schools.    Students in the high school settings are able to annually submit course requests. The master schedule is then built based on how many students request 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, or schools with small populations of English learners, 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. During the 2019/20 school year, the District has used Low Performing Student Block Grant funds to provide additional sections at the middle and high schools so that students can enroll in the intervention classes and still have access to elective courses.  Further, the District has worked to provide many educational options to FSUSD families. Some of the options, while providing smaller learning environments, have limitations in the scope of programs offered. When looking solely through the lens of access to a broad course of study, small school options create unintended barriers to accessing a broad course of study.|FSUSD will continue with its implementation of MTSS; which is aligned to the LCAP. In addition, the 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 2020/21 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.|To view the full report that was presented to the FSUSD Governing Board during the October 24, 2019 board meeting, cut and paste the following link: http://go.boarddocs.com/ca/fsusd/Board.nsf/goto?open&id=BG4RAQ6A9588.|2019-10-24|Met|2019
48705736051338|Fairmont Charter Elementary|7|School staff 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 in order to monitor access to a broad course of study and student progress.|Students have access to and are enrolled in a broad course of study at Fairmont. There are no differences in access or enrollment as a result of a student's unduplicated status. At Fairmont, all students participate in a multi-tiered system of support to meet their academic and social-emotional needs, including students with special needs. During “What I Need” (W.I.N.) Time, for example, students are provided with targeted reading instruction. In addition, all students receive targeted math support during the school day in their classroom. The use of online learning programs and curriculum also ensures that all students have access to a broad course of study.|There are currently no barriers to a broad course of study for students at Fairmont mainly because interventions are embedded throughout the school day. For example, English Learners in need of English Language Development still have access all subject areas as all students have designated time daily to work on language development at their instructional level. In addition, all students identified with special needs receive mainstream opportunities per their IEPs.|Staff at Fairmont will continue to monitor student enrollment and course completion data, and further implement strategies to ensure that all students have access to a broad course of study. Staff are currently completing site-based self-assessments in order to further clarify and strengthen our Social Emotional Learning programs.|Ensuring that all students have access to a broad course of study is a priority for staff at Fairmont. Monthly "Science Switch" Days provide all students with opportunities for hands-on learning experiences. In addition, students are invited to "Science Saturdays" to enrich their learning. After-school learning opportunities and support are also provided.|2019-10-24|Met|2019
45699890000000|Fall River Joint Unified|7|The Fall River Joint Unified School District uses AERIES, the local student information system to track this information.  Reach Higher Shasta (Shasta County Office of Education) provides training and data using Aeries Analytics which also provides direction and tools to make sure students have access to courses and a plan in place to meet their goals after graduation.|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 and Burney High Schools).  More CTE courses and pathways are available.  AP and Dual Enrollment courses of study are accessible for those students wanting to take more challenging classes.  College Connection, through concurrent enrollment, is also available.|Small school and rural area concerns related 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.  School sites will continue to utilize available resources.||2019-11-13|Met|2019
37681140000000|Fallbrook Union Elementary|7|FUESD employs PE Credentialed teachers for our Kindergarten through 8th 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 Potter Junior High School. Enrollment at Maie Ellis Elementary for the K-6 Dual Language Program.  All students have access to technology, including 1:1 Chromebook allocation for grades third through eighth grade students. Elementary students have access to Visual and Performing Arts standards through the integration of content area standards.|FUESD offers physical education by PE credentialed teachers to all students (including unduplicated student groups and individuals with exceptional needs), meeting the mandated PE instructional minutes each week.   We have a STEM Lab and employ full time STEM Teachers on Special Assignment/Instructional Coaches at each of our schools. 100% of our students have access to technology, either through our 1:1 chrome book initiative for grades three through eight, computer labs, and/or desktop computers. 100% of our students have access to visual and performing arts through integrated learning experiences TK-6th grade and elective options in 7th and 8th grade.  FUEDS offers a k-6 Dual Language Program at Maie Ellis Elementary and  a Language Pathway for continuing students at Potter Junior High School.|FUESD offers a Dual Language program at Maie Ellis and a Language Pathway at Potter Junior High School to all interested students across the district.  Currently, we are able to accommodate all students wanting to participate, however, due to limited space at Maie Ellis and the increased interest in the program, we may need to begin a waitlist if the interest exceeds the school's capacity. FUESD was unable to hire a qualified Part-time Visual and Performing Arts teacher to support instruction and integration in TK-th grades.  Teachers continue to integrate the VAPS standards throughout the curriculum.|The district has worked with the site administrators and Special Education case managers to ensure that students have equal access to broad course of study opportunities (PE, Visual and Performing Arts, STEM education, Work Languages), including those students who are participating in academic intervention, special education, and/or English Language support.  Additionally, the district is now in partnership with a local agency to provide beginning band to our interested 6th graders and has partnered with another non-profit to provide musical assemblies to all students. FUESD will continue to support and expand the 1:1 Chromebook initiative as outline in the LCAP.||2019-10-07|Met|2019
37681220000000|Fallbrook Union High|7|The district uses a variety of tools to track the extent to which all students have access to, and are enrolled in, a broad course of study.  During master scheduling, reports are run to ensure that courses are as balanced as possible with male to female students.    Most courses are open access and reports are run to verify that the students enrolled in a variety of courses are similar to the demographic of the school or district at large.  Additionally application, panel, and review processes are required for admittance into our non-traditional schools, Ivy and Oasis High School.  Placement into support classes are based on either state or local assessments to provide targeted support to certain demographics such as English learners, students below grade level in math, and students with disabilities.|Through the use of enrollment data, master scheduling reports, and section reports, courses are evaluated to determine if the demographic in the course mirrors the demographics at large.  Over 50% of the district's population are Ever ELs with 15% as current English learners and 37% as redesignated fluent English proficient students.   Students who are English only or initial fluent English proficient comprise 48% of the districts population.  The overall demographic enrolled at Fallbrook Union High School District is comprised of approximately 67% Hispanic or Latino and 27% White.  Fallbrook High School mirrors this composition; however Ivy High School is comprised of 80% Hispanic or Latino students, and Oasis High School has 54% Hispanic or Latino students.  This does raise the question of systems for placement at the district and those systems are being evaluated.  At Fallbrook  High School the school is comprised of 54% males and 46% females.  The CTE classes are made up of 65% males and 35% female students.  The AP courses are comprised of 38% male students and 62% female students, the honors classes are comprised of 42% male students and 58% female students and AVID is comprised of 28% male students and 72% female students.  There is a higher concentration of boys in CTE courses and girls in academic courses such as honors, AP, and AVID.  While there is a balance of Hispanic or Latino students in AP and CTE courses that is relatively similar to the school's demographic, in the Honors courses 46% is comprised of white students compared to the 27% school demographic and 44% Hispanic or Latino, compared to the school's demographic of 67%.  As time has gone by, Fallbrook High School has been made an open access school, allowing all students to enroll in courses; however, we still see a discrepancy of enrollment in the honors courses, CTE, and AVID courses.|Current barriers preventing the LEA from providing access to a broad course of study for all students is the lack of clear systems, written policies, and objective assessments that provide information, purpose, and transparency in the placement process.   The district and school sites offer diverse options to students including but not limited to CTE, Honors, and AP courses, AVID, ELD courses, SpEd courses, VAPA courses, and language courses.  There are also new programs such as a Dual Immersion program and a Global Village Program and new CTE pathways at the school.  These are relatively new programs and pathways and the school recognizes that communication, marketing and explicit placement guidelines are critical to the success and access to the courses.|Through CSI, the district and school sites are looking into the systems for placement into alternative schools Ivy High School and Oasis High School.  By examining a variety of data points, the visions of the schools, and the unique supports the schools offer, the district and principal's are evaluating and revising systems and placement into Ivy and Oasis.   Additionally, the district and the school sites are working collaboratively to create more visual and transparent program choices and options in order to fully communicate with students and families the options and benefits of taking CTE, Honors, Advanced Placement, and AVID courses.    An AVID coordinator oversees the enrollment and work done with AVID students and collaborates with the Jr. High for recruitment.    CTE programs and courses are being advertised and explained thoroughly at the STEM Elementary Schools in the area and the local Junior High School. Additionally Athena Racing representatives come to the College and Career Center to talk to students and recruit females into the program.   To balance the demographics taking advantage of rigorous courses at the honors and AP level, the Global Village has been implemented as a program at Fallbrook High School to target 9th and 10th grade students who perhaps did not choose to take an Honors course, but are part of a target demographic who will be coached and prepared to take advantage of more rigorous courses in 11th and 12th grade, such as AP, IB, or Dual Enrollment.||2019-10-21|Met|2019
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 has secured outside support from contractors to aid the adoption of articulated standards and enmesh them throughout curriculum, support, and professional development.  Although this is the current practice the scale and support of this project will be more designed for long-term success and hence take more time for a slow implementation.|na|2019-10-30|Met|2019
42691120111773|Family Partnership 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 has established three Career Pathways which include 2-3 years of online coursework at the high school level.  In order to ensure that there are multiple entry and exit points into each pathway, considerations are being 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 are being developed to assist students in planning for the completion of Career Pathway.||2019-10-22|Met|2019
43693856046445|Fammatre Elementary|7|Cambrian uses the district the following tool to track the extent to which all students have access to, and are enrolled in, a broad course of study: - Instructional Program Data - Track Physical Education Minutes  - Powerschool Master Scheduling|In reviewing school and grade level data for the 2018-19 school year all elementary students had access to a broad course of study as outlined by  CA Ed Code 51210.  In reviewing student schedules and associated data for the 2018-19 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i) with the following exceptions:  - Nutrition elective class at Price Middle School  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.|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.|- All sites are implementing the new ELA/ELD Curriculum for Grades PK-8.  - CSD will continue to explore and pilot various science curriculum, review the social studies framework and the VAPA standards and resources. - CSD will continue the implementation of STEAM at all sites. - CSD will continue to offer a variety of options for World Language and Career and Technical Education courses in grades 7-8.  Review and potentially revise the master schedule to include elective choices for significant student groups. 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 of working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive 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 regularly and instruction is adjusted accordingly. This meets the state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes.||2019-10-02|Met|2019
54753250000000|Farmersville Unified|7|The district LCAP goal is 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. Selected yearly measures for unduplicated and special needs students include A-G course completion, Early Assessment Program (EAP) / Math, EAP/ELA results, CTE completion rates, and Advanced Placement results, and course offerings.|The district continues to increase broad course of study access for unduplicated and special needs students. District results since 2017 indicate the following: 8% increase in A-G course completion, 30% increased in EAP/ ELA SBAC results, 1% decrease in EAP/ math, 6.5% increase in CTE course completion, and 11.3% increase in AP exams with a score of 3 or higher. Course offerings reflect increasing numbers of students meeting the above criteria and are offered a broad course of study.|The barriers that continue to prevent LEA from making progress in offering all students broad course of study is student literacy. The district continues to implement student literacy resources for all students, specifically for unduplicated students and special needs students.|In response to the data and need to increase literacy for unduplicated and special needs students in order to increase access to a broad course of study. The district has implemented the following literacy programs: STAR assessments, Accelerated Reader, Imagine Learning, Dual Language programs, and Scholastic readers to improve student literacy. College and Career resources include California College Guidance Initiative , UC Transcript Evaluation Service, alignment of CTE pathways, SAT, and PSAT assessments. Student assessment data is analyzed at each grade level to close the achievement gap, provide strategic interventions (RTI), and to provide resources to support continuous improvement.||2019-10-22|Met|2019
43693856046452|Farnham Charter|7|Cambrian uses the district the following tool to track the extent to which all students have access to, and are enrolled in, a broad course of study: - Instructional Program Data - Track Physical Education Minutes  - Powerschool Master Scheduling|In reviewing school and grade level data for the 2018-19 school year all elementary students had access to a broad course of study as outlined by  CA Ed Code 51210.  In reviewing student schedules and associated data for the 2018-19 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i) with the following exceptions:  - Nutrition - Price Middle School  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.|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.|- All sites are implementing the new ELA/ELD Curriculum for Grades PK-8.  - CSD will continue to explore and pilot various science curriculum, review the social studies framework and the VAPA standards and resources. - CSD will continue the implementation of STEAM at all sites. - CSD will continue to offer a variety of options for World Language and Career and Technical Education courses in grades 7-8.  Review and potentially revise the master schedule to include elective choices for significant student groups. 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 of working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive 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 regularly and instruction is adjusted accordingly. This meets the state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes.||2019-10-02|Met|2019
37680236037956|Feaster (Mae L.) Charter|7|All lesson plans and curriculum is monitored through our OneDrive system to ensure that all teachers are using school adopted curriculum and teaching lessons that provide students access to a broad course of study that covers all grade level standards.|All students have access to and are enrolled in a broad course of study as evidenced by weekly reviews of lesson plans and curriculum used.|There are no barriers preventing the LEA from providing access to a broad course of study for all student.|The LEA will continue to monitor all lesson plans and curriculum used to ensure a broad course of study for all students.||2019-06-12|Met|2019
04614400000000|Feather Falls Union Elementary|7|||||||Not Met|2019
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.||2019-10-24|Met|2019
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 and Social Emotional 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.||2019-10-24|Met|2019
19647330115048|Fenton Primary Center|7|Fenton Primary Center 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 serves students in TK - 2nd grade. All instructional materials are reviewed annually by the Instruction Committee. The Instruction Committee of the Charter School, reports to the FCPS Board of Directors and makes recommendations regarding the school’s needs. Access to all curricular and instructional tools is monitored by lead teachers at each grade level. The school also has a special education lead teacher to assure collaboration and alignment in instruction and implementation of programs for students with special needs.|The school has state-approved adoptions in all core subjects. The school also implements a social-emotional learning program, school counseling, and Positive Behavior and Support program. These are all part of a multi-tiered system of support for students.|Not applicable. All students have access to all courses.|The? school continues to monitor this using a collaborative process through the Instruction Committee and advising the FCPS Board.||2019-10-24|Met|2019
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.||2019-10-24|Met|2019
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 accommodations 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.||2019-10-09|Met|2019
12627940000000|Fieldbrook Elementary|7|The District has approved report cards that include all course of study options for all students. This tool allows us to monitor what groups are accessing the options in our broad course of study options district wide.|As a single school district, all programs are offered to our students.  We offer music class to all students with many options available to 2nd grade through 8th grade.  School sponsored sports programs are offered to all students and enable every child to participate.  We continue to have mini class options for K-8 during the school year and cater to the interests of our students.|There are no barriers present to all students accessing a broad course of study.|Continued funding of the music program and arts programs have been budgeted for the next 3 years. This allows for the programs to build stability and grow, allowing for them to become part of the school culture. Students see these programs as demonstrated in assemblies and look forward to their participation.||2019-10-14|Met|2019
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 grade level/subject area teams 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 study for each and every student through quarterly 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 graduation requirements or fulfill A-G 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.||2019-11-05|Met|2019
10738090000000|Firebaugh-Las Deltas Unified|7|FLDUSD uses local measure as well as the CDE Dataquest website to report out the # of Classes by Subject for SY 2018-19.  This site shows that FLDUSD 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.  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 = 60; math = 45; science = 26; History/Social Science = 37; Foreign Language = 12; Fine Arts = 25; PE = 28; Other = 70 (Dataquest).|FLDUSD uses the LCAP needs assessment and stakeholder input process to identify board course of study gaps if any and to monitor progress.  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.  Districtwide growth over seven years showed that the number of students participating in music went from 419 students in 2012-13 to 1,155 in 2018-19.  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 has transitioned from development to sustainability 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.  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.||2019-10-10|Met|2019
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, we will be opening a CTE school, which will allow students housed there access to CTE courses.||2019-10-31|Met|2019
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.||2019-10-31|Met|2019
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 our vocational classes can be recognized as CTE pathway courses.||2019-10-31|Met|2019
52715300000000|Flournoy Union Elementary|7|Flournoy elementary school/district is a small rural school serving 30 students in grades pre-k thru 8th grade.  The school district employs 2.0 FTE certificated teachers and 2 instructional aides.  Additionally, the school employs a .5 FTE custodian/maintenance person,  a full time business manager, a part-time food services cook/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.||2019-10-08|Met|2019
34673300106757|Folsom Cordova K-8 Community Charter|7|||||||Not Met|2019
34673300000000|Folsom-Cordova Unified|7|The Folsom Cordova Unified School District (FCUSD) 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 • Career Technical Education (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 (Individualized Education Plan (IEP), Beginning English Language Development (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 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 (Individualized Education Plan (IEP), Beginning English Language Development (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. A sample of 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 all three comprehensive high schools 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 8343 to 9641. This represents an increase of 8.6% of the FCUSD secondary schools' enrollment.|CTE - Potential barriers preventing the FCUSD from providing access to students interested in pursuing a CTE pathway may include master schedule variance, teacher attrition, implementation of guaranteed and viable curriculum, school choice and school capacity.  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 through partnerships and grants that adequately support the various programs.  Music - The cost of maintaining and replacing instruments is an ongoing concern for any robust public school music program. Ongoing costs for “consumables” such as, sheet music purchased on an annual basis add up. 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 Measure H grants 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, partnerships provided additional instruments; Visual and Performing Arts (VAPA) related field trips, Master Classes, updated music teaching tools, performances, and clubs for students. The district has also begun the implementation of Education Through Music (ETM) in K - 3rd grade classes in order to expand the musical experience of students in all grade levels. There has also been an investment 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, International Baccalaureate (IB), Advanced Placement (AP), Science Technology Engineering and Math (STEM), and VAPA by offering an increased number of courses in these areas and transitioned from "criteria" for enrollment to '"guidelines" for enrollment. FCUSD continues to offer additional science courses and program certificates (Seal of Biliteracy, AP Program, Middle Years 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 Early Assessment Program (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, and created district CTE Pathways and multi-year strategic plan. 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.  There has been a coordinated effort to increase communication between the district, schools, stakeholders, and government entities. (Professional Learning Communities (PLC), Community Feedback Forums, Thought Exchange, Parent Summits, LCAP Data Walks, Equity Advisory Committee (EAC), Student Advisory Board (SAB) student voice, Black Student Unions, Community Advisory Committee (CAC), English Learner Advisory Committee (ELAC), Equity Coaches)  In 2018 the school board 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.||2019-10-24|Met|2019
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 2019 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 2018-2019 school year, 37% of 4th – 6th grade students at the elementary sites were enrolled in Band, Strings, or Choir.  In addition, 20% of all 1st – 6th grade students participated in site-specific after-school VAPA programs in 2018-2019.   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 2019 graduates who were continuously enrolled in FUSD from 7th – 12th grades and completed a broad course of study (all core classes plus 1 VAPA, 1 CTE, 1 Foreign Language, and 1 Applied Arts) across their 7th – 12th grade experience:   • Students with Disabilities: 32% • English Learners: 37% • Foster Youth: 63% • Homeless: 38% • Socio-Economically Disadvantaged: 41% • All Students: 41%  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), it is noteworthy that  an additional 41% of students completed all core courses plus 3 of the 4 elective areas, demonstrating that 82% of students either completed a broad course of study or were very close to completing a broad course of study, missing only one elective course. Furthermore, it was found that 95% of the class of 2019 completed 1 or more VAPA courses, 71% completed 1 or more CTE courses, 92% completed 1 or more foreign language courses, and 63% 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 as well.|The data showed that there was a relatively small variability between student groups in the percentage of students completing a broad course of study with Students with Disabilities and English Learners having the lowest completion rates.  Completion rates for those two student groups were much higher than the “All student group” when it came to enrollment in CTE and Applied Arts courses.  Foreign Language is where the rates for those two groups were significantly lower than for the “All student group” or for other at-risk groups. One barrier identified includes the need for interventions or program-specific courses (e.g. ELD) that prevent students from being able to fit electives into their schedule.  Another barrier is the culture around advising college-bound students to avoid CTE courses.  Understanding of College AND Career Ready versus College OR Career Ready has not yet shifted.  Lastly, with this still being a relatively new local indicator, awareness on the part of counselors and students about the definition for a broad course of study and the data around completion rates has not yet been developed.|In the coming year, FUSD will develop a plan to build awareness among high school administrators, counselors, students, and parents about this local indicator and our current data for completion of a broad course of study.   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. Further examination of the secondary data and recommendations for actions related to identified needs will be addressed through the upcoming LCAP process with stakeholder groups to ensure that all students graduate with a well-rounded secondary experience to be College AND Career Ready.||2019-10-23|Met|2019
55105530129346|Foothill Leadership Academy|7|||||||Not Met|2019
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 to see 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 to see 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. Currently FCS is developing its first CTE pathway. We hope to launch this  offering in the Fall of 2020.|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.||2019-10-15|Met|2019
43693936046577|Forest Hill Elementary|7|||||||Not Met|2019
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 direst funded charter school and is a single school district. Students enrolled in TK/K have all of their courses in the kindergarten room with the exception of some pull out intervention services. Like first through eighth graders they all participate in ELA, Math, Social, Science, Science, Health, PE, and VAPA. First through eighth graders have all of these courses of study built into their typical day but also have access to additional elective courses and extra student/family selected Band/Music and STEM options. Middle School students have additional elective options and career training units built into their weekly schedule. In addition, GATE (2-5), Intervention (TK - 8), Accelerated Math (1-8) and Honors (6-8) are available for students 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 but hope to add it back next year.|We do not have any barriers to providing access to a broad course of study with the exception of the World Language Study. The barrier to providing this was staffing and funding. When we had funds available we were challenged finding a language teacher who would work part time in our location. Then last school year we had a possible option for a teacher but no longer had the funding available to support the class.|We will work towards increased enrollment so that we can add back the World Language Study next school year.||2019-10-15|Met|2019
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 415 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 in grades 3 - 8 are approaching one to one devices with plans to adding more devices each subsequent school year. 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.|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 45%+ 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. Efforts continue to increase enrichment offerings including GATE.||2019-12-16|Met|2019
49706800112987|Forestville Academy|7|||||||Not Met|2019
49706800000000|Forestville Union Elementary|7|Forestville Union School District uses its student information system, bell schedules, and enrichment schedules to make sure that all students are enrolled in the grade level appropriate course(s), have access to and participate in a broad course of study, including enrichment (TK-6) and elective courses (7-8). Middle school students are also given a survey to assess their interests for their elective classes.  Students with exceptional needs have access to co-teaching/collaborative classes taught by a general education teacher and a resource specialist and specialized academic instruction classes taught by a resource specialist.  Additionally, middle school students have access to an accelerated math program in grade 8.  Our English Learners receive specialized instruction in English classes.|Based on our measuring tools described, all students have access to a broad course of study with enrichment, resource, and ELL support provided at all grade levels.|Adequate funding could provide a barrier moving forward to continue to provide enrichment at the level that the school has in the past.|Forestville Union School District is committed to providing a broad course of study for all students.  The district will continue to survey students for their interest in electives/enrichment at the middle school level.  The district will also continue to monitor their ELL students and students with special needs progress through state and local assessment data to provide appropriate courses and support.||2019-09-12|Met|2019
47702920000000|Forks of Salmon Elementary|7|TK-8th grade students have access to a broad course of study in all core subjects and a variety of enrichment activities as evidenced by review of student schedules, teacher lesson plans and Administrator observations. Special activities range from a variety of fun and educational field trips both local and out of county, guest presentations, a year round music program, educational assemblies, project based learning across the grade span in our classroom. We have learning opportunities throughout the year with local partnerships with SRRC for Watershed Education, the Karuk Tribe for history and additional support in the sciences, other school Districts for collaborative projects, and a tremendous amount of support from parents and community members. Students schedules are verifiable though quarterly report cards.|Given the challenges of being a small rural and fairly isolated school, the District does its best to provide not only a broad course of study for all students in the core academic areas but also a variety of enrichment activities since it is difficult for most of our students to travel to a neighboring town to participate in extra curricular activities with a larger peer group without having to take off school early.|The biggest obstacle for accessing a broad course of study would be the geographic distance between us and neighboring communities. At times, this has created challenges finding qualified teachers and substitutes and limited secondary educational opportunities for those who reside in the community. Though it can be a challenge, it is not something that we haven't been able to work around as we work hard to ensure that our students are all receiving incredible opportunities year round in all subject areas.|The District is aiming to offer an even broader course of study in Foreign Language and is considering having a Spanish immersion portion of our program during part of the school day. Additionally we called out in our LCAP this year that we would put a concerted effort to connect our students on a regular basis with students from other schools and have them working collaboratively on projects throughout the year together via in person visits and skype conference calls. Students will also be given more opportunities to use the computer for specific programs such as those needed to create a school paper and useful skills in graphic design projects.||2019-10-28|Met|2019
23655650000000|Fort Bragg Unified|7|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, concurrent 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, Culinary Arts, Industrial Arts/Construction, Information & Communication Technology, and Arts, Media Entertainment.  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 and limited access to hiring specially certificated teachers are the main barriers to offering a more robust course selection.|Last year Fort Bragg High School transitioned the woodshop courses to a CTE pathway by implementing a construction based focus.  New CTE textbooks were purchased for this course that are being used for the first time this fall.  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 last year.  Two years ago, 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 at Fort Bragg Middle School 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.||2019-10-17|Met|2019
49706980000000|Fort Ross Elementary|7|All students, including unduplicated students, students with exceptional needs and underrepresented students have access to and are enrolled in a broad course of study that includes the adopted courses of study specific in the CA Ed. Code.  Additionally, all students participate in the school's enrichment activities, including music, art, science lab and the Winter and Spring Productions.  Community volunteers regularly present their fields of expertise (including NASA Engineers, Professional Writers, Caligraphers). Due to our small size, the two classroom's enrollment and attendance data is utilized for tracking each student's participation.|Attendance and enrollment data verifies that every student participates in the broad course of study and the school's enrichment activities.|There are no barriers preventing the LEA from providing access to a broad course of study for all students.|Staff, parents and students understand that participation in the the school's broad course of study and enrichment programs is an expectation to be met by each student.  This expectation is part of the school community's culture.||2019-10-21|Met|2019
18750360000000|Fort Sage Unified|7|Using the School information system files (transcripts), individual student enrollment in courses grades 9-12 are evaluated. Eighteen total students were enrolled and completed coursework in the following areas;  Consumer Math, Econ, Digital Arts, English, Fine Arts, US History, World History, Basic Math, Math Life Skills, Life Science, Physical Education, Physical Science, Health and Family Life, Personal Finance, Algebra, Biology, Government, Ag Science, Algebra 2, Cooking and Food Prep, Welding and Automotive.|Students in our program are from a blue collar and low socio-economic community. 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 Odessyware, 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 having the staffing and student enrollment numbers to offer more variety and electives in the classroom. It is also difficult to recruit teachers to our small rural community with long commutes and a lack of available housing.|The district will continue to monitor and track student access and enrollment in a broad course of study.||2019-10-16|Met|2019
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 English Language Development (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 through 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 Education Code.  Unduplicated students including ELs, socio-economically disadvantaged (SED), and foster youth as well as students with exceptional needs also have access to a broad course of study.  Due a significant number of SED students throughout the district, Title I 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 that? 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.  It should be noted that EL and many Sped. Ed. students do have to be pulled from their classrooms at some point throughout the day in order to receive more intense individual or small group instruction. The district has provided funds to support visual and performing arts instruction at each school site covering all grades TK-8, but those funds are limited and schools have relied upon additional gifts and/or grants to supplement this part of the curriculum.|The district will continue to monitor classroom instruction, continue implementation of standards-based student report cards, EL progress, and IEPs in order to maintain 100% access for all students to a broad course of study.||2019-10-17|Met|2019
12628100000000|Fortuna Union High|7|The Fortuna Union High School District defines a Broad Course of Study as:  1.  A Course Catalog that provides students with several opportunities to meet the UC/CSU a-g requirements 2.  Coursework that includes advanced placement courses as well as various CTE pathways. 3.  84 courses that meet the UC/CSU entrance requirements  The Fortuna Union High School District tracks progress towards meeting Priority 7 standards by reviewing 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. 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 unique 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 2018-2019 year, 100% of the Fortuna Union High 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 Fortuna Union High School District students have access to a broad course of studies within their school offerings. Fortuna High School (FHS) is the district's comprehensive high school.  FHS offers courses for all students including Advanced Placement (AP) 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 gives a student practical training in each of the skill areas. Many CTE courses meet UC/CSU entrance requirements and several are dual-enrolled courses. FHS 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 School (EHS) is the district's 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 FHS, 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.  Students are grateful for these opportunities.  Academy of the Redwoods (AR) is an  Early College High School in the FUHSD.  Partnering with College of the Redwoods, AR 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.  FUHSD has offered several courses to students before and after school.    Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using 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 yearly 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.  Course descriptions and updates will be adjusted as needed in order to align with state guidelines.||2019-11-12|Met|2019
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.||2019-06-13|Met|2019
30664980000000|Fountain Valley Elementary|7|Fountain Valley School District is committed to ensuring that 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, History/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 participation in Visual and Performing Arts, Foreign Languages, Applied Arts, ad Career Technical Education at the middle school levels.    In grades TK-5, FVSD utilizes the following measures to define a broad course of study: access to Board-approved instructional materials, daily instruction in all four core content areas (ELA, Math, Science, and History/Social Studies), English Language Development for students identified as English learners, physical education instruction meeting or exceeding the state-required instructional minutes, access to intervention support during the school day, arts-related instruction, and STEM-related instructional.  In grades 6-8, FVSD utilizes the following measures to define a broad course of study: access to Board-approved instructional materials, daily instruction in all four core content areas (ELA, Math, Science, and History/Social Studies), English Language Development for students identified as English learners, physical education instruction meeting or exceeding the state-required instructional minutes, access to intervention support during the school day, arts-related instruction, and STEM-related instructional.  To ensure equity and access, FVSD staff engage in analysis of middle school master schedules to review the number of students enrolled in each section and the demographics of those students.  Students are provided with the opportunity to provide input regarding their schedules and identify electives that are of high interest.   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.|FVSD provides a broad course of study for 100% of students in grades TK-5, as all students have access to Board-approved instructional materials for English-Language Arts, Math, Science, History/Social Studies, and English Language Development for students identified as English learners.  FVSD’s cadre of certificated, itinerant elementary music teachers provide 100% of students with access to music instruction, while classroom teachers also ensure that students engaged in ongoing visual-arts related instruction that is connected to standards-based content area instruction.  During the 2018-19 school year, FVSD continued to focus on building reading intervention programs which served 481 Kindergarten through 3rd grade students.  Due to the significant impact of the primary grade intervention programs, resources are designated in the 2019-20 LCAP to expand intervention support for students in grades 4 and 5.    For students in grades 6-8, analysis of master schedules for FVSD’s three middle schools showed that 100% of students have access to Board-approved instructional materials for English-Language Arts, Math, Science, History/Social Studies, and English Language Development for students identified as English learners.  In addition, 100% of students are enrolled in physical education courses.  Review of middle school master schedules showed that 100% of 8th grade students at Masuda Middle School and Fulton Middle School had access to foreign language classes (Spanish) and that 127 students were enrolled.  Across all three middle school campuses, 100% of students had access to courses that encompass performing arts, visual and applied arts, leadership, academic intervention electives, and STEM/Career Technical Education courses.  Enrollment for those areas across the three schools for the 2018-19 school year was as follows: performing arts (456 students), visual and applied arts (274 students), leadership (184 students), academic intervention electives (189 students) and STEM/Career Technical Education courses (226 students).  In addition, there were 719 students that participated in “wheel” elective courses that provide access to trimester-long learning cycles drawn from the aforementioned broad course of study elective areas.|Although the analysis of the results demonstrate convincingly that students in FVSD 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 improve instruction in existing areas through the professional development of teachers. FVSD is also committed to expanding opportunities for content that students encounter during their TK-8 experience in the school district and connect them with opportunities they will encounter upon matriculation to high school, college/university, and the workforce.  At the elementary level, FVSD continues to expand intervention supports for students and align intervention so that it does not interrupt core instruction in the areas of English- Language Arts and/or mathematics.  At the middle school level, one barrier that students may encounter is the fact that the 6-period instructional day can limit their opportunity to pursue interests in multiple fields of study simultaneously.  FVSD continues to provide resources to address needs related to materials that support the ongoing expansion of robotics programs, and provide resources for instrumental music programs across the District.|Fountain Valley School District is committed to mitigating any barriers students might encounter in gaining access to a broad course of study, and to expanding the broad course of study accessible for all students.  In order to accomplish this, FVSD engages in an ongoing process of reflecting on current practices, identifying opportunities to improve, seeking out research-based practices to address any barrier(s), reaching out to stakeholders to gather input related to the broad course of study offered in FVSD, and implementing solutions that improve student achievement.  At the elementary level, our part-time reading intervention teachers work in partnership with classroom teachers, principals, and the District’s TOSAs to build intervention schedules.  For the 2019-20 school year, FVSD is expanding the reach of intervention supports to provide additional staffing that will be dedicated to supporting intervention in grades 4 and 5.  At the middle school level, FVSD will continue to pursue opportunities to extend learning beyond the confines of the traditional school day by offering “zero-period” sections.  For the 2019-20 school year, FVSD is expanding opportunities in the performing arts by offering additional sections of choral music on each of the three middle school campuses.  Finally, FVSD continues to dedicate resources through the LCAP to procure instructional materials to support the expansion of robotics programs at both the elementary and middle school levels.  Through continued analysis of a variety of metrics, FVSD will reflect on and refine practices to ensure students benefit from rich learning opportunities across a broad course of study.||2019-10-10|Met|2019
10621580000000|Fowler Unified|7|Under Goal #1 in the FUSD LCAP the measure(s) of access to a broad course of study are teacher schedules and/or master schedules.  Under Goal #3, the District measures the percentages of participation in Visual and Performing Arts (VAPA) and Science, Technology, Engineering, and Math (STEM) Pathway classes at Fowler High and Sutter Middle Schools as indictors of access to a broad course of study.  The District has not established a formal process for tracking such participation that delineates the elementary schools’ grade spans, unduplicated student groups, and students with exceptional needs.|Based on the above metrics, the District reported in the 2019-20 LCAP Annual Update the following:  100% of students, Districtwide, had access to a broad course of study.  55% of Fowler High School (FHS) students participated in VAPA.  11% of Sutter Middle School (SMS) students participated in VAPA.          0% of FHS students participated in STEM Pathway courses, due to a change in how those courses were defined.  53% did participate on ROP/CTE course. 25% of SMS students participated in STEM Pathway courses.  With its 2019-20 SPSA, SMS will begin collecting data on STEM participation by student groups. Sutter Middle School provided five sections of STEM classes, and also offered courses in 7th and 8th grades Ag and Ag-Welding. The SMS STEM teacher brought students to work with students at other district schools on STEM stations to broaden their backgrounds. The SMS STEM teacher also coordinated a STEM Night for Malaga School parents.|Small Districts like Fowler USD often face fiscal, personnel, and scheduling challenges in their efforts to provide access to the broadest possible array of courses. The District does offer a broad curriculum at all levels, T-K through 12, including ELA, ELD, math, social studies, science, STEM, PE, art, world languages, and other areas.|In order to better measure students’ access to a broad course of study, including unduplicated student groups and students with exceptional needs, the District will explore a more formal process for data collection.  The District will continue to offer the broadest possible array of courses, and seek creative and innovative ways of ensuring access to the broadest number of students who wish to participate.||2019-10-23|Met|2019
01612590132514|Francophone Charter School of Oakland|7|The locally selected tool that is used to measure student access to and enrollment in a board course of study is a master schedule audit.|The master schedule shows that all students enrolled at Francophone have access to a broad course of study in the form of a full inclusion general education program providing French immersion in the early grades.  No students are placed in Non-Public Schools and students eligible for academic and behavioral support receive that support in an inclusion format.  "Pull-out" instruction has been reduced since 2018-2019.  In 2019-2020, tier two and individualized supports are integrated into the general education classroom setting as much as possible through small group instruction, co-teaching, and "push-in" support.|At this time, although our results indicate that all students are accessing a broad course of study, the LEA is committed to continuing to monitor for barriers.|The LEA will continue to design programs, staffing models, student interventions, and policy that promote universal access.||2019-10-31|Met|2019
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.|The Visual and Performing Arts arena has been expanded to include a winter musical.  The Junior High Team has created electives for their WIN (Whatever I Need) time.||2019-10-08|Met|2019
43694500000000|Franklin-McKinley Elementary|7|FMSD uses our Student Information System to ensure all schools have access to and are enrolled in a broad course of study. Each school site submits their daily schedules and master schedules annually for revision and approval. All schools offer English Language Arts/English Language Development, mathematics, social studies, science and the required physical education minutes. Middle schools offer electives such as; music, band, art, culinary arts, STEAM lab and  computer science.|All school sites offer core subjects including Physical Education. Students with special needs are offered the same opportunities including electives. FMSD has provided the same core curricula to special day classes and professional development to support teachers in providing access.  Some schools are developing STEAM programs (Dahl, Kennedy, Meadows and Lairon),  AppleConnect at Santee, Vietnamese Dual Immersion at Windmill Springs, College Connection Academy in partnership with Eastside Union High School District and Sylvandale offers career academies in Health and STEAM.  Inclusion provides Students with Disabilities opportunities iin General Education settings. Los Arboles offers the co-teaching model in grades K-3; Meadows and Kennedy offers full inclusion in one TK and Kinder class and Lairon now offers full inclusion in grade 4.|We strive for continuous improvement regarding course access offerings however some barriers exist   Funding for enrichment programs such as Art and Music remains a  challenge. In reviewing 2018-19 information, middle schools are challenged to provide electives when EL students are needing to take an ELD course and an ELA course in a six-period day.|FMSD is supporting the continued development of STEAM at identified school sites. The district will be adopting a  middle school science curriculum for the 2020-21 year.  District staff will work with middle schools in planning courses and electives to ensure all students are provided access.||2019-10-22|Met|2019
01611760000000|Fremont Unified|7|1. FUSD’s graduation rates 2. % of students meeting college readiness requirements in English language arts (ELA) and Mathematics 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: 1. 94.3% 2. 61.26% in ELA; 57.43% in mathematics  3. 1,031 4. 38% 5. 851 6. 61% 7. 9%|Scheduling; Credentialing; Facilities|The Dashboard informs the Development of LCAP.|AVID is offered at the listed secondary sites. The enrollment numbers for the 2019-20 school year are listed next to each school: Centerville (44); Horner (51); Hopkins (50); Walters (49); American (117); Kennedy (72); Washington (63).  There are designated ELD courses are offered at every secondary campus as well as four elementary schools. For the 2019-20 school year, here are the enrollment numbers by course: ELD Connections (81); ELD 1 (72); ELD 2 (83); ELD 3 (144).  Long-term ELD students are provided support at each secondary campus through enrollment in the English 3D class. For the 2019-20 school year, 131 students are enrolled.  FUSD provides a designated mentor at the 17 school sites with at least five students who are designated without permanent housing. There are a total of 213 designated students as of October 2019.  FUSD provides extra staffing to secondary sites for the following purposes: Mathematics support, intervention, ELD support at each site.|2019-10-30|Met|2019
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. Since 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, elective, Advanced Placement, and Honors courses. The location and frequency of these course offerings are determined by specific student needs. This differentiation contributes to course-taking 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. Additional community college courses are held on FUHSD campuses for students to take after school through high school concurrent enrollment: General Psychology, Child Development, Psychology of Gender, and Calculus C/D. Across all campuses, 78.97% (2103/2663) of 12th graders are enrolled in a math course, and 75.59% (2013/2663) 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, 1,284 students in the Class of 2019 (46%) earned a Seal of Biliteracy by demonstrating advanced World Language proficiency. Of the Class of 2019, 73.78% (1897/2571) of students took at least 1 AP or Honors course and 24.04% (618/2571) 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 or support course are granted 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 the local community college district to offer courses through concurrent and dual enrollment. As of Spring 2019, concurrent enrollment courses based on student interest are offered on campuses in the district. We are also in the process of considering an Early College program to support high school and post-secondary success of students who are traditionally underrepresented.||2019-10-15|Met|2019
45699970000000|French Gulch-Whiskeytown Elementary|7|FGWS is a micro small school. The student population generally runs between 24-30 students TK-8. There are two classrooms. The lower elementary program spans TK-4. The upper elementary program spans 5th-8th grade. Both teachers post classroom schedules that cover all core curricular areas. Because the school is using Montessori pedagogy the multi-graded classrooms, while challenging, still allow the flexibility for all students to engage in their grade level curriculum with opportunities to review, relearn or move ahead in specific areas. Each student has an IXL account in ELA, Math, Science and Social Studies for individualized access to curriculum in addition to teacher guided instruction. IXL issues reports on student progress. The teachers have standardized and classroom measures that are recorded. The school uses Aimsweb for formal measures of reading fluency and comprehension and informal assessment of grade level math.|All students receive instruction of grade level content but have the opportunity to revisit material or move ahead in areas of interest. Modification of grade level material allow for a broad course of study for each student enrolled at FGWS.|Being multi graded does create some logistical barriers to broadening the scope of instruction at any one specific grade level, however, standards spanning several grade levels are often used to allow for more hands on exploration across grade levels. Generally speaking, all of the students are receiving a broad course of study. Foreign language study is a bit problematic although it is taught in the upper elementary program although not to the extent that a single class course of study would provide. Students are, however, allowed the option to further their study of Spanish on an individual basis through their IXL accounts.|Each student at FGWS receives a broad base of study in all core curricular areas. The LEA is always looking for grant and pilot program opportunities to either to provide additional funding to hire additional aides or training for teachers to add to their repertoire of teaching techniques in order to provide more effective instruction.||2019-06-10|Met|2019
12628286116289|Freshwater Charter Middle|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 has not been offered the full range of courses appropriate for their grade.|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 has not been offered the full range of courses appropriate for their grade.|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.||2019-10-08|Met|2019
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 has not been offered the full range of courses appropriate for their grade.|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 has not been offered the full range of courses appropriate for their grade.|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.||2019-10-08|Met|2019
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 Violet Heintz Education Academy offers environmental horticulture class for students. 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 offers on line CTE coursework with industry-recognized certification and college/career readiness, 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 that is 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 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.||2019-10-17|Met|2019
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 with moderate/severe disabilities enrolled in Alternative Learning Program (ALPs) 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.|Alternative Learning Program (ALPs) courses in Special Education have been revised in content and title to better access for all students to a broad course of study for secondary schools and is now reflective student scheduling. All alternative education students have access to course of study but sequence may be more individualized to meet their credit recovery plan.||2019-10-16|Met|2019
16639900116699|Frontier Elementary|7|For the elementary school sites in Pioneer Union Elementary School District, grade level weekly schedules are reviewed to ensure all students have access to a broad course to study. For the middle school, Illuminate, the online student information system, is used to oversee student scheduling, ensuring access and enrollment in a broad course of studies.  Reports are created within Illuminate based on grade level, unduplicated students groups, and individuals with exceptional needs.|After a review of the measures and tools in item 1, Pioneer School District has determined that most of our students have access to and are enrolled in a broad course of study. 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. Some differences noted are scheduling constraints at middle school for students in certain subgroups and their access to electives. A wide 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 computer instruction, 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 primary barrier for the English Learner students and Students with Disabilities is the limitations of the schedule for both multiple support classes and additional elective classes. 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.|Based on student academic performance results, review of the tools listed in item 1, and analysis of our curriculum and professional development plans, the district has intensified its focus on Math instruction for the 2019-2020 school year by working on math pacing guides and providing professional development in math instruction best practices. Additionally, the district is preparing for a science curriculum adoption by working with the county office of education and forming a science adoption team of teachers at multiple grade levels. With the strengthening of the District’s Multi-Tiered System of Support (MTSS) and its Response to Intervention (RtI) systems, the District will review and ensure that those students receiving additional supports still have access to a broad course of study.||2019-10-09|Met|2019
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.  Core curriculum is purchased and used by all staff members in all subject areas, with new curriculum coming in Next Generation Science and History Social Studies.  Special needs students utilize the same grade level curriculum as general education student, with scaffolding when appropriate.  English Language Development students are provided with standards based curriculum and given designated instruction and instructional strategies.|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. Intervention programs for mathematics include Dreambox, IXL and Next Gen math.  Universal Screening is provided for all grade 1-8 students through the Renaissance Learning STAR assessments.|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.|The implementation of Universal Screening for all grade levels will further inform decisions about access and mastery of the required course of study for all students.||2019-10-08|Met|2019
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  courses, such as health and wellness, both within and outside of the regular school day in Extended Day Care.|There are no identified barriers.|We will continue our best practice of ensuring that all students have access to a broad course of study.||2019-10-23|Met|2019
30665060000000|Fullerton Elementary|7|FSD utilizes the CALPADs system for tracking students enrolled in courses for kindergarten through eighth grades. Courses required by Ed Codes are implemented at all grade levels.  Additionally courses are offered to students based on site programs and site needs that may include, but not limited to, interventions, technology, STEAM, etc. The Illuminate Student Data system provides information on student achievement by subgroups include 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, DIBELS universal screening and progress monitoring assessments, GATE assessments, Thrively, common formative assessments, and classroom grades/progress to determine placement in tiered interventions, 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.  Based on the results of mathematics assessments, an after school Math DELTA club is offered at most school sites. 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 and professional development opportunities to ensure the EL population continues to make growth on state and local assessments.  After school intervention programs  for literacy and math as well as summer programs will be extended to ensure that more students have access.||2019-10-15|Met|2019
30665140000000|Fullerton Joint Union High|7|CSU/UC "a-g" completion rates Enrollment of unduplicated students in honors, AP and IB courses Enrollment of students in CTE courses Enrollment of students in Visual and Performing Arts (VAPA) courses Enrollment of students in World Languages courses|CSU/UC "a-g" completion rates - 58% completion rate (5% increase over two years) Enrollment of unduplicated students in honors, AP and IB courses - 39% (remained the same over two years) Enrollment of students in CTE courses - 31% (decreased by 8% over two years) Enrollment of students in Visual and Performing Arts (VAPA) courses - 34% (remained the same over two years) Enrollment of students in World Languages courses - 63% (remained the same over two years)  Unduplicated student populations including foster youth, homeless students, low income students, English learners, and students with disabilities experience limits to a broad course of study in the areas measured for various reasons at each District school.  That said, there are fewer unduplicated students taking a broad spectrum of courses at Troy High School and at Sunny Hills High School.  One reason for the discrepancy is because of the fewer number of unduplicated students who attend each of those schools.  There tends to be a higher concentration of EL at Buena Park HS, Fullerton Union HS, and La Habra HS and, consequently, more students from the unduplicated populations are taking a wide spectrum of courses.  However, there is a proportionate number of unduplicated students taking CTE courses at all District schools.  The CTE programs at all schools are very robust and include a large number of students.|Barriers because of language fluency for English learners is one of them.  The often short tenure of foster and homeless students enrolled in the District prevents them from taking electives and honors level courses that often require prerequisites and other foundational skills often missed because of frequent moves from one place to another.  A majority of the population of District students graduate and attend a two-year college. As a result, fewer students see the need to take courses that qualify for the "a-g" requirements of the CSU/UC system.|Each District school creates an Individual Learning Plan (ILP) for every EL.  The ILP helps students and parents, working with their guidance counselor, to map out a broad course of study that includes necessary English acquisition.  This plan is reviewed and updated annually at minimum.  The District has dedicated human and fiscal resources into reclassifying EL the moment they are fluent in English in order that they may begin taking a broader course of study along with their English only speaking peers.    The District has committed human and fiscal resources to significantly increase services to homeless and foster youth through mentorships, parent/guardian training, college application processes including FAFSA applications, mental health services, tutoring, and other services to increase attendance, lower drop out rates, increase graduation rates, and thereby give these students more opportunities to take more rigorous courses and courses in CTE.  More and more courses are being approved to meet "a-g" requirements so that all students, no matter the course, even in CTE courses can meet CSU/UC "a-g" requirements as a normal part of their educational experience.||2019-10-22|Met|2019
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 AB 167/216 for a reduction to the 130 credits necessary for graduation under California Education Code.  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 Edmentum PLATO courses and the Summit Learning curriculum.  All students have access to timely nonfiction reading, vocabulary and writing curriculum through the Newsela platform. 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.|Fusion is a single school LEA. All students are enrolled in 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, currently used in Grades 7-9. Students in Grades 11 and 12 also have access to concurrent enrollment in local community colleges, based on student interest. 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 and wireless Hotspot lending procedure for students to take home devices.  Fusionis in the second year of a popular 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 one to two additional hours for Grades 7-8 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. Currently several students are preparing for concurrent enrollment in Spring 2020.|Fusion Charter is independent public charter #1695, authorized by the Turlock Unified School District since September, 2014. Fusion is a program of Aspiranet, a private, nonprofit family services agency with a long history of addressing social and emotional needs of at-risk adolescents, foster youth and students in residential treatment programs. Fusion serves no more than 250 junior high and high school youth characterized by school disengagement and behaviors that make it difficult to function in typical classroom or independent study programs.   Fusion Charter offers hybrid independent study with daily sessions on campus, including small group participation, customization of skills and hands-­on projects. Students have access to mentoring, credit recovery, support for social-­emotional issues, college readiness, employment and job training opportunities. They benefit from Fusion’s trauma-responsive approach and a flexible schedule which includes sports, arts, technology and student leadership opportunities. Many have successfully transitioned back into local schools while others have chosen to remain in Fusion's small personalized setting. To date at Fusion, 136 students have earned a standard high school diploma and the habits of success for productive adult lives.|2019-06-21|Met|2019
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.||2019-10-22|Met|2019
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.||2019-10-16|Met|2019
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-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.||2019-10-16|Met|2019
34673480000000|Galt Joint Union Elementary|7|GJUESD annually tracks and evaluates the text to which all students have access to and are enrolled in a broad course of study.  Annually, staff review the number of students accessing the core curriculum including English language arts, English language development, mathematics, science (NGSS), social studies, physical education and visual and performing arts.  Students who are receiving routine instruction in all subject areas are counted as having a broad course of study.|All elementary and middle school students are provided a broad course of study- all receive instruction in all core subjects.   Full day kindergarten through 6th grade have access to music; in addition intermediate grade students have access to choir and band.  At the middle school level, music access is balanced by other courses of interest such as AVID, piano lab, CTE and technology.  Access to compacted math courses has increased from 2 courses to 4.  After school programs also augment and support the broad course of study offered during the regular school day.|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 in grades 5 -6.  Challenges persist around communication and reaching all students with information that might help them make more informed choices about the various options they have access to.  Transportation is also a challenge for those students interested in performing arts opportunities which take place after school.|The GJUESD has a partnership with Sacramento Metropolitan Arts Consortium, Any Given Child. Three elementary schools and the pre-school have Artist Residencies working with students and teachers to create and implement art-learning experiences. Working with the CDE, one section of CTE will be provided for middle school students.  The work that remains to be done is to provide world language opportunities to middle school students and to extend the partnership with Sacramento Metropolitan Arts Consortium to all schools in the district.||2019-10-23|Met|2019
34673550000000|Galt Joint Union High|7|Galt Joint Union High School District annually tracks and evaluates the extent to which all students have access to and are enrolled in a broad course of study.  Annually, staff review the number of students accessing the core curriculum including English, mathematics, science, social science, world languages, visual and performing arts, physical education and health, by looking at the 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.|The current graduation rate is approximately 92%, meaning that most students are accessing the core curriculum. When looking at individual subgroups English Learners (84%), Special Education students (78%), and Low Socioeconomic students (89%) have lower graduation rates, meaning that they are not accessing core course offerings at the same level as the general student population. These differences are slightly more pronounced for English Learners at Liberty Ranch High School, while Special Education students are experiencing a little more difficulty accessing core courses at Galt High School.|The most significant barrier to accessing a broad course of study is ensuring that students are adequately prepared for the higher level coursework required to graduate, specifically in math and English. Significant numbers of students in specific student groups are not reading, writing, or calculating at an appropriate level to access the high school curriculum upon entering high school.|Remediation and acceleration programs in Math and English have been implemented and are being revised this year to better meet the needs of these students and accelerate them to grade level preparedness within the first two semesters of their high school career.  This will provide them with sufficient time to access and complete the full complement of courses required to graduate.||2019-10-03|Met|2019
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 (LCAP).    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 student 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 exceed state and county averages.  The decrease in 2017 rates is a result of the state’s new methodology for calculating rates.  California: 81.0% (2014); 82.3% (2015); 83.8% (2016); 82.7% (2017); 87.3% (2018) Orange County: 88.6% (2014); 90.0% (2015); 91.0% (2016); 88.8% (2017); 89.9% (2018) District overall: 89.7% (2014); 91.8% (2015); 92.2% (2016); 91.7% (2017); 90.5% (2018)  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: 35.5% (2007):  45.4% (2016); 46.8% (2017); 49.6% (2018) Orange County: 39.1% (2007):  51.1% (2016); 52.0% (2017); 54.5% (2018) District overall: 32.8% (2007):   51.6% (2016); 57.5% (2017); 59.7% (2018) Bolsa Grande: 35.6% (2007):   54.0 (2016); 61.5% (2017); 59.0% (2018)  Garden Grove: 33.5% (2007):   49.5% (2016); 49.8% (2017); 55.4% (2018) La Quinta: 40.2% (2007):   69.6% (2016); 73.1% (2017); 73.7% (2018) Los Amigos: 36.0% (2007):   45.5% (2016); 53.8% (2017); 55.9% (2018) Pacifica: 36.6% (2007):   57.3% (2016); 57.8% (2017); 63.4% (2018)  Rancho Alamitos: 28.6% (2007):   48.1% (2016); 52.6% (2017); 53.9% (2018) Santiago: 29.4% (2007):   45.7% (2016); 56.3% (2017); 53.6% (2018) Across student groups, the Latino student group has the lowest rates of a-g completion (44.1%).  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 our 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.  We 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, articulated with post-secondary systems. We are aligned with state and national trends on course offerings, 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 course 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. Students are exposed to robust program for world language programs at the intermediate school, and upon matriculation to the high school, students did not always have appropriate AP courses available to them at 9th and 10th grade.|Through our yearly monitoring and course audit processes, we are able to determine the areas in which we are making growth in closing the achievement gap.  In addition, we are able to determine areas where continued growth is needed and make 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 course and earn high school credits simultaneously with college credit.  The district has initiated new partnerships with local area community college districts and have aligned our 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 offers courses in Ethnic Studies, open to all students. * California College Guidance Initiative (CCGI), for grades 7-12, is an initiative to support student access to a broad course of study.  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.||2019-10-15|Met|2019
12628360000000|Garfield Elementary|7|Garfield school district has created a metric in our Local control Accountability Plan to ensure that all students have access to a broad course of study to include visual art, music, dramatic arts and outdoor education.|100% of students have access to a broad course of study at Garfield Elementary School.|There are no barriers preventing Garfield School District from providing access to a broad course of study for all students.|Garfield School District will continue to use our LCAP metric/evaluation tool to ensure that all students have access to a broad course of study.||2019-11-14|Met|2019
19645500000000|Garvey Elementary|7|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.|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)|* All required courses are provided by all district schools for all students, with the exception of foreign language in Grades 7-8.|* 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.  Summary of 2018-19 Status Status in Meeting the Local Performance Indicator for Priority 7: Met||2019-10-17|Met|2019
19647336061584|Gaspar De Portola Charter Middle|7|Portola uses the master scheduling system, Focus, and MiSiS, to track student enrollment in a broad course of study.  Students in need of additional supports are identified using various reports.  Through Individual Graduation Plan reports, we monitor each students' progress towards meeting the a-g course requirements.  Reports can also be disaggregated by student groups.  English learner progress dashboards are used to track progress toward reclassification, including proper course enrollment, grades, and state exam scores.  Students at Portola have access to various math pathways to meet their individual needs, allowing students to take high school level math classes if needed.  Portola also offers a CTE biotechnology pathway.|Using the locally selected measures, Portola can confirm that all students have access to and are enrolled in a broad course of study.  School site administrators, counselors, and support staff monitor student enrollment in appropriate courses.  Students have access to the core subject areas as well as visual and performing arts, language, and physical education.  Resources are utilized to provide intervention to students who are performing below the state standards.|One barrier to 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 that these students can participate fully in all the general education and elective courses.  English Language Development class is required for English Learners, limiting one period of study to access other courses.  Students with Disabilities also receive additional supports based on their Individualized Education Plan (IEP), which can limit the students' choice and access to all the courses.  Another barrier is the enrollment-based resources to our school.  We are able to offer courses based on the resources generated and the credentials held by our teachers.|In response to the results of the tool or locally selected measures, Portola will continue to implement and revise the multi-tiered systems of support to ensure all students have access to a broad course of study.  We will continue to look at the overall Tier 2 and Tier 3 supports.  We will also explore offering supplemental online courses to compliment the face-to-face instruction to ensure that all students have access to a broad course of study.||2019-10-28|Met|2019
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 2019 graduating class was 14 credits, our goal is to have that number rise to at least 20 credits.|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.|2019-11-15|Met|2019
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 #1|See #1|See #1||2019-10-16|Met|2019
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 languages, electives, and visual/performing arts programs.||2019-10-22|Met|2019
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 #1|See #1|See #1||2019-10-16|Met|2019
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.||2019-11-12|Met|2019
45752670000000|Gateway Unified|7|Self-contained classroom teachers are required to submit a class schedule to the school administration. The schedule must indicate the class subjects, instructional minutes for each subject, and subjects/courses with instructional minutes provided by additional teaching staff (i.e. music, P.E., art, interventions, G.A.T.E., etc.). The class schedule must include information regarding students missing class instruction on a regular basis for 'pull out' programs such as RSP, English Learner, etc.   School Master Schedules are used to identify courses being offered to students by single subject teachers in grades 6-12.  Counselors at each site utilize the Student Information System (SIS) to monitor student enrollment in courses and specialized instructional programs.  Site administration, counselors and teachers analyze classroom and master schedules to assure all students have access to and are enrolled in a broad course of study.|In the self-contained classrooms, all students have access to curriculum provided by the classroom teacher and courses provided by additional teaching staff such as music, P.E. and art.  Intervention classes that may require a student having to leave his/her classroom are not scheduled at the same time as courses provided by additional staff.  Intervention classes are scheduled for all students (below to exceeding standard) at the same time for primary grade levels.  Students in grades 6-12 are required to fulfill school board policy requirements for completion of courses including the selection of elective courses offered to promote a broad course of study.   Higher level courses with demanding prerequisite knowledge can prevent some students from enrolling in the course (i.e. College Dual Enrollment & AP courses in English, Math, Social Studies, Science).  Unduplicated student groups and individuals with exceptional needs that are struggling in Reading and /or Math are at greatest risk for enrollment in these courses.|Students that are significantly behind grade level in reading and math when entering the LEA schools are at greatest risk for accessing all available courses.  These students receive MTSS (Multi-Tiered System of Supports) throughout grade school (TK-5).  In grades 6-12 there is less flexibility in scheduling to offers sufficient access to all students for all courses.  It is especially challenging when students that are significantly low in reading enter the LEA schools in grades 6-12.|The goals in the LCAP are analyzed regularly with each significant benchmark data collection.  Student group data is analyzed for growth in learning objectives.  Classroom enrollment data is also analyzed to determine if student sub-groups are having equal access to courses.  LCAP funding has been adjusted to improve MTSS, as well as ensure access to a broad course of study (i.e. funding music teacher, STEM class opportunities, etc.).||2019-10-23|Met|2019
47703180000000|Gazelle Union Elementary|7|The locally selected measures that were used to track the extent to which Gazelle Elementary School students have access to, enrolled in a broad course of study included student rosters and district adopted curriculum lists.|Gazelle Elementary School District is a single school district so all students have the same access to a board course of study. There are only 2 teachers in the school, so each teacher is relied upon to deliver a broad course of study utilizing the district adopted curriculum materials.|Due to the small size of Gazelle Elementary, the identified barriers that hinder a broad course of study are a lack of staff with specialization in each subject area. General education teachers are relied upon to deliver instruction in all areas.|Gazelle Elementary will be researching Foreign Language curriculum materials for 7th and 8th graders as this is the only element that is missing within our broad course study offering.||2019-09-25|Met|2019
15634870000000|General Shafter Elementary|7|General Shafter School District is a one school district. All of our students, including unduplicated and individuals with exceptional needs are provided the same tools equally. Chromebooks, curriculum and supplies as needed are issued to every student equally.|General Shafter School District is a one school district. All of our students, including unduplicated and individuals with exceptional needs are provided the same tools equally. Chromebooks, curriculum and supplies as needed are issued to every student equally.|Barriers that have been identified is absenteeism. If students are not at school they are unable to receive or have access to their course of study. Also, the lack of sufficient wireless internet services have been a barrier from time to time.|General Shafter School District has made absenteeism. a priority. Our campaign of "Being Here" promotes the importance of being at school everyday. Also, currently, we are working with vendors to get wireless internet capabilities.||2019-10-08|Met|2019
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. In the Fall of 2019, a new Whole School Child dashboard will be released for teachers and in the Winter of 2020, a new Whole child dashboard for principals will be released to support using data to drive instructional improvement and student learning.|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.||2019-10-17|Met|2019
34674390101899|George Washington Carver School of Arts and Science|7|||||||Not Met|2019
33670586031959|George Washington Charter|7|All students at Washington Charter School are enrolled in a broad course of study. The school has always taken pride in offering students a balanced educational program. The daily schedule reflects  board course of study for Washington students.|As noted above all students at Washington Charter School have access to a broad course of study. Students are provided a balanced educational program|Not applicable|Not applicable||2019-09-25|Met|2019
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.|The District will begin discussions with various teams to identify ways to provide equal access to a broad course of study that includes second language learning opportunities and VAPA curriculum for 7-8 grade students. Barriers included personnel capacity, resources and time.|The District has incorporated a second language option for 7-8 grade students during our school wide Fun Friday choice time. The District has also offered more VAPA opportunities for students across all grades. During the 2018-2019 school year, the District received a grant to support the purchase of VAPA materials. In addition, a local theatre company has partnered with the District to offer two 7-week courses to teach 6-8 grade students improvisational storytelling.||2019-10-21|Met|2019
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 2019-2020 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.||2019-10-09|Met|2019
43694840123760|Gilroy Prep (a Navigator School)|7|Data is one of Navigator's five compass points showing its importance to the organization and the staff.  Coaches go over individual student data weekly in the coaching / feedback meetings, monthly at grade level data meetings, and teachers are reviewing the data daily to recalibrate a lesson if needed.  Data is used to create homogeneous small groups, and to determine placement in intervention academies.  Data is reviewed by subgroup to ensure Navigator is continuing to reduce or eliminate the achievement gap for traditionally underserved and vulnerable populations.|The educational model at Navigator is created to ensure all students have access to a broad course of study and spend an equal amount in time in ELA and math.  They also have PE, History / Social Studies, Science, and a variety of enrichment programs throughout the week.|Navigator's programs ensure access to a variety of programs throughout the week, and participate in numerous athletic activities. Due to a lack of space on our current campuses, additional extra-curricular activities are a challenge (band, music, etc...).|Navigator will continue to work with the parents to prioritize the areas of importance for staff and families and utilize the LCAP to ensure the course of study and budget align.||2019-06-18|Met|2019
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. An  area of growth at all three middle schools is to determine how more students can be exposed to CTE and the arts.  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.  A new program has been initiated for 9th and 10th grade students who are at risk of not graduating. Students are in an individualized program that allows them to access courses on the comprehensive campus and take other courses independently on-line.   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 District has implemented an Enrichment/Intervention period at all three middle schools to begin to address the need for additional intervention as well as enrichment for all students.  Five elementary schools have begun training in Guided Language Acquisition Design (GLAD) for 4th and 5th grade teachers. This approach supports the integration of Science and Social Studies  with English Language Arts.   The new Administrator of Intervention and Enrichment will focus on ways to provide equitable enrichment opportunities for students. The new Administrator will also assist with training site staff to support differentiated opportunities within the classroom.   In addition, the District is implementing a three year NGSS plan to support implementation of the NGSS standards at all grade levels.  At the high school level, the District has implemented credit recovery classes at each site to support students struggling to meet the A-G default requirements. Students can take these courses in addition to their regular coursework, allowing for a seven period day option.  Each comprehensive high school also allows students the option of a seven period day in order to provide the opportunity to remain in a CTE or VAPA pathway for all four years and meet all other graduation requirements.||2019-10-17|Met|2019
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 CA Interim Assessment Benchmarks (IABs) to progress monitor their mastery of standards-aligned targets and objectives by claim and sub-topics. Additionally, students academic progress is reviewed every 5 weeks to identity 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. Teachers are trained on how to access this data from the program, Achieve3000, and apply it to their instructional planning. This data is directly shared with the students and action plans are made to improve their progress, if needed.  Beyond all the core subjects, students begin each day with Movement (physical education) and thus exceed the Amount of Required Physical Education (CA mandates at least 200 minutes of physical education every 10 school days in grades 1-6. 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. Over the summer SBAC data and Beginning of the Year (BOY) data is used to support with student scheduling.  BOY assessments such as the NWEA's Measure of Academic Progress (MAP) and math fluency assessments are used to provide achievement data on incoming 6th graders. Other data used includes: student surveys, teacher input, and attendance data.  As noted above, students' progress is reviewed every 5 weeks with other data such as the Interim Assessment Benchmarks|Presently, all three grade levels (6th, 7th, and 8th) have a data-driven, student-centered master schedule.  Students who are identified as Intellectually Disables are supported with adapted curriculum and access the general, grade-level curriculum when appropriate.|Presently, all three grade levels (6th, 7th, and 8th) have a data-driven, student-centered master schedule.  As needed, scheduling is adjusted to support adequate progress of all student sub-groups.||2019-10-23|Met|2019
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: a. 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 education plan. b. 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.   c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests.  d. 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.  A PLP addresses specific goals for each semester of school across all subjects.  It specifies 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 guides 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. As detailed in our 2019-20 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 LCAP document for 2019-20.||2019-10-28|Met|2019
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 2018-19 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 99% 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 2018-2019 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. Glendale Unified School District Career Technical Education (CTE) programs have been developed to connect students to college, careers and life. GUSD CTE, comprised of 11 Industry Sectors and 25 pathways, provides students a wide range of courses to explore career opportunities. Career and technical education (CTE) prepares youth for a range of high-wage, high-skill and high-demand careers. A CTE pathway is a sequence of two or more CTE courses within a student’s career interest.  All CTE courses support the Common Core and CTE Model Curriculum Standards (MCS).  To ensure students are college and career ready, 99% of CTE courses are a-g approved by the UC A-G Management Portal. Six courses A-G approved for the 2017-18 school year, 26 courses approved for 2018-19 school year and 44 courses were approved for the 2019-2020 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.|Beginning the 2019-20 school year, in alignment with AB2735, Glendale Unified School District adopted new ELA/ELD curriculum/pathways to support increased access to core instructional programs for all students, specifically English learners. Glendale Unified School District also utilizes 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 for multiple student groups.  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.||2019-10-22|Met|2019
19645760000000|Glendora Unified|7|The District utilizes the Aeries database, Illuminate, 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 which courses.  The District provides additional ELD paraprofessional support in English and History for EL students as the students indicated these are the two subject areas the needed the greatest support and allows the EL student to stay on the A-G pathway.  In addition, transportation is provided to any student who are interested in CTE courses offered through a partnership with the Fairplex.  These courses along with the courses through ESGVROP, offer GUSD students a broader selection of CTE courses then are offered on the school site.  Students with exceptional needs course work is determined through the students individual education plan and based on the team members input.|Based on student's individualized plans, graduation requirements, interests, and employability information classes are determined and master schedules are built.  At the elementary level, all classes are self-contained and the multiple subject teachers provide instruction in English, Math, Science, History/Social Science, Science, PE and Art/Music with itinerant teachers providing the math and PE at the fourth and fifth grade level.  The District provides additional ELD paraprofessional support in English and History for EL students as the students indicated these are the two subject areas the needed the greatest support.  In addition, transportation is provided to students who are interested in CTE courses offered through a partnership with the Fairplex.  All students can access Honors and Advanced Placement courses even if prerequisites are met, by signing an informational contract regarding the requirements of each course.  In addition GUSD offers 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 learning center or ELD class.  This allows all studnets an opportuntiy to access a broad course of study, if they choose.  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.  Both middle schools offer the same music and art classes which provide equal access and equity between the sites.  All five elementary campuses offer courses in all curricular area and utilize the same adopted curriculum.  THE CDE Dataquest data supports that GUSD students  have access to a broad course of student and that access is equitable to UDP's and students with exceptional needs.|The two barriers identified are IEP requirements that specifically address the student's coursework and the financial restrictions due to lack of funding  There are no barriers identified in providing access as students are all accessing a broad course of study.  Potential future barriers could be any reduction to staff due to budget constraints or low interest in a course making it fiscal irresponsible to continue to offer the course, so the District will continue to monitor and explore options for students.|The District will continue to closely monitor student groups and course offering 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 Educations 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 an entry level medical course||2019-10-28|Met|2019
11101160000000|Glenn County Office of Education|7|Our program is only for students who have special needs. Many of these students are on a certificate of completion track for graduation and not on diploma track. For the students who are on diploma track the program specialist and the school counselor at the hosting high school work closely to ensure all these students have access to a broad course of study.|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.|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|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.||2019-10-16|Met|2019
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).|Currently, we have no barriers preventing our LEA from providing access to a broad course of study for all students.|All students have access to a broad course of study.||2019-10-31|Met|2019
19647330129833|Global Education Academy 2|7|||||||Not Met|2019
54722560135863|Global Learning Charter|7|GLC is an elementary school currently serving grades TK through 8th grade. During the 2018-19 academic year, the school served students in grades TK through 7th 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 2018-19, the school is also offering 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, an afterschool athletics league, field trips, and after school clubs (e.g., chess, board game, STEM, cardboard challenge, book club). 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 expanded day 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 continues to offer 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. Current clubs include book club, board game club, Leadership, and Innovators’ Club. In addition, the school offers an after-school sports program for students in grades 5-8. The school also offered a musical theater opportunity for students in grades 1-8. Additionally, 7th-8th grade students are offered an elective during the regular school day. Currently these options include: Video News, coding, and speech/yearbook.||2019-10-29|Met|2019
30664230131417|GOALS Academy|7|Because we are an independent charter school, we are considered to be both a school and a district, with the Anaheim Elementary School District as our Principal. With our total enrollment of 240 scholars at our single school site, it is easy to observe each of our scholars participating in a broad course of study. In essence, all scholars are enrolled in the same courses, albeit there are times when additional support is needed via differentiation, individualization, and personalization. There are no variations in access to the curriculum across each content area.|In the GOALS Academy Elementary School setting for Grades TK through 6, all scholars are involved in a broad course of study. Unlike many traditional school settings, there are no Special Day Class or GATE settings. So, even in these special circumstances, all scholars have access to and are enrolled in a broad course of study as implemented in their classrooms.  Additionally, scholars in all grade levels have designated time with specialists in the areas of physical education, music appreciation, visual arts, piano, and dance. Scholars in Grades 4-6 also begin the process of learning a language via Rosetta Stone. This is continued after school via our ASES-funded GOALS for GOALS Academy Program, as well as our Little Labs (Grades TK-2) and Big Labs (Grades 3-6) Programs, which are offered free of charge. All scholars who are signed up for these programs have access to Life Skill, VAPA, and STEAM electives.|There are no barriers to our scholars' participation in a broad course of study.|At this time, we seek to continue with our current approach to offering a broad course of study for all students.|This particular section of the Dashboard does not seem as relevant in the elementary school setting as it would be in the junior high and high school settings. However, GOALS Academy is proud of its rigorous academics program and a plethora of enrichment opportunities. This involves all of our scholars.|2019-11-04|Met|2019
19647330117978|Goethe International Charter|7|Goethe International Charter School serves over 00 students in grades TK-5 with the following student demographics that include: 41% White, 27% Hispanic, 16% 2+ Races, 10% African-American, 4% Asian, 2% Filipino, of which 8% are Students with Disabilities, 20% English Language Learners, 0.2% Homeless, and 23% Socioeconomically Disadvantaged.   Goethe International Charter School is a WASC-accredited public school that provides students with an International Baccalaureate Primary Years Programme (IB PYP) model.  In addition, our school offers a German Language Immersion (GLI) Program.  At GICS students learn to communicate in a variety of ways and in more than one language, which is fundamental to the development of intercultural understanding.  Our programs support complex, rich, dynamic learning, whether students are learning English, German or Spanish for the first time.  Our unique interdisciplinary approach allows students to make connections beyond core content area knowledge to develop conceptual thinking.  In addition, our students explore the concept of function, how things work which is then applied to any subject area.  When students have the opportunity to practice using conceptual questioning and critical thinking in multiple disciplines, this better solidifies the importance of learning how to learn” skills.”   These skillsets empower students to take on the challenges in order to be who they want to be and excel to their fullest potential. Goethe International 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 Goethe International Charter School’s educational program.   Goethe International 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-led conference, and parent/conference reports. In addition, the School Directors will verify this during classroom observations and they will 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 Goethe International Charter School, 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 our students have access to and are enrolled in Art (Gr TK-5), Exploratory (Gr.6), Spanish (Gr 3-6), and German (Gr. 6). There are no differences in accessibility to courses, across student groups at Goethe International Charter School.|Currently, 100% of the students have access to a broad course of study and Goethe International Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Goethe International 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.||2019-10-21|Met|2019
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 318 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 at each site 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.||2019-10-21|Met|2019
55724130112276|Gold Rush Charter|7|The master agreement serves to indicate that all families have been met with and each student is enrolled in a broad course of study. This document also outlines which subjects, if any, students receive modifications for (based on IEP/504 plans). At the High School level, all students in grades 9-12 receive a High School Educational Plan, which shows the necessary courses of study to fulfill course requirements and maintain progress towards graduation.|Each student is provided with their own individualized learning plan that focuses on their needs and goals. The school has worked to make sure all programs are available to students. For example, the school works with the local college to hold a college class on-site to give all students access to college. The school has also supported this endeavor through purchasing textbooks to further allow all students access. The High School Educational Plans shows a current plan to continue progress towards graduation, which requires a broad course of study.|No barriers identified at this time.|Gold Rush will continue to provide support to offer all students access to a broad course of study through supplemental instruction in both paper and online form and offering differentiated coursework.||2019-10-17|Met|2019
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. .||2019-10-10|Met|2019
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.|Students at GECS have access to and are enrolled in a broad course of study, shown by breadth and diversity of course enrollment in our student information system (Oasis), schedules of offered courses through independent study and learning centers, and A-G course lists.|Identified barriers relate to geography and the challenges of getting students access to quality instruction (e.g., transportation to learning centers for on-campus classes), and access to learning technology (e.g., internet, student Chromebooks, online options for tutoring and courses).|We have expanded access to technology for students, class options at GECS learning centers, and developed a rich set of course offerings to meet a variety of student needs and learning modalities including live online math courses.||2019-10-10|Met|2019
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 a broad coarse of study.|For the 18/19 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|GFUESD students have access to ELA/Math, Science, Social Studies, and Physical Education.  This year 19.20 the district purchased STEM enrichment curriculum and is offering to all grades, K-8.||2019-10-16|Met|2019
07100740730614|Golden Gate Community|7|We have two delivery models within Golden Gate School, classroom-based and Independent Study. Classroom based students have access to daily direct instruction from credentialed teachers as well as to online courses that meet their individualized curricular needs.  Independent Study students complete the majority of their coursework independently either way by our online learning platform or through structured book work.|We have two delivery models within Golden Gate School, classroom-based and Independent Study. Classroom based students have access to daily direct instruction from credentialed teachers as well as to online courses that meet their individualized curricular needs.  Independent Study students complete the majority of their coursework independently either way by our online learning platform or through structured book work. Every Independent Study student has a weekly meeting with their teacher where they can receive help with their individualized course of study.|Our multiple methods of course delivery help us to meet the needs of a diverse group of students.|In the coming year, we will be working to revise our Board adopted course of study to include our new curricular options as well as to write course descriptions for our classroom-based instruction to submit for A-G approval with the aim of increasing the number of A-G curses completed by students.||2019-10-16|Met|2019
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.   All students participate in Renaissance Learning Math and English Language Arts assessments to identify academic skills and still developing areas. 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 newly entering students are assessed using the MEFS (Minnesota Executive Function Scale). All these tools provide insight into the student's skills and abilities, and to help identify students needing academic interventions and supports.  Students in key sub-groups, including socio-economically disadvantaged and English learners, are closely monitored for progress and the need for additional supportive services to meet state standards including 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 Math/Reading Interventionist and English Language Development Specialists, 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. Staff work to efficiently manage caseloads and services to students.|Golden Oak Montessori routinely looks at academic and operational choices to ensure maximum efficiency. Recently strategic planning exercises included an operational review of how current efforts and activities could be completed with less funding and resources enabling more students to participate. 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 through coordinated Work Day projects supported by volunteers. In addition, classroom volunteers are actively utilized to support reading groups and make instructional materials. Teachers are offered funding support for Montessori training or a California Credential program to further develop talented teachers who can be retained at Golden Oak Montessori as highly-qualified educators.||2019-10-10|Met|2019
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-5 to help prevent Long-Term English Learners, and ELD using adoption materials. 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.|The only barrier we were able to identify is the lack of human capital to broaden the opportunities.  Another is the analysis of our overall master schedule.  Students want more challenge in their classrooms.|We will review student courses of study access as we are look to design the Master Schedule.  In addition, we will review student academic performance indicators to ensure students have the right balance of courses to be successful.||2019-10-08|Met|2019
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. Additionally, high school students go through a course selection process which monitors and tracks the extent to which all high school students are enrolled in a broad course of study.|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 for each student. To fulfill the individual student’s choices, access to course materials are provided to students through our school library and individual orders for materials/services not readily available from the library.|The structure of our school 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 certainly provide access to a broad course of study, and we feel our students have more freedom and flexibility in course offerings than they would at a traditional school site.|The school does not need to make revisions, new decisions, or take new actions to provide access to a broad course of study for all students. Personalized learning plans allowing the formation of a course of study most appropriate for each individual student are the basis on which this school was formed, and they have been used since the school’s inception in 2001.||2019-09-09|Met|2019
34674470132399|Golden Valley Orchard|7|GVCS uses an advanced student information system to track assessments that are benchmarked and analyzed by subgroups.  Using a Waldorf curriculum requires a unique approach tied to the California standards.|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.|GVCS is a K-8 program. We offer common core plus seven additional subjects within a week that all students have equal access to.|2019-11-13|Met|2019
34674470114983|Golden Valley River|7|GVCS uses an advanced student information system to track assessments that are benchmarked and analyzed by subgroups.  Using a Waldorf curriculum requires a unique approach tied to the California standards.|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.|GVCS is a K-8 program. We offer common core plus seven additional subjects within a week that all students have equal access to.|2019-11-13|Met|2019
31668520138008|Golden Valley Tahoe|7|GVCS uses an advanced student information system to track assessments that are benchmarked and analyzed by subgroups.  Using a Waldorf curriculum requires a unique approach tied to the California standards.|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.||2019-11-13|Met|2019
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.||2019-10-22|Met|2019
42691950000000|Goleta Union Elementary|7|School plans, school site schedules, and student rosters identify the broad course of study all students have access to.  All students have access to core instruction in English Language Arts and Math, as well as designated English Language Development for all English learners.  Students have access to science instruction with our new science curriculum as well as social studies units of instruction.  A combination of the classroom teacher and specialist teachers provide access to visual/performing arts and health/physical education for all students.|School schedules and rosters show that all students have access to a broad coarse of study.   Educating the whole child is a priority of Goleta Union School District.|Given our teachers' efforts to differentiate student needs by providing additional intervention and/or extension in core subject areas such as English Language Arts and Math, the ideal amount of time for each subject, especially in science and social studies, can be challenging to achieve.  Updated efforts were made this year to ensure that access to daily designated English language development is a top priority for all students identified as needing this support.  Teachers are collaborating to identify areas where integration of subject matter can be improved to maximize access and opportunity for students to experience greater depth to all subjects.|Goleta Union School District has prioritized science instruction this year with a newly adopted curriculum and embedded professional development for teachers.  Designated English language development is offered to all English learners daily, a practice improved from previous years.  Leadership and teachers use teacher schedules as the foundation for conversations to ensure access to a broad course of study for all students.||2019-10-16|Met|2019
37683380119610|Gompers Preparatory Academy|7|Gompers Preparatory Academy (GPA) uses the Master Schedule, 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. 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 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 successfully 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 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, for example, advanced and advanced placement 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 enrollment 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.|Throughout the last couple of year we have noted that not all students entering GPA 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, after school tutoring with classroom teachers, and tutoring support provided in the Encore after school program.  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.  The 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 support.|Over the last year, 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. You will 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. We are also 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 in the surrounding low economic communities. We have consistently graduated 100% of our seniors since our first graduating class in 2012 and close to 80% of the GPA Class of 2018-19 earned admission to a 4-year university like UC San Diego, UC Berkeley, San Diego State University and more. We continue to seek information from our alumni and adjust our practices to better support their transition and success in college.||2019-11-12|Met|2019
27754730000000|Gonzales Unified|7|The Gonzales Unified School Districts utilizes class schedules, report cards, course offerings at the secondary level, English Learner identification, and Individualized Education Plans 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.|La Gloria Elementary School offers Dual Language Immersion (DLI), designated ELD, and have access to bilingual instructional aides; Fairview Middle school offers music, digital arts, and designated ELD; and the High school offers AP courses, dual enrollment courses, music, art, drama, ceramics, culinary arts, early childhood education, and varied other elective choices, including foreign language.  All sites have an academic coach that provides support to teachers.|Barriers included students not enrolling in classes that would make them UC/CSU eligible, minimal offerings beyond the core curriculum, not utilizing the student information system AERIES to set up 4-year-plans, and the continuation school was very small and only had one teacher.|GUSD will work with the high school counselors to increase the numbers of students accessing A-G approved classes, provide AERIES training on master scheduling and student 4-year-plans, and connect the small amount of continuation school students to the comprehensive high school.|To support staff and students in accessing the curriculum included in a broad course of study, GUSD will continue to provide extensive professional development and support to classroom teachers. In 2019-20 GUSD will provide an Academic Instructional Coach for each school site, support staff in special education, bilingual instructional aids, training and resources for Integrated and Designated English Language Development. To support struggling students and Students with Disabilities, are provided access to the adopted grade level curriculum along with state approved intervention curriculum. The adopted curriculum and supplemental curriculum is utilized at all sites, and all staff members have received training and will continue to received training in the 2019-20 school year.|2019-10-29|Met|2019
19645840000000|Gorman Joint|7|Coaches/Mentors mentored their colleagues, supported the professional learning of teachers, and assisted teachers with designing instruction that is differentiated.  Colleagues built capacity in teachers to address the instructional needs of unduplicated students since the achievement data indicated there was an achievement gap for these students when compared to all students.  The district continues to support the ELA and ELL curriculum that was purchased during the 2016-17 school year and math curriculum that was purchased during the 2015-16 school year. Teachers employed technology in their instruction program to introduce and reinforce concepts and allow students to apply their learning to be better able to engage in instruction. The district provided school tutoring for unduplicated students to acquire important study skills, academic skills, better attendance, and engagement during the school day.|All students have access to standards-aligned instructional materials. All students have access to credentialed teachers who develop a plan including how direct instruction will be provided. 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, and the student’s family income impacts home internet access. Opportunities for collaboration was provided to increase vertical articulation district-wide to focus on the needs of students (including targeted groups, special education, English Language Learners) in specific subjects and for district leadership. This typically took place after school. Banked time was provided for five Wednesdays to better address teacher collaboration, vertical articulation district-wide to focus on the needs of students (including targeted groups, special education) in specific subjects for better student outcomes. Targeted intervention in identified areas based on data to Long Time English Learners to increase reclassification was provided during the day.  Read Naturally was provided for the targeted students during the day for intervention.|After School Programs continue to be available at Gorman Elementary School.  Gorman students experience barriers regarding transportation to school facilities for after school programs.  Ability to maintain consistent internet access in homes impact learning at Gorman. Tutoring opportunities continue to be made available for eligible students during the school day. The district purchased the IXL-Mathematics Program for all grade levels. Some teachers made the decision to provide intervention within the school day meeting the needs of students that are not able to attend after-school mathematics intervention programs.|In order to address the areas of greatest needed improvement, Gorman has established local benchmarks to monitor the achievement of our students, especially those unduplicated who are also identified as special needs.  Read Naturally increased 86% of the students reading levels.  Furthermore, we find that our students struggle with math achievement.  In order to support our students in improving their math skills and achievement, we will focus our work on building math skills and a growth mindset through our Math intervention throughout the school day.  We will reduce class size as much as is feasible to ensure that our students get more time to connect with their teachers in class.  We will work to attract and retain the most effective and highly trained staff to work with our students. We will continue to support and pay for our college and career readiness supports, provide specialized learning environments, provide training and time for collaboration for teachers and staff, provide access to technology devices, and additional human resources to our students.||2019-11-12|Met|2019
19645841996305|Gorman Learning Center|7|GLC  use 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 school wide 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.||2019-10-17|Met|2019
36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|7|GLC SBSC 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 resource centers and events, 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. The school makes mobile hotspot devices available to any student with inconsistent internet access.|Students without access to facilities-based science labs can acquire home labs and/or participate in Virtual Resource Center online virtual science labs. The LEA has implemented a school wide 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.||2019-10-17|Met|2019
19646340128991|Grace Hopper STEM Academy|7|||||||Not Met For Two or More Years|2019
19647331933746|Granada Hills Charter|7|GHC implements systemic monitoring of all students using the College and Career Indicator as the guide and eSchool/Cognos Reports as the tool for ensuring all students are enrolled in a broad course of study.  -Implementation of additional Career Technical Education Pathways in Theatre, Dance, Digital Design (CALPADS) -Industry Certification opportunities in the CTE Business, Culinary, Digital and Automotive Pathways (CALPADS) -Additional sheltered classes added to the master schedule for English and Math (Master Schedule - Eschool/Cognos Report for graduation requirements met) -Additional Learning Labs added to the master schedule for Students with Disabilities (Master Schedule - Eschool/Cognos Report for graduation requirements met as well as the IEP) -Increased opportunities for all students to recover Courses (Eschool/Cognos Report for Graduation Requirements)  • Summer Transition Academy – Incoming new students will participate in Summer Transition Academy for enrichment, intervention, assessment and identification of skill levels through math and English diagnostics. • ELA Intervention – Students will be placed correctly into ELA courses and access available student intervention and support early in the academic year to ensure successful achievement and access to advanced placement coursework as available.   • EL Students: Grade 11 ELA will offer a “sheltered” section in order to address the identified needs of our English Learners in addition to an Advanced ELD course • The Writing Center will provide one-to-one intervention during the instructional day and after school throughout the academic year for identified struggling students through the use of the Academic Mentor Program (AMP) as well as after school targeted tutoring. • Math Intervention – Students will be placed correctly into mathematics courses and access available student intervention and support early in the academic year. This could include a double block section of Algebra I. • EL Students: Math will provide “sheltered” sections in Geometry, Algebra I and Algebra II in order to address the identified needs of our English Learners • The Math Center will provide one-to-one intervention during the instructional day and after school throughout the academic year for identified struggling students through the use of the Academic Mentor Program (AMP) as well as after school targeted tutoring.  • Summer School Remedial or “Catch-Up” Courses – Students who earned a D or F in their a-g required coursework will have access to recover their credits through a six week summer session in order to successfully complete.  • D/F Tiered interventions • Departments will create and implement common benchmarks and rubrics that consistently measure growth on school identified SBAC skills. • Students with Disabilities: Structure of resource/skills classes as well as access to alternative course selection will provide more opportunity and intervention for identified students.|GHC uses Board Metrics to provide this information: These locally selected measures are examined every year with the Board and used in determining the refining of LCAP goals with all of our stakeholder groups.   1. Academic Performance Metrics and Student Demographics 2. A-G Course Completion and Access to Advanced Courses All student subgroups have shown significant growth in the percentage of graduates who are complete the University of California’s A-G course requirements, and Granada Hills Charter significantly outperforms neighboring and comparable schools, LAUSD, and California. Teachers and counselors work to identify students who are at risk of not satisfying the A-G course requirements by earning a grade of C or higher. Each reporting period, teachers receive a list of students who are earning one D or F and provide targeted, subject specific support to help students successfully complete the course. The Intervention Team works with students who have earned four or more D’s or F’s in a reporting period. Students with additional risk factors,such as attendance and behavioral incidents are referred to the Coordination of Services Team. GHC has made concerted efforts to increase the number of underrepresented minorities enrolling in advanced, college level courses. Over the past three years, the percentage of students completing at least one Advanced Placement or International Baccalaureate in all student subgroups has increased significantly.  3. College Enrollment and Persistence Rates Since the class of 2010, 95-96% of GHC graduates return to college for their sophomore year, outperforming both California and the United States (both approximately 70%). Additional data from the class of 2010 indicates that 53% of GHC graduates complete a college degree within six years.  4. Final Grade Distribution by Student Group The six week and twelve week reporting periods do not become part a of a student’s transcript; the goal of these additional supports is to help students raise their grades before the end of the semester – when grades are posted to transcripts.  All students improved 47% with ELL improving 21%. LCFF Unduplicated at 44% and Students with Disabilities at 38%. 5. State Assessment Results by Student Group The class of 2018 showed a slight decline of 2.9 percent from the 2017 baseline of 72.8 percent to 69.9 percent. In the class of 2019, 737 students or 68 percent of the class of 2019 are prepared solely based on increased 2017-2018 SBAC results. 550 students are prepared based on SBAC scores of three or more on both the ELA and Math tests. 187 students are prepared with a combination of SBAC scores of a 3 on ELA and math and a 2 in math and ELA. Beginning spring 2019, all students participated in SBAC interim practice exam Students at risk for not passing the SBAC with a 3 or above, are provided targeted instruction in math and English classes. 6. Internal Assessment Results by Student Group 7. English Learner Reclassification|GHC recognizes that there is a need for intervention with students not demonstrating "Prepared" on the CCI.  GHC continues to provide multiple opportunities within the instructional day as well as through college courses after school.  We recognize that there is need for improvement with the access to college courses within the instructional day.  Our current barrier is the partnerships with local community colleges and aligning their offerings (CTE pathways as well) with our current offerings as well as providing additional courses which meet the needs of identified subgroups during the instructional day.  GHC has two articulation agreements with two community colleges for Culinary and Automotive.  However, we want to invite community colleges on the campus in order to offer a college course taught during periods 0-6 in order to accommodate scheduling needs of our students.|Access to college courses throughout the instructional day will allow more opportunities for students to earn college credit while meeting the graduation requirements as well.  We recognize that there is need for improvement with the access to college courses within the instructional day.  Our current barrier is the partnerships with local community colleges and aligning their offerings (CTE pathways as well) with our current offerings as well as providing additional courses which meet the needs of identified subgroups during the instructional day.  GHC has two articulation agreements with two community colleges for Culinary and Automotive.  However, we want to invite community colleges on the campus in order to offer a college course taught during periods 0-6 in order to accommodate scheduling needs of our students.||2019-10-07|Met|2019
45700030000000|Grant Elementary|7|The district has selected multiple measures to self-reflect 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 middle school program, especially in courses with high school connections such as Spanish, Music and Robotics. We ensure these opportunities, including Spanish, Music and GATE, are being provided in lower grades. This is also evident in the fourth and fifth grade classrooms that rotate students through the STEAM wheel providing all students exposure to quality instruction in these academic disciplines. The number of middle school students that participate in the Honors program is also monitored as a means to determine our broad course of study.|The number of opportunities provided to students in this single school district allows a broad course of study for every student in the district. Grades four through eight have an even broader opportunity to expand their course of study. Students indicate they take advantage of the variety of opportunities based on the annual student survey.|The small size of our single school district is a limiting factor in the broad course of study. Electives are limited to the staff on hand. This limited number of staff provides less of an opportunity to bring in expertise in more areas than we already have. Elective assignment by committee helps identify quality teachers who possess specific skills that may not have a credential in a certain area.|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 of Spanish, Robotics, Design Lab and Yearbook. We are also offering engaging opportunities like Minecraft to meet the needs of the digital student.||2019-10-17|Met|2019
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.  New last year, GVCS initiated a school-wide write where all students produced a piece of on demand writing and received a score and feedback based on a common rubric.|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.  Additionally, teacher sustainability has been a challenge.  Last year GVCS hired seven new teachers.  This represented a large percentage of the teaching staff.  By instituting new teacher supports, coaching cycles, and mentor leaders, GVCS was successful in bringing all seven of those teachers back the academic year.|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.  Additionally, GVCS teachers will participate in communities of practice where teachers become leaders hosting four 2 hour sessions of professional development for their peers.  Teachers create the content for these communities of practice, engage in a tuning protocol to polish them and then conduct the classes.||2019-10-08|Met|2019
29663320000000|Grass Valley Elementary|7|Students and parents participate in the Annual LCAP Survey that is administered each February. Ninety-six percent (96%) 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.||2019-10-08|Met|2019
50710840120089|Gratton Charter|7|The district uses Power School to track student course enrollment.|Each student in 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. All grades participate in regular S.T.E.A.M. activities as well. In addition, all grades participate in chorus. Grades second through eighth participate in drama. Grades fifth through eighth participate in band and competitive sports.|There have been no barriers encountered or identified.|None needed.||2019-10-14|Met|2019
50710840000000|Gratton Elementary|7|The district uses Power School to track student course enrollment.|Each student in 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. All grades participate in regular S.T.E.A.M. activities as well. In addition, all grades participate in chorus. Grades second through eighth participate in drama. Grades fifth through eighth participate in band and competitive sports.|There have been no barriers encountered or identified.|None needed.||2019-10-14|Met|2019
49707146051742|Gravenstein Elementary|7|The  master schedule on each campus ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social studies, and PE.  In addition, site administrators schedule a variety of enrichment courses in the performing and visual arts.  All students at each grade level TK-5 receive the exact same enrichment classes and all students grades 6-8 have access to an extensive enrichment and elective schedule.  Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study.|The master schedule demonstrates that some students qualifying for RSP or ELD 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.  As service plans for individual students are created, specifically for Students with Disabilities and English Learners, staff will ensure that the service plan will not deny any student to a broad course of study.||2019-11-14|Met|2019
49707140000000|Gravenstein Union Elementary|7|The  master schedule on each campus ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social studies, and PE.  In addition, site administrators schedule a variety of enrichment courses in the performing and visual arts.  All students at each grade level TK-5 receive the exact same enrichment classes and all students grades 6-8 have access to an extensive enrichment and elective schedule.  Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study.|The master schedule demonstrates that some students qualifying for RSP or ELD 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.  As service plans for individual students are created, specifically for Students with Disabilities and English Learners, staff will ensure that the service plan will not deny any student to a broad course of study.||2019-11-14|Met|2019
27660270000000|Graves Elementary|7|||||||Not Met|2019
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||2019-04-29|Met|2019
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 academic report cards.|We are a single site, and as mentioned above, all enrolled students have access.|N/A|N/A||2019-04-29|Met|2019
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. GSDA provides course content that can be translated into a number of languages when needed.  Additional subscription-based internet programs have been added as supplemental support for all students.  New adoptions for History/Social Science in grades K-8 and Science in grades K-5 have been implemented for the 2019-20 school year.||2019-10-15|Met|2019
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.||2019-10-02|Met|2019
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 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 after school 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 the 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 an 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 7 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, 3.2 and 3.15 The Greenfield Union School District will continue implementing professional learning communities in the 2019-2020 school year.  In June of 2019, the district sent 125 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.|Criteria Met|2019-10-09|Met|2019
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, medical detectives, 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 2019-20 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 in 2018-19 and 2019-20 such as robotics, engineering, computer science, medical detectives, 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.|This local indicator data and narrative was presented to our local school board and community in June 2019, October 10, 2019 and will again in January 2019.|2019-10-10|Met|2019
47703260000000|Grenada 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. Grenada Elementary School District (GESD) is a small single-school school district with one class per grade level educating 230 students. The locally selected tools used by the GESD to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, report cards, English Language Learner identification, AERIES Reports, 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. GESD 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 GESD 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. AERIES Reports, and Individualized Education Plans.|GESD is a small single-school school district with one class per grade level educating 230 students. The locally selected measures demonstrate all GESD K-8 students have access to a broad course of study. In addition to a broad course of study at GESD, all students in the classroom setting participate in Art and Career Technical Education. GESD has a part time Physical Education teacher to instruct all students TK-8.  The newly developed Enrichment Program, provides additional enrichment opportunities for all 7-8 students. All students who are struggling academically have the support of push-in and small group classroom support with highly qualified paraprofessionals, our Resource Teacher, as well as core curriculum which includes integrated and designated English Language Development and is aligned to the California State Standards. Supplemental curriculum is also provided when appropriate to support students at their instructional level.|As evidenced by the above mentioned documents, there are no barriers in place that would prevent all of our students from accessing the appropriate course, materials, or coursework in all areas including ELD and intervention/support with the exception of Foreign Language. In the past we offered Spanish as an elective during after-school but that teacher was hired full time by another district. We are challenged this year to find a part time (.2 FTE) qualified, foreign language instructor. Additionally, we are looking into online courses and programs to add this elective opportunity for 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  provided Literacy Instructional Coaches, Special Education teachers, general education teachers and support staff, training and resources for literacy, math, and supplemental curriculum aligned to the California State standards.  We are increasing time for Instructional coaching and professional development in Restorative Practices and UDL. 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. Additionally, the Master Schedule was revised to allow for more target support for those students who need it. Adopted curriculum and supplemental curriculum is provided at all grade levels and all staff appropriate members have received training. We are pursuing alternative solutions to meet the Foreign Language option. Given our rural location and the part time nature of the job (.2 FTE) we are not optimistic about finding a certificated foreigh language teacher.||2019-10-17|Met|2019
04755070000000|Gridley Unified|7|School policies around student placement in classes (e.g. are they hand-sorted or randomized) in the lower grades, as well as subgroup breakdowns of students in the upper grades who are allowed to self-assign to courses at the secondary level taken from the student information system Aeries were examined.|Students in GUSD continue to receive an equal access to education without regard to their status as students of color or socioeconomic level. Students are welcome to enroll in more rigorous courses without hard-coded “gatekeeping” to provide barriers to enrollment. Students requiring additional support have access to after school and in-school interventions depending on grade level. Barriers to potential programs with associated costs (e.g. AP testing) have been lowered through ample subsidization of those costs.|Some difference still exists in actual enrollments in the most rigorous of courses, and the district is aware of and addressing this through increasing promotion of eligibility to the underrepresented student groups via parent outreach. There are no currently known specific barriers to students enrolling in rigorous classes other than their own self perceptions. Enrollment in those courses remains on the lower side, indicating that there is still plenty of room to take additional students.|Some difference still exists in actual enrollments in the most rigorous of courses, and the district is aware of and addressing this through increasing promotion of eligibility to the underrepresented student groups via parent outreach.||2019-10-16|Met|2019
15101570124040|Grimmway Academy|7|Grimmway Academy ensures that all students have equal access to a broad course of study including STEM, Humanities, Music, Art, PE and an Edible School Yard program. This is monitored and tracked through our student information system and master schedule tool.|Grimmway is a single school LEA|It has been identified that English Language Learners are unable to participate in the schoolwide reading program based on their need for targeted English language development time.  In addition, while Grimmway is a full-inclusion model for Special Education, students receiving speech services or SELPA services such as OT, Vision, and Hearing are pulled from courses throughout the day.|Grimmway is continually striving to work with outside service providers to coordinate times that will limit the number of times students are pulled from class.  In addition, as Level 1 and Level 2 EL students make the adequate process, Grimmway works on transitioning these students into the appropriately leveled reading class.  Although not ideal, the progress the school is making to become fully inclusive is positive.||2019-10-28|Met|2019
15635780135186|Grimmway Academy Shafter|7|||||||Not Met|2019
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.  Additionally, we are exploring new ways to provide our students with CTE courses.||2019-06-10|Met|2019
37770990136077|Grossmont Secondary|7|In 2018-19 the school served approximately 354 students in grades 7-12, with student demographics that include:   Percent of students who qualify for Special Education (SWD):19.8% Percent of students who qualify as Socially-Economically Disadvantaged (SED): 68.1% Percent of students who qualify as English Learners (EL):10.5% Percent of students who qualify as Homeless and Foster Youth (FY): 5.4%.    The school qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of 80% of students that qualify as “high risk”, including credit deficient students and high transient students.   The school uses the Pathways Personalized Education Plan (PPEP) process and stages to track the extent to which all students have access to a broad and rigorous course of study.   The school uses the Pathways Personalized Education Plan (PPEP) process and stages 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 UCa-g approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors course, 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.||2019-10-08|Met|2019
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, 3) AP and IB enrollment, and 4) 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 UC/CSU 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.||2019-10-10|Met|2019
36678433630928|Grove|7|The Grove School uses a variety of measures to track access to the classes and extracurricular activities offered by the school and the Associated Student Body (ASB).  These measures include Aeries, mentor groups, athletics sign-up and interest sheets, IEPs and 504s, Student Study Team (SST), Key Experience sign-ups, and membership in ASB clubs.|Grove is a college preparatory charter school, and all of the core, language and arts classes are A-G aligned, and all of Grove's students have access to all of these classes as shown in our Aeries scheduling and grade reporting system.  Some of Grove's Key Experiences are assigned by grade level or levels, and all students in those grade levels attend (some field trips, place studies, campouts), and some, such as minicourses, use an online system that allows students to sign up one grade level at a time, and can be done during the school day so students without computers at home have an equal opportunity when signing up.  The number of students participating in extracurricular and co-curricular athletics, clubs, and theater have increased, as can be seen on the attendance rosters for these events.|Grove is a small charter school with no extracurricular transportation, and lacks many of the facilities that larger schools have; this affects some of our extracurricular activities.  As an example, our sports teams have no on-site practice space and have to practice at the community center or at other school sites, and transportation to and from practices and games is occasionally an issue.|After Grove's leadership for the coming years has been finalized, Grove will work to increase parent involvement in extracurricular activities, and plans to reexamine our local resources and best options.|All students have access to all programs and activities.  Funding for transportation is limited to curricular activities, and extra curricular activities requires students to carpool.  Also, since Grove is not a "neighborhood" school, some of our students come from different cities and it can be more difficult from those families to arrange transportation.|2019-11-04|Met|2019
19647331931864|Grover Cleveland Charter High|7|There are a number of tools used by Cleveland to ensure all students have access to and are enrolled in a broad course of study. Whether student students are in the school’s alternate curriculum program, African-American students, students in the School for Advanced students (the only program that requires students to be identified as gifted), students in their third year of the English Language Development program, students in the Humanities Magnet, or a student athlete, they will all be enrolled in a broad and appropriate course of study that meets the credit requirements of LAUSD and the state. Some of the tools are LAUSD’s MiSiS (a robust student information system) and Welligent (LAUSD's web-based software system used for creating online IEPs and tracking related services and 504 plans for students who have been judged to need accommodations to ensure academic success), minicums (used by the ten academic counselor’s to manually maintain records for each of their counselees’ academic progress over their time at Cleveland), and MyData and Focus (LAUSD applications that allow the user to track students’ progress from grade level information to individual students).|From the data available in LAUSD’s MyData, 85% of current students are on track to graduate in four years. Fifty-five percent of the school’s Students with Disabilities are on track to graduate in four years (nearly doubled from 31% in 2015-2016), while 71% of students who are socioeconomically disadvantaged are on track to graduate in four years as well. Over the past four years, the percentage of Cleveland students who are on track to graduate in four years has increased from 67% in the 2015-2016 school year to 85% in the current school year.|Within the past six 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 student interest in additional courses and teachers are available to teach them, more elective courses are made available to help expand the course offerings.||2019-10-29|Met|2019
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. The reading skills measured through these assessments include phonemic awareness, concepts about print, letter, and sound identification, and Fountas & Pinnell's Running Record Assessments. The math skills measured include counting and cardinality, working with numbers in base ten, addition and subtraction, measurement, data, and geometry. In English Language Development, teachers use the ELPAC to measure student progress in the English language, as well as other formative assessments that are aligned to the ELD standards and the instruction that the students receive. In Science and Social Studies, our project based learning curriculum uses a variety of assessment rubrics that are tied to the California History and 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 track their progress and identify their learning needs. In order to ensure students have access to the content, Growth practices a rigorous data analysis process. Teachers use the above assessments to set learning targets or goals with each individual student, based on standards (Common Core, CA History and Social Studies, and Next Generation Science standards). Teachers then determine learning objectives and formative assessments for small groups or individual students that are designed to allow students to make progress towards their learning goals, and plan instruction for the small groups and/or individual students based on the learning objectives and formative assessment. Instruction is delivered to students and they are given the formative assessment.  Teachers analyze the data from the formative assessments, then plan next steps for instruction based on the data. This process takes place on a weekly or biweekly basis. 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 and showing growth in their mastery of the standards in all subject areas.|Some barriers that are preventing us from providing access to a broad course of study for all students include proper implementation of our curriculum and instructional materials so that instruction is aligned across all grades and all classrooms. Our daily schedule didn't allow for adequate teacher planning and collaboration time, so there was minimal opportunity for teachers to share resources and instructional best practices with one another.  Also, science instruction was embedded within the project based learning curriculum, which didn't always allow for deep engagement with the NGSS standards for all students.|Currently, we are working to refine our curriculum and instructional materials and ensuring that curriculum implementation is aligned across all grades and classrooms in the school. We added more teacher prep time to allow for more collaboration and planning for implementation of the curriculum. We have added a science elective to ensure deeper engagement with the NGSS for all students.||2019-10-15|Met|2019
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 that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-8, including programs and services developed and provided to unduplicated students and individuals with exceptional needs.  All students receive academic content standard instruction in English language arts, mathematics, science, history/social science, physical education, health, visual and performing arts, music, and, in the case of students enrolled in a bilingual program, Spanish language arts.|All students have access to, and are enrolled in, a broad course of study.  No students are excluded from any of these programs, as all occur during the course of the instructional day at both school sites.  In addition, English learners engage in Designated and Integrated English language development instruction.|There are no barriers to providing access to a broad course of study for all students.|Continued efforts are underway to ensure that curricula are implemented to support access to a broad course based on content standards at appropriate grade levels.||2019-10-09|Met|2019
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. Three CTE pathways currently exist as an option for our students as well. 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. In addition to the wide range of courses offered online, GLC offers off line, book-based elective courses and to round out the robust offerings. Student support is a pillar of the homeschool/independent study programs offered at GLC. All students are able 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, EL support, one on one tutoring, and small group instruction.|Our 6-12th grade independent study students access curriculum using the APEX virtual school program.  In addition to the wide range of courses offered online, GLC’s students are able to take off line, book-based elective courses as well as up to two courses on the Guajome Park Academy (GPA) campus.  The homeschool program for our K-5th grade 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, EL support, one on one tutoring and small group instruction.|One barrier that can arise within the GLC program is when students that are credit deficient enroll in our school.  While we enroll all students, students who are credit deficient are at a disadvantage to select courses as freely as others.  Due to these credit deficiencies, we tailor the schedule for these students to address their graduation needs. They usually have a heavier course load each semester to have a reasonable chance of graduation in the four-year period.  This may limit the variety of courses available to the student as we are primarily trying to remediate courses needed for graduation and therefore some electives may not be accessible to those students due to their credit/graduation needs.|GLC has implemented a number of practices to ensure access to a broad course of study for all students.  We continue the work of building CTE pathways through the APEXVS program as we add additional offerings for our students to participate in. These are here to build skills sets that will prepare them for life beyond high school in a business setting.   All students that enroll have a transcript review with school counselors in conjunction with a meeting with GLC leadership to ensure we are meeting the needs of the student and building a relationship between all stakeholders that is crucial to student success. From this meeting we work with the families to individualize the students’ personal learning plans.  This review and meeting sets the stage for the remainder of the enrollment as the path to graduation is discussed and reviewed at subsequent meetings throughout the students’ enrollment with GLC.||2019-10-15|Met|2019
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 81% 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 58% of our students graduating UC/CSU eligible for the 2017-18 academic year.   In addition to access to a broad course, we see evidence of success in our Early Assessment Program (EAP) data. In 2018, 39% of GPA juniors tested ready for college in English Language Arts, with an additional 37% testing conditionally ready. In math we had 17% of GPA juniors test ready for college, and 27% 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 504’s. 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 students' 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.||2019-10-03|Met|2019
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 teacher interview for elementary students (7 teachers for K-5) and a review of student schedules and master schedule for middle school students (6-8).|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 have access to a foreign language elective (French and Spanish) and did not have access to applied arts, or Career Technical Education, however, for the 2019-2020 school year students do have access to applied arts and are exploring career technical education such as computer coding, culinary arts, etc.|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 2019-2020 school year we will continue to provide students a broad 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.||2019-10-14|Met|2019
49707226051767|Guerneville Elementary (Charter)|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 (7 teachers for K-5) and a review of student schedules and master schedule for middle school students (6-8).|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 have access to a foreign language elective (French and Spanish) and did not have access to applied arts, or Career Technical Education, however, for the 2019-2020 school year students do have access to applied arts and are exploring career technical education such as computer coding, culinary arts, etc.|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 2019-2020 school year we will continue to provide students a broad 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.||2019-10-14|Met|2019
24736190000000|Gustine Unified|7|The locally selected tools used by Gustine Unified School District to determine if all students, including unduplicated, have access to and are enrolled in a broad course of study by reviewing Data Quest, class schedules (TK-5), master schedules (6-12), report cards, English Language Learner identification, and Individualized Education Plans.  Aeries reports also provide course enrollment for all students.|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. for students in grades 7 through 12, a Broad Course of Studies includes courses in English, Social Sciences, World 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. All students have access to a broad course of study, but not all students are enrolled in the courses of study.  The high school has access and enrollment because they have appropriate staffing (credentials) and additional sections.  At the middle school level, a broad course of study is offered, but enrollment is limited due to the number of courses available because of staffing (credentials).|The identified barriers preventing the district from providing access to a broad course of study is having staff who are qualified to provide Career Technical Education (CTE) in grades 7 and 8 and additional World Language sections.  There are also barriers in consistent access to visual and performing arts in grades TK-5.  Music is offered at one elementary site. Students also experience performing arts, but not on a consistent basis.|The district will increase the number of World Language courses offered at the middle school level in grades 7 and 8.  This will allow more students to enroll and successfully complete Spanish I before entering high school.  The district is looking to expand CTE pathway introductory courses at the middle school to provide as an elective course. At the high school level additional CTE pathways are being explored to broaden the career scope of current offerings.||2019-10-24|Met|2019
19734450000000|Hacienda la Puente Unified|7|Aeries Master Scheduling Assessment Data Management System HLPUSD Course Catalog Course Code Alignment  Curriculum Committee Minutes & Articulation Developing a Monitoring Tool for At-Risk Students  LCAP Survey – Course Access Items  Hanover A-G Completion Analysis (2019) 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 access to those interested and capable Open access for all students including multiple demographics and student groups Offering/providing equity 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 Expand CTE class offerings at HS and MS Access to CTE courses at HLP Adult Ed. for HS students Expansion of Code to the Future to 5 additional schools, now 12 total Expansion of New Pedagogies for Deep Learning from 10 to 15 school, covering grades TK-12|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-Year 2 Consider PSAT for all 8th grade students 6/5th increases pay for teachers who teach an additional class  Share teachers and other resources among schools Increased access to electives at middle schools Piloting the UC Davis C-STEM curriculum at middle and high schools||2019-10-24|Met|2019
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.||2019-10-22|Met|2019
11765620000000|Hamilton Unified|7|||||||Not Met|2019
19647336017438|Hamlin Charter Academy|7|As an elementary school site within LAUSD, Hamlin Charter utilizes the progress report card to monitor and track student progress in a broad course of study.  In addition, teachers and administrators certify the required number of minutes of physical education. 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 the progress of English Learners towards 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 students with instruction in music, visual arts, and dance. Working under the guidance of a certificated staff member, teachers 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, which 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 a course of study in English Language Arts and Mathematics targeted instruction in small groups for students in Tier 1, Tier 2 and Tier 3. 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.|In addition to classroom-based practices, Hamlin students have access to broad course of study in an outdoor classroom.  Hamlin Charter collaborates with Enrich L.A. to create lessons that incorporate the Next Generation Science Standards (NGSS) into first-hand learning opportunities. Student progress is tracked through classroom-based measures and on the California Science Test (CAST). Through this program, Hamlin students develop a healthy respect for the earth and environmentalism.|2019-09-25|Met|2019
16639170000000|Hanford Elementary|7|The  following metrics measure the extent to which students receive a broad educational  program: Students receiving  grades in ELA and mathematics The numbers of students participating in art and music. The  extent to which students are enriched by participating in art and music (as measured by surveys).|All students (including unduplicated pupils and students with exceptional needs)  received instruction in ELA and math as measured by the HESD report to parents which indicated that their students received instruction in ELA and math and which also explained their progress toward meeting the CCCS in in those areas.   All students at the elementary schools received instruction in art from a credentialed art teacher.  Students at the junior high schools had the opportunity to self-select art as an elective.   Students in grades 5-8 were able to self-select music as an elective. 400 elementary students participated in music programs. At the junior high schools, 272 students participated in music programs and 396 participated in art.  Students were surveyed regarding art and music education. Overwhelmingly, students strongly agreed or agreed with the statements:  I think it is important to have music classes at my school.  Strongly Agree/Agree 83.9% My music class enriches (improves) my experience at school. Strongly Agree/Agree 53.94% Being in music motivates me to come to school every day. Strongly Agree/Agree 50.6% Learning about music adds value to my life.  Strongly Agree/Agree 62.16% Learning about music will help me in the future.  Strongly Agree/Agree 63.73 I think it is important to have art classes at my school.  Strongly Agree/Agree 91.56% My art class enriches (improves) my experience at school. Strongly Agree/Agree 75.62 Being in art motivates me to come to school every day. Strongly Agree/Agree 69.21% Learning about art adds value to my life.  Strongly Agree/Agree 71.46% Learning about art will help me in the future.  Strongly Agree/Agree 70.95% I think it is important to have physical education classes at my school. Strongly Agree/Agree 93.14 Physical education activities enrich (improve) my experience at school. Strongly Agree/Agree 79.71% Participating in physical education motivates me to come to school every day. Strongly Agree/Agree 62.82|While all students received English language arts, mathematics, science, history, visual and performing arts, and physical education, scheduling these activities so that students have choices, all instructional minutes requirements are met, and that there are no conflicts continues to be a challenge.|The district continues to monitor the measures of a broad educational  program, elicit input from stakeholder groups, and using this information, strengthen its instructional programs.  In 17-18 the district hired an additional art teacher bringing  the total to three. The district plans to add up to two additional physical education teachers (bringing the total to nine) in 2020-2021.|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. A continuing mandate from all stakeholder groups is that a good education is focused on reading and math, but is also well-rounded, providing science, history, art, music, and physical education.  Moreover, stakeholders support a well-rounded education that includes opportunities to travel to museums and scientific exhibits, to participate in concerts and sporting events, and to have access to modern technology.  Hanford Elementary's stakeholders have directed the district to provide students with a well-rounded education.|2019-10-23|Met|2019
16639250000000|Hanford Joint Union High|7|HJUHSD identifies 2 areas to indicate the extent to which all students have access to and are enrolled in a broad course of study.  District number of course offerings District % of students demonstrating Mastery in core academic courses|HJUHSD recognizes that pupil outcomes in the subject areas of English, Mathematics, Social Sciences, Science, Visual And Performing Arts, and Physical Education, and their course of study, is the content we plan for instruction. It is made up of instructional resources, methods, and assessments needed to help students develop critical skills and knowledge. Along with high quality and effective instruction, curriculum is an essential element that enables students to learn and thrive. We have targeted equity in HJUHSD as a necessary component in narrowing our achievement gap. Teachers and school leaders ensure equity by recognizing, respecting, and attending to the diverse strengths and challenges of the students they serve.|We believe that during the 2018-19 school year large strides have been made to all students learning at high levels. We have implemented PLCs, zeroed in on one intervention reading program that all at-risk readers will use, provided release time for Science teams to implement NGSS standards and continue to develop Career Technical Pathways. HJUHSD was fortunate to experience an increase in CTE offerings, substantial gains in students demonstrating mastery in core classes, a-g completers, ELA EAP results, and CTE Pathway Completers.|HJUHSD continues to pursue new and innovative courses to ensure that all students will have access to and will be enrolled in a broad course of study. Normal expected payroll changes throughout the year caused modifications to actions in 2019-2020.||2019-10-08|Met|2019
16639250137901|Hanford Online Charter|7|||||||Not Met For Two or More Years|2019
47703340000000|Happy Camp Union Elementary|7|The District is using the CASSPP State asessments, Star Reading and Math and local assessments used by the Classroom Teacher.  The School Site Council, Indian Education Committee, Staff and the Board of Education all review the material and provide input on measuring growth and making adjustments for student instruction.|Happy Camp Elementary Union School District is a one school district.  All students are assessed for annual growth goals along with a specific focus on sub groups such as low-socio-economic students and Native Americans. Intervention support is provided for all students and individualized learning plans are created.|Many of the students are below grade level in math and language arts.  This is requiring a double and triple dose of intervention in order for students to close the achievement gap.  Individualized tutors, Classroom aides are used to provide additional support along with homework club in the after school program.|Some of the implementations this year was the addition of a Resource Specialist Teacher, Computer lab for individualized instruction  and additional tutor and aide support for student support.|The District is currently working on power standards for each grade level and aligning those power standards  to each grade level report card. The standards will then be added to create a standard based report card that scaffolds from one grade level to the next.|2019-08-22|Met|2019
44697570000000|Happy Valley Elementary|7|Local measures the LEA uses to track the extent that all students have full access to a broad course of study: 100% of our K-6 students have access to all courses and preferred activities, including all unduplicated count students and those receiving special education services. This is regularly monitored by teachers and administration.|Local measures the LEA uses to track the extent that all students have full access to a broad course of study: 100% of our K-6 students have access to all courses and preferred activities, including all unduplicated count students and those receiving special education services. This is regularly monitored by teachers and administration.|Based on flexible and collaboratively designed scheduling, all HVS students are free of barriers to access the full and comprehensive school program.|None are required at this time. We will continue to prioritize access and equity for all.||2019-10-09|Met|2019
45700110000000|Happy Valley Union Elementary|7|The measures or tools the district is using to track students’ access to state-required subject areas. Grades 1-5: All elementary students have access to core subject areas (Language Arts, Math, Social Studies, Science, and PE) 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 6-8: All students have access to Language Arts, Math, Science, Social Studies, PE, and ELD (as appropriate). Art, drama, 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 are integrated into the curriculum and and varies from classroom to classroom. Science implementation isn’t as strong as we would like because of the difficulty in conducting lab experiences in a multi-subject setting.  Grades 6-8: All students have access to Language Arts, Math, Science, Social Studies, PE, and ELD (as appropriate). Art, drama, and other elective options are also available for students.|Grades TK-8: The Happy Valley Union Elementary School is a small rural district in Northern California.  The teacher shortage has increased the difficulty of finding qualified teachers with multiple subjects credentials that include authorization to teach music and/or a world language.  Funds and the length of the school day are our also barriers.|Grades TK-8: 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. We are focusing on starting a dual-immersion Spanish/English TK/Kindergarten class for the 2020-2021 school year.||2019-11-12|Met|2019
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.  TK-8 students have access to several elective or thematic courses on site, in addition to all core courses. Homeschool boxed set includes integrated for ELA, history, and science. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment.  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.  Students have access to several elective/thematic courses and CTE pathways on-site and online, in addition to all core courses. Homeschool boxed set for TK-8 includes integrated for ELA, history, and science.|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. In addition, administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.  Many dual enrollment college courses as well as CTE courses are available online. The school has improved access to a broad course of study by expanding online options include LOTE (e.g. Rosetta Stone and ASL) to ensure that students in all programs have access to the full body of courses offered by the LEA. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs.|As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study.|The LEA has implemented a diagnostic system that identifies student needs and provides appropriate scaffolding for students below grade level. This will ensure that all students have the skills for high school level courses.   The school adopted Rosetta Stone as an option in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study.  The LEA expanded student access to live teaching. Students have access to live seminars with single subject specialists on a weekly basis via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network.   Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards.||2019-12-12|Met|2019
36678760122317|Hardy Brown College Prep|7|Hardy Brown College Prep annually administers a survey to parents at all grades served. In 2018-19, Hardy Brown College Prep administered this survey to kindergarten through 9th grade parents/guardians. Key finding was that 91 percent of the parents were satisfied or strongly satisfied with their school. Additionally, 90 percent of parents felt their school administrator was respectful and professional and 93 percent rated their school culture as positive. Parents also felt that the parent education and involvement opportunities were helpful, with 95 percent of them rating those as helpful or very helpful.  The survey results relate to the goals established in the Local Control Funding Formula priorities in the Local Control and Accountability Plan. Hardy Brown College Prep chose this particular survey because it allows Hardy Brown College Prep to calculate school level results on a range of factors including school environment, culture, academic program, parent involvement and administrator effectiveness.|Hardy Brown College Prep'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. Hardy Brown College Prep offers curriculum that is common core aligned and extremely rigorous in grades Kindergarten through 8th grade. Hardy Brown College Prep 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) Hardy Brown College Prep’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. Hardy Brown College Prep 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. Hardy Brown College Prep 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 Hardy Brown College Prep 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 Hardy Brown College Prep School scholars. For example, Cal Poly San Luis Obispo has committed to provide 10 free slots|No barriers at the present time as all students are provided a broad course of study at Hardy Brown College Prep.|Hardy Brown College Prep is constantly evaluating curricular options based on data. As Hardy Brown College Prep continues to examine outcome data for students, leadership may identify new curricular offerings. At this time, there are no plans for curriculum changes.||2019-06-13|Met|2019
54755230116590|Harmony Magnet Academy|7|HMA has established a process to ensure all students 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 program Naviance. HMA tracks CTE/Elective class rosters by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. 100% participation in CTE/Elective class rosters by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless All students, including English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless access and enrollment in all electives.100% student access and enrollment in all electives 2018-2019. Additionally, HMA/PUSD continues to increase 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 Seal of Biliteracy criteria.|All middle school students, including 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 provide 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 is gathered from the 7th grade students once the career interest inventory survey is completed.|HMA will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests.|HMA provides a wide array of elective classes for students to increase engagement by connecting the academic core to the technical core. HMA will continue to improve the development of integrated projects and real world applications. HMA strives to provide opportunities for student outreach by connecting through the internship program and providing community events such as the MESA Invitational and Harvest Fest. HMA will continue to provide academic interventions before and after school and on Saturdays. HMA will strive to increase the number of student interventions in class through formative assessment and differentiated instruction.  HMA promotes programs and clubs, mentoring, and after school activities to support students' connectedness to school. HMA will continue to strive for improved integrated projects and real world applications. HMA will continue to provide students with college and career awareness and curriculum through Naviance.||2019-10-24|Met|2019
49707300000000|Harmony Union Elementary|7|The master schedule and enrollment records are the primary local tools used to track the extent to which all students have access to and are enrolled in a broad course of study.|Harmony USD as a single school district with a relatively small student population, is able to provide a comprehensive education that is accessible for all students.  The master schedule is designed to ensure that all students are afforded similar opportunities for enrichment and specialty coursework including art, drama, music, gardening, world language.  These course offerings vary by grade, and some agency is offered to middle school grade students to choose options of their choice.|Few barriers exist except for the availability of additional instructional minutes to broaden the course offering further.|The staff and community are evaluating the course offering as a whole to consider means to deepen study in core academic and specialty subjects, including the frequency of courses across the master schedule, as well as the continuation of these courses of study longitudinally throughout he grades.||2019-11-05|Met|2019
37683386040018|Harriet Tubman Village Charter|7|100% of Tubman students are enrolled in specific required standards-aligned courses. Tubman is currently using a wide range of digital and print curriculum in all core areas. We have recently added StudySync and Inspire Science to the curriculum offerings.  Students are assessed three times a year using iReady diagnostic for both ELA and Math. Students are then placed in appropriate instructional units designed at their independent instructional level for reading and math.   The student information system used to enroll is PowerSchool in conjunction with School Mint. These programs are used to register students, keep track of academic accomplishments, report grades, and communicate with parents/students. The school counselor meet with students and families individually to ensure they are on track and making adequate progress.   Student progress is monitored through a variety of instructional diagnostics such as DRA, iReady, Benchmark assessments, StudySync assessments, and Envision assessments. Students with special needs are served with two Specialized Academic Instructors that both provide inclusion and pull-out services based on the student's individual needs. Both Specialized Academic Instructors coordinate the programs for the identified students with the individual core content teachers. In the core content areas, student growth is measured by iReady and teacher created materials, and for students with special needs, progress is measured by gains on the above mentioned assessments as identified on their IEPs.|All students are enrolled the required courses necessary to complete the requirements of a elementary and middle school student. All students have access to after school tutoring to support core instruction. Tubman also has added an AVID and Directed Studies class for students who need extra assistance with work and are designated for college readiness as the first in their respective family.|The biggest barriers Tubman faced were 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, Tubman's CEO & Principal, along with the Director of Curriculum and Instruction, will continue to work with the English Language Coordinator  and Specialized Academic Instructors to ensure that the courses offered are accessible to all students, especially students with special needs and those who are English Language Learners.||2019-10-21|Met|2019
50710926112965|Hart-Ransom Academic Charter|7|||||||Not Met|2019
50710920000000|Hart-Ransom Union Elementary|7|As Hart-Ransom is the only traditional school in the district (the other school is a home school charter) and being a TK-8 school, opportunities for a broad are limited.  However, some are offered.  The master schedule is the measurement tool used to determine which students have access to a broad course of study. Also enrollment and attendance for those classes that are held outside the school day are used as a measurement.|Grades 3-8: Choir classes; Grades 4-8:  Band classes, jazz band, Grades 2-8: one to one devices, Grades 4-6: General Music classes Grades 6-8: technology classes; Grades 4-8:  PE classes with a PE specialist, Grades 7-8: Health classes. All students in these grades have access to these opportunities.  All students grades 4-6 have 3 general music classes per week and 3 specialized PE classes per week.  All students in 7th and 8th have specialized PE classes daily. All students in 7th and 8th have a half year of health and a half year of technology classes. The technology class includes use of many and varied communication apps, coding, designing websites, robotics and STEAM activities and learning.  The health class instruction is based on the current California Health Standards including the California Healthy Youth Act.  Choir and band classes are offered as after school classes so although offered to all students not all can take advantage of these.  Both choir and band classes have increased by 5%-10% participation over the last two years. The LEA brings in visiting instructors from Modesto Junior College, from Great Valley Museum to offer enrichment instruction to align with classroom standards based instruction. The LEA also provides multiple field trips at each grade level in the areas of the arts, science, social studies, college and career and technology.  These enrichment opportunities are for all students. Missoula Children's Theater also comes in for a week each year to offer the opportunity for students grades 1-8 to participate and perform in a musical production.  Approximately 70-75 students participate in this week long event.|There are two very evident barriers that Hart-Ransom faces because it is a smaller school face.   1.  Regarding access to choir and band:  Because these are held after school, bus riding students, whose parents who cannot pick them up after the class, do not have access to these.   2.  At the junior high level, we have one science. one math and one social studies teacher for 7th and 8th grades.  Because we do not have multiple teachers in these curricular areas, our flexibility in scheduling is limited, therefore, some of the electives that can be offered in a larger junior high setting are not possible at Hart-Ransom.|The LEA will continue to offer the opportunities for broad course of study already provided.  The LEA will explore other possibilities and opportunities for broad course of study.  The LEA will explore ways to offer some of the after school opportunities for all students including bus riders without late transportation by parents.  There has been discussion, but no decisions regarding possible Spanish classes for students in the junior high.|PRIORITY - BROAD COURSE OF LEARNING - MET|2019-10-10|Met|2019
31668520121608|Harvest Ridge Cooperative Charter|7|Because of the small size of the school population, with all students in grades TK-8 totaling less than 200, and 1 teacher per two grade levels, tracking our student enrollment in classes and courses of study is an uncomplicated process for the school. 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 with general education students without variation to experiences or curriculum unless specifically indicated through an IEP.  Home Study students and families work closely with an individual credentialed teacher and are tracked accordingly.|Using the master schedule, Aeries, and teacher assignments, the school is able to identify and track all students and placement within classes throughout the school year. 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. Additionally, students receive support in accessing the curriculum from the Intervention Specialist.  Courses of study have been 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 school has been able to ensure equal access to the required courses of math, social science, science, visual and performing arts, health, physical education, and others, that prepares them for college and careers. Because our school is a TK-8, we are working to integrate additional evaluation of grade level coursework to ensure students are receiving college and career lessons.  The goal is to integrate college and career readiness into the English language arts, mathematics, and science curriculum. Performing arts are integrated into the regular classroom curriculums by the individual teachers, as well as offered through enrichment on home study days for all students. 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 school, few revisions will need to take place. Students are offered cutting edge technology including an iPad/Chromebook lab for students in grades K-2, and 1:1 Chromebooks & MacBooks in grades 3-8.   The main area of focus that the school has identified is a more purposeful integration of college and career preparedness components into the regular curricular areas in the classrooms.||2019-10-03|Met|2019
37684110126086|Hawking S.T.E.A.M. Charter|7|Hawking STEAM Charter School is a direct-funded charter school. In April 2017, it received approval from SUHSD for 5-year charter renewal.  In the 2018-19 school year, the two charter schools merged as one (formerly Hawking 1 and Hawking 2) charter school across two school sites (referred in this LCAP as site #1, and site #2).   Hawking STEAM Charter School currently serves 988 students in grades TK-7.  Our student demographics include: 93% Hispanic, 3% White, 2% 2+ Races, 1% African- American, and 1% Filipino, of which 62% qualify for Free/Reduced Lunch; 64% are Socio-economically Disadvantaged, 34% are English Language Learners, and 9% are Students with Disabilities (SWD).  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 demonstrates 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, Fitness/Athletics, Gardening, Gizmos & Gadgets, Robotics/Engineering, and AVID (Gr. 6-7) • Site #2 (Grades TK-6): Music Appreciation, Visual Arts, Fitness/Athletics, Robotics/Engineering, Rocket TV (Grades 5-6) & AVID (Grades 5-6)  There are no differences in accessibility to courses, across student groups at Hawking STEAM Charter School.|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 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.||2019-10-17|Met|2019
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 a broad course of studies as defined by the California Education Code.|All Hawthorne School District students are enrolled in a broad course of study. 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 Art 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 study. 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 study 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 students’ from accessing a broad course of study 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 Fine Arts, 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. A continued focus to increase the offerings of the arts at the STEM and Business academies is a focus for next year.|In regards to providing additional art offerings at the two non- fine arts academy, we are working on providing additional professional development sessions (developed by the regional arts coordinator specialized in the VAPA standards) on how to enhance our courses with the arts, increase arts offerings and provide more arts experiences for students.|The District has strengthened the home-school connection while also increasing districtwide the arts offerings for students. The district has continued to implement a Parent Arts Docents initiative to bring families into the instructional setting in the classrooms. The Parent Arts Docent initiative consist of parent volunteers receiving trainings 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.|2019-09-11|Met|2019
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 study. 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:  4 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 counselors.|Hawthorne Math and Science Academy serves approximately 550 students. The graduation requirements for the students at HMSA charter school 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 continuously have access to a broad course of study.|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. HMSA staff are dedicated to designing and facilitating rigorous and engaging learning experiences that are aligned to the state academic standards in all content areas. Collaboration within and between departments provides for a rich, integrated academic environment where students are prepared for the demands of college and career. Strong industry and organizational partnerships are maintained and staff are provided with frequent high-quality professional development, with the expectation that course content will be continuously revised to align to the applicable content standards and the realities of today’s workplace.  HMSA opted to utilize multiple measures in determining progress toward implementing the academic standards, as such efforts are part of a multi-faceted process that is regularly monitored and refined to meet the changing needs of students and staff.|2019-09-11|Met|2019
19647336017529|Haynes Charter For Enriched Studies|7|At the elementary level Haynes Charter for Enriched Studies, as an LAUSD Affiliated Charter, adopted a new progress report card in the Fall of 2017. Haynes started using the District's new elementary progress report cards, that teachers and the principal can use to monitor student access to and completion of a broad course of study. Physical education at Haynes is monitored using a certification process that requires the teacher 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). English Learners progress dashboards are used to track English learners' progress towards reclassification, including assessments, grades, and English proficiency exam scores. Haynes Art program includes Music, Theater, Visual Arts and Drama Instruction to all students, including low income, Foster Youth, ELD, Special Education, Homeless and Gifted students.|Using the new elementary report card, Haynes Charter can confirm that all students have access to and are enrolled in a broad 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 broad course of study for all students can participate fully in all general education course. 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 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.|Haynes 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. Haynes continues professional development and resources to improve integrated English Language Development instruction across all content areas.Haynes 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.||2019-10-22|Met|2019
01100170138867|Hayward Collegiate Charter|7|Hayward Collegiate Charter School is a new charter elementary school in South Hayward, CA. We provide access to and ensure our scholars are enrolled in a broad course of study. Hayward Collegiate is committed to offering students a range of courses that prepare them for college and career. We have been open since August 2019 and every scholar has access to english language arts (90 minute blocks with two adults in the classroom), mathematics (90 minute blocks with two adults in the classroom), social sciences and science, health, physical education, and visual and performing arts.|Hayward Collegiate Charter School is a new charter elementary school in South Hayward, CA. We provide access to and ensure our scholars are enrolled in a broad course of study. We have been open since August 2019 and every scholar has access to english language arts (90 minute blocks with two adults in the classroom), mathematics (90 minute blocks with two adults in the classroom), social sciences and science, health, physical education, and visual and performing arts.|Right now, we do not have any barriers to providing access to a broad course fo study for all students. We have created optimal conditions for learning by supporting non-academic needs of students through language translations, high family/guardian engagement, access to student support, and tuition-free environment with backpacks and all materials freely given.|Hayward Collegiate continues to implement ongoing monitoring and support of any reclassified or newly classified English learners and continue to support a broad access of study by finding the strongest curriculum. We also work to strengthen both our common core instruction and our tiered support systems to ensure that all students are able to enter Middle school on grade-level.|We believe it's important to understand that we are a new school and currently operating TK, K, and 1st grade. We opened in August of 2019.|2019-11-13|Met|2019
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 their 4 year high school educational plans and post-secondary 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 postsecondary 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:  Biotechnology Pathway; Cabinetry, Millwork, and Woodworking Pathway; Design, Visual, and Media Arts Pathway; Engineering Technology Pathway; Marketing, Sales, & Services/Entrepreneurship/Self-Employment Pathway; Patient Care Pathway; Product Innovation and Design Pathway. In 2018-19, we began an Engineering Technology Pathway program at Bret Harte Middle School. Beginning in 2020-21, we will offer an Education Pathway at THS.|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, limited availability of qualified and certificated teaching and administrative staff, 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, need for well-structured educational plans, and aging 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.   1. We are currently working with a district team including Assessment, Research and Evaluation; Curriculum and Instruction; Academic Directors 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. 2. 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.  3. 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. 4. 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. 5. 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. 6. We are implementing an Advanced Placement grant which provides professional development as well as increases AP sections and course offerings in STEM.  7. 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.||2019-10-23|Met|2019
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 1 – 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.||2019-10-16|Met|2019
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 2018-29 school 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 has 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 two years 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.||2019-10-16|Met|2019
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.|Students in secondary grades accessed courses through content-centered classrooms (CDE) described in the high school course catalog.  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), History/Social Science (grades 10-12), and Science (grades 9-12) ranged from 95% to 100%%. Enrollment in PE, Science, VAPA, had greater variability due to the number of years recommended and required for high school graduation. Enrollment in CTE courses remain consistent across all grade levels range from 90%-100%.|All students have access to a broad course of study, as all courses are taught 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 for is available to all students. For example, multiple measures are used for student placement recommendation 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)||2019-10-22|Met|2019
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 and Cherokee, Central, and Rosa Parks Elementary Schools.y. In addition to these opportunities, HSHMC has a Fire Technology Pathway and a newly developed Business Pathway. 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.||2019-09-05|Met|2019
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.|here 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.||2019-09-05|Met|2019
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 UC/CSU enrolling students and AB2306, 1806 or 167/216 requirements for juvenile court school, foster or homeless youth students. Many students entering BCOE school programs are credit deficient and strive to complete the minimum requirements to obtain a diploma and enter the workforce or continue their education.  Annually, the Student Programs and Educational Support school 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 alternative education 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 receive instruction in all required content areas using standards aligned curriculum.   In the annual LEASA evaluation, the LEA has moved from "Laying the Foundation" to “Installing or Working towards Implementation” 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 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 continue to be developed as a guide for teachers. In addition, BCOE school programs continue their work with a nationwide organization and our local CTE office 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 differ. For example, some sites serve incarcerated youth and are limited by the requirements of the legal system, while others serve special education students that are on a certificate of completion track. Students in the alternative education programs 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, however, the LEA is working in partnership with the Career Technical Education department to find creative ways to address this issue countywide.|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 supported every site with professional development after they purchased an online curriculum, Edgenuity.  Edgenuity allows students a wider range of course access.    The LEA is working with sites and a designated Transition Specialist II to create a framework that better supports student transitions. The goal is to ensure students are enrolled in the most appropriate courses, remain engaged in their course of study and stay on track for graduation.||2019-10-14|Met|2019
15636280138131|Heartland Charter|7|We use the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a full course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs:   • Individual family/student master agreements • Completion/performance in courses outlined within our authorizing Charter document • Individual student course enrollment and completion data • Course enrollment and completion data disaggregated by various subgroups including unduplicated student groups, and individuals with exceptional needs served • Individual student graduation plan (IGPs) completion data • Student credit deficiency/transcripts • Individual academic needs including those identified in Individual Education Plans • Progress reports and final grades parent/student/teacher conference reports • College Career Readiness (Dashboard College Career Indicator) o A-G and CSU requirements o AP course enrollment/completion and performance on AP examinations o A sequence of courses within a CTE pathway  o College courses|All students and families, including unduplicated groups and students with exceptional needs, are provided access to and encouraged to enroll in a full course of study beyond the charter petition requirement of English, Mathematics, Social Studies, and Science. We have increased access towards CTE pathways and AP courses.|We do not have barriers in providing students access to a 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.  However, other evidence from interviews, observations, and documents suggest that the monitoring of IGP progress needs to be enhanced.  Staff has developed a number of checklists or guides to support families and teachers toward shared clarity regarding all grade-level standards and state requirements (i.e., “I Can” statements, course outlines, course descriptions, at-a-glance documents, scope and sequence documents, pacing guides and high school graduation requirements).||2019-10-24|Met|2019
49707970139568|Heartwood Charter|7|We are a new school and are still in the process of developing local measures and tools to track student access to, and enrollment in, a broad course of study over the course of an academic year.  We currently have frequent teacher engagement with students and their families to help support access to a broad course of study.  We are developing an end of year report that would help us identify how successful our efforts to provide access to a broad course of study have been, with regard to all student groups.  We also have active professional development, in specific mentoring, to allow for educational professionals to have an ongoing awareness of student engagement in a broad course of study and advise teachers as to how to improve any areas where engagement in a broad course of study appears limited.|Heartwood students, including all subgroups, have access to and enroll in our broad educational program, as outlined in our charter.  All academic content areas are available to all students, including student subgroups, at all grade levels.  As a new school we have not yet had the opportunity to collect sufficient data that might allow us to recognize any differences in access across student groups.|Our greatest barrier is that we do not yet have sufficient data to inform any changes.  We believe our program is providing access to all student groups, but until we are able to implement certain end of the year reports and surveys, we do not have a full picture of either our success or our challenges.|As mentioned above, we do not yet have any 'results'.  We will review our progress over the course of this year, assessing our effectiveness at ensuring access to a broad course of study.  Analysis of ongoing student observation and interactions along with additional data will inform changes to our current policies and programs.|We are a new school that began operations on Sept 24th.  We created a strong program with access to a broad course of study as part of our charter petition process.  We have implemented that program and are still in the first quarter year of our operations.  We will be better able to assess our level of success on this criteria with the passage of time.|2019-12-04|Met|2019
41690216044754|Heather Elementary|7|||||||Not Met|2019
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 courses on the student information system and CALPADS. The students with disabilities are included in all activities and decisions are made at IEP team meetings on how to include students in the general education setting.|2. The District is comprised of two schools. Dogwood Elementary (TK – 3rd grade) and Heber Elementary (4th – 8th grade). In grades TK – 5th, classrooms are self-contained students rotate for intervention and ELD periods throughout the day. In grades 6th – 8th, students have a rotating schedule where they attend 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 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.|3. The District surveyed the leadership team at a monthly meeting and the following were considered as some of the barriers: • Training for staff • Instructional time • Material/curriculum • Scheduling  The District will continue gathering information from stakeholders and work to eliminate barriers.|4. The District has begun the initial implementation phase in 7th - 8th grade. The district continues 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 continue to be solicited at the school leadership, parent and staff meeting level.||2019-10-08|Met|2019
36677360000000|Helendale Elementary|7|Parent and staff surveys are administered to gauge perceptions of the richness of the curriculum and course of study.  K-8 have access to all curricular areas through multiple subject self-contained classes that teach all curricular areas or a middle school curriculum with 6 classes per day that are tracked by the HSS School Counselor and scheduled by a Student Information System scheduler to ensure compliance with all requirements for a Broad Course of Study.|Parent and staff surveys are administered to gauge perceptions of the richness of the curriculum and course of study.  The results are very positive as most parents and all staff feels that students have access to a Broad Course of Study. K-8 has access to all curricular areas through multiple subject self-contained classes that teach all curricular areas or a middle school curriculum with 6 classes per day that are tracked by the HSS School Counselor. Electives are provided at all schools with students participating in classes that satisfy state requirements but are also classes of their choice.|The size of the school district has an impact on the broadness of what can be taught. Due to the fact that the district has 680 students, fewer course opportunities are offered. Despite this factor, the district is still able to meet students needs academics while also being able to provide elective areas that are desired for students and parents, through staff commitment and flexibility.|At the ACE each year new electives are offered based upon student interest and staff ability as well as worked to maintain so that students have continuity of elective choices from year to year. At the Middle School, the Broad Course of Study is offered as well as electives that encourage student interests.||2019-10-09|Met|2019
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 a 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 and a year-long English 1-2C course, essentially, double-dosing support and development of English.  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.||2019-10-21|Met|2019
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 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 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 have access to a broad course of study. Supported by a comprehensive counseling program, students are enrolled in courses with the objective of being college and career ready.  In prior years, significant revision to course offerings and associated counseling practices has systemically ensured students are offered and guided to engage the necessary coursework to complete A-G requirements or Career Technical Education pathways.  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.|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), and identified steps have removed/mitigated 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 report-able CTE pathway completion.  Continued work in course alignment secondary math and English offerings with the objective of removal of increasing opportunity for acceleration to allow for increased access to Advanced Placement coursework.  Increased implementation of the “Push In” model of service delivery for student with disabilities designed to increase the overall percentage exposure to general education settings.||2019-10-15|Met|2019
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. The school uses Synergy to track course enrollment.|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.|The school does not have any barriers that prevent our school from providing access to a broad course of study for all students.|No revisions, decisions, or new actions are necessary to ensure access to a broad course of study for all students.||2019-10-30|Met|2019
34765050108415|Heritage Peak Charter|7|Heritage Peak Charter School tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings and Master Agreements for course selection to analyze 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, PowerSchool, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2018-2019 year, 100% of students at Heritage Peak Charter School had full access to a broad course of study as defined by the California Board of Education.|All Heritage Peak Charter School students in grades TK-5 are enrolled in a broad course of study. We offer access and enrollment in the six areas identified by the state of California as a broad course of study for grades 1-5. All elementary students have access to visual and performing arts within their Master Agreement. All Heritage Peak Charter School middle school students have access to a broad course of studies within their Master Agreements. Students in grades 6-8 have access to a comprehensive, student driven, visual and performing arts course selection. For example, students may choose to play a musical instrument, take voice or acting lessons. Other courses offered include foreign languages, art, dance, choir, music, or fine arts. Students who require additional supports are offered individual tutors, direct online support, and ESL supports to promote student academic achievement.  High school courses are presented for board approval and all courses are evaluated to ensure students have access to offerings that are approved A to G as well as Career Technical Education (CTE) Industry Pathways. Each year, Heritage Peak Charter School  increases its CTE pathways to support all learners.  Examples of pathways include: Veterinary Medical Applications, Floral Design, and Small Engine Technology certificate programs, Project Lead the Way pathways, and Medical Career pathways (EKG Technician, Medical Assisting). Students may also participate in college Dual Enrollment classes, which are offered as an option for all students over the age of 16 (per community college guidelines). All core subject matter offered (math, ELA, Science and Social Studies) have an A to G approved option for CSU/UC.|Barriers preventing Heritage Peak Charter School from maximizing broad course of study offerings to all students include: 1.) Limited time in a typical home-school or independent study school day for students to take additional courses.  2.) Limited to community opportunities and/or online offerings with a non-site-based school.|A regular analysis of enrollment in a broad course of studies helps to inform Heritage Peak Charter School as it makes decisions on course offerings. All our high school students, and specifically our graduating class, are regularly monitored to ensure all students are progressing or have met the state indicators for college and career ready. Our students demonstrate this preparation through a combination of CAASP test scores, concurrent college enrollment, AP testing, ‘a-g’ course completion and CTE course completion.  At Heritage Peak Charter School, students can meet their a-g requirements through a variety of methods. For this reason, the number of students in a-g courses can vary from semester to semester. Students can complete one of our approved independent study programs or virtual/hybrid classes. They may choose to validate a course with the SAT or AP exam. Finally, they can complete a transferable course at a community college.  Continually monitoring progress and performance in all these various options provide school leadership critical data to determine all students have access to, and are taking advantage of a broad course of study. These progress monitoring and performance data are used as planning and budgetary tools to support Priority 7 in the creation and updating process for the school's LCAP.||2019-10-23|Met|2019
19646000000000|Hermosa Beach City Elementary|7|Hermosa Beach City 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 kindergarten through 8th grade. 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 exceptional needs.|HBCSD students have 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.|HBCSD will continue to review and evaluate all student enrollment in academic courses to ensure a board course of study in required subject areas.||2019-10-09|Met|2019
19647330112060|Hesby Oaks Leadership Charter|7|||||||Not Met For Two or More Years|2019
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 2018-2019 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 through 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. Additionally, lack of transportation to a school that offers different pathways could limit options.|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 and needs. Also, the district continues to support good first teaching through professional development to help reduce the number of students needing remediation in core subjects.||2019-10-21|Met|2019
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.|Hickman Charter School's homeschool independent study model provides a myriad of individualized options for students to access a broad course of study.|Hickman Charter School will continue offering choice and access to a broad course of study.||2019-11-12|Met|2019
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 12, 2019. HES/HMS https://docs.google.com/document/d/1DP3pjaDMEgfqfKogo3e4tLpTx_7r95ZjG2rMoVUCkRI/edit?usp=sharing   HCS As illustrated by the master schedules linked below, HCCD students have access to a broad course of study appropriate for K-8 students. 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 STEM to HES students was removed this year with the opening of our STEM and Maker Space.|None||2019-11-12|Met|2019
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 which are now available.   Students have access to STEM activities several times per month.|No new actions proposed.||2019-11-12|Met|2019
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 addition, students have access to band and several other electives during their elective period on Wednesdays.|Barriers to providing the a wide variety of enrichment courses lack of additional credentialed teachers to provide them.|No additional action required.||2019-11-12|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
37764710138776|High Tech Elementary 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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
37683380106732|High Tech High International|7|All HTHI 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, HTHI 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, HTHI 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, HTHI 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 HTHI students have access to a broad course of study.|Each HTHI school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTHI creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTHI student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTHI students have access to a broad course of study.  For example, the average percentage of HTHI graduates meeting UC/CSU requirements in 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTHI students completed a presentation of learning during the 2018/19 school year.|HTHI 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 HTHI high school students to complete college coursework outside of the school day. This is often particularly true for HTHI socioeconomically disadvantaged students.|HTHI plans to maintain current practices that support all students having access to a broad course of study. HTHI 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.||2019-06-20|Met|2019
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, HTHMA 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, HTHMA 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 HTHMA 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 HTHMA student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTHMA students have access to a broad course of study.  For example, the average percentage of HTHMA graduates meeting UC/CSU requirements in 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTHMA students completed a presentation of learning during the 2018/19 school year.|HTHMA 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 HTHMA high school students to complete college coursework outside of the school day. This is often particularly true for HTHMA socioeconomically disadvantaged students.|HTHMA plans to maintain current practices that support all students having access to a broad course of study. HTHMA 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.||2019-06-20|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
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 53% White, 33% Hispanic, 8% Asian, 2% African-American, and 3% 2+ Races, where approximately 46% Socio-economically Disadvantaged; 12% 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” orientation 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: FALL 2019 LOCAL INDICATORS REPORT 10  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 benefiting 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.||2019-10-11|Met|2019
19647330137471|High Tech LA Middle|7|High Tech Los Angeles (HTLA) Middle School is in its second year of existence in fall 2019 serving grades 6-8, with the following student demographics: 34/% Hispanic, 7% African-American, 48% White, 6% Asian, 3% Other, and 1% Unspecified, of which 14% 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 demonstrates 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 second year of implementation and has fully expanded to serve students in grades 6-8.  It utilizes 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.|CRITERIA: MET|2019-10-11|Met|2019
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, HTM 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 HTM 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 HTM student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTM students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTM students completed a presentation of learning during the 2018/19 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.|HTM 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.||2019-06-20|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
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, HTMMA 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 HTMMA 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 HTMMA student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTMMA students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTMMA students completed a presentation of learning during the 2018/19 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 HTMMA high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.|HTMMA 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.||2019-06-20|Met|2019
37764710138768|High Tech Middle 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).|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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.|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.|These responses represent the existing HTH schools. High Tech Middle Mesa opened as a new school for the 2019/20 school year. For this reason, there is no 2018/19 data to report.|2019-06-20|Met|2019
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 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2018/19 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.||2019-06-20|Met|2019
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 year one of the PYP IB candidacy phase and will apply for MYP IB in April 2020.|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 year one of the PYP IB candidacy phase and will apply for MYP IB in April 2020.|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.|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.||2019-10-22|Met|2019
33669930127142|Highland Academy|7|The two governing questions that guided our process are: (1) Are we providing a broad course of study as required by California Education Code?  (2) Are students equitably accessing the broad course of study we provide? To gather this data, we analyzed time use in our elementary classes for one week.  The data we collected represents the amount of time on average students spend learning various subjects. For middle school, all student schedules were analyzed to ensure that all student were enrolled in the appropriate, required courses.  Observations and teacher evaluations are an ongoing process to ensure that all classes are providing effective instruction to meet the needs of their students.|Our data about how time is used in elementary and secondary schools shows that students are accessing the broad course of study required by Ed Code.  In elementary, roughly 35% of the school day is used for ELA and 25% is used studying math, 10% of time is used for science and social studies, and 20% is used for PE, lunch, and recess.  The remaining 10% is used for character education, assemblies, socio-emotional learning, library time, field trips, and computer usage.  Upon examination of the middle school schedules, 100% of students were enrolled in the required coursework with a math, language arts, science, history, physical education, and elective class.  Teacher observations and evaluations will ensure that content standards are being effectively implemented and taught in all these classes.|Improving the consistency and quality of instruction seen from class to class is the priority for Highland Academy as we seek to make course instruction accessible to all students.|Ensuring that the school offers the required courses and that student schedules are properly structured is a fundamental task that Highland Academy has been compliant with.  The challenge is therefore ensuring that the quality of instruction being received in each of these classes is up to par with expectations and that all students, regardless of their current academic level, are able to access the information and be successful.||2019-11-15|Met|2019
34765050130757|Highlands Community Charter|7|At Highlands, we offer a broad course of study in English, Social Sciences, Science, Mathematics, digital literacy, workforce development, 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 knowledge-driven decisions, we have begun developing course offerings in Health,  Physical Education, Visual 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 two to five languages.|Through SST's and 504 plans, we ensure that all students have access to a broad course of study at their levels, 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, digital literacy, workforce readiness, and Career Technical Education programs. Across all programs at Highlands, our teachers and students are supported with fully aligned curriculum tools, including course outlines and objectives and soon-to-implement rubrics. Our English Language Development classrooms across all sites are utilizing Highlands-created, thematic, supplemental materials aligned to standards to ensure students are provided equitable access to the curriculum. 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 the developmental stages of creating programs in Physical Education, with one program currently offered and Visual 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, digital literacy, workforce readiness, and CTE. Many of our high school program students come to us at a 7th-grade reading level while many of our ELD program students come to us with zero literacy in their native languages, 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 the development of Physical Education, Visual and Applied Arts.|Through student surveys and stakeholder feedback, we have identified barriers to education and have implemented Navigators to reduce barriers 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 it can be implemented. In an effort to address the diverse interests of our students, we are developing more external CTE partnerships for programs including medical assisting and personal training certifications. In October of 2019, we will host an Opportunity Fair with all of our current and potential CTE programs and survey students on additional programs they would like to see offered. In an effort to further develop student workforce readiness, we will be launching a new course in the 2019-2020 school year to assist students with career exploration and practicum.||2019-10-03|Met|2019
49707146051759|Hillcrest Middle|7|The  master schedule on each campus ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social studies, and PE.  In addition, site administrators schedule a variety of enrichment courses in the performing and visual arts.  All students at each grade level TK-5 receive the exact same enrichment classes and all students grades 6-8 have access to an extensive enrichment and elective schedule.  Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study.|The master schedule demonstrates that some students qualifying for RSP or ELD 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.  As service plans for individual students are created, specifically for Students with Disabilities and English Learners, staff will ensure that the service plan will not deny any student to a broad course of study.||2019-11-14|Met|2019
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. Many electives are offered to all students. CTE electives tended to be highly represented, with increasing 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.|This item was presented at the October 16, 2019 regularly scheduled meeting of the Hillsborough City School District Board of Trustees. https://hillsborough.agendaonline.net/public/Meeting.aspx?AgencyID=28&MeetingID=74842&AgencyTypeID=1&IsArchived=False|2019-10-16|Met|2019
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 continue to be gathered and analyzed to identify any disproportional participation by student groups.|Although access is provided to all students, we continue to encourage participation of non-traditional student group representation in all classes including Career Tech Education, Advanced Placement, STEM, and Arts and Music education. Barriers include student perceptions of who should participate in those classes.  HUSD has addressed this barrier by exposing students to non-traditional paths through the attendance at student workshops (Ex:  STEM for Girls, Young Men's Conference) and college visits.|HUSD is working with California Education Partners to close the achievement gap between student groups, specifically SED and non-SED.  Teacher-student relationships are addressed through this lens and teachers are receiving professional development to help students break these self-perceived barriers.||2019-10-08|Met|2019
35674700000000|Hollister|7|||||||Not Met|2019
35674700127688|Hollister Prep|7|Data is one of Navigator's five compass points showing its importance to the organization and the staff.  Coaches go over individual student data weekly in the coaching / feedback meetings, monthly at grade level data meetings, and teachers are reviewing the data daily to recalibrate a lesson if needed.  Data is used to create homogeneous small groups, and to determine placement in intervention academies.  Data is reviewed by subgroup to ensure Navigator is continuing to reduce or eliminate the achievement gap for traditionally underserved and vulnerable populations.|The educational model at Navigator is created to ensure all students have access to a broad course of study and spend an equal amount in time in ELA and math.  They also have PE, History / Social Studies, Science, and a variety of enrichment programs throughout the week.|Navigator's programs ensure access to a variety of programs throughout the week, and participate in numerous athletic activities. Due to a lack of space on our current campuses, additional extra-curricular activities are a challenge (band, music, etc...).|Navigator will continue to work with the parents to prioritize the areas of importance for staff and families and utilize the LCAP to ensure the course of study and budget align.||2019-06-18|Met|2019
37683386117279|Holly Drive Leadership Academy|7|Students in grades K-1 are enrolled in Math, English Language Arts, Science with hands on science opportunities, History/Social Studies, and Visual and performing arts classes such as dance, physical education, art and health. Students in grades 2-8 are enrolled in Math, English Language Arts, Science with hands on science opportunities, History/Social Studies, and Visual and performing arts classes such as Dance, Physical Education, Health.  Etiquette classes and Chess.  Middle school students are also enrolled in high school planning and beyond courses.|Currently all students all year are enrolled in Math, English Language Arts, Science with hands on science opportunities, History/Social Studies, engineering and coding, Visual and performing arts classes such as photography, dance, Physical Education, health and etiquette classes and chess, middle school students are enrolled in high school planning and beyond courses.  Second semester students are given second language opportunities such as Conversational Spanish and Sign Language.|Finding affordable teachers with specific areas of expertise.|HDLA is seeking to provide students with opportunities that will make them successful in life.  We are currently teaching a Men's Day and Girl Talk course where we teach young people how to transition into adulthood successfully.  This course teaches things like strategic planning, self-esteem, identity, how to tie a tie, table setting, budgeting, coupon shopping, study skills, and how to change a tire.|All these opportunities are part of our school day so access is provided to all students who are enrolled in our academy.|2019-09-04|Met|2019
13631490000000|Holtville Unified|7|Holtville uses 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, based on grade spans, unduplicated student groups, and individuals with exceptional 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 student enrollment and completion of A-G college requirements. • AP Reports:  Used to track Advance Placement classes a student takes. • 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.|Administrators and counselors have reviewed school site schedules, student enrollments, master schedules, lesson plans, and all other measurement tools and have found that all students have access to a broad course of study. Counselors have reported that all students have been placed in all required classes and requested classes if they have met any and all requirements where that applies. It is important to point out that all the school’s Master Schedules are different, and each has its own broad course of study. All students have access to all classes based on the completion of prerequisites, grade level, and student needs. Lessons plan vary from teacher to teacher, but a focus is on giving all students a broad course of study in their subject areas. Students may have classes that are not available to all students because of needs as laid out by their SST, IEP, Beyond SST, 504, Special Education or continuation high school plans, but our district is open to creative ways to meet all students needs and wants.|Holtville Unified School District has the same barrier at all their schools and that is demand outpaces supply, there are more students and student needs than resources.  This barrier is hampered by the 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 experienced little to no growth 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.  A Dashboard is a strong tool for keeping our stakeholders informed and engaged in our effort to succeed in providing our students with 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. • In creased AVID trained teachers.  • Continue to increase AP classes • Flexible class offering through Freedom Academy such as; AP classes, and math and science classes. • Expanded CTE pathways with classes like small engines.  • Increased technology in support of us of online resources and classes. • Increased online programs • Increased options in AG classes with the addition of a new AG Barn.  Work with Stakeholders and partners such as Imperial Valley College.|All Holtville Unified School District local indicators are good and strong indicators that have produced as a whole very positive results. Our strength and successes are due to all our Stakeholders including the community of Holtville. Holtville is a very supportive group of people, government agencies and school staff.  And with their help and support, and support and input from all stakeholders, Holtville Unified School Students experience a broad course of study, safely on clean campuses.|2019-10-21|Met|2019
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.||2019-10-14|Met|2019
42692110000000|Hope Elementary|7|During the 2018-19 year, on all campuses of Hope School District, all students participated in designated art, computer, and music classes. Students also have access to class and grade level plays and performances. All students had access to a before school violin program as well. Unduplicated students had additional access to after school tutoring and designated ELD if needed. Students with exceptional needs were integrated to the maximum extent possible. Hope School served the district's SDC students and provided targeted support with specialized instruction, academic instructional aides, adaptive PE, speech and language supports, and occupational therapy if needed.  We reviewed and tracked access during child study teams, IEP meetings, PLC meetings, and data review meetings.|All campuses offered a broad course of study including the curricular areas of math, ELA, social studies, science, and PE. Additionally, students on all campuses participated in instruction in music, computers, visual art, and performing arts.|There were 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 focusing on implementing computer science standards in both in the classroom and in computer labs. As these standards come to implementation, teachers will be provided training on these standards and how to teach them.||2019-10-14|Met|2019
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. Access is enhanced by multiple extended learning opportunities specific to students needs to accelerate learning and assure that students have success in the broad curriculum. Success is monitored by teachers and administration and parents are consulted in the remediation/acceleration process.|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.||2019-10-09|Met|2019
49707630000000|Horicon Elementary|7|Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners.  Horicon will continue to work towards supporting English Language Learners and improving Math proficiency.   Horicon has maintained its safe, nurturing learning environment for all students. Horicon has built a steady track record with a focus on positive school climate and a particular emphasis on social-emotional awareness within the student body and staff. Horicon has continued enrichment classes to the campus, providing STEAM, Technology lessons, enrichment, and a period of Library services weekly.   Horicon added a Gardening coordinator who worked extensively at community outreach and outdoor science curriculum.   Horicon has continued the employ of an IT person who keeps all computers on campus up to date and current, programs downloaded for Math, typing skills, reading and literacy skills, state testing, and other technology resources.   Added hours to the additional bilingual aide to support translation services with our ELD population and digital communication.   Continued to support an on-site school enrichment program for preschool-aged children, which has succeeded in increasing our TK/K enrollment numbers as well as improving the academics of students beginning in our primary classes.   Introduced Restorative Justice Circles to the middle school in order to develop middle school aged students who are better prepared to deal with their emotions in a healthy, productive manner. Attendance and involvement of parents at regular school activities increased by nearly 60%.   School volunteer numbers and frequency in both the classroom and tutoring program have increased by over 80%.|Horicon has continued enrichment classes to the campus, providing STEAM, Technology lessons, enrichment, and a period of Library services weekly.   Horicon added a Gardening coordinator who worked extensively at community outreach and outdoor science curriculum. The Textbooks and Instructional materials list, reviewed and updated annually reflect the following criteria for Horicon:|Based on the 2018 CAASPP performance results, 56% of students are listed above, at grade level, or near grade level in mathematics, while 71.4% of students are listed above, at grade level, or near grade level in ELA. The largest performance gap on the 2018 CAASPP in these scores are in the performance of the upper grades (6th-8th grades) when compared to the primary grades (3rd-5th grades).  In the upper grades, only 43% of students are listed above, at grade level, or near grade level in ELA, compared to 80% of the primary grades.  In the upper grades, only 29.4% of students are listed above, at grade level, or near grade level in mathematics, compared to 87% of the primary grades. Small class sizes were not maintained in two of the classes due to an influx of inter and intra-district transfers looking for choice schools. At the end of the 2nd trimester (March) 48.8% of students are listed at grade level, with 20% more performing near grade level. We will continue to monitor our students in the coming school year by using local assessment practices (DIBELS, Lexia, National Geographic monitoring, Envision Math 2.0 assessments, Ekwall-Shanker, San Diego Quick, Engage New York, HMH).  Our teaching staff will analyze assessment results throughout the year to inform and change practice, as needed.  We will continue to provide RSP push-in, 1 to 1 aid, IA in each classroom for support for EL students and students with disabilities, ELD Group, and after school tutoring program.  We will continue to employ and have increased hours for our full-time library manager to provide Library services, STEM, Robotics, and a technology program.  No student achieved perfect attendance.  The district did not achieve a high attendance rate.  As of 5/24/19, the rate of attendance was 90.85% for the school.  As a result, next year we will utilize the extra hours of our additional Bilingual translator to regularly contact families either via phone or on-site to review attendance and promote ways to improve their attendance.   Additionally, our students who struggled the most with truancy have been our intra-district transfers. Meetings have taken place with each of these families, specifically outlining minimum attendance requirements in order to continue to honor a transfer agreement.   Parent involvement showed that 100% of families attended a meeting or event on campus during 2018/19. 22 families attended/ visited on campus more than ten times during the school year.  Attendance at Back to school night, Soul Shoppe parent nights, weekly classroom volunteer logs, site council sign in sheets, ELAC sign in sheets, LCAP review sign in sheet, Site council sign in sheets, and any other parent involvement will continue to be tracked to identify changes to the attendance now that a baseline for parent involvement has been identified.|Horicon Elementary School District Core Curriculum Adopted Textbooks Kindergarten/First ELA –NG Connect Math –Engage New York Science –Foss Kits and support resources Social Studies – Scott Foresman   2/3 ELA - NG Connect Math  - Scott Foresman - enVision 2.0 Science –Foss Kits and support resources Social Studies  Scott Foresman   4/5 ELA - NG Connect Math –Scott Foresman - enVision 2.0 Science –Foss / Prentice Hall Social Studies - McMillian, MrGraw, Hill   7/8 ELA – 6th: NG Connectl 7th-8th: HMH Collections Math –Scott Foresman - enVision 2.0 Science –Pearson / Prentice Hall Social Studies –Teachers Curriculum Institute, History Alive  Horicon has continued enrichment classes to the campus, providing STEAM, Technology lessons, enrichment, and a period of Library services weekly.   Horicon added a Gardening coordinator who worked extensively at community outreach and outdoor science curriculum.||2019-05-28|Met|2019
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. State approved standards-based curriculum orders are tracked through the Curriculum Resource 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 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 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 7 Career Technical Education (CTE) Pathways (an increase of 2 additional CTE pathways year over year). Horizon Grad Surveys are given and tracked by the guidance department annually. Data is reviewed by the school community annually. 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 by the LMS 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). Additionally, the school added Assistive Technology Mentor positions during the 2018/19 school year. These mentors are trained in supporting students and teachers in necessary assistive technology for students with an identified need. An assessment and data management system was obtained this school year. A district wide roll-out plan was created and shared with all administration. Implementation will begin during the 2019/20 school year with an Early Adopters team comprised of administrators and teachers. A soft roll out with all teachers will occur in January 2020, with a plan to fully implement in the 2020/21 school year.|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, project-based learning, group educational activities and parent guided education activities. As an independent study charter school, students have numerous local opportunities within their geographical areas of residence. Students in Placer County have convenient access to learning center opportunities whereas students living in surrounding counties will 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 the school’s online course opportunities. To combat connectivity issues, the school has continued to issue wireless routers to students who have internet connectivity issues. Survey results indicate that technology barriers rarely exist which demonstrate the school has made significant progress over the past few years to address any internet and technology barriers. The school is committed to continued technology advances and increased customer service to students, families, and staff.|Horizon faces a few barriers that impact access to a broad course of study for all students. Student geography, transportation, and parent participation have been identified as continued key areas of focus by the school. 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.|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. LCAP Goal 1, Action 3- Maintain an English Learner Advisory Committee (ELAC) and maintain interpreters for meetings. Additionally, the implementation of this action will include the use of both in person and online meeting options for ELAC members and the school community. LCAP Goal 1.11- Develop universal guidelines and train teachers on expected grading practices. The school believes that through the calibrating of grading practices; proper curriculum interventions will be identified for students who demonstrate a need for instructional support. LCAP Goal 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 school’s academic progress. This action will include access to a parent portal where they can view student CAASPP scores online. Additionally, the school leadership will be improving communication regarding school academic progress through both in person and virtual means. The school is also implementing this action through student communication and involvement. A student leadership team will be established to communicate with and gain student input regarding academic achievement and course rigor. Additionally, the school is working with teaching staff to identify any students with a potential lack of technology access to ensure all students have access to the necessary technology supports to access all online components of their education.  Additionally, the school has implemented the following to ensure access for all students: 1) Use of a mobile unit to increase outreach and services to students in all geographical areas. 2) Addition of Curriculum Mentors to support curriculum training for staff and parents. 3) Expansion 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) and Foster Youth/Homeless (FY). 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). 8) Continued work with non-profit to provide food baskets and hygiene packs for FY/Homeless families.||2019-10-24|Met|2019
47703590000000|Hornbrook Elementary|7|Hornbrook Elementary School District tracks the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have access to a broad course of study by reviewing course offerings through SchoolWise, class schedules, and master schedule.|In 2018-2019 school year, Hornbrook Elementary School provided full access to a broad course of study for all students, TK-8th grade. Our focus was on providing World Languages for all students TK-8th grade.  All classrooms are multi-grade self-contained with one teacher including 7th/8th grade classroom.|Barriers preventing Hornbrook Elementary School from maximizing broad course of study offerings to all students include a lack of time during the regular school day; and multi-grade self-contained classrooms with one teacher.|In the 2019-20 school year, Hornbrook Elementary School will be continuing to provide access to World Languages for all TK-8th 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.||2019-10-09|Met|2019
54719510000000|Hot Springs Elementary|7|Hot Springs School is a Necessary Small School and as such has only a few students located in a small mountain community With only 24 students in grades K-8 the opportunity to get to know student needs, address the needs and track the progress of each individual student is much easier than in large communities. Since all of the staff work with each student at some point its easy to make sure each student has current adopted curriculum and to track the progress in each area. A student with special needs is quickly noticed and the needs addressed. If need includes working with a special education teacher the staff makes sure that happens. We contract with the Tulare County Office of Education for Special Education teachers, school psychologists, school nurse, and speech therapist. The staff uses locally made assessments, assessments that are part of the state adopted curriculums and state practice tests to help track each student. Those with special needs are also assessed by the Special Education Resource teacher to add further tracking.|Again, since Hot Springs School is a Necessary Small School and as such has only 24 students in grades K-8 the opportunity to get to know student needs, address the needs and track the progress of each individual student. Each staff member works with all students at various times during the day. The Teachers provide instruction and the paraprofessional provides reinforcement. The teachers also work individually with students needing extra help. No student, regardless of need, is overlooked in the daily instructional process. All students work in current adopted curriculum materials, both hard copies and the online portions that are available with the curriculums.|There are no identified barriers. The staff, however, continues to monitor the progress to identify any barrier that might arise so it can be addressed quickly. Parent input is also encouraged to address any barriers they my see with their student(s).|The staff continues to monitor the progress to identify any need that might arise so it can be addressed quickly. Staff meetings with the administrator held to monitor each student progress and identify any area needing to be addressed. These meeting regularly discuss testing results for individual students and progress in addressing any area of the state test where student scored low.  Parent input is also encouraged to address any concerns they my see with their student(s).||2019-10-08|Met|2019
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 226 students in grades TK-8; with the following student demographics: 90% Hispanic, 3% White, 4% African American, 3% Asian, of which 52.4% are students identified as English Language Learners; 20% Students with Disabilities (SWD); 89.2% Socio-economically Disadvantaged, and 6.7% Homeless Youth.  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, facilitates the development of 21st-century skills, and creates 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 with a nutrition component. In addition, all students in grades TK-8 have access to and are enrolled in the following electives based on student choice: Folklorico, Hip Hop Dance, Robotics, Visual & Performing Arts, Yearbook, Sports Clinic, Yoga, Chess, Graphic Design and Coding. There are no differences in 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.||2019-10-08|Met|2019
28662580000000|Howell Mountain Elementary|7|HMS is a small, rural school of 100 students. Classes are mixed grade levels and are self-contained. Students are provided enrichment opportunities in the areas of: music, art, PE and Foreign Language.|All students are provided equitable opportunities since every demographic is included in class configurations.|HMS' barrier is in its population size. Small school districts have a barrier in only being able to provide limited resources and access to courses due to their small size.|Due to the limitations of a small school district, locally selected measures, revisions and decisions include providing access to fine arts, and foreign language through partnerships and outside sources.||2019-10-09|Met|2019
56724620000000|Hueneme Elementary|7|HESD will utilize the following locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study:  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|A review of the locally selected measures and tools (identified in Question1) show that students in HESD have access to, and are enrolled in a board course of study. There are no identified differences across school sites and students groups in regards to access to, and enrollment in, a broad course of study. In addition, each middle school participates in the Ventura County Innovates Program (VC Innovates) and have developed elective programs and/or strands in several career areas, vertically aligning with our feeder high schools:  Charles F. Blackstock: Arts and Entertainment (Journalism elective and Mariachi Club), Engineering (STEM elective, MakerSpace Club, Engineering Club)  E.O. Green: Engineering (STEM elective), Coding and Robotics, and Multimedia|There are no identified barriers preventing the LEA from providing access to a broad course of study for all students.|We will continue to monitor our locally selected measures in order to ensure access to a broad course of study for all students.||2019-10-28|Met|2019
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.|HELUS will stay the course and continue to offer and implement a broad course of study for all students.|The art program was launched during the 2018-2019 school year and is continuing into the 2019-2020 school year. Teachers participated in professional development sessions on various art genres and in turn, brought art projects to experience the art genre with students.||2019-11-12|Met|2019
50755490000000|Hughson Unified|7|The locally selected tools that HUSD is using to track the extent to which all students have access to and are enrolled in, a broad course of student are Master Schedules, AERIES, CALPADS, and DataQuest.  At the secondary sites student ballot requests are also used.|Students at all school sites are enrolled and have access to a broad course of study.  Sites are different due to grade span, not course offerings. K-5 = ELA, ELD, Math, Science, History, PE, Art (visual & performing) RMS is a six period day.  All students take ELA, Math, Science, History, PE and one elective.   HHS is a seven period day.  Students have a variety of courses to choose from that are all found in the course catalog including, courses that meet A-G requirements, AP courses, CTE options and a variety of electives.|Special Ed & ELs have limited access to electives due to the extra course provided to meet their learning needs.|Initial implementation of an Inclusion Model for Special Education is now K-12. New electives were added at Ross Middle School including Spanish, STEM and Badging.||2019-10-08|Met|2019
12101240000000|Humboldt County Office of Education|7|HCOE CCS utilizes our local tool and student information system Promis. All students are referred to community school and the registrar collects their transcripts from their prior school. Once their transcripts are updated from their prior schools the registrar works with the assigned teacher to enroll the student into the appropriate courses. Students are assigned courses in the areas needed to progress to the next grade level. Students that are placed into the court schools go through the same process. They are assigned courses that match what they were taking in their district of residence.|All students at CCS have access to APEX an online platform that provides a wide variety of courses, including A-G courses and electives. All CCS students are being provided with college and career awareness courses and access to dual enrollment if appropriate. Online dual enrollment is also offered in our schools to appropriate students. Court school students that have graduated and earned their high school diploma also have access to online college courses. We are in our third year of supporting this post-secondary opportunity with the local community college.|CCS has five sites with low enrollment which is the biggest barrier to providing a more robust course offering. CCS strives to bring in and utilize meaningful programs that are appropriative for our student population. Traditional CTE programs (two year completer courses) are difficult to due to ongoing referrals and student enrollments weekly. The Garberville site is geographically isolated which makes it hard to access the CTE programs offered to the other sites.|All schools have access to on-line courses to ensure that a wide range of course can be offered to all students. CCS has worked with HCOE Career Technical Education Learning Specialist to ensure our students have more access to relevant and meaningful opportunities. The HHF and Introduction to Health Care Occupations are both engaging CTE programs that offer our students career readiness training. We are investigating what CTE opportunities are available to our Garberville students.||2019-10-23|Met|2019
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 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.|HLCS has been able to employ a part-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.  Around 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 a College and Career Pathways 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.||2019-10-07|Met|2019
39686270126755|Humphreys College Academy of Business, Law and Education|7|ABLE Charter Schools uses the following measures: CAASPP Interim and Summative assessments, CAST, ELPAC, Renaissance Learning STAR 360 (Early Literacy, Reading, and Math), ePortfolio projects, common assessments across content areas, daily Exit Tickets.|ABLE Charter Schools’ educators are trained to implement, interpret, and act on data from the selected measures.  This ultimately creates an environment where all students have access to instructional and social-emotional supports to meet their individual needs.|The number of families interested in our educational program continues to increase.  ABLE Charter Schools seeks continued growth both in its infrastructure and staffing to serve families and students in San Joaquin County.|ABLE Charter Schools seeks to increase the programs available to our students.  We have increased our capacity to have students in dual enrollment college classes.  We are piloting a mentorship program that gives students first hand experience in the college or career sector of their choice.  We are undergoing a comprehensive review of curriculum and master schedule to determine which areas can be tweaked to better support our student population.||2019-11-06|Met|2019
30665300000000|Huntington Beach City Elementary|7|For grades 1-6, an appropriate course of study includes English, mathematics, social sciences, science, visual and performing arts, health and physical education.  For 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 and technical education.  Student access to and enrollment in the appropriate course of study is tracked through the Aeries Student Information System (SIS) and its various reports and data summaries.|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 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.|As a district, we do not see these specialized course placements as barriers to accessing a broad course of study given that these placement decisions are mutually agreed upon in the best interest of the student with parents/guardians and the school education team.  Monitoring of 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.|Career Technical Education (CTE) pathways continue to be developed and/or enhanced through articulation with the Huntington Beach Union High School District on an annual basis.||2019-10-15|Met|2019
30665480000000|Huntington Beach Union High|7|a. UC/CSU Requirements b. Four-Year Cohort Graduation Rates c. College Readiness (Early Assessment Program) d. Number of Non-Grads Due to Credit Deficient as of June Graduation Date e. Career Technical Education Pathway Offerings and Completion Rates f. College Credit Course Enrollment g. Advanced Placement Exams h. HBUHSD Survey Results i. Co-teaching classes|HBUHSD remains focused on improving access for all students to a broad course of study. In the summer of 2019, 237 students enrolled in College Credit Courses with 94% passing with a grade of 'C' or better, thus earning college credit. The number of students taking Advanced Placement Exams in 2018-19 was 3,752. With 7,392 AP Exams given, our AP pass rate was 73%. 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. The Class of 2019 Four-Year Cohort Graduation rate for all students was 91.3% with Students with Disabilities at 70.3% compared to 67.6% in 2018. We remain focused on preparing all students to qualify for and succeed in baccalaureate degree programs and certificated or career training.|a. Homework/Grading practice b. Early interventions for all students c. Concurrent college credits not included on transcripts d. Career Technical Education (CTE) marketing and awareness e. Reaching all subgroups including English learners, Students with Disabilities, and Low Income|a. Commitment to know the 'Name, Face, and Story' of each student b. Expand early intervention for all students c. Expand College Credit Course offerings d. Continue to utilize release periods for Multi-Tiered Systems of Support (MTSS) teachers at the six comprehensive school sites e. Continue to support co-teaching classes||2019-10-15|Met|2019
12628850000000|Hydesville Elementary|7|The LEA utilizes a number of 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.  These measures include report cards at the end of each trimester, adopted curriculum for all subject areas, and daily schedules.  Because the LEA is a single school district these measures apply to all student groups.|All students int he LEA have access to and are enrolled in a broad course of study.  As we are a single school district, there are no differences across school sites and all students have access to the same programs and services.|No barriers were identified.  As the LEA is a small single school district, all student groups are offered the same services and access.|As no barriers were identified there are no revisions to be made.  Making sure that all students have access to a broad course of study is also a metric in Goal #1 of the LCAP annual update.||2019-10-14|Met|2019
19646340120303|ICEF Inglewood Elementary Charter Academy|7|ICEF Inglewood Elementary Charter Academy (IIECA) serves 423 students in grades TK-5. Our student demographics include 80% African American, 19% Hispanic, of which 6.3% English Language Learners (ELL); 11% Students with Disabilities, 0.5% Foster Youth and 90% who 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 an 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 demonstrates 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 in 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.||2019-09-12|Met|2019
19646340120311|ICEF Inglewood Middle Charter Academy|7|||||||Not Met|2019
19647330117952|ICEF Innovation Los Angeles Charter|7|ICEF Innovation Los Angeles Charter School currently serves 261 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 18% English Language Learners (ELL); 10% Students with Disabilities, 6.5% Foster Youth, and 75% Socioeconomically Disadvantaged.   ICEF Innovation Los Angeles Charter School is affectionately referred to as the small school with a 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 demonstrates 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, Music, and STEM courses. There are no differences in 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.||2019-09-12|Met|2019
19647336117048|ICEF View Park Preparatory Elementary|7|ICEF View Park Preparatory Charter School currently serves 465 students in grades TK-5.  Our school provides all students with a rigorous standards-aligned educational program.  Our student demographics include 93% African-American, 5% Hispanic, 1% 2+ Races, of which 1.3% English Language Learners (ELL); 7% Students with Disabilities, 1.5% Foster Youth, and 87% Socioeconomically Disadvantaged.  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 demonstrates 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 an Art course. There are no differences in 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.||2019-09-12|Met|2019
19647330101196|ICEF View Park Preparatory High|7|ICEF View Park Preparatory Charter High School (VPPCHS) currently serves 567 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 1% English Language Learners (ELL); 14% Students with Disabilities, 2.2% Foster Youth, and 74% Socioeconomically Disadvantaged.  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 demonstrates 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 in 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.||2019-09-12|Met|2019
19647336121081|ICEF View Park Preparatory Middle|7|ICEF View Park Preparatory Charter Middle School currently serves 300 students in grades 6-8.  Our school provides all students with a rigorous standards-aligned educational program.  Our student demographics include 92% African-American, 6% Hispanic, 1% American Indian, of which 1% English Language Learners (ELL); 9% Students with Disabilities, 1% Foster Youth, and 81% Socioeconomically Disadvantaged.  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. Schoolwide annual events include a Read Across America month, attendance contests, Family Literacy Night, Science Night, Art 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 Middle 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 demonstrates 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 a Visual Art course. There are no differences in 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.||2019-09-12|Met|2019
19647330117937|ICEF Vista Elementary Academy|7|ICEF Vista Elementary Academy (IVEA) currently serves 341 students in grades TK-5.  Our school provides all students with a rigorous standards-aligned educational program.  Our student demographics include 2% African-American, 96% Hispanic, 1% White, and 1% Asian, of which 41% English Language Learners (ELL); 14% Students with Disabilities, and 99% Socioeconomically Disadvantaged.  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 demonstrates 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 Digital Literacy course. There are no differences in 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.||2019-09-12|Met|2019
19647330115287|ICEF Vista Middle Academy|7|ICEF Vista Middle Academy (IVMA) currently serves 210 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 41% are English Language Learners (ELL); 10% Students with Disabilities, and 97% Socioeconomically Disadvantaged.   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 demonstrates 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 and Music courses. There are no differences in 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.||2019-09-12|Met|2019
43696176048045|Ida Jew Academies|7|Ida Jew Academies is using the master schedule to monitor that all students have access to and are enrolled in a broad course of study.|Students in the elementary and middle school have access and are enrolled in all core subject areas, including designated English Language Development for English learners.|Based on the school's master schedule, 100% of the students have access and are enrolled in a broad course of study.|Although 100% of the students have access and are enrolled in a broad course of study. Ida Jew Academy will address two issues that are related to students having access to a broad course of study. At a parent forum parents indicated that parents wanted to know their legal rights. On the 2018-19 CA School Parent Survey,  parents indicated the following on a survey item that read “Providing information about why your child is placed in particular groups or classes”: 34%, Very well 26%, Just okay 10%, Not very well 12%, Does not do it at all 18%, Don’t know/NA  Ida Jew Academy will be implementing the parents' recommendations and do short videos in Spanish and English on topics that parents have requested. The videos will be sent to parents and will be posted on the schools' social media sites. The principal will also share these videos and provide time to discuss these topics during coffee with the principal. The principal will work with the teachers to inform the parents during parent-teacher conferences if their child is placed in particular groups or classes.||2019-11-13|Met|2019
36678760121343|iEmpire Academy|7|||||||Not Met|2019
37683380108548|Iftin Charter|7|Iftin School is currently organized in self-contained classes from grades TK- 5th, with 6th through 8th graders organized by a homeroom teacher and departmentalized classes. All students participate in a comprehensive program aligned to the standards for core curriculum at each grade level. In addition, all students receive explicit PE instruction from a specialist, participate in computer lab instruction, and students in grades 2nd-8th receive Somali language instruction. In the past, local artists worked with primary students in visual arts, and middle school students participated in a STEM program.  Students achieving below grade level have access to intervention programs after school. ELD specialists push into the school to provide instruction for students in grades 2-8 integrate those skills into the literacy development.  Illuminate  and MAPS are used as assessment tools to measure progress and determine next steps. All students have access to adopted digital programs which include but are not limited to IXL for all subjects, Active Classroom, Reach for Reading, Typing Club and Freckle. The school is looking into additional programs to support the curriculum and a web-based data analysis program such as MMARS, to more fully disaggregate the data and provide timely interventions and enrichment opportunities for students. Students are assessed early in the year using MAP software and are placed in appropriate instructional units, however more training is needed in lesson differentiation at all levels to adequately support students, along with more focus on project-based instruction.  A barrier to equal access for all, is a lack of equity regarding access to technology at home. The 2020-2021 LCAP will include goals to remedy this and provide more home access for web-based and digital programs to ensure a 21st Century education. There is also a need to focus on literacy and study skills along with intervention using student data generated from the current programs. More professional development will be offered in this area. There is a need to provide access to instruction in the arts, and the sciences, but adequate lab space is a dilemma. The middle school curriculum is currently lacking in exposure to CTE courses,and is examining ways to expand this area and better serve the all students.|Iftin is a small independent charter school authorized by the SDUSD, which acts as its own LEA. Over the past four years, Iftin has implemented state approved ELA and math curriculum, as well as a curriculum designed for English Language Learners. It has also adopted a web-based, interactive program for History/Social Science, along with several support programs. As noted above, all students have access to all appropriate, grade level courses and materials, and digital tools are currently provided for each student on the site for web-based programs.|As noted above, all core curricular areas except NGSS have adopted curriculum available to all students. Iftin is now focused on NGSS, along with the addition of Arts and CTE to the courses offered and available to all students. Available lab space and designated classroom space is a barrier to implementing the NGSS components, while a lack of equipment in music presents a hindrance in music.|Iftin is in process of seeking out and piloting materials and programs to support instruction in NGSS. they are working on reinventing classroom space to create a science lab for all grade levels. In addition, professional development  will be offered in the integration of Visual and Performing Arts, and parents and community are being recruited to organize  school clubs and activities to support the arts and CTE.||2019-10-30|Met|2019
45700290000000|Igo, Ono, Platina Union Elementary|7|Igo, Ono, Platina Union Elementary (IOPUE) ensures all students have access to a broad course of study through assigning students classes through Aeries. In addition, IOPUE 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.|100%  of students in IOPUE are offered a broad course of study.|There are no barriers.|N/A||2019-06-24|Met|2019
19753090138297|iLead Agua Dulce|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|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. 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.||2019-10-31|Met|2019
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.||2019-11-01|Met|2019
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|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.||2019-11-01|Met|2019
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 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. 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.||2019-10-31|Met|2019
33103300125385|Imagine Schools, Riverside County|7|Imagine Schools uses surveys, student schedules, PowerSchool System and teacher input to measure access to all curriculum and course of study for all students.   Teachers and staff develop weekly lesson plans inclusive of all subjects for all students.   The lesson plans also list questions that will be used to spark student thinking as well as strategies for EL and SPED students.   The following subjects are taught in all classes and included in the daily lesson plans with minutes spent in each subject.   English ? Mathematics ? Social Sciences ? Science ? Visual and Performing Arts ? Health ? Physical Education Our school is a dual immersion program therefore, we have minutes for each subject and language used to teach the content area.   Curriculum guides as well as Year at a Glance have been completed for ELA, SLA and Math to ensure all common core standards are taught and integrated with Science, Social Studies and Art.    We have hired an art and PE credentialed teacher so students go to each teacher one or two times a week depending on the schedule.   Health is covered in the PE class.|Imagine schools is one campus only.   The broad course of study includes the following content areas:  English ? Mathematics ? Social Sciences ? Science ? Visual and Performing Arts ? Health ? Physical Education It is evident, based on lesson plan review and the PowerSchool (schedule and enrollment system) that all students have access to the course of study inclusive of SPED students in Special Day Class and all pertinent subgroups such as the EL and Low Socio Economic students.|All students have access the broad course of study.   The only possible barrier could be attendance and we are working towards ensuring that students complete assigned packets when they are out of school for illness or other.|One of the new actions we plan to implement is to develop a SARB policy that will help us with the coordination between home and school for students that have to be out of school for more than three days.   We will continue to review our Powerschool system to ensure all students are placed correctly.   We will continue to conduct walkthroughs and review of lesson plans to ensure all courses are taught within the appropriate times specified in lesson plans and students are present to receive instruction.    We have also strengthened our Student Study Team procedures to ensure all students receive the interventions needed to access the broad course of study.||2019-11-13|Met|2019
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 of study.|All Impact Academy students have access to a full A-G course sequence and this is required for graduation. Impact Academy high school does not accept “Ds,” students receive an A-C grade or No Credit. This is another way to ensure that students are held to high academic standards and meet A-G requirements. Impact Academy Middle School grades on a 0-4 standards based scale.  Impact Academy offers AP Government and AP Environmental Science for all seniors; there is no prerequisite assignment or bar for entry. All students have access to at least two AP classes before graduation.  Impact Academy offers AP Spanish and AP Calculus for all students who take the prerequisite course, PreCalculus, in their junior year. Impact Academy supports concurrent enrollment and has seen about 8% of upper division students (11th & 12th grade) take advantage of this opportunity. Our community partners include: Chabot College and others.   Impact Academy juniors all complete an internship in their junior and senior years as part of our graduation requirements.  Impact Academy requires all 8th, 10th and 12th grade students to pass a portfolio defense, a culminating reflection on their learning and growth.  Students have access to enrichment programs through Impact Academy like Dan Dan Community Arts Classes, Summer Search, and Global Glimpse.   IA’s instructional model is heavily centered around project based learning and performance assessment. 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||2019-11-14|Met|2019
37683956040505|Imperial Beach Charter|7|As a dependent charter, Imperial Beach Charter School adheres to the South Bay Union School District district wide curriculum calendars and pacing guides for all core subject areas and grade levels.  These documents are disseminated to all teachers at the beginning of each year.  District and school administrators conduct routine walkthroughs to ensure adherence to the curricular calendar and pacing guide in all classrooms.  Grade level professional learning communities are also focused on ensuring all students have access to district adopted curriculum for all student groups.  PLC agendas are collected and analyzed by site administrators.|Data from the above measures and observations indicate all students, have access to a broad course of study.  Implementation of district adopted curriculum is in place in all classrooms. Over the past three years, significant efforts have been made to increase inclusionary practices for students with disabilities.  This is an area which has seen significant improvement over the past three years.  During the 2018-2019 school year, SBUSD and Imperial Beach Charter School implemented VAPA/STEM district wide for all SBUSD students in grades K-6 to ensure a broad course of study which includes the critical elements of the arts and STEM instruction.  Currently every K-6 SBUSD student receives one hour of VAPA and/or STEM instruction per week from a fully credentialed teacher.|Imperial Beach Charter School has seen continued growth in the area of inclusion and rigorous, targeted instruction for students with disabilities.  In some limited instances, students are being serviced in a primarily pull-out model.  While these students have access to core curriculum, the interactions, oral language and collaboration is limited when not with typical peers.  Significant efforts and improvement are being made in this area.|SBUSD and Imperial Beach Charter School are working to increase Universal Design for Learning principles with both special education and general education teachers to ensure greater levels of rigor and targeted instruction  for students with disabilities.  Expansion of VAPA/STEM to include media arts and computer science will also increase access to these critical areas of study.||2019-10-10|Met|2019
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 aend, 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 beer 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 aend professional development opportunities that will modify instructional practices to ensure access to all core, career technical education, and intervention courses. All CTE courses are now A-G approved and the medical assistant course was approved to be an A-G Honors course.||2019-10-14|Met|2019
13101320134379|Imperial Pathways Charter|7|||||||Not Met For Two or More Years|2019
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 desegregated by subgroups, including ethnicity, gender, language acquisition status, migrant, 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.   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. An introductory Agriculture CTE course was added to Frank Wright Middle School in 2019-20.  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.    The District has been expanding CTE courses and Imperial High School and is now offering an introductory Agriculture class at Frank Wright. Additionally, the District is seeking to expand the foreign language offering at both sites by adding a new language sequence.||2019-10-10|Met|2019
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.|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.|2019-10-08|Met|2019
50712660120063|Independence Charter|7|The charter reviewed master schedules 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, 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.|The charter did not find any barriers to address.|The charter will maintain the programs currently implemented to ensure access to a broad course of study for all students.||2019-10-15|Met|2019
36677360130948|Independence Charter Academy|7|Parent and staff surveys are administered to gauge perceptions of the richness of the curriculum and course of study.  K-8 have access to all curricular areas through multiple subject self-contained classes that teach all curricular areas or a secondary curriculum with 6 classes per quarter that are tracked by the ICA School Counselor and scheduled by a Student Information System scheduler to ensure compliance with all requirements for a Broad Course of Study|Parent and staff surveys are administered to gauge perceptions of the richness of the curriculum and course of study.  The results are very positive as most parents and all staff feels that students have access to a Broad Course of Study. K-12 has access to all curricular areas through multiple subject online classes that teach all curricular areas or a middle school curriculum with 6 classes per quarter that are tracked by the ICA School Counselor. Electives are provided at all schools with students participating in classes that satisfy state requirements but are also classes of their choice.|Through Edmentum ICA has unlimited opportunities on the broadness of what can be taught and learned. Due to the fact that the school uses an online curriculum, the number and types of classes a student can take are nearly unlimited. The school is able to meet students' needs academics while also being able to provide elective areas that are desired for students and parents, through online access.|At ICA each year new electives are offered based upon student interest and availability through Edmentum. K-12 students are able to select from multiple courses so they may have continuity of elective choices from year to year or they may choose to take a variety of courses.||2019-10-09|Met|2019
09618950000000|Indian Diggings Elementary|7|||||||Not Met|2019
45700370000000|Indian Springs Elementary|7|All students have access to a brand course of study. Because of our small student population and excellent student observation and supervision we can make sure all students are engaged in a course of study that is build on student success.|With 14 students and three and a half instructional staff, we can make sure all students are engaged in a broad course of study.|Local observation make sure all students are provided access to a broad course of study.|No revision needed.||2019-09-06|Met|2019
19647330121137|Ingenium Charter|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool, to monitor student enrollment in courses. In grades TK-5, student enrollment within PowerSchool ensures that all students receive appropriate instruction. For example, once identified in PowerSchool, English learners are enrolled in classrooms, lists are created, and teachers are informed of the makeup of their student groups to provide English Language Development blocks. 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.|It can sometimes be difficult to place a new student in who is an English learner in the appropriate courses due to delays in receiving student cumulative records in order to ensure accurate testing and placement.|Ingenium Schools is continually improving 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. The ELD Coordinator has been working on improving the process through alignment with CALPADS and the SIS (PowerSchool).|This standard was met.|2019-10-28|Met|2019
19647330127985|Ingenium Charter Middle|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool, to monitor student enrollment in courses. In grades 6-8, 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 6-8 level, it can sometimes be difficult to place a new student who is an English learner in the appropriate courses due to delays in receiving student cumulative records in order to ensure accurate testing and placement.|Ingenium Schools is continually improving 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. The ELD Coordinator has been working on improving the process through alignment with CALPADS and the SIS (PowerSchool).|This standard was met.|2019-10-28|Met|2019
19734370137240|Ingenium Clarion Charter Middle|7|Ingenium Schools utilizes our student information system (SIS), PowerSchool, to monitor student enrollment in courses. In grades 6 and 7, 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 middle school level, it can sometimes be difficult to place a new student who is an English learner in the appropriate courses due to delays in receiving student cumulative records in order to ensure accurate testing and placement.|Ingenium Schools is continually improving 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. The ELD Coordinator has been working on improving the process through alignment with CALPADS and the SIS (PowerSchool).|This standard was met.|2019-10-28|Met|2019
19734370137257|Ingenium Wings Independent Study - Compton|7|||||||Not Met|2019
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.||2019-10-14|Met|2019
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 quantitative 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.|A summary of the differences across school sites and student groups having access to, and are enrolled in, a broad course of study, and may include a description of progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. 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.|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.|2019-10-09|Met|2019
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. With a small population of students, ILCS makes a great effort to assign the appropriate coursework for all students including accelerated classes 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. Students with disabilities are rostered to the general education classes as part of our "inclusion" program.|All students have access to all coursework including moderate to severe needs students 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 through 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 resources. Career Technical Education (CTE) courses are also being explored as part of the curricular day to better enhance career readiness for middle school students.|Middle school students are rostered to intervention courses provided before and after school and taught by credentialed teachers as part of their instructional program.  A second integrated math honors course was added to master schedule to address the population of our students.  Additional credentialed staff provided to support math intervention in middle school.||2019-10-21|Met|2019
37683380118083|Innovations Academy|7|We are a K-8 single school of less than 500 students in which ALL of our students are assigned to self-contained classrooms. All students in the same grade level receive the same enrichment classes for the same amount of time. When students choose electives, they are guaranteed to recieve their first choice in at least one semester. This structure gives identical access to all students to participate in both core and enrichment classes to the same degree. Special needs students that require any service outside of their regular class, are given the required individualized support during a time that the child, teacher and parent agree does not impact the child's access to learning. The majority of services are through an inclusion model. The design described above eliminates the need for a tool to measure individual access.|We are a single school site of less than 500 students. As mentioned previously, all of our students in each grade have identical access to both core and enrichment classes.|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 receive supports for language acquisition while included in the same broad course of study as all other students.|Though we offer a broad course of study that requires all students to participate equally, 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 once the levels of funding and facility space allow.||2019-06-28|Met|2019
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. Although IHCS offers an extended day, a few teachers have expressed their concerns regarding a lack of time.|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. An IHCS team attended the PLC Conference in San Jose. The conference offered insight on what actions steps need to occur at the site level in order to conduct conducive PLC’s. IHCS is continuously providing professional development opportunities to all teachers.||2019-10-10|Met|2019
37684030125401|Insight @ San Diego|7|Met: Insight utilizes its Guidance Counseling staff to ensure that all students are enrolled in needed courses for graduation from a DASS High School.  Grad Plans are created and reviewed with students and families to ensure understanding of courses needed for graduation based on transcripts provided.|Met: Insight utilizes its Guidance Counseling staff to ensure that all students are enrolled in needed courses for graduation from a DASS High School.  Students enrolled in Special Programs are given the opportunity to access a broad course of study, but are also given the option to attend specialized courses in order to receive a certificate of completion.|Insight is a DASS High School.  DASS High Schools do not meet A-G requirements and provide diplomas for students who meet the California state minimum for credits in order to graduate.  These students are able to enroll in a 2 year college, vocational school or the military upon graduation.|Insight has improved its Grad Plan process to ensure that students have the ability to review with a guidance counselor quarterly.  The school has also added Geometry to their course list for the 2019-2020 school year.  Although Geometry is not a state requirement for graduation, the addition of Geometry has given students the opportunity to access a higher math course.    Insight has included Technology courses the last 3 years: Computer Literacy, Digital Arts and Image Design and Editing.||2019-10-17|Met|2019
39686270133116|Insight @ San Joaquin|7|Met: Insight @ San Joaquin utilizes its Guidance Counseling staff to ensure that all students are enrolled in needed courses for graduation from a DASS High School.  Grad Plans are created and reviewed with students and families to ensure understanding of courses needed for graduation based on transcripts provided.|Met: Insight @ San Joaquin utilizes its Guidance Counseling staff to ensure that all students are enrolled in needed courses for graduation from a DASS High School.  Students enrolled in Special Programs are given the opportunity to access a broad course of study, but are also given the option to attend specialized courses in order to receive a certificate of completion.|Insight @ San Joaquin is a DASS High School.  DASS High Schools do not meet A-G requirements and provide diplomas for students who meet the California state minimum for credits in order to graduate.  These students are able to enroll in a 2 year college, vocational school or the military upon graduation.|Insight @ San Joaquin has improved its Grad Plan process to ensure that students have the ability to review with a guidance counselor quarterly.  The school has also added Geometry to their course list for the 2019-2020 school year.  Although Geometry is not a state requirement for graduation, the addition of Geometry has given students the opportunity to access a higher math course.    Insight @ San Joaquin has included Technology courses the last 3 years: Computer Literacy, Digital Arts and Image Design and Editing||2019-10-15|Met|2019
15636280127209|Insight School of California|7|Met: Insight utilizes its Guidance Counseling staff to ensure that all students are enrolled in needed courses for graduation from a DASS High School.  Grad Plans are created and reviewed with students and families to ensure understanding of courses needed for graduation based on transcripts provided|Met: Insight utilizes its Guidance Counseling staff to ensure that all students are enrolled in needed courses for graduation from a DASS High School.  Students enrolled in Special Programs are given the opportunity to access a broad course of study, but are also given the option to attend specialized courses in order to receive a certificate of completion.|Insight is a DASS High School.  DASS High Schools do not meet A-G requirements and provide diplomas for students who meet the California state minimum for credits in order to graduate.  These students are able to enroll in a 2 year college, vocational school or the military upon graduation.|Insight has improved its Grad Plan process to ensure that students have the ability to review with a guidance counselor quarterly.  The school has also added Geometry to their course list for the 2019-2020 school year.  Although Geometry is not a state requirement for graduation, the addition of Geometry has given students the opportunity to access a higher math course.    Insight has included Technology courses the last 3 years: Computer Literacy, Digital Arts and Image Design and Editing.||2019-10-23|Met|2019
19753090129742|Inspire Charter|7|||||||Not Met|2019
51714560133934|Inspire Charter School - North|7|We use our student information system and the California School Dashboard to harvest the data that informs us many students are enrolled in and complete the courses listed below. However, we also consider subgroup progress, including unduplicated student groups and individuals with exceptional needs:   • Number of available courses associated with the College Career Indicator including approved A-G/CSU, Advanced Placement, Dual Enrollment, and CTE courses • Courses beyond the English Language Arts, mathematics, science, and social studies Additionally, we analyze student grades, transcripts, individual education/graduation plans, and requests by parents.|While there are no differences across student groups related to course access, we are working towards increasing the number and variety of CTE, A-G, and AP courses allowing for increased student enrollment in a full course of study. We have, however, increased the number of courses offered in these areas as compared to each of our previous years.|Although we continue to increase the number of CTE, Advanced Placement, and A-G/CSU courses, we are consistently increasing the number of respective course offerings to provide students more academic choices.|We plan to continue increasing the number of CTE, Advanced Placement, and A-G/CSU aligned courses.||2019-10-24|Met|2019
04614240120394|Inspire School of Arts and Sciences|7|Inspire uses data such as graduation rate, CTE completion rate, UC a-g completion rate, CAASPP achievement data, CAST achievement data, AP achievement data, Bi-literacy achievement, participation in articulated courses, Create/CA arts data project, Free/reduced lunch rate, and participation in the Inspire majors program.|As all students at Inspire have access to an 8 period class schedule along with options for independent study PE, concurrent enrollment at Butte College, and the High School Scholars program at CSU, Chico there is a structure flexibility that increases engagement in accelerated programming. The special education and English Language Development program are full inclusion models that encourage students with disabilities or language barriers to register for courses that support college-preparatory instruction, curriculum and assessment. There are 14 distinct CTE pathways at the school with 44 identified courses in pathways and 9 of these are articulated for college credit with the local junior college. The Create/CA reports that 88% of students at Inspire are enrolled in an arts course compared to that of 39% state-wide and 34% in Butte County. This represent over double the rate of participation and access for students in the arts. During the 18-19 school year, Inspire saw the highest number of students take AP exams, the highest number of exams passed in the 9 year history of the school. Students are also achieving UC a-g completion rates of approximately 40% annually.|Master scheduling does pose an issue to providing sufficient choice for students. Many courses at the school are offered once in the schedule and may conflict with another preferred course, graduation requirement, or CTE pathway course and can limit a students’ preferred choice of schedule.|One improvement needed is the inaccurate graduation rate that was reported at 89%. There were some errors in the reporting process that caused this number to decrease. Beyond this, rotating courses for odd and even years is a practice that has been used in some cases to increase access for students’ course of study at the school.||2019-10-14|Met|2019
37682210101360|Integrity Charter|7|School has a master list of all curriculum provided to students in all content areas.  The master schedule ensure student have access to broad course of study including the core and enrichment opportunities.   School tracks all course access via the Year long plan for K-8 students.  All K-8th grade students are receiving English, Mathematics, Social Studies, Science and Physical Education instruction per the charter school petition. In addition, English Learners receive daily English Language Development instruction.|All students at Integrity charter school have access to broad course of study.  Currently there are no differences across student groups related to access to and receiving a broad course of study. Teachers and administrators collaborate to provide all students, including those in unduplicated student groups or with exceptional needs, the opportunity to learn and master the knowledge and skills necessary|Currently there are no barriers to providing student’s access to a broad course of study for all students.|Currently there are no barriers to providing student’s access to a broad course of study for all students.|Met|2019-10-21|Met|2019
19101990134346|Intellectual Virtues Academy|7|As a small school serving 98 students last year, analysis of the master school schedule, cross-referenced with the Academy’s graduation requirements and course sequence, sufficiently demonstrates the extent to which all students have access to and are enrolled in a broad course of study.|Since the Academy does not track students, every student has access to every course offered.  Our courses and graduation requirements are aligned to A-G UC requirements (as well as California high school graduation requirements), and our course sequence sets all students on a path through the A-G requirements.  Thus the Academy meets almost all the Section 51220(a)-(i) defined courses. Two exceptions are: (1) separate career technical education courses, we instead infuse college, career, and life relevance into existing courses; (2) applied arts has not yet been offered.|Given the small size of our school and that the Academy has been open three years as of the close of 2018-19 academic year, we have not yet been able to offer the full breadth of courses of a large high school serving all four grades.  Each year, as our enrollment grows, the Academy will be able to offer a broader course of studies.|Two examples of offering a broader course of studies the Academy embarked on for the 2019-20 year that exemplifies how the growth of the school allows broader offerings: (1) we are offering our first AP Biology and AP art courses this year; and (2) we added a Personal Finance course that satisfies the UC requirement for mathematics.||2019-10-02|Met|2019
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 reviews all transcripts through an internal audit when creating the matrix of classes.|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.|100% of students are enrolled in appropriate classes. Internal audit and formal audit demonstrate compliance with instructional minutes.|2019-10-02|Met|2019
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 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 the ISM Primary Years Programme is as follows, with the EC subject for grades 1-6 listed first and the ISM subject for grades K-5 listed second: 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.  Subject alignment between the EC and the ISM Middle Years Programme is as follows, with the EC subject for grades 7-8 listed first and the ISM subject for grades 6-8 listed second: 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 meet 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 (2018-2019): 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 a 19-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.||2019-10-24|Met|2019
07100740137026|Invictus Academy of Richmond|7|||||||Not Met For Two or More Years|2019
14101400000000|Inyo County Office of Education|7|This response to this indicator and those below are the same as prior input with minor edits. 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 plans. Upon entering the LEA’s one school, based on credit recovery and coursework needs of students, school staff and parents develop a plan to meet student’s needs 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. There are no differences between groups of students’ access and enrollment into a broad course of study. An inclusionary approach for SWD students and other broad supports for EL students diminishes the typical barriers for these groups and because of our small size, personalized approaches to meet the individual needs of every student exists at JKBS.|Due to the small size of JKBS (typically an average of 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.||2019-10-17|Met|2019
04614400121509|Ipakanni Early College Charter|7|||||||Not Met|2019
04615070121509|Ipakanni Early College Charter|7|IECCS conducts an annual review of course offerings, class schedules, and school schedules to assess if the student has access to a broad course of study.  Students have the opportunity to concurrently enroll through Butte College.  Students have access to a variety of course electives.|All students are enrolled in a broad course of study.  There is only one school site.|There is no barrier to providing a broad course of study.  CTE courses are in the implementation stage but students can enroll concurrently through Butte College.|IECCS is focusing on benchmark assessments and the students meeting the grade-level standards.  IECCS has increased professional development for teachers on how to implement the common core standards.    IECCS has met local indicators in Priority 7.||2019-10-28|Met|2019
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 career-focused courses. These are reviewed by teaching staff, administrative teams, and guidance counselors each semester at a minimum. Courses are submitted for a-g approval annually.  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.|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.|2019-06-12|Met|2019
30736500000000|Irvine Unified|7|1. What measures will the LEA use to assess itself? (data from 2017-18 unless noted) a. UC/CSU requirements (68.1% in 2018-19) b. Graduation requirements and graduation rates (95.9%) c. College/Career readiness (73.8% prepared, 11.1% approaching prepared) d. Career Technical Education Pathway offerings and completion rates (11 pathways, 3,083 participants, and 967 completers in 2018-19) e. Blended learning offerings and participation rates by district and site (21 courses developed by IUSD staff and four in development, 806 participants in 2018-19 and 1,719 participants summer 2019) f. Visual and Performing Arts (VAPA) opportunities at all levels TK-12  g. IUSD Annual Survey results (2018-19)|2. Summary of the 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 exist across the district. An overview of measurement data indicates that while many students are performing at very high levels, the district needs to focus on increasing course access for the following subgroups: African American, Hispanic, socio-economically disadvantaged, and students with disabilities.  The district is exceptionally proud of the work that it has completed thus far to develop College and Career resources and the 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 exploratory options at middle schools have 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 a wide array of programs.  Approximately 75% of students indicate that they have access to Advanced Placement and advanced classes, blended learning and electives, athletics, 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-economically 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 access to a broad course of study.  The continued funding of strategic LCAP programs and the addition of new programs and resources will assist the district in reaching this goal.||2019-10-15|Met|2019
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.||2019-06-25|Met|2019
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.||2019-06-25|Met|2019
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.||2019-06-25|Met|2019
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.||2019-06-25|Met|2019
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.||2019-06-25|Met|2019
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.||2019-06-25|Met|2019
10622400114587|Island Community Day|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 continue to receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly and integrated ELD is implemented in all classrooms throughout the instructional day. All teachers have been trained in how to implement a writer’s workshop with all students. All teachers are receiving ongoing training with the focus on the mathematical practices. 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. All teachers who teach science will participate in a district-wide NGSS curriculum pilot, with the goal of adopting new science curriculum beginning 2020.||2019-10-14|Met|2019
16639336010466|Island Elementary|7|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 self- contained TK- 8th grade school.  The teacher of the class teaches all subjects. We use student enrollment, class list, and class schedule to insure all students continue to have access throughout the school year.|We are a single school district school.  We are TK - 8th grade self-contained classrooms.  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.|Since we are self-contained we haven’t been able to identify any barriers in providing a broad course of study. However, we keep a close eye on employee attendance because we know the best teacher is the teacher not a substitute.|We will continue to offer a broad course of study to all of our students.||2019-10-23|Met|2019
16639330000000|Island Union Elementary|7|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 self- contained TK- 8th grade school.  The teacher of the class teaches all subjects. We use student enrollment, class list, and class schedule to insure all students continue to have access throughout the school year.|We are a single school district school.  We are TK - 8th grade self-contained classrooms.  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.|Since we are self-contained we haven’t been able to identify any barriers in providing a broad course of study. However, we keep a close eye on employee attendance because we know the best teacher is the teacher not a substitute.|We will continue to offer a broad course of study to all of our students.||2019-10-23|Met|2019
19647330106351|Ivy Academia|7|The LEA is using EADMS, publisher benchmarks,CAASPP, ELPAC, 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 upduplicated student groups.|Students in TK-5 are enrolled in grade level core courses and have enrichment and intervention opportunities based upon individual needs based on data and 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.|The LEA is challenged by limited enrollment which severely limits the ability to create multiple sections for student schedules.  The purchase of a new campus with relocation to the new campus will allow us to increase student enrollment and offer a much more broach course of study for all students than we can currently do due to space limitations of our current campus.|The LEA has hired additional credentialed staff to expand course offerings based upon student requests and interests. The LEA plans to continue this by expanding our CTE offerings when on the new campus.  The LEA currently oversees  blended instructional  environments where teachers differentiate honors and AP courses within individual sections.||2019-10-29|Met|2019
19647330128389|Ivy Bound Academy Math, Science, and Technology Charter Middle 2|7|Ivy Bound Academy ensures that all of our students are enrolled in a broad course of study in compliance with LAUSD’s requirements. With our master schedule of four core classes of English, Math, Social Studies, and Science coupled with our comprehensive elective courses of Computers, Math Lab, Art, and Physical Education, we provide all students and grade levels with studies covering a range of all academic classifications. Our school addresses the needs of all subgroups of students, including students who are English language learners, students with disabilities, and low income students.  Student enrollment and performance in each course of study is diligently tracked on a weekly basis through our master system. Subgrouped students and their performance in the broad courses are monitored as well. Ivy Bound Academy provides supplemental programs for English language learners including Membean, Khan Academy 2, Ticket to Read, and AM assistance. We provide all necessary accommodations to our special education and special needs students as stated on each individualized educational plan. Our special needs students are included in our regular master schedule for a less restrictive environment, preparing them for general education classes in high school. Our staff is also provided with professional development training by TES (Total Education Solutions) to constantly improve our teaching abilities towards special needs students. For all low income students, an additional 1.5 hours of academic assistance is provided daily in our afterschool program and they are offered any necessary resources and supplies to perform well in every class.|In addition to the broad core classes that every student is enrolled in, Ivy Bound Academy enrolls all students in STEAM electives to develop the necessary skills for technology-based achievements. We provide the Math Lab class, ALEKS, where students advance at their own pace in mathematics. We also have Computers class where students learn the fundamentals of coding, robotics, office suites, and design. The Computers class works integratively with the Art elective to incorporate creativity with technology. General enrollment of all of our students in these electives has shown increased preparedness for technology incorporated instruction and creative thinking.   The progressional increase our students’ CAASP exam scores support the success of Ivy Bound Academy in providing access to a broad course of study to every student.   Student CAASP scores from the school year of 2018-2019 have increased from the previous year (2017-2018).There was a schoolwide percentage increase in both English and English Language Arts in the categories of “standards met” (Level 3) and “exceeding standards” (Level 4) .  The test scores of our English language learners, students with disabilities, and socioeconomically disadvantaged have also seen growth from 2017-2018 to 2018-2019.  Our English language learners showed an increase in percentages in the “standards met” and “exceeding standards” categories in both Math and English from the previous year.  Our students with disabilities showed an increase in percentages in the same categories in English from the previous year. Our students that fall under socioeconomically disadvantaged also showed an increase in percentages in the same categories in Math from the previous year.|The most significant barrier preventing us from providing more in-depth and additional experiences, specifically in our Science class, is the small number of parent support for science-based field trips. The parent involvement that we currently have is highly positive and of high quality, however the amount of parent involvement is small, therefore attendance to field trips are low and lead to cancellation. We are continuously thinking of new ways to increase parent involvement and support. Another noticeable barrier was a lack of interest from our English language learners in the supplemental programs provided to them. Despite the progress they have made, evident in the 35% of our students reclassifying, Ivy Bound Academy felt the need to provide more desirable programs to the students. We have researched more engaging programs to provide greater course access to these students.|In order to provide our students with a broader course of study, we have provided our English language learners with a new interactive and engaging supplemental English program where the students advance at their own pace. The program Lexia covers comprehension, word study, and grammar.The program has already received positive responses and the students are showing interest and motivation to advance in their lessons. Additionally, in an effort to broaden our science class access, we plan to incorporate and push for in-school and off-campus field trips, providing students with hands-on experience and exposure to Science topics.|Ivy Bound Academy provides many resources that all students may access to increase their performance in all areas of study. We provide digital and hardcopy textbooks for every class as well as Google Classroom where all curriculum materials are posted for students and parents to access. Our students are also given the option of additional materials to be obtained and printed in the office. We communicate to our students that they may request for any support that may assist them in excelling in their studies.|2019-12-09|Met|2019
19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|7|Ivy Bound Academy uses alternate curriculum for students who have exceptional needs.  Students stay in the general education setting, but work on alternate work that is at their level.  Ivy Bound Academy also uses Membean and ALEKS to zero in on students at different levels based on their abilities.  It is our way to give a broad course of study while being a small school with limited resources.  These programs service students all the way from remedial to advanced levels.|All students have access to the broad course of study because ALEKS is a class on our campus.  ALEKS is a math program that places kids at their own level in math and then gives them topics to complete in order to ascertain goals and reach higher levels.  Membean is also given to all students.  Membean is a vocabulary builder that individualizes to the students' levels.  Other interventions, such as Lexia are only for students with greater need.|The largest barrier preventing the LEA from providing access to a broad course of study for all students is resources.  Ivy Bound Academy is a small school and does not have the facilities, faculty, or funds to have additional classes for students. Most broad course study must be done within the general setting.|The LEA can implement surveys to ask parents and students if there is something more they feel they need access to in order to create a broad course of study.  While EL students and students with struggles get access to Lexia, other families will be able to request it as well if they feel it will benefit their child.  The LEA will look at data from the measuring tools we have and decide with programs, supplements, and interventions are working effectively and which ones need to be replaced over the course of the coming years.  Data will be utilized fully when making decisions about taking action to ensure access to a broad course of study for all students.||2019-12-09|Met|2019
56739400121426|IvyTech Charter|7|IvyTech employs a School Information System (SIS) that is interlinked with a Learning Management System (LMS). The SIS is utilized to enroll students in courses, track student progress towards graduation, keep a record of students' scores on standardized tests, and ensure students are achieving requirements to be eligible to apply for post-secondary education opportunities. The LMS delivers all content to both onsite students and independent learners. Since all students get courses delivered through the LMS, as some students elect to switch between offered programs, their data is seamlessly tracked and progress accounted for. The LMS also provides the opportunity to align all lessons,formative and summative assessments to State Standards, ensuring that all students are measured by grade appropriate curricula.|Due to the multifaceted nature of the programs offered at IvyTech, all students, regardless of their subgroup identification, are given full access to an appropriate and broad course of study that encompasses grade-appropriate, standards-aligned curricula. Over the last several years, IvyTech has developed and adopted curricula that provide rigorous, A-G aligned instruction to both hybrid and independent study programs. This ensures that all students at ITCS have access to college preparatorycourse work.|IvyTech has developed a real world approach for onsite courses. The classes introduce inquiry based learning and the design thinking process when it comes to researching answers and developing practical solutions to real problems. ITCS has demonstrable evidence that this kinesthetic and practical approach to learning is effective for reaching all types of learners. The greatest barrier currently facing ITCS is providing similar equitable experiences to our independent study students. IvyTech has found that students that elect to enroll in the independent study program are reticent to participate in any sort of modified schedule that would include elective courses, or extracurricular academic enrichment activities.|Through constant self-reflection, surveys, and outreach to our stakeholders, we have discovered another avenue for providing our broad course of study to all students. IvyTech is examining the option of modifyingthe daily schedule to increase the number of hours the school is open. These longer days will provide an opportunity for students to take these enrichment classes and electives on their normal school days.||2019-05-22|Met|2019
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.||2019-10-14|Met|2019
19647330109884|James Jordan Middle|7|Our primary tool for measuring the impact of our broad course of study is the test scores from the annual CAASPP assessments.  We look at overall ratings for  the school as a whole, and then we disaggregate our data to look at our statistically significant subgroups of students who are English Learners, or Socioeconomically Disadvantaged, or Latino or Students with Disabilities.  For students with Disabilities, we also track their progress towards meeting their annual goals as set our in their Individual Education Plan.  Each year, our authorizing district comes to our campus and examines our master schedule to make sure that we are offering the broad course of study that was described in our charter petition.  We have received a 4 out of possible 4 for charter compliance.|Charter compliance annual review by our authorizing district guarantees that all students are enrolled in the full set of classes described in our approved charter petition.  "Access" also includes a reflection on the extent to which students can show mastery of the topics covered in the broad course of study.  We use the state  School Dashboard color ratings to measure mastery. Overall, our school received a rating of green on the dashboard for ELA and Math achievement.  Due to our demographics, this means that there is a green rating in Math and ELA for Socioeconomically Disadvantaged students and Latino students . English Learners had a rating of yellow  in Math and yellow in ELA on the 2018 Dashboard. All English Learners showed significant improvement in their Distance from 3 over the previous year.  Students with Disabilities had a color rating of orange in Math and red in ELA on the 2018 Dashboard. Math scores for SWD improved significantly over the previous year.  ELA scores declined slightly.  We have submitted a Performance Indicator Review to show steps towards improving ELA mastery for students with Disabilities.|One barrier to access to a broad course of study is the lack of foundation skills that are mandated for coverage in Elementary grades. Another barrier to access is a variety of disabilities that make mastery more challenging for students with disabilities, which may be hampered if the student is not placed in the appropriate Least Restrictive Environment, often due to parents refusing to consent to more restrictive environments or additional services. Another barrier to access for SWD is the lack of modification and accommodations that are authorized for CAASPP testing.|We have submitted a Performance Indicator Review to show steps towards improving ELA mastery for students with Disabilities. This plan includes additional training for teachers about the options for accommodation and modification during CAASPP administration.    We have adopted a new curriculum for remedial ELA skills to benefit both English Learners and Students with Disabilities.|n/a|2019-10-17|Met|2019
55723630000000|Jamestown Elementary|7|Jamestown School District continues to track progress in meeting Priority 7 by annually reviewing and revising class schedules and the master schedule to optimize student access and participation in a broad course of study. Through our student information system we can export and manipulate our student data to determine enrollment and participation by grade span and subgroups.  The information is reviewed and updated quarterly for accuracy.|Jamestown is a TK-8 elementary school district in which all students are enrolled in a broad course of study. Both school sites offer access and enrollment in all seven areas identified as a broad course of study for grades 1-6. All K-5 grade have music instruction from a credentialed teacher and grades 1-5 have access to art from a credential teacher. In addition we collaborate with outside agencies to provide additional visual and performing arts education within classrooms. Grades 6-8 are offered music, art, technology, yearbook, and  student government with their school day. Jamestown School District offers a Dual Language Spanish Immersion Program for students in K-5 and is available to both English and Spanish speaking students. Chinese Camp Science Academy has a focus on STEAM and implements a integrated hands-on science based learning environment.|Budgetary constraints and difficulty in recruiting and hiring a qualified music teacher for half day has limited greater access to music education. More opportunities could be provided if there were more time in the instructional day.|Grades 6-8 have restructured their master schedule to allow for greater opportunity for health and career education. All 6th grade now has access to art instruction. The district needs to continue to review and adjust our  LCAP goals and objectives to support art and music programs and the Dual Immersion Program to support the World Language initiative.||2019-10-09|Met|2019
37681550000000|Jamul-Dulzura Union Elementary|7|JDUSD is a small school district of less than 600 students PreK – 8. Therefore, we are able to look at individual class assignments along with grade level and grade span assignments to ensure that our students have access to and are enrolled in a broad course of study.  We provide a broad range of services for our students which include a continuum of services from fulltime general education instruction to special day class instruction based on student Individualized Education Plans. Our teachers are trained in Universal Design for Learning (UDL) and differentiate their curriculum for students with IEPs, 504s, and English Learners, as well as students who are high achieving and GATE. All students have access to up to date core instructional materials which incorporate multi-modal learning, along with physical education and visual arts.|Being a small school district allows us to ensure that our students across grade levels and grade spans all have access to and are enrolled in a broad course of study.  We have only one elementary school and only one middle school.  This allows each school to have a different focus but to also ensure that al students have access.  At our elementary school all children have science lessons in the garden learning about the environment, growth cycles of plants, and the added benefit of eating what they have grown.  Our elementary school students also have biweekly music classes. At the middle school, the focus is on ensuring that students have a broad background before heading to high school.  Therefore, in their elective wheel, students all experience classes in Spanish, Mindfulness, Visual Arts, Coding, Digital Citizenship, and Success Strategies during their 3 years at the school.  The middle school also has daily physical education classes for all students.|As stated above, because of our size and school design, we are able to ensure that across grade spans, all students have access to everything offered at the site.  In our perfect world we would love to add Spanish class or a dual language program to our elementary school while we would love to add a garden and music at the middle school.  These ideas take more funding because we would also need to add staffing in order to provide these classes and access.|JDUSD has recent California Standards Aligned materials in ELA and Mathematics.  Our newest adoption of math at the elementary level has aligned our math program districtwide.  The district has also focused on UDL for the last two years.  For the 2018/2019 we added weekly PLC time at the elementary school in order for teachers and the principal to work together to ensure all students are having their needs met. For the 2019/20 school year this PLC time has been increased to include the middle school and to allow for cross grade level articulation and planning.  For 2019/20 we are also working on district wide implementation of Multi-Tiered System of Support (MTSS).||2019-10-15|Met|2019
18641050000000|Janesville Union Elementary|7|The LEA examines the school master schedule for junior high course offerings, the SchoolWise list of active courses for TK-8 grade reporting, and the school calendar kept in the school office and on the District website to determine the extent to which all students have access to, and are enrolled in, a broad course of study. The LEA further examines class rosters to compare them against rosters of unduplicated student groups the ensure they and individuals with exceptional needs are being served with a broad course of study.|All students in TK-8 are enrolled in grade appropriate courses of English-Language Arts, mathematics, social sciences, science, health, physical education, computer education, and visual/performing arts throughout the academic year. Students in grades 7 and 8 have access to additional courses including foreign language (Spanish), forensic science, character building, lip sync, and desktop publishing through exploratory classes offered at various times during the academic year.|Some of the barriers to providing a broad course of study with greater variety include the limitations among the staff and access to facilities in a small rural school. With only four junior high teachers rotating exploratory classes, students are limited by scheduling conflicts and how often certain exploratory classes can be offered. With only one resource teacher in the district, scheduling with special education students is sometimes balanced against their access to the full range of the broad course of study. With the gymnasium and stage also being used as the school cafeteria, classes are limited in their access to the facilities for physical education and theater/dance.|In order for the students to have access to a greater range of enrichment opportunities, the LEA pays stipends for staff to be club advisors for after school clubs including Garden Club (fall and spring), Coding Club (computer and robot programming), and band. Planning is underway to add more clubs such as art, theater, and chess clubs. Four teachers have received grant funding for training, equipment, and material for visual and performing arts instruction to students throughout the school.||2019-10-15|Met|2019
19101990106880|Jardin de la Infancia|7|||||||Not Met|2019
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.|This fall our staff is doing a lot of professional development around analyzing data and ways to share data with parents that are easily digested and actionable. The goal is to help teachers and parents use data to make informed decisions regarding curriculum and to monitor their student progress more effectively.||2019-10-30|Met|2019
37103710138792|JCS - Manzanita|7|JCS-Manzanita 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-Manzanita 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.|This fall our staff is doing a lot of professional development around analyzing data and ways to share data with parents that are easily digested and actionable. The goal is to help teachers and parents use data to make informed decisions regarding curriculum and to monitor their student progress more effectively.||2019-10-30|Met|2019
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 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.|This fall our staff is doing a lot of professional development around analyzing data and ways to share data with parents that are easily digested and actionable. The goal is to help teachers and parents use data to make informed decisions regarding curriculum and to monitor their student progress more effectively.||2019-10-30|Met|2019
33103300138602|JCS - Pine Hills|7|JCS-Pine Hills 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 Hills uses local assessments to track student progress and provides "drill down" assessments to identify areas of need for tiered support. 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.|This fall our staff is doing a lot of professional development around analyzing data and ways to share data with parents that are easily digested and actionable. The goal is to help teachers and parents use data to make informed decisions regarding curriculum and to monitor their student progress more effectively.||2019-10-30|Met|2019
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 biggest 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. We are working to better inform our families of the benefits to consistent use of recommended interventions.|This fall our staff is doing a lot of professional development around analyzing data and ways to share data with parents that are easily digested and actionable. The goal is to help teachers and parents use data to make informed decisions regarding curriculum and to monitor their student progress more effectively.|This fall our staff is doing a lot of professional development around analyzing data and ways to share data with parents that are easily digested and actionable. The goal is to help teachers and parents use data to make informed decisions regarding curriculum and to monitor their student progress more effectively.|2019-10-30|Met|2019
16639176010391|Jefferson Academy|7|||||||Not Met|2019
35674880000000|Jefferson Elementary|7|Jefferson Elementary tracks the extent to which all students have access to, and are enrolled in a broad course of study using locally selected measures. These measures include Attendance rosters, CalPads enrollment data, the Instructional Schedule, and the Sufficiency of Materials Resolution. This data is reported to the county office and to monthly Board meetings.|Jefferson has a single school site servicing students in grades K-8. Using the measures identified in item #1, 100% of Jefferson students are enrolled in and have access to a broad course of study for all grade spans. This includes unduplicated student groups and individuals with exceptional needs. Of particular note, the VAPA program has seen a significant improvement this year through grant funds from E-Cubed Foundation to purchase piano keyboards for all students, and the Instructional Aid provides regular art instruction using the Meet the Masters art program and other art resources.|The greatest challenge for this LEA in providing access to a broad course of study for all students is the isolated nature of the rural school to connect with other students and experts in curricular fields. Due to the distance from town and the small enrollment of students in the district, it can be challenging to find people willing to travel to Jefferson for special curricular projects and needs. In response to this challenge, Jefferson utilizes opportunities to collaborate with other rural schools and SBCOE. Jefferson also provides transportation for students to go on regular field trips, and seeks and utilizes a variety of online resources to connect the students with outside resources.|The LEA is currently researching adoptions for a new Social Studies and Science curriculum for the Core Curriculum. Replacement is due within the next 1-3 years.||2019-10-02|Met|2019
39685440000000|Jefferson Elementary|7|JESD will consult with stakeholders at existing parent engagement meetings: School Site Council, ELAC / DELAC, LCAP Forums, etc. JESD will continue to consult with the stakeholders identified to improve the broad course of study offered to all students. Needs assessment will be completed through the LCAP development process. JESD will ensure LEA engages stakeholders in its process for identifying strategies for addressing discovered equity gaps.|JESD will provide all students with access to a well-rounded education. Ensuring 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 others, that prepares them for college and careers, regardless of what school they attend. JESD will use funds to support well-rounded education, by providing all students access to elective music offerings. JESD will utilize funds to provide a Band elective outside of the school day so that students who are enrolled in intervention within the day do not miss out on the elective offering. JESD will evaluate program objectives and intended outcomes for activities and how the LEA and will periodically evaluate the effectiveness of the activities carried out under this section based on such objectives and outcomes.|JESD will work with stakeholder groups to address any disparities discovered during the data analysis process.|JESD will continue to support staff in their Professional Learning Communities to ensure they have an effective curriculum that will: Bring coherence to instruction by articulating goals that are attainable and increasing students’ knowledge; Are thoughtfully planned and aligned to content standards; Include periodic assessments to monitor student learning and modify instruction; and Are appropriately sequenced and related across grade levels.||2019-10-08|Met|2019
41689160000000|Jefferson Elementary|7|The Jefferson Elementary School District staff monitors 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.|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.||2019-10-23|Met|2019
41689240000000|Jefferson Union High|7|The District is tracking A-G access of all students and all student groups. 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.  Students who receive a D or an F in Math Course 1, 2, or 3  and are enrolled in Math Bridge the following year tend to not complete the full A-G sequence. This applies to all students, but even more amplified among English learner students and students with IEP.|There exists some systemic beliefs and habits regarding access and opportunity of under resourced students. This includes the math bridge courses, bell schedules, grading practices,  the lack of interventions during the day, minimal collaboration time among teachers, and implicit biases on who should have access to the A-G courses.|We have begun aligning our math curriculum to the state standards and developed benchmark assessments. Our next step is to look at multiple sources of data to see what supports need to be in place for when the bridge courses are no longer offered. We have also begun looking at the bell schedules in some of our schools to provide time for interventions during the day. Lastly, each school site is working on diversity training to address our implicit biases that is causing the inequities in our system.||2019-10-15|Met|2019
39685856117675|Joe Serna Jr. Charter|7|||||||Not Met For Two or More Years|2019
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 as a response to previous program needs, The Academy purchased additional resources such as Chrome carts, EL resources and additional supports as interest and scholar populations have grown. These resources will be maintained and improved upon as defined by the needs of our scholars.|The Academy continues to improve our EL supports as our families' needs grow.  We have continued to bolster our Counseling department in the Secondary program to assist scholars with college readiness, class selection, and social-emotional supports. The Academy will continue to add additional resources as identified needs arise.||2019-10-10|Met|2019
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 6-12. All scholars have access to or are enrolled in a broad course of study that includes, Art, Music, Visual and Performing Arts, Latin (Grades 6-12) 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 as a response to previous program needs, The Academy purchased additional resources such as Chrome carts, EL resources and additional supports as interest and scholar populations have grown. These resources will be maintained and improved upon as defined by the needs of our scholars.|The Academy continues to improve our EL and intervention supports as our families' needs grow.  We have added a ninth grade and have continued to expand our Secondary program.  The Academy will continue to add additional resources as identified needs arise.||2019-10-10|Met|2019
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 as a response to previous program needs, The Academy purchased additional resources such as Chrome carts, EL resources and additional supports as interest and scholar populations have grown. These resources will be maintained and improved upon as defined by the needs of our scholars.|The Academy continues to improve our EL and intervention supports as our families' needs grow.  We have continued our middle school selections and implement key social-emotional supports as our program has grown. The Academy will continue to add additional resources as identified needs arise.||2019-10-10|Met|2019
31669280121418|John Adams Academy - Roseville|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 as a response to previous program needs, The Academy purchased additional resources such as Chrome carts, EL resources and additional supports as interest and scholar populations have grown. These resources will be maintained and improved upon as defined by the needs of our scholars.|The Academy continues to improve our EL supports as our families' needs grow.  We have continued to bolster our Counseling department in the Secondary program to assist scholars with college readiness, class selection, and social-emotional supports. The Academy will continue to add additional resources as identified needs arise.||2019-10-10|Met|2019
49708056111066|John B. Riebli Elementary|7|The school uses a variety of tools to track the extent to which all students have access to and are enrolled in a broad course of study.  The Wonders program is common core aligned and used to instruct, track progress, and monitor learning of English language arts skills and English language development for students who are learning English as their second language.  Similarly, the Math Expressions program is aligned to common core state standards and is the primary tool used for instruction, to track progress, and monitor learning in the area of mathematics for all students.  California Science and California Vistas social studies programs continue to be used with all students, as well, however the district plans to pursue a new science program in 2021 and a new social science program shortly thereafter.  Other areas of study are locally and collaboratively designed by teachers using related state standards for guidance.  All students K-6, including unduplicated student groups and students with disabilities, have access to the grade level broad course of study.  Additionally, enrollment in the broad course of study of each student is maintained in the district’s student information system as well as the district’s electronic assessment database.  Locally determined measures to track progress include Accelerated Reader, Dynamic Indicators of Basic Early Literacy Skills, Degrees of Reading Accuracy, Writing Sample, and Trimester Benchmark Assessments.|All K-6 students have access to and are enrolled in the broad course of study that corresponds to their grade level.  Students who may struggle with grade level access to their course of study, such as English learners and students with disabilities, are provided scaffolds, such as accommodations and intervention support, to enable access to skill or concept.  These scaffolds are gradually removed as students become better able to meaningfully access their course of study.  Currently, approximately 8% of students require scaffolds as a result of disability and approximately 6% require scaffolds due to learning English as a second language.  These figures represent a slight reduction in students requiring scaffolds to support access to broad course of study compared to the year prior.|Access is attempted for all K-6 students, however for students for are English learners, lack of the English language hinders access and progress.  Also, lack of home support in English for schoolwork or homework hinders progress for these students.  Moreover, for many English learner students, lack of parental knowledge of school processes and expectations can be a barrier for student access to course of study in content areas.  For students with disabilities, the type and level of severity of disability can impede their access to the course of study.|In order to support access to English learner students, the schools have implemented before & after school homework clubs, a summer school program to front load learning for English learner, and an increase in parent education training in Spanish.  This is occurring in tandem with a continuation of intervention supports during the school day.  For students with disabilities, inclusion training for general education teachers will be implemented.  Also, enhanced staffing to support student will be fully trained in positive behavioral support, inclusive practices, and in supporting modified instruction.  As appropriate, IEP teams may determine an alternative course of study to be appropriate for specific students with severe disabilities.||2019-12-04|Met|2019
07617960132233|John Henry High|7|To assure that our primary goal of student achievement is met, JHHS has selected a rigorous state board of education approved rigorous curriculum for all students. This curriculum has been designed to provide every JHHS student with a rigorous college preparatory course of study that meets or exceeds California State subject standards in all core subject areas. As such, JHHS students have access to a broad course of study in a six day period as reflected in our master schedule. There are a number of course sections in all core subject areas, including language arts, math, social science, foreign language, art and science. All students at JHHS are enrolled in UC approved courses. The Site Director, in collaboration with the College Advisors/Counselors, is responsible for maintaining course approval every year. Due to space constraints, we are only able to offer physical education to our ninth and tenth grade students. All core courses at JHHS are UC approved through the UC A-G Course Management Portal. We use Illuminate Ed, our Student Information System, to ensure A-G requirements for all of our students are met. Moreover, we require all of our 9th and 10th grade students to take college preparatory classes, including Honors classes. Our graduation requirements are higher than those required by the State of California. All JHHS students must complete three full years of math and science, and four years of history. JHHS employs two full time college advisors/counselors who evaluate every student’s transcripts to ensure that they are on track not only to graduate from high school, but to matriculate to four year college or university should they so choose.|At JHHS, we continuously analyze data to assess academic performance by all students. Towards this end, we review annual CAASPP scores for all significant subgroups and compare them to overall scores. We also administer and analyze interim assessment data to ensure that every student is meeting the rigorous Common Core State Standards across the curriculum.  ELPAC scores provide insight into the language development of English learners. AP course enrollment as well as AP pass rates are reviewed to evaluate the rigor of the JHHS instructional program, while PSAT, SAT, and A-G data provide valuable information on students’ college readiness. Our college acceptance rate is over 91%. We believe that our commitment to a robust college and career advising program contributes significantly to the success in this area. We are very proud of the fact that our graduation rate remains higher than state averages. This is particularly significant when viewed in the context of our socioeconomically disadvantaged data. Last year, over 95% of our senior class met A-G readiness requirements and applied to a four year college or university and 92% were accepted to a four year school. All students at JHHS are enrolled in UC approved courses and all are encouraged to take Advanced Placement courses where available. New textbooks have been adopted in multiple departments to meet the demands of the new standards. In addition, some departments have purchased technology and software to more fully equip students for critical thinking activities and performance tasks.|While JHHS endeavors to ensure that every student enrolls in rigorous, college preparatory classes, we have identified an achievement gap between our male and female students, especially in Math. We are watching this carefully and working to try to remedy this. To that end, we no longer have prerequisites for Advanced Placement courses and we have adopted a new math curriculum. Every student at JHHS will take our newly adopted College Preparatory Math courses. We also offer our college aligned Springboard English courses to all 9th-11th grade students and seniors have a choice between Expository Reading and Writing Course (ERWC) and AP English Literature. We are hopeful that in making these changes to our master schedule along with offering robust academic support, every JHHS scholar will experience success and we will be able to close this gap.|As mentioned above in response to the achievement gap we identified, the LEA has opened enrollment for AP courses to all 11th and 12th grade students, adopted the College Preparatory Mathematics Curriculum, and Springboard ELA curriculum for all 9th-11th grade students. This year, our multi-modal, hands-on, Creative Technologies course was approved by the UC A-G Course Management Portal due to high interest among all of our students. Additionally, we revamped our advisory curriculum to ensure that we are now explicitly teaching study skills and supporting all students to develop the skills, discipline and habits of mind to reach their fullest potential. We also offer free PSAT exams for all 9th-11th grade students along with a test preparatory program in hopes of advancing student achievement across the curriculum for all grade levels across all student groups.||2019-10-10|Met|2019
39685690132415|John McCandless Charter|7|John McCandless STEM Charter School 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 through Aeries indicate access and enrollment based on grade spans, unduplicated student groups, and students with exceptional needs in a broad course of study.|100% of John McCandless STEM Charter School students had full access to a broad course of studies for the 2018-19 school year.|There are no barriers to providing access to a broad course of study at John McCandless. All McCandless students are enrolled in a broad course of studies in grades TK-8.|Regular analysis of enrollment in broad course of study helps to inform John McCandless STEM Charter School as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support priority 7.||2019-10-16|Met|2019
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.||2019-06-12|Met|2019
07616970000000|John Swett Unified|7|The District used site-based information as reported in Aeries, the student information system, to determine the extent to which all students have access to, and are enrolled in, a broad course of study.   In our small school district, where all students attend the same elementary, middle, and high school, this is the most efficient way to maintain and track this information.|At the elementary school, all students have access to a broad course of study.  All students are taught in self-contained classrooms by teachers certified to teach in all subject areas.  These areas include ELA, math, science, social studies, visual and performing arts, health, and physical education.  English learners and students with special needs are included in these classrooms and have access to the same broad course of study.  There are two special education classrooms, and students receive accommodations or modifications as appropriate in order to study the same subject areas.  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 is embedded in core classes at the middle school level, or is 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 at the secondary level.  All core general education classes at the high school are college prep courses. All students, regardless of income, race, primary language, disability, and/or family situation are provided access to a broad course of study.|All students are provided with a broad course of study, but to improve access to their learning, the District is providing professional development in meeting the needs of English Learners through Integrated and Designated ELD.   To meet all learners' needs, Universal Design for Learning training has been begun at the elementary and middle school.|To improve access to education for all students, the District has provided professional development for staff in the areas of literacy instruction, meeting the needs of English Learners, effective lesson planning, using Universal Design for Learning, and using AVID strategies throughout the curriculum.  This year, a focus on instruction for English Learners is being made, and sites are planning and scheduling  this professional development cycle.  Another focus throughout the district this year is to teach AVID (Advancement Via Individual Determination) strategies at every level.  AVID provides professional development in a research-based approach to teaching that has been shown to improve college and career readiness in participating students.||2019-11-13|Met|2019
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. An elective wheel is in the development phase for the Sixth through Eighth grade students. The courses on the elective wheel will include a foreign language, career and technical education (agriculture), and an applied art (technology).|Two main barriers have been identified that prevent Johnstonville 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 foreign languages that would be willing to work in the LEA on a part time basis.|Johnstonville Elementary School District will continue to explore the utilization of technology to help broaden the course of studies offered to the Sixth through 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.||2019-05-15|Met|2019
30664646117758|Journey|7|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes.|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes.|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes.|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes.|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes.  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).|2019-10-28|Met|2019
33103300138024|Journey|7|||||||Not Met|2019
33103300137851|Julia Lee Performing Arts Academy|7|Julia Lee Performing Arts Academy (JLPAA) uses the NWEA MAP assessments for all students three times during the school year.  The initial assessment administered in September (approximately the 3rd week of school) is given to establish a baseline of all students including TK and Kindergarten.   The MAP assessments are given again at the end of the first semester to monitor growth and for the final time at the conclusion of the school year.  Each time the students are evaluated for deficiencies, growth and areas of improvement.  The course of study is also evaluated per grade level for adherence to the standards and how well the students academic needs are being met.  JLPAA uses Common Core curriculum from the HMH publishers, additionally we use online programs to enhance the educational experience for all students.  The online programs engage many otherwise disengaged students.|All students in all groups have 100% access to the broad course of study at JLPAA.  All students TK-6th grade will be assessed using MAP.  The students that have been identified as having deficiencies are assigned  small group instruction with specialized instruction in addition to the regular instructional materials.|We don't have an identified barriers preventing our LEA from providing access to a broad course of study for all students.|Based on the results of the MAP assessments the LEA has added small group instruction (reading and math) in order to assist the students in achieving greater access to the broad course study..||2019-11-13|Met|2019
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.|JCS  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.|This fall our staff is doing a lot of professional development around analyzing data and ways to share data with parents that are easily digested and actionable. The goal is to help teachers and parents use data to make informed decisions regarding curriculum and to monitor their student progress more effectively.||2019-10-30|Met|2019
37681630000000|Julian Union Elementary|7|All grade levels use academic measures like MAP data, CAASPP data, writing benchmarks, Dibels reading, etc. to assess students and ensure students needs are met through differentiated instruction within their classroom.  Our enrollment is too small to offer ability level classes, but students are given their ability level curriculum within the general education environment.|Our enrollment is small, so all students have access to the same curriculum.  All grade levels and classrooms have adopted common core materials and teachers have been trained and continue to get training in implementation of these standards.|Staff development continues to be an obstacle for effective implementation of our education program because of our geographic distance to most professional development opportunities.  Online, and other technical resources have helped with this issue and we are working with our local county office of education to bring up appropriate training and support.|We have added a lead teacher in both Math and Language Arts to help facilitate trainings, guide assessment schedules, coach teachers, review assessment data, and evaluate materials.  These lead teachers have been able to get training then train others to help maximize teacher time and increase student achievement.||2019-11-13|Met|2019
37681710000000|Julian Union High|7|JUHSD conducts open enrollment for all students in all classes, except for Strategies For Success which is identified for students with exceptional needs.  The Academic/Behavior Counselor meets with all students and their parents to discuss desired courses.|JUHSD conducts open enrollment for all students in all classes.  During the 19-20 SY: 12% of students are enrolled in AP World History, 6% students enrolled in AP US History, 24% students enrolled in Honors English, 7% students enrolled in Pre-Calculus, 4% students enrolled in Dual Enrollment with Palomar College, and 68% students enrolled in Ag/FFA.|JUHSD conducts open enrollment for all students in all classes.  However, given the extremely small school, the offerings are limited to one period and may interfere with other required classes.|The Superintendent and the Academic/Behavioral Counselor collaborate to develop the Master Schedule and purposely align classes that will benefit all students.|Each student have access to rigorous, engaging, and differentiated 21st Century educational experiences in order to create future ready learners and JUHSD implemented curricula that promotes access to Common Core Standards that are appropriate for the students' educational levels.  JUHSD consists of eight certificated teachers, one special education teacher, and one counselor, therefore limiting flexibility in course offerings.|2019-10-24|Met|2019
53717380000000|Junction City Elementary|7|Junction City Elementary tracks the extent to which all students have access to, and are enrolled in, a broad course of study with class schedules, school schedules, and the information provided in our student information system.|100% of our students, including unduplicated students and students with exceptional needs, have access to, and are enrolled in, a broad course of study.|The only barrier that our district has had in providing access to a broad course of study is in the area of foreign language.  We have had a difficult time recruiting a foreign language teacher, so we have had to use an online program to provide foreign language courses to our middle school students.|We will continue to pursue the recruitment and retention of a foreign language teacher.||2019-10-10|Met|2019
45700450000000|Junction Elementary|7|The Junction Elementary School District (JESD) 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 2018-2019 year, 100% of JESD students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i). All JESD students in grades TK – 8 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, JESD after school programs offered a variety of options for participation in the visual and performing arts, health and physical education. All JESD secondary students had access to a broad course of studies within their school offerings.|Over time, JESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Barriers preventing JESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day, limited availability of credentialed teachers willing to work less than full time, and change in elective offerings due to turnover in staff and staffing interests.|We pride ourselves in offering a wide-range of electives at the middle school to ensure students have access to a broad course of study. We offer World Languages, Career Technical Education, College and Career courses, Science Technology Engineering and Mathematics (STEM) electives. Our elementary site also ensures all students have a broad course of study. As JESD continues to assess access a broad course of study for all students, additional collaboration is planned with the 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 LCFF funds to support Priority 7. We regularly evaluate our course offerings to better improve the overall experience for our students.||2019-10-16|Met|2019
47703670000000|Junction Elementary|7|Junction Elementary has a Administrative Team that consists of both teachers and the Administrator that meet every week that discuss and assure that all needs are being met, and work as a team to implement the processes and policies of the district.|Junction Elementary is a small single school district with two classrooms. All students have access to a broad course of study.|There are no barriers.|The Administrative Team works together to assure that all students have access to a broad course of study and meet weekly. Other staff and parents are invited to all Administrative Team meetings.||2019-09-18|Met|2019
33670900000000|Jurupa Unified|7|Jurupa USD tracks student access 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.  In many instances, course offerings and/or programs (e.g., CTE) are appropriately student-driven.  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.|No barriers identified at this time.|All high school students are enrolled in a course of study that prepared them to be College and Career Ready as measured by the College and Career Indicator (CCI) on the California School Dashboard.  Based on these results, the district has expanded its number of a-g courses, AP courses, CTE pathways and dual enrollment offerings with Riverside City College and Norco College.  We will review the changing CCI measures as we move forward to ensure all students have increased options to access a broad course of study and are college and career ready.||2019-10-21|Met|2019
19647336017693|Justice Street Academy Charter|7|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. Teachers certify that appropriate instructional minutes in physical education were completed each month. All students have access to arts resources and instruction. Justice St. Academy implements a multi-tired system of support in which the delivery of instruction is differentiated based on the ongoing collection of data.|Using its locally selected measures, Justice St. Academy students have access to and receive a broad course of study.|Justice St. Academy continues to concentrate resources and supports for students performing below the District-wide average on state assessments.|Justice St. Academy will continue to make a concerted outreach effort to deliver a broad course of study at the elementary level.||2019-10-29|Met|2019
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, Music, 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.||2019-10-15|Met|2019
49708880000000|Kashia Elementary|7|With an average enrollment of 12 to 15 students, no student is neglected. Kashia continues to work on attendance, which is the biggest issue with providing continuous education and having all students meet or exceed grade level expectations.|Kashia is a one classroom school district with an average of 12 to 15 students. All students are offered all study courses which are reflective of incorporating native american students when possible. A nature trail was developed and is used for: physical education, science/nature studies, art, math (counting), English (word development and letter recognition).|All students in attendance receive the same course of study. The biggest barrier for learning is student attendance.|All students in attendance receive a broad course of study. Kashia is working with other local school district in promoting student attendance and the importance of education.|Kashia continues to stress the importance of daily attendance and will continue to incorporate native american studies into all course work possible.|2019-08-14|Met|2019
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.|All explorers have access to a broad course of study. The barrier that most impacts any given student from meeting benchmarks in an area of study is primarily the limited number of years in which they may have been enrolled at Kavod. In consideration of the small sample population that are eligible to take the SBAC, only 76 students,  30% of the students who did not meet proficiency were enrolled in only their first  year at Kavod and 10% of the students who did not meet proficiency where enrolled only in their second year.  Although none of these factors hinder our program from providing them with a broad course of study, it is challenging for students newly enrolled at Kavod, who are not meeting benchmarks upon enrollment, to fully access all grade-level content to full proficiency level. Utilizing NWEA for growth metrics, approximately 78% of students enrolled with Kavod for only one to two years increased proficiency by a full grade level.|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.|In addition to a broad course of study, Kavod also provides courses that support our dual-language vision. All explorers are enrolled in Hebrew and Spanish courses. Lastly, so that all explorers can better access grade-specific content, Kavod provides English Learners support through small group instruction as well as follows any and all pull out or push in services for students requiring special education support per their 504 or IEP.|2019-09-11|Met|2019
37683386039812|Keiller Leadership Academy|7|Keiller Leadership Academy uses the LCAP survey, Illuminate, SEIS, and CALPADS 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.|Keiller Leadership Academy offers a broad course of study for all students.  KLA uses the feedback from all stakeholders who participate in the LCAP survey to identify any further needs and wants. KLA follows a full inclusive model so that all students and all grade spans, unduplicated student groups, and individuals with exceptional needs have access to a broad course of study.|There are no significant barriers preventing KLA from providing access to a broad course of study for all students.|Based on the results of the locally selected measures, KLA will continue to maintain it's current practice in ensuring that all students have access to a broad course of study.||2019-10-08|Met|2019
17640140000000|Kelseyville Unified|7|As reported in the Kelseyville USD 2019-20 Local Control Accountability Plan, the following annual measurable objectives are utilized for monitoring the extent to which all students have access to, and are enrolled in, a broad course of study.  - CAASPP scores for English Language Arts, mathematics (grades 3-8 and 11) and Science (grades 5, 8, and 12) - California School Dashboard College and Career Readiness indicator - UC/CSU A-G completion rate - Advanced Placement participation - Successful completion of Dual Enrollment coursework through Mendocino Community College - Career Technical Education pathway completion - California School Dashboard English Learner Progress indicator - The percentage of unduplicated students and students with exceptional needs who 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 - Districtwide implementation of State Academic Standards - The percentage of students who are making sufficient progress toward graduation.|As reported in the Kelseyville USD 2019-20 Annual Update, 100% of KVUSD students have access to and are enrolled in a broad course of study.|Although Kelseyville USD reports that 100% of KVUSD students have access to and are enrolled in a broad course of study, we face the challenges that all small rural school districts face such as limited resources, and providing sufficient educational options to meet the diverse needs of all of our students|Kelseyville USD continues to expand the educational options for students and families as evidenced by the launch of our independent study home school, Kelseyville Learning Academy, and our commitment to increasing the number of dual enrollment opportunities for our grades 9-12 students.||2019-10-15|Met|2019
19647336017701|Kenter Canyon Elementary 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. English Learner progress dashboards are used to track English learner progress toward reclassification, including 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. In Fall of 2019, a new Whole Child dashboard will be released for teachers and in Winter of 2020, a new Whole Child dashboard for principals will be released to support using data to drive instructional improvement and student learning. 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.  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. Additionally, we offer supplemental and core online courses to compliment the face-|Kenter Canyon ECS provides the items described in #1 to all students, including English Learners, Students with Disabilities, Foster Youth, and Impoverished Youth.  The parents and staff agree that providing our students with such varied enriching activities is a motivation for attending school, continuing to progress academically and being well prepared for middle school and beyond.   We are a low-count school with subgroups; however, we believe and advocate for all students.  Our priority is focusing on students who are not performing at benchmark levels and accelerating learning for those who perform consistently above and beyond.  Twenty-two of Kenter Canyon moved from basic to exceeds on the SBAC; while few students dropped a level.|The barriers recognized by our Governance Council include new students who enter our school as upper grade students without the background offered in our foundational, lower grade levels.  Selecting an appropriate intervention program for students who enter our school in grades 4 or 5 but reading on a K-1 level are not many, but does add a challenge for the teachers and the students.   Depending on the disability, again, few students are not able cognitively to make annual gains.   We continue to research and keep abreast of new strategies to meet the needs of ALL students.|Kenter Canyon ECS continues to explore ways to engage students using the 21st Century skills as well as integrate technology into curriculum while challenging students using Depth of Knowledge levels when planning lessons.   We exercise 77 Banked Time days which enables teachers to have lots of hours to plan together, analyze work samples and determine effective and next best steps.  Such collaboration in conjunction with our parent involvement results in continued academic success.  Our enrollment continues to grow annually as families leave private schools knowing their neighborhood public school offers a reputable instructional program that well prepares students for middle school and beyond.|Kenter Canyon ECS is located in an affluent area in Los Angeles known as Brentwood.   It's tucked away in a residential area located in a canyon known for hiking, cycling and other outdoor activities.   The school's residential boundaries cover a vast area which is highly impacted by traffic congestion.  Within the area is the Getty Museum, Skirball Cultural Center, Santa Monica pier, UCLA, Mount Saint Mary's University and UCLA.  The neighborhood homeowner associations are very active within the school and support causes related to safety and community pride.  Collaboration between the parents, school staff and community create an admirable place to work as well as for students to learn and thrive.|2019-10-24|Met|2019
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 administrators at Kent.|All students, unless otherwise directed by an IEP, participate in all core curriculum classes plus enrichments, including Physical Education, art, music and technology.|We do not currently have any barriers to providing access to a broad course of study for all students.|No changes are needed at this time. All students have access to a broad course of study.||2019-10-15|Met|2019
49707890000000|Kenwood|7|||||||Not Met|2019
10101080127514|Kepler Neighborhood|7|The tool that the LEA uses to track students’ access to a broad course of study is our school database called PowerSchool.  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 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 that area.|In order to address our lack of instruction in Foreign Languages ,we will actively recruit and hire teachers that are Bilingual. We will also actively seek a foreign language teacher to teach an enrichment class for all our students.||2019-10-09|Met|2019
19646420000000|Keppel Union Elementary|7|Keppel Union School District tracks progress of course offerings, class schedules, and school schedules through Aeries, our student information system.  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.|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 identified 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. In addition, the district participates and has received a State preschool grant to support upcoming students in the district.|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. Students are not offered other languages through a teacher, rather a program (which does provide students with the opportunity to receive high school credits).|Keppel has purchased a program (Acellus) which provides students the opportunities to engage in meaningful learning in broad course of study. Students are able to take high-school like courses and may receive credit by successfully completing coursework.  In addition, the district has hired an intervention teacher at each site, has set aside funds for pre-teach and re-teach afterschool 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 so that they can successfully provide students a broad course of study.||2019-11-14|Met|2019
10739990000000|Kerman Unified|7|The LEA uses Teacher Master Schedules, CTE and ROP course enrollment information (as provided at the FCSS ROP Advisory meetings), in addition to course description handbooks, and student report cards, to track the extent to which all students have access to, and are enrolled in, a broad course of study.|100% of students in grades kindergarten through 6th have access to a broad course of study. The LEA's four elementary schools all offer the same standards-based, broad course of study. There is one middle school in the LEA and one comprehensive high school. Therefore, 100% of students in 7-12 grade have the same access to a broad course of study.|A potential barrier is for those students who take intervention courses, as these would limit the opportunity to take electives or CTE courses. Students are still able to select these types of courses over their time at the school.|KUSD has decreased the number of intervention periods for students so that they are able to have access to a broad course of study. The Special Education program has transitioned to push in at the elementary sites to ensure that students with special needs have access to the same broad course of study.||2019-10-17|Met|2019
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 English learner supports or Special Education services.  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  • Medical Pathway  • Ag Mechanics/Automotive Pathway  • Visual Arts Pathway  • Early Education Pathway  An additional five pathway programs have been proposed for implementation in the coming years, pending approval of grant funding.   Students who are English learners receive integrated and/or 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.|Through standards-aligned Scope and Sequences, online learning through Odysseyware, which includes a-g approved courses, and various CTE courses, students have access to several options to help meet their individual educational needs.  The program ensures that while enrolled in the Alternative Education program, students are utilizing curriculum that aligns to their grade level and credit needs.  A challenge the program faces in this area is the short enrollment periods in both Court and Community Schools.  In 2018-19, the average length of enrollment in Court School was 31 days while the average length of enrollment in Community School was 49 days.  These short enrollments can hinder students from being able to take advantage of the full scope of educational options the program has to offer.|The Alternative Education program continually updates the Scope 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 any updates are needed in the program’s policies and procedures and to align curriculum and practices to the greatest extent possible.  As part of the Differentiated Assistance process, the Alternative Education program has partnered with three other county offices of education to participate in a Continuous Improvement Process (CIP).  The action plan that is created during this process will drive changes within the program.||2019-10-08|Met|2019
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 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 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 their 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 EL level. Students with 504 plans are also provided additional support as they pursue their post-secondary goals.|KHSD continues to evaluate its instructional programs to identify barriers to student success.  One aspect of this process is our continuing work on equitable access in consultation with Collaborative Learning Solutions.  This process allows individual schools to reflect on their placement practices for incoming 9th-grade students and student movement between course levels. KHSD Research and Planning division works with 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 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 and/or math.  Each school utilizes their incoming data to determine which students will be placed in support classes.  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 KHSD has centered on the expansion of CTE pathways and courses.  Over the last five 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, including continuation sites, 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 11th- and 12th-grade students the opportunity to learn industry-specific skills while working with community and industry partners.|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 2 categories in their course offerings:  College Preparatory or above courses for all Remedial courses (referred to as General level) 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 2019-2020 school year, the average IRL for incoming freshmen was 6.3 and the average scaled math score was 746 (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 with IRL and/or math scores below grade level are often placed into the district’s support courses, Access and BOOST. These courses are in conjunction with the student’s English and math courses. 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 are high priorities for the district because many students read below grade level and/or are not algebra ready upon entering high school. The district collaborates with feeder districts to leverage practices to increase reading and math skill levels and works with post-secondary partners to increase the college-readiness of all students and to reduce college-attainment barriers. In 2018-19, the district created a Literacy Council to address literacy throughout the district and designed a BOOST math course to support students in math. Parent Education:  The district is committed to providing education, resources, and support for parents regarding their child’s academics, access to college, and CTE opportunities. All comprehensive sites have Parent and Family Centers. Student Placement and Academic Interventions: As we continue work in Multi-Tiered Systems of Support (MTSS), we are 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.   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 to allow students to simultaneously earn high school and college credit. DE continues to expand throughout the district increasing the number of classes and opportunities for students; 4,975 students received college credit in the 2018-2019 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. Least Restrictive Environment (LRE): As part of the continuous improvement process, KHSD is committed to ongoing collaboration between general education and special education staff through the PLC process to discuss issues/concerns pertaining to special education with a focus on LRE for students with disabilities. The learning centers model is being implemented at all continuation sites and the district LRE committee is researching and exploring successful co-teaching models.||2019-10-07|Met|2019
15635291530435|Kern Workforce 2000 Academy|7|Master schedule. Course enrollment data. Course completion data.|Counselors develop, monitor, & review 2-year plans on a quarterly basis Support & remediation CTE pathways Work Experience (Core Internship) Consultation & reflection with Collaborative Learning Solutions (CLS) Collaboration with feeder districts & post-secondary partners Professional development & professional learning communities (PLC) Focus on least restrictive environment (LRE)|Barriers: low-IRL (instructional reading level), need for academic remediation/intervention, limited space (i.e., current regional occupational center (ROC), poor attendance, CTE teacher shortage.|New District ROC campus is being built to increase CTE access. Expected to open in Fall 2020. Teacher interest register developed for teacher recruitment in low-staff subject areas. Expanded Core Internship to 4 additional partner agencies that are strategically positioned across the city in order to provide greater access for student work experience learning opportunities.||2019-10-07|Met|2019
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.  326 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.  77 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.  81 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”|The survey results are: • In regards to the question that KUSD prepares students to be ready for college or career, 74% of students agree, 61% of parents agree, and 60% of staff agree. • In regards to the question that students are enrolled and took the following courses, an average of 90% students and 85% staff agreed that these courses were taken and offered:  Math, Reading, Writing, Science, History, and PE/Health.  Only 35% of students and 26% 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 to provide CTE courses for 7th and 8th grade students.  Wallace Middle School is a rural, small school in a small district with limited access to teachers with a variety of credentials in courses needed to provide a broad course of study in CTE subjects.|Currently employed teachers will be getting supplemental credentials to be able to offer CTE courses in the future.  In subjects that will not be covered by an appropriately credentialed teacher, KUSD will offer online courses.||2019-10-08|Met|2019
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 three separate programs.  BlendEd Academy (TK-12) is a home based program using locally selected tools and measures that include but are not limited to: Individually designed lesson plans, 1 to 1 weekly instruction with a credentialed teacher.  Academic planners, report cards, Moby Max, Renaissance Learning-STAR Math and STAR Reading Assessments, Annual CAASPP results and California Dashboard report.  Portions of the high school course of study are online based through Odyssey Ware and we use their summative and formative tools and measures to assess student progress, identify and support those students with exceptional needs.   CORE Academy (K-6 grade 3.5 day program) uses locally selected tools and measures that include but are not limited to: report cards, Moby Max, ST Math, Renaissance Learning -STAR Reading Assessments, Annual CAASPP results and California Dashboard report.  KEY Academy Junior High (7th-8th grades 3.5 day program) uses locally selected tools and measures that include but are not limited to: report cards, benchmark assessments, Moby Max, Renaissance Learning-STAR Reading Assessments, Annual CAASPP results and California Dashboard report.  KEY Academy High School (9th-12th grades 2 day program) uses locally selected tools and measures that include but are not limited to: grade level ballots, benchmark assessments, PSAT, transcripts, report cards, “a-g” subject requirements that have undergone approval by the University of California. Students are provided direction by a 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 by the school in general and the three separate programs. Keyes to Learning Charter School (KTL): According to our annual stakeholder survey which 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 prepare them for college and careers (i.e. English, math, social studies, science, visual and performing arts and health).” 90% of KTL’s stakeholders agree with the statement.   Blend ED Academy 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 64% of KTL students have met or exceeded California state standards in English Language Arts and 54% in mathematics.   CORE Academy (K-6th 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 in grades 3-6 an average of 64.25% of KTL students have met or exceeded California state standards in English Language Arts and an average of 57.50% in mathematics. KEY Academy (7th-8th grade 3.5 day program; 9th-12th grade two 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 76% of KTL’s 7th grade and 85% of KTL’s 8th grade students have met or exceeded California state standards in English Language Arts and 61% of KTL’s 7th grade and 55% of KTL’s 8th grade students met or exceed Claifornia state standards in mathematics. 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 23% of KTL students are ready or conditionally ready for college level English Language Arts and 18% 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.  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.  Blend ED Academy 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 academic 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 3rd-12th also identify achievement gaps as a potential barrier 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 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.||2019-10-08|Met|2019
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). This will be followed up during 2019-20 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.|Aside form being a small school district with limited resources, we have overcome our barries and strive for excellence. We consistently look at ways to best connect students. Thisis evident in our STEM instruction and in our coding and robotic instruction.|We will continue to modify and adjust the master schedules.  We will seek outside resources to address music and art. We will continue to support all staff by providing continueess professional development in all areas of the curriculum.|As a small district we do have limited resources.  We are however, committed to all students and to providing the best instructional program possible. We continue to work on great opportunities for STEM, art and music. We continue to support interventions at all grade levels to address the needs of our students in all subhjects. All students are encouraged to be their best.|2019-10-08|Met|2019
49402536116958|Kid Street Learning Center Charter|7|All students have access to grade level programs, including our free after school program with enrichment opportunities and art partnerships with various community organizations.|We are a one school site LEA and we ensure that all grade levels and group have access to the curriculum.|none|none||2019-09-12|Met|2019
37679910139394|Kidinnu Academy|7|Kidinnu Academy is a brand new school that just opened its doors in the Fall, 2019.  100% of our students engage in a broad course of study within their self-contained classroom.  Students are exposed to diverse learning opportunities that expose them to every content area.|100% of students have access to course content.|Currently, there are no barriers.|At this time, all of our students are exposed to a broad course of study.  Should this become a problem, we will determine necessary actions to improve.||2019-11-12|Met|2019
30665300134221|Kinetic Academy|7|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.  One of Kinetic Academy's LCAP goals is to Provide all students with high-quality instruction and a rigorous Common Core (ELA, Math, NGSS) aligned curriculum in a STEAM- PBL environment that provides relevant learning experiences that encourages student engagement. Kinetic Academy uses internal assessments to include NWEA MAP, PBL presentations, Fountas and Pinnell, Fluency assessment, curriculum-based material unit assessments, and intervention assessments from SIPPS.  The growth of internal assessments is showing improvement overall and by subgroup. The ELPAC Summative and Reclassification rates are not yet available, but we feel that as the 3 EL matriculate through the grades, they will be prepared to be reclassified as Reclassified Fluent English Proficient.  Kinetic Academy is working toward fidelity on the educational program, improvement of data analysis and data-driven instruction, and targeting intervention to ensure overall improvement and by significant subgroups.|Kinetic Academy has provided all students with high-quality instruction and a rigorous State Standards aligned curriculum in STEAM-PBL environment that provides relevant learning experience that encourages student engagement.  The strengths of Kinetic Academy have included providing the Professional Development sessions in PBL, SIPPS, Units of Study of Writing, and CPR. The ELD program has been reviewed for the few EL.  The actions and services increased the student engagement through field trips, after-school enrichment, awards program, attendance incentives, Jr. Achievement, student-led conferences and community service.  Finally, the access to courses has proven to prepare the students for the 21st Century including Spanish, Art and PE provided by credentialed teachers.|One barrier identified by Kinetic Academy is that in the 2018-19 school year, there were only three students identified as English Learners.  This is a barrier in the respect that there are few students to engage in high-quality English Language Development; however, it is a benefit for the English Learners because they receive high-quality ELD with targeted focus on their attaining English Proficiency.  Traditionally, the English Learners at Kinetic Academy are reclassified as Reclassified Fluent English Proficient students within five years of identification and are not identified as being at-risk or Long Term English Learners.|Kinetic Academy will: provide intensive and strategic interventions for students in reading in grades K-5 and in math in grades 4-5 for ALL students focusing on the subgroups (Latino, Socioeconomically Disadvantaged, Students with Disabilities and English Learners) supported by a full-time, credentialed Intervention Teacher and a part-time Instructional Aide, provide After-School tutoring, meaningful learning experiences in a STEAM-PBL environment, full implementation and training on Data Teams, streamline the SST process, use a schoolwide Social Emotional Learning Curriculum and/or Program, provide systematic professional development to teachers, staff and administrators, and increase technology.||2019-06-19|Met|2019
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 counselors 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.||2019-05-15|Met|2019
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.  KCAE recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We 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 will invest in professional development for staff that focuses on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2019-12-12|Met|2019
37683380109033|King-Chavez Arts Academy|7|KCAA 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.  KCAA recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We recognize and provide for potential barriers in the form of income, language, family engagement, and special needs.|KCAA will continue to implement the course of study described in the charter petition.  We will invest in professional development for staff that focuses on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2019-12-12|Met|2019
37683380109041|King-Chavez Athletics Academy|7|KCAA 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.  KCAA recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We recognize and provide for potential barriers in the form of income, language, family engagement, and special needs.|KCAA will continue to implement the course of study described in the charter petition.  We will invest in professional development for staff that focuses on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2019-12-12|Met|2019
37683380118851|King-Chavez Community High|7|KCCHS 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.  In 2018-19, KCCHS offered a series of new programs designed to expand course offerings and student choice.   These included: 1) a 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 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. KCCHS recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We provide for potential barriers in the form of income, language, family engagement, and special needs.|KCCHS will continue to implement the course of study described in the charter petition.  We will invest in professional development for staff that focuses on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2019-12-12|Met|2019
37683380111906|King-Chavez Preparatory Academy|7|KC Prep 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 courses and electives aligned with a Career Technical Education (CTE) pathway 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.  KC Prep recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We provide resources, services, and trainings to offset potential barriers in the form of income, language, family engagement, and special needs.|KC Prep will continue to implement the course of study described in the charter petition.  We will invest in professional development for staff that focuses on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2019-12-12|Met|2019
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.  KCPA recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  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.  We will invest in professional development for staff that focuses on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2019-12-12|Met|2019
10622650000000|Kings Canyon Joint Unified|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 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. For 19-20, foreign language has been expanded to Citrus Middle School.   A barrier that KCUSD works to overcome is supporting 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.|KCUSD is committed to reviewing the current availability of course offerings in K-12 and expanding offerings to provide greater access to the broadest 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 broadest 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.||2019-10-22|Met|2019
16101650000000|Kings County Office of Education|7|Findings:  JC Montgomery continues to use 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 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 that have increased in use to five 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 continue 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 continue 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 continued to decline in enrollment. The increase in course offerings through APEX has allowed students to obtain more credits based on student achievement rather than a time-based model.  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 three years using student academic data to identify specific needs. This year, we are continuing to offer an intensive foundational reading course to students that are chronically underperforming. We have implemented a new designated ELD program that will target students’ language needs and proficiency levels. We are continuing to provide additional professional learning opportunities that are focused on integrated ELD to scaffold student content learning. We have implemented Evidence-Based Literacy Instruction (EBLI) as an effective, efficient, research-based, revolutionary system of literacy instruction which replaced the literacy journals used previously. For APEX, students are required to complete study guides prior to attempting course assessments in their credit recovery courses. We continue to take a more focused look at student results and using them to adjust instruction.||2019-10-15|Met|2019
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 provide a more varied course offerings 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.||2019-10-14|Met|2019
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, technology, 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 and/or offered 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.  2018-19, 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 2018-19 , 98% 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, technology/keyboarding, agricultural science and health/physical education.  In 2018-19, 97% scored a "C" or better in English (including embedded CTE), mathematics, social science and science.  100% received "Credit in foreign language, visual and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education.  *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 grade students.  Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits.||2019-10-08|Met|2019
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, technology, 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 and/or offered 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.  2018-19, 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 2018-19 , 98% 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, technology/keyboarding, agricultural science and health/physical education.  In 2018-19, 97% scored a "C" or better in English (including embedded CTE), mathematics, social science and science.  100% received "Credit in foreign language, visual and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education.  *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 grade students.  Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits.||2019-10-08|Met|2019
16639580136556|Kings Valley Academy II|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-24|Met|2019
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 continue to receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly and integrated ELD is implemented in all classrooms throughout the instructional day. All teachers have been trained in how to implement a writer’s workshop with all students. All teachers are receiving ongoing training with the focus on the mathematical practices. 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. All teachers who teach science will participate in a district-wide NGSS curriculum pilot, with the goal of adopting new science curriculum beginning 2020.||2019-10-14|Met|2019
10622570000000|Kingsburg Joint Union High|7|A broad course of study 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. To ensure KJUHSD is meeting the needs of the students, courses are reviewed yearly, collects input from stakeholders through meetings and surveys on need for classes and talk with students about what type of classes students are interested in.  To ensure the fewest number of student conflicts and student access to a broad course of study, master scheduling is student-focused and not teacher-focused.  For the 2019-20 school year, 97% of all students were placed in their first choice classes.|During the 2018-19 school year, Kingsburg High School students had access to 9 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 three new courses, Floral Design, Computer Science, and AP Spanish (reintroduced after 10 year).  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 2018-19 school year, Oasis High School students had access to all state- required courses, except ROP.   Average class size was below 15 in all classes. During the 2018-19 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 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 still in the process of analyzing alternate schedules to determine if a new schedule will better benefit the students.  During the 2019-20 year, a construction class was made available to Oasis High School students.   The district continues to explore new course options for students. For the 2019-20 school year, new classes (AP Computer Science Principles, Computer Apps, ROP Intro to Manufacturing and Engineering, ROP Construction Technology) were offered to the students of the district.||2019-10-14|Met|2019
19647330128512|KIPP Academy of Innovation|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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, and Social Studies. KAI offers Fundamentals of Art and Computer Science as electives to 5th grade students. 6th grade core classes are English, Math or Pre-Algebra, Physical Education, Science, and Social Studies. KAI offers Robotic Technologies and Fundamentals of Art as electives to 6th grade students. 7th grade core classes are English, Pre-Algebra or Algebra, Physical Education, Science, and World Civilizations. 8th grade core classes are English; Algebra, Algebra II or Geometry; Physical Education; Science; and US History. 7th and 8th grade electives available to all students are Advanced Art, Computer Science, and Engineering.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
19647330101444|KIPP Academy of Opportunity|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 and 6th grade students are enrolled are Math, English, Science, Social Studies, and Physical Education. KAO offers Fundamentals of Art and Beginning Music as electives to 5th and 6th grade students. The core classes in which all KAO 7th grade students are enrolled are English, Science, Physical Education, World Civilizations, and Pre-Algebra, KAO offers Intermediate Band and Drawing as electives to 7th grade students. 8th grade core classes are English, Physical Education, Algebra, Science, and US History. 8th grade students can participate in Instrumental Music Lessons and Advanced Art as electives.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
37683380101345|KIPP Adelante Preparatory Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and students with updated program placements are communicated to all stakeholders, and course enrollments are adjusted as necessary.|All KIPP Adelante Preparatory Academy students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th grade core classes are Science, Math, Social Studies, English, and Physical Education. 6th grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th grade core classes are English, World Civilizations, Pre-Algebra, Science, and Physical Education. 8th grade core classes are English, Science, US History, Algebra, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at Adelante. Adelante offers Beginning Music and Fundamentals of Art.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
38684780101337|KIPP Bayview Academy|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
38771310137307|KIPP Bayview Elementary|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
01612590115014|KIPP Bridge Academy|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
19647330121707|KIPP Comienza Community Prep|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 English, Social Studies, Science, Math, Theatre, and Physical Education. 6th grade core classes are English, Social Studies, Science, Math, Beginning Music, and Physical Education. 7th grade core classes are English, World Civilizations, Science, Pre-Algebra, Physical Education, and Theatre/Play Production. 8th grade core classes are English, Algebra, Science, US History, Beginning Music, and Physical Education.  In addition to the core classes listed above, students have access to various electives during their time at KCCP. For K-4th grade students, KCCP offers art and dance. K and 1st grade students are able to participate in Spanish. KCCP offers Spanish as well as Theatre/Play Producution for 5th through 7th grade students.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
19734370137893|KIPP Compton Community|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 KIPP Compton students are enrolled are Reading, Writing Workshop, Phonics, Civic Empowerment, Math, Science, and Physical Education. Electives in which all KIPP Compton students are able to participate are Beginning Music and Beginning Dance.  As 2nd grade is added in the 2020-21 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 SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
19647330135517|KIPP Corazon Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 K-3rd grade students will participate are Reading, Math, Physical Education, Science, and Social Studies. Electives available to all K-3rd grade students are Spanish and Art. The core classes in which all KCA 4th and 5th grade students participate are English, Math, Science, Social Studies, and Physical Education. All 6th grade KCA students participate in the following core classes: English, Math, Social Studies, Ethnic Studies, Physical Education, and Science.  As 7th and 8th grades are added in the 2020-21 and 2021-22 school years, 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 SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
19647330121699|KIPP Empower Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 Art, Elementary Music, Beginning Dance, and Yoga to TK through 4th grade students.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
41690050132068|KIPP Excelencia Community Preparatory|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
43693690106633|KIPP Heartwood Academy|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
43694500129205|KIPP Heritage Academy|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
19647330131771|KIPP Ignite Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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, Science, and Physical Education. 1st through 4th grade core classes are Math, Phonics, Physical Education, Writing, Science, and Guided Reading.  In addition to the core classes listed above, students have access to various electives during their time at KIG. KIG offers Art, Music, and Beginning Dance to all students.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
19647330127670|KIPP Iluminar Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
01613090114421|KIPP King Collegiate High|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study and access to A-G courses across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study and A-G courses or all students.||2019-06-05|Met|2019
19647330100867|KIPP Los Angeles College Preparatory|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
43771490137315|KIPP Navigate College Prep|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study and access to A-G courses across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study and A-G courses or all students.||2019-06-05|Met|2019
19647330125609|KIPP Philosophers Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 grade core classes are Pre-Algebra, Science, English, and World Civilizations. 8th grade core classes are Algebra, 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 Advanced Art to all students.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
43693690129924|Kipp Prize Preparatory Academy|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
19647330131797|KIPP Promesa Prep|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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-4th 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.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
19647330117903|KIPP Raices Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
38684780101352|KIPP San Francisco Bay Academy|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
38684780127530|KIPP San Francisco College Preparatory|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study and access to A-G courses across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study and A-G courses or all students.||2019-06-05|Met|2019
43694270116889|KIPP San Jose Collegiate|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study and access to A-G courses across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study and A-G courses or all students.||2019-06-05|Met|2019
19647330125625|KIPP Scholar Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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, Algebra, Science, and Physical Education. 8th grade core classes are English, Ethnic Studies, Science, Algebra, Geometry, 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 Beginning Band, Beginning Guitar, Beginning Voice, and Beginning Piano. 7th grade students can participate in Intermediate Band, Modern Band, and Choir. 8th grade students can participate in Advanced Voice, Advanced Band, and Modern Band.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
19647330125641|KIPP Sol Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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 and Theatre. 7th and 8th grade students can participate in Mixed Media.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
01613090101212|KIPP Summit Academy|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
41689990135608|KIPP Valiant Community Prep|7|There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were 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 believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.  KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.|All students had access to a broad course of study including courses described under EC section 51220, as applicable. Additionally, programs and services were developed and provided to individuals with exceptional needs, including students on an IEP. KIPP offers enrichment courses to all students, including various music options, physical education and student leadership.|None.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2019-06-05|Met|2019
19647330129460|KIPP Vida Preparatory Academy|7|KIPP SoCal Public Schools works across teams to ensure all students have access to a broad course of study.  Every student enrolled at a KIPP SoCal school has access to high-quality core subjects as well as rigorous enrichment electives at every grade level.  Enrichment electives are offered in addition to program- and need-specific electives, including 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 teams track enrollment, making sure that newly identified students and 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, Dance, and Art to all students.|KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.|KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. 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.||2019-06-20|Met|2019
52715550000000|Kirkwood Elementary|7|All students have access to a broad course of study.  Including VAPA, technology, PE, extra curricular activities (soccer, volleyball, softball, basketball)|We use i-Ready assessments for ELA & Math, state required Physical Fitness Test for PE.  Kirkwood purchased and trained staff on ESGI assessments for K-1.  We also provide assessments for ELPAC identified students.|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.||2019-10-07|Met|2019
16639580000000|Kit Carson Union Elementary|7|Parent Survey results from September 2019:  88% of parents strongly agree/agree that their child’s teacher has explained what their child is expected to learn in their current subject and grade level. 96% of parents strongly agree/agree that they make sure their child does their homework. 99% of parents strongly agree/agree that they remind their child the importance of getting a good education. 94% of parents strongly agree/agree that teachers work closely with parents to meet students’ needs. 92% of parents strongly agree/agree that teachers and other staff share ideas with parents on how they can help their children learn at home. 92% of parents strongly agree/agree that teachers in this school have high expectations that my child will learn. 87% of parents strongly agree/agree that their child receives adequate additional academic support beyond the classroom instruction.  The LEA sought input from a parent survey.  The district is a TK-8th grade school site.  Students are all enrolled in a broad course of study.  All students in each grade level are enrolled in the same courses (ELA, math, social studies, science…)  All students participate in physical education 2 class periods per week.  All students have art class each month.  Classes are each comprised of unduplicated student groups and individuals with exceptional needs.  Designated ELD is provided for 30 minutes per day.|The LEA is a single site.|Barriers exist for students who would like to enroll in before or after school tutoring.  The LEA now provides daycare and transportation for students that need extra support but do not have transportation.|The parent survey provided positive results.  The district will continue with actions it has implemented; including, before/after school program transportation.||2019-10-16|Met|2019
47703750000000|Klamath River Union Elementary|7|All students are part of a small, self contained classroom, as such, all students regardless of grade span, unduplicated student groups and individuals exceptional needs have access and are enrolled in a broad course of study.|All students will continue to use the Smarter Balanced Assessments, curriculum assessments and classroom observation data to drive instruction and intervention. At our single school site, with a self-contained classroom, all students have access to and are enrolled in a broad course of study|At this time we identify no barriers preventing a abroad course off study.  We will continue to use online support in ELA, Math and World Languages|NA||2019-10-08|Met|2019
12629010000000|Klamath-Trinity Joint Unified|7|||||||Not Met|2019
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.|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.|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.|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.||2019-10-07|Met|2019
50711420000000|Knights Ferry Elementary|7|Observation and evaluation are the tools used to measure this given our small size.|All students in their respective grades have access to identical materials. There is only one teacher per each grade for grades kindergarten through fourth and one teacher for every two grades in grades 5th-8th. There are no differences between student groups at any level.|There are no barriers to the students in accessing a broad course of study.|The LEA will continue as is.||2019-11-14|Met|2019
07617050000000|Knightsen Elementary|7|Being a small school district affords us the ability to build our schedule around our students needs. Those students who have exceptional needs or are categorized as unduplicated set the priorities within our schedule. Each year we review our enrollment, review student data to help us plan our master schedule having a half-time ELD teacher and a full-time bilingual aide helps us deliver our designated ELD services.|Due to the higher numbers of students receiving LD services at Knighton Elementary school more time is dedicated from our ELD teacher to servicing students. Likewise, Knighton school has a 1 FTE bilingual aide that also assist students. It is in our LCAP that we have a special education aide that assists students in school wide art activities and electives. Being that we have one math class per grade level affords students the opportunity to work with the advanced math curriculum should they so choose. Every student has access to the advanced math curriculum. Students IEP's and 504 accommodations are determined in helping us create their schedule and determine appropriate supports.|Being a small school district the limited number of staff can be prohibitive to a ride range of course offerings. We work very hard to ensure all the needs of the students are met within the classrooms we have this sometimes means offering alternate curriculum, increasing levels of rigor, in various ways to demonstrate content mastery.|We have adjusted our middle school grades elective schedule to ensure that all students can participate. Likewise we've adjusted the prep time for our science teacher to accommodate classes to participate in our swim program without having to reschedule or miss services.|We have adjusted our middle school grades elective schedule to ensure that all students can participate. Likewise we've adjusted the prep time for our science teacher to accommodate classes to participate in our swim program without having to reschedule or miss services.|2019-09-11|Met|2019
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 Preparatory Academy also provides art and music. Furthermore, Knollwood Preparatory Academy 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.||2019-10-23|Met|2019
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 broad course of study are the following:  1. Student access to standards aligned 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 6. ELD and intervention classes   Evidenced by SARC and bell schedules|All of our students have access to standards aligned 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 and Spanish). All students in 6-8 have a Chromebook assigned to them (one-to-one device). Students in grades TK-5 have weekly scheduled time in the computer lab. Teachers may schedule more time in the computer lab as needed. Students have access to relevant educational technology, which includes, but is not limited to, IXL, Achieve 3000, Starfall, and Let’s Go Learn programs. All classrooms have a HoverCam (an intelligent teaching wall) in their classroom to facilitate learning. Daily instruction for the core subjects in grades 5-8 are in blocks of 60 minutes. 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 an after-school program that provides intervention and enrichment opportunities. Approximately 90% of our students attend the program. All teachers participate in weekly professional developments. All staff have been trained in the Explicit Direct Instruction strategies.|Some barriers that are preventing access to broad course of study for all students are the following:  1. Facility issues  2. Recruiting and hiring highly qualified staff 3. Internet connectivity issues|The following actions will be implemented:  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 the 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 9. Continue to seek out our own facilities||2019-10-24|Met|2019
17640220000000|Konocti Unified|7|Konocti Unified School District the Master Schedules, 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 in Konocti are offered a wide variety of courses, including A-G courses and electives.  All high school students have access to dual enrollment if appropriate.|Availability of qualified, subject matter, credentialed staff, as well as master schedule constraints due to facility space limitations and high enrollment numbers can be barriers to a broad course of study for all.|The District is using on-line learning programs like Odysseyware and Edgenuity on a limited basis and will continue to investigate how virtual classes, may provide a wider range of course offerings. Additionally, the District is working with Woodland College and the middle college program to offer course to students through the college.  The collaboration between the two agencies continues to strive for more alignment in course offering and scheduling of course.|For a detailed report out of Local Indicator (Priority 7) - Access to a Broad Course of Study for Konocti Unified School District, visit http://konoctiusd.org/lcap|2019-10-16|Met|2019
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 Education 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 Education 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 2018-19 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 2018-19, 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.  83% of 4th - 6th grade students reported that art class was exciting and interesting according to Panorama Education student survey data while 49% of 4th - 6th grade students agreed that music class was exciting and interesting.  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 eighteen 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 2018-19, secondary students have the option of enrolling in new courses in Robotics Design, Recording Arts, Financial Literacy, Oceanography, and an expansion of the Peer Support program which offers level 1 and 2.  In 2018-19, 858 students enrolled in 33 World Language classes, 568 enrolled in music classes, 141 students enrolled in 6 computer science courses, and 278 students enrolled in 11 art classes. CTE courses welcomed 556 students in total for the 2018-19 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 (LEP) 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 2018-19 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, STEAM offerings through the media centers, and Spanish language instruction. 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 expanded CTE course offerings to include 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, drama, STEM programs, and 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 what LCUSD offers to students. This analysis contributes to our embedded practices of seeking out stakeholder feedback.  During the 2019-20 school year, the secondary site administration will be conducting a school schedule review to identify alternative bell schedule options that would expand the opportunities for students to take elective offerings.  This committee will make recommendations to the LCUSD Governing Board regarding the adoption of a new bell schedule that will address this inherent scheduling limitation.||2019-10-29|Met|2019
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 two elementary schools and one middle school.|To continue to ensure a broad course of study for all students, the District selected Second Step to support social emotional learning and instruction of the Health Standards.  In addition, in 2018-2019 LHCSD reconfigured its schools, including the development of magnet programs at every school.  In 2019-2020 Las Positas applied to become an International Baccalaureate Primary Year Program and Imperial Middle School applied for International Baccalaureate Candidacy. Ladera Palma continues to expand its Dual Immersion Program and is working with a consultant to support the transition of students to Washington Middle School.  El Cerrito is beginning its second year implementing Code to the Future.  Las Lomas is developing its Entrepreneurial focus by training with Joanne Quin in Deep Learning.  Sierra Vista is a No Excuses University, Walnut focuses on STEAM and Arbolita is our Visual and Performing Arts School.   Once fully developed, these magnet programs will increase access for all students to a broad course of study.||2019-10-10|Met|2019
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 2018-2019, 47% of students completed a-g requirements to be eligible to attend a 4-year UC or California State University. 55% of these eligible students were Latino. 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. In 2019-2020, a review of the master schedule will be conducted. A committee has been formed to evaluate the current master schedule and recommend changes to the Board in January 2020 for a 2020-2021 implementation.||2019-10-10|Met|2019
37681970000000|La Mesa-Spring Valley|7|La Mesa-Spring Valley School District uses master schedules at middle schools 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.  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.  We are trying to have a more systematic approach to performing arts, but there is inconsistency from school to school and grade level to grade level.|La Mesa-Spring Valley is dedicated to a broad course of study and continues to develop and refine strategies to ensure enrollment in a broad course of study. The largest barrier, especially in the area of visual and performing arts, is teachers struggling to dedicate time to these areas and/or to integrate them into existing content areas while still allotting time to implement intervention/ELD instruction.|In order to ensure a broad course of study for all students, 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 intervention. Additionally, support is provided to teachers who are looking for guidance in designing a daily schedule to ensure access to a broad course of study for their students.  In an effort to emphasize the importance of visual and performing arts, the district continues to access outside programs that bring the arts to the classroom and will continue to seek additional opportunities in this area.||2019-10-01|Met|2019
54105465430327|La Sierra High|7|La Sierra utilizes the Multi-Tiered Systems of Support Assessment MTSS Tool called the FIA to ensure ALL students have access to all courses, programs and services.|All students at La Sierra have access to A-g College Board approved courses and Career Technical Education Pathways|A barrier that exists for students is that students have failed one or more    A-g courses prior to enrolling at La Sierra.|As a result of the assessment, La Sierra has implemented several new strategies to eliminate the barriers and ensure students have access to a broad course of study such as:  credit recovery to recapture credit, offering online A-g courses, prerequisite courses to provide foundational work to help students succeed in A-g courses, labs to help students succeed in A-g courses, instructional supports to monitor and assist students with exceptional needs, and instituted supports for students with mental health needs.||2019-10-09|Met|2019
19646346014518|La Tijera K-8 Charter School Academy of Excellence|7|||||||Not Met For Two or More Years|2019
19649076021984|La Verne Science and Technology Charter|7|La Verne Science & Technology Charter is aligned to the tools available within the Pomona Unified School District and tracks progress in meeting Priority 7 standards through a qualitative and quantitative review of course offerings from the course catalog in Zangle Q (Student Information System).  We also utilize IO Insights to assist with the disaggregation of course access by ethnicity, Language Proficiency, Family Dynamic (Homeless, Foster Youth), and Students with Disabilities.  Data was collected from the 2017-18 and 2018-19 school years to draw comparisons and formulate next steps.|For the 2018-19 school year, 100% of La Verne Charter and Pomona Unified School District students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220 (a)-(i).  All La Verne Charter students in grades K-6 are enrolled in a course of studies.  We offer access and enrollment in seven areas identified as a broad course of studies for grades 1-6.  Elementary students can access some courses, such as Computer Science , Visual and Performing Arts, both within and outside of the regular school day.   Our after school program, The Learning Connection (TLC) offers an engaging curriculum where students experience a variety of learning opportunities that include science inquiry and exploration, visual and performing arts, physical education, and service learning projects to strengthen civic engagement.  With our partnerships with University of La Verne and Western University students, college students work with our students facilitating hands-on, interactive experiences that promote college and career readiness.|Barriers that prevent our ability to maximize a broad course of study offerings to all students include limited time during the regular school day and after school.  In addition to our TLC program, La Verne Charter offers other courses to students not enrolled in TLC and those within the program such as Leadership Clubs (SWAT, Broadcast, Journalism, Event Planning, Student Council,  Safekeepers, and intervention for struggling students.  Funding for some of these programs comes from the LCAP.  Another barrier that prevents developing and/or offering additional courses is the lack of credentialed teachers available after school.  Analysis of these programs and their impact helps to inform the school and District in making decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.|La Verne Charter will continue to  maximize opportunities and options for students in selecting specific courses  that meet the broad course of studies parameters.  For example, the LCAP supports additional STEAM coursework and  Service Learning  experiences for students.||2019-10-16|Met|2019
23656230112300|La Vida Charter|7|All students are required to have a comprehensive curriculum.  The order forms from Curriculum Fair in June is the start of the data collection which is continued through a  student/ curriculum inventory.  The inventory is reviewed and reviewed until all students have full curriculum.    The onsite classes are important for rounding out a broad course of study through hands on experiences in the arts, science, world languages, PE, language arts and more.|For  Elementary students the comprehensive curriculum plus the onsite classes completes the broad course of study which is measured through the student/ curriculum inventory mentioned above. For High School students, over 300 courses are available, over 90 are A-G certified and another 90 plus are CTE courses.  The school tracks enrollment through the student information system.  The emphasis for improvement has been greater participation in A-G courses and secondly in CTE classes.  The results are reported  in LCAP and the End of Year Report.|The greatest barriers for students accessing A-G courses are students’ reading comprehension abilities. Auditory options are provided, which does help.  Free tutoring is available however the spaces fill up quickly.  This is an ongoing area of improvement.  The school is able to meet students where they are academically by providing various types of curriculum.  To reach a higher level in an independent study format requires dedication on the part of the student and family.  These students are able to receive a general studies diploma which fulfills their ultimate goal.|All students have access to a broad course of study.  To improve enrollment in A-G courses in High School, teachers are consciously working to enroll students in those courses and to make specific adjustments so that the courses are more accessible for the students who need support.  Improvements for identifying, labeling and tracking courses in the student information system is also underway.||2019-06-12|Met|2019
07617130000000|Lafayette Elementary|7|We measured our access through an analysis of the master schedule and the types of courses offered to students at a variety of grade levels across schools, 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.||2019-10-16|Met|2019
30665550000000|Laguna Beach Unified|7|To measure access to a broad course of study, LBUSD collected input from students, staff, and families. The data was collected from surveys, social media, stakeholder group meetings, course enrollment and completion, and performance outcomes. The data was disaggregated by school, student groups, and demographics.|LBUSD students have access to and success in a wide range of student-driven courses. Annually, around 75 percent of students graduate eligible to attend schools within the UC/CSU system and more than 50 percent have completed at least one college-level (Advanced Placement) course with a passing exam score. Based on the Early Assessment Program (EAP) for college academic preparation, 80 percent of high school students were “ready or conditionally ready” for college in ELA and 70 percent in mathematics. Utilizing survey feedback, on average, 80 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 exists for students with disabilities and English learners.|The most significant barriers found in providing access to a broad course of study for all student groups have been related to 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 and student interests.|The District continues to explore variations and options for scheduling more flexible 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). The recent high school bell schedule change, as well as the increase in courses offered after school, have provided more student voice and choice in their learning experiences. Student agency is a priority for LBUSD. Further research and feedback will be collected during this school year.||2019-10-22|Met|2019
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.||2019-10-17|Met|2019
27660760000000|Lagunita Elementary|7|As a single school district, Lagunita can provide access to Board-approved, standards-based and formally adopted curriculum to each and every student, including books and texts as well as online access to curricular resources. Our measurement tool is a simple inventory of adopted and purchased textbooks that exceeds our enrollment at each grade level.|All students have access to formally adopted English Language Arts, Mathematics, Science, and Social Studies texts and courses taught by credentialed teachers. English Language Development, embedded in our ELA curriculum and supplemented by Intervention teachers, is provided as needed based on EL status, teacher referral, and/or state assessment results. PE is also taught in our self-contained classrooms. Additional courses are available to students as part of our after school clubs, supplemental programs taught by classrooms teachers, online classes available as needed, and through guest teachers.|Barriers include the limitations of combined grade level self-contained classes taught by a single teacher in an isolated school/district; but the distinct benefits of this model are also significant.|Lagunita has explored offering online elective classes, working with supplemental programs and guest teachers, and working with local organizations for additional supports to widen the breadth of course offerings. Lagunita has also worked hard to improve incentives for teachers to continue rigorous professional development that allows them to broaden the courses available to their students.||2019-10-29|Met|2019
21653590000000|Lagunitas Elementary|7|As a small school, Lagunitas is able to use the school schedule in all grades to ensure that all students have access to a broad curriculum from Kindergarten to Grade 8.  The Principal and Superintendent monitor the curriculum across the district on a regular basis.|As a one-school district, all students are provided with access to an equally broad course of study.|The only potential barriers to continuing to offer a broad course of study to all students are funding and possible variations in priorities among the three programs.  For example, the Open Classroom might choose to offer an activity that the Montessori Program doesn't or vice-versa.|The LEA will continue to develop its Long Range Plan which will prioritize outcomes and experiences that are of universal value for all students and encourage all three programs to collaborate to ensure access.||2019-10-17|Met|2019
17640550108340|Lake County International Charter|7|All of our students receive the same services and educational opportunities. Our curriculum is based on the states Common Core Standards and materials chosen for instruction are in line with these standards. In addition, all of our students receive instruction in gardening, art, music, PE and social emotional well being. As a small school, we are able to see each student on a daily basis as to the supplies and instruction they are provided. Our students who carry IEP's, in accordance with legal requirements, are in the classrooms least restrictive environment to the greatest extent allowed by their qualification.|We are only one site and all students receive the same grade based common core curriculum and access to electives.|N/A|We will continue to brainstorm new elective ideas and manifest them as we are able to ensure the broadest course of study possible for all of our students.||2019-10-28|Met|2019
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 students 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 with our College and Career Readiness specialist in order to provide a wider range of opportunities including dual enrollment and career preparation.||2019-06-12|Met|2019
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. Lastly, we offer a variety of electives to students in grades 4-8 that range from art to academic enrichment to school enhancement, to name a few.|As a one-school school district, we are fortunate to offer music (band and choir) and art.|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.||2019-10-22|Met|2019
33751760000000|Lake Elsinore Unified|7|LEUSD continues to track its progress in meeting Priority 7 by reviewing course offerings, master schedules, and site programs. Due to continued success in building these programs, LEUSD has continued to offer pathways such as Career & Technical Education (CTE), Advanced Placement (AP) classes, International Baccalaureate (IB), Advancement Via Individual Determination (AVID) , Dual Enrollment, Dual Immersion, and the Visual and Performing Arts (VAPA). To support struggling math students at three school sites, the District also instituted math intervention teachers at Elsinore Middle School, Lakeland Village School, and Machado Elementary School. The District added an art teacher, a third year of Project Lead the Way (PLTW), and designed a MakerSpace classroom at Elsinore Middle School. The District also added an art teacher at Lakeland Village School. During budget development in the 2018/19 school year, staff determined (for 2019/20) to expand the Dual Immersion program by adding an additional kindergarten class as well as added a teacher to the intermediate grades to alleviate the need for a combination class (4/5). In addition, EHS expanded one section of AP by adding AP Environmental Science for the 2019/20 school year. In 2018/19, the Machado Elementary, Elsinore Middle, and Lakeside High School staffs continued their pursuits for students to have access to robotics instruction. At the elementary level, the JOEY program has continued to be refined by adding a social worker who partners with families and site Social Emotional Learning Support Providers as they brainstorm and determine next steps for general education students (K-3) who are struggling and need SEL supports at the Tier III level.|The LEUSD LCAP continued to support Arts Integration through broadening school site’s programs beyond the Meet the Masters program. School sites found difficulty with receiving enough support from the program’s representatives as well as reporting the necessity for large numbers of parent volunteers was difficult to arrange due to the busy schedules of parent volunteers. Allowing school sites the ability to utilize other entities for Arts Integration, students will offered a variety of arts instruction. LEUSD has continued to support elementary PLCs by providing PE teachers who have single subject teaching credentials. While grade level students are attending PE classes, teachers are afforded fifty minutes each week to work in their PLCs. The District has continued to provide NGSS instruction at all levels. In 2018/19, high school science teachers agreed to pilot Conceptual Physics at the ninth-grade level in the 2019/20 school year. Elementary staffs continued to be provided supplementary NGSS materials (Mystery Science). Teachers from at the elementary and middle school levels agreed upon NGSS-aligned materials for the 2019/20 school year anticipating a recommendation for adoption in May 2020. The District continued to support the developing robotic programs and makerspace areas for students across the District. Makerspace areas have been added at various elementary and middle level schools to support NGSS instruction and student exploration. VEX Robotics Competitions continued at Machado Elementary School and Lakeside High School where schools/students from Southern California competed. The District has continued to support a variety of CTE programs with these differences: 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). TCHS has continued to offer the International Baccalaureate Diploma Program for 11th and 12th grade students. Dual enrollment programs were offered at LHS and EHS. The Dual Immersion Program is offered at Railroad Canyon Elementary School. The program has continued to be comprised of native Spanish speakers (50%) and non-Spanish speakers (50%) and supports TK-5 students comprising 50% of the student population. EMS continued to offer STEAM instruction for all students. EMS continued to offer an articulated Biliteracy pathway for those Dual Immersion students promoting from 5th grade at Railroad Canyon Elementary School. These students use the same Spanish textbook as their high school counterparts.|In LEUSD, identified barriers to expanding the computer science pathway and Dual Enrollment pathways has continued to be the ability of the District to find appropriately credentialed teachers. Computer Science teachers having a CTE credential are limited due to the industry need and its current industry salaries. In 2018/19, the District continued to implement computer science courses with willing mathematics teachers and instructional technology education teachers. As the District continues to expand the computer science pathway, the District will also look to supplement this program with teachers who may not qualify for a CTE credential. For Dual Enrollment, teachers must have a Master’s degree in the identified course. Due to these reasons, the District has been more limited in offering Dual Enrollment courses – only at LHS and EHS. In planning for the 2019/20 school year, the District took steps to partner with MSJC and provide Dual Enrollment courses at LHS where a LEUSD staff member supervised and supported LEUSD students while being taught in an online format by a MSJC staff member. This innovative partnership may be developed further in other areas depending on the success of this revised format.|LEUSD has continued to offer Spanish (all HSs), French (LHS & TCHS), Mandarin (EHS & TCHS), and Japanese (EHS) at the comprehensive high schools. The number of CTE completers has continued to increased; thus, the focus at District high schools will continue to support students who choose these areas of study. Computer Science will continue to be an identified pathway targeted for expansion, and the District will continue to take necessary steps in the future as teacher retirements occur. Additional steps will continue to be taken to develop Maker Space areas at the elementary and middle school levels to support NGSS instruction to increase student interest in science and engineering. Continued refinement of Advanced Placement courses has continued at each high school and will continue to be revised. AP weekend classes offered through the University of California, Riverside have continued to be well represented by LEUSD students, and this support shall continue to be expanded in future years.||2019-11-14|Met|2019
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.  TK-5 (EC 51210) English Language Arts ELA  Math Social Studies SS Science/STEAM Visual/Performing Arts VAPA Health PE   6, 7, 8 Core  ELA  Math  Sci/STEAM PE SS  Advisory  6 Electives Band STEEL Structured English Enrichment Lab/2nd language learner Directed Studies DS Wheel 1 Art, AVID, Digital Media/Coding, Maker, Robotics Wheel 2 AVID, Culture Crafts, Digital Media/Coding, Maker, Timberwolves EL Learner Support TWBI Spanish LA Choir Enrichment-Enrich      7 Electives Strings Band Orchestra Teacher Assistant TA  Digital Media 1A Elective wheel - Art, Maker, Digital Media Spanish, TWBI 1A AVID DS Buddy Enrich Yearbook EL Learner Support PE TWBI Choir Leadership   STEEL     8 Electives Strings Band Orchestra DS AVID  Art Video Production Maker Buddy TA Spanish, TWBI 1B Choir Yearbook Enrich EL Learner Support  Leadership PE TWBI STEEL   9-12 Core (EC 51220 a-i) ELA Social Sci Foreign Lang PE Sci/STEAM Math VAPA Applied Arts Career Tech Ed: Transportation, Building/Construction, Hospitality/Tourism/Recreation, Health Sci/Med Tech, Media/Arts/Entertainment  Course Catalog showing opportunities to meet A-G requirements is available on the STHS website.|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 LTUSD from providing access to a broad course of study for all students.|LTUSD will continue providing access to, and enrollment in, a broad course of study for all students.  Learning Labs are available and offer additional instruction and support to students so they may enroll and succeed in classes in which they had previously struggled. LTUSD continues to develop the 3A Afterschool Academic Academies at all elementary sites for grades 3 through 5. On a teacher referral basis, the academies will provide technology-based intervention prescriptive to students’ individual needs for those identified in grades 3 through 5 as nearly meeting state standards on state standardized assessments.  In 19-20, the middle school schedule has been restructured to include targeted intervention during the regular school day using educational software to fill learning gaps in student skills.    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.  In 19-20, LTUSD is considering using guided collaboration at the elementary level which will include reviewing student work. South Tahoe Middle School is aligning standards and introducing standards based grading. Guided collaboration is being utilized at the high school level focusing on literacy and writing.||2019-10-22|Met|2019
17640300000000|Lakeport Unified|7|We use the Master Schedules from Clear Lake High, Terrace Middle School and our Alternative Education as our tool for identifying the extent to which all student have access to and are enrolled in a broad course of study.|Clear Lake High:  All students have access to the broad 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 are a small school of approximately 400 students. Terrace Middle School:  Students have access to Algebra, and Pre-Algebra for grade 7. Lakeport Elementary School:  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. Terrace Middle School:  TMS hired two new elective teachers this year and began offering both drama and robotics classes to students. Lakeport Elementary School:  Because we are a K-3 multi-subject school, all students have access to the same course of study.|We continue to seek grant opportunities to add additional electives.  CLHS is seeking the Career Technical Incentive Grant to provide an additional CTE classes.  This year CLHS added a new dual enrollment pathway in the public service pathway.  They are offering two Administration of Justice classes in conjunction with our local Mendocino College.||2019-05-29|Met|2019
43694920000000|Lakeside Joint|7|All students who attend Lakeside School access a broad course of study as measured by teaching and staffing assignments, the master schedule and course offerings, and the individual IEP's of any special needs students.|All students who attend Lakeside School access a broad course of study that includes: English Language Arts (and as appropriate, the literacy interventions of "Wilson Reading" and "Fundations" five days/week), mathematics, social studies (which is also embedded at a 70% level in the Benchmark Advance curriculum), science (which is also embedded at an 85% level in the Benchmark Advance curriculum), twice weekly course of science (additional to the Benchmark Advance curriculum), art, and physical education, garden class once per week, and 16 weeks of AMP Beats Lab (a digital instrumental curriculum) while the school continues to seek a highly qualified part-time music teacher. All students who have an IEP attend all of these courses of study above, in addition to their services which may delivered additionally through a pull-out service. English Language Learners receive additional language acquisition support in a structured pull-out program each day.|At present, there are no barriers that exist preventing any students within the LEA from access to a broad course of study.|Lakeside JSD continues to monitor the individual needs of all students, the enrollment numbers of the student population, and feedback/input of the students, staff, Board members, parents, and broader community to ensure all necessary student access to a broad course of study is achieved.||2019-10-10|Met|2019
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 2018 results from the California School Dashboard, the main barrier preventing the district from providing all students to a broad course of study is Chronic Absenteeism.  All Students Chronic Absenteeism rate is 14.7%, which is above the county and state rates.  Particularly concerning are the following student groups in the Red and Orange Performance Levels.  Red Performance Level Homeless 25.7% chronically absent Students with Disabilities 22.5% chronically absent Hispanic 14.9% chronically absent  Orange Performance Level Socioeconomically Disadvantaged 16.1% chronically absent Two or More Races 16% chronically absent English Learners 10.8% chronically absent Asian 9.4% chronically absent [LCAP Goal 3]|Based on Fall 2018 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 is taking 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]||2019-10-08|Met|2019
16639660000000|Lakeside Union Elementary|7|Findings: 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. 95.98% 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.||2019-10-10|Met|2019
37681890000000|Lakeside Union Elementary|7|Lakeside Union School District (LUSD) used our student information system to develop a master list of courses offered at each site throughout the district. We then disaggregated the enrollment by student groups to see which students were enrolling in which courses.  For students in grades 1-6, all students in all student groups, including students with exceptional needs, have access to a broad course of study (as defined by ed code) and are enrolled in English, mathematics, social sciences, science, visual and performing arts, health, physical education.   For students in grades 7-8, all students have access to a broad course of study (as defined by ed code). All students in all student groups, including those with exceptional needs, are required to enroll in english, mathematics, social science, physical education, and science. Students have access to a variety of courses (through electives and an after school 8th period) in the areas of world language, visual and performing arts, and career and technical education.|Students in grades 1-5 have access to and are enrolled in the same areas of study, including courses in english, mathematics, social science, science, visual and performing arts, health, and physical education, as required by ed code.   All students in grades 6-8 have access to, and are enrolled in, core curricular areas, including english, mathematics, social sciences, science, and physical education. Both middle schools offer a seven period day, and utilize responsive scheduling to ensure that the needs of the current cohort of student are met through the master schedule. Additionally, the middle schools offer an 0 hour/8th period before/after school world language elective (if students choose). Both middle schools offer slightly different elective and immersion courses in world language (Spanish and Mandarin); visual and performing arts (both middle schools offer different styles of dance, instrumental music, art, and theater); and CTE (both sites offer Project Lead the Way, LMS offers agriculture, TDS offers media arts and Femineers).|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, particularly English learners and students with disabilities who utilize one elective period for interventions.|LUSD has committed to the continuation of the immersion programs, as well as innovative VAPA program and CTE programs that offer every student the ability to participate in a wide variety of coursework. Going forward, we need to carefully examine the way  intervention courses are offered and shift our thinking through an MTSS lens so that intervention courses do not serve as a barrier to accessing CTE and VAPA courses.||2019-10-10|Met|2019
39767600000000|Lammersville Joint Unified|7|Lammersville Unified School District {LUSD} 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. High School course work is UC A-G approved. Mountain House High School received a 6 year accreditation by WASC. Course offerings and placement in Career Technical Education (CTE), Advanced Placement (AP), Early College and all other course-work is reviewed through TK-12 master schedules generated in AERIES.  LUSD continues to broaden access to CTE courses and the PLTW curriculum across grade spans.  Access to online content is available to students in grades 6-12. 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 are provided additional supports and services through small group instruction and strategic support, regrouping, ELD time, reading and writing intervention, after school intervention and “SUCCESS!” period at the high school.  Support programs including ST math, I-Read, and other online resources.  The District measures access to courses through AERIES 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.  Eighth 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 and students who have not traditionally taken more rigorous course-work are encouraged to expand on the types of courses taken.|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, as evidenced by the highest CAASPP scores in the area. 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 and intervention regrouping, ELD time, after school intervention and “SUCCESS!” period at the high school.  Support programs include ST math, iRead, and other online resources.  The District measures access to courses through AERIES 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.||2019-10-16|Met|2019
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.|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 30% of our students in this program. This year we expanded the Dual Immersion program to the Junior High so students have available Spanish Literature and Spanish Science. Other courses available to all 7th and 8th grade students are STEM, Art and Band.   In addition, all students 4th through 8th grades have access to our AVID program. The district is still in the planning stages of expanding AVID for kindergarten through 3rd grade students. All 4th- 8th grade students have Performing Arts: band, music and choir. Students now have the opportunity to build their foundation in music in grades 4th -8th.  Kindergarten - 8th grades have access to technology/computer access for every subject.|The only area that we identified as the LEA not providing a broad course of study is the lower grades in performing arts. The ELA would have to hire a Music/Band teacher for each of the 2-elementaries to teach kindergarten -3rd grade students. At this point, we are providing band/music access to students in 4th -8th grades only.|The LEA is the planning stages of transforming each elementary school into an academy. Each school will have a focus area of study. One of the schools will become a Performing Arts Academy Kindergarten -6th grade. All grades will have access to music, band, choir, theater, and more.  The other 3-elementary schools will also have a focus:  1. Dual Immersion and International Studies Academy K-6th.  2. STEM Academy (New School) K-6th.  3. Environmental Science Academy K-6th.   The four schools will provide all K-6th students access to technology, AVID, music/band, science and social studies as a subject even if the focus is different.||2019-10-22|Met|2019
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 2018-19 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 2020-2021 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 in the elementary schools. In 2018-19 we were able to begin the process of piloting Elementary Music Programs in five elementary schools, and expanded to six in the 2019-20 school year. In the middle schools we have been successful in implementing music programs in the normal school day.|LSD will continue 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.||2019-10-15|Met|2019
19647330108928|Larchmont Charter|7|At Larchmont Charter, all students enrolled in secondary grade levels are enrolled in A-G courses, and a significant majority of courses offered at the secondary level meet A-G requirements. Larchmont Charter closely monitors students’ progress in completing A-G requirements in order to ensure that students are on track to be college eligible by the time they graduate. 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 to the fullest extent possible. All students are able to participate in all academic programs offered, including advanced placement courses, enrichment courses focused on cooking, gardening, art, and theater, and regular academic courses such as ELA, Math, History, and Science. Recently students have been given the opportunity to take a Psychology course provided by a local community college at the high school campus. Academic tracking from our student information system, PowerSchool, indicates that in the last three 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 five years, nearly quadrupling the number of AP test takers at Larchmont in the years from 2015 to 2019. 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.|Last year, Larchmont 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. Now in its second year of use at Larchmont, Naviance will continue to be an essential tool to guide students as they prepare for college and careers.||2019-11-05|Met|2019
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.||2019-10-23|Met|2019
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 that 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.  Some students do not take traditional courses based on a specific learning or physical difference but are offered the content through a variety of specialized services, e.g. Adaptive Physical Education.|LLESD will continue to offer Algebra or Geometry to all 8th graders, 4 options of World Language, Visual Performing Arts and Technology electives.||2019-10-09|Met|2019
19101990135582|LA's Promise Charter High #1|7|LA Promise Charter High School #1 served nearly 100 students in grades 9-10 with the following student demographics: 64% Hispanic, 33% African-American, 1% 2+ Races, and 1% Other; 24% English Learners; 23% Students with Disabilities (SWD), and 87% Socioeconomically Disadvantaged.  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 prepare adolescent learners for success in college, career, and life. As a start-up high school, we only served grades 9 to 10, 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 as 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. The school has not had administered its first CAASPP yet so there is no 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.|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 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.||2019-10-10|Met|2019
19101990134361|LA's Promise Charter Middle #1|7|LA Promise Charter Middle School #1 currently serves over 246 students in grades 6-8 with the following student demographics: 65.9% Hispanic, 31.7% African-American, 2% 2+ Races, and 0.4% Asian; 32.9% English Learners; 26% Students with Disabilities (SWD), 0.4% Homeless, and 91% Socioeconomically Disadvantaged.   LA Promise Charter Middle School #1 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. LA Promise Charter Middle School #1 provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of LA Promise Charter Middle School #1 educational program.   LA Promise Charter Middle School #1 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, the School Principal will verify this during classroom observations and they will 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 LA Promise Charter Middle School #1, all students in grades 6-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. All students are enrolled in Promise Time (Advisory), which is used to build connectedness to the school community and their advisory. Academic goal setting is a part of Promise Time. Advisory uses the Facing History curriculum that focuses on Social-emotional learning. Grade level activities are designed by school leaders to build positive school culture.  All students in grades 6-8 have access to and are enrolled in the following courses (based on student choice selection): Coding, Philosophy, Game Boards, Technology, Drama, and Art. There are no differences in accessibility to courses, across student groups at LA Promise Charter Middle School #1.|Currently, 100% of the students have access to a broad course of study and LA Promise Charter Middle School #1 will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of LA Promise Charter Middle School #1 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.||2019-09-26|Met|2019
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. Additionally, master schedules are reviewed to ensure a variety of course offerings that allow students to have access to a broad course of study across grade spans.|LVUSD has added 50 new A-G courses within the past 5 years, 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.  During the 2018-2019 school year, LVUSD reviewed the impacts of summer assignments and removed barriers related to required summer work and assessments.|With the Local Control Funding Formula, LVUSD is funded in the lowest 15% of per pupil funding, and has limited access to Federal and State grants. This has forced our district to prioritize, consolidate, and focus our instructional programs over the past few years.|LVUSD will continue to evaluate subgroup achievement data, while enhancing broader access to higher-level courses and dual-enrollment opportunities. LVUSD will continue to review prerequisites on higher level courses as well as grading practices that might prevent access to a broad course of study for all students.||2019-10-15|Met|2019
19101990128025|Lashon Academy|7|Lashon Academy exceeds the required instructional minutes required by the state. 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 ensuring access to a broad course of study for all students.||2019-10-23|Met|2019
18101810000000|Lassen County Office of Education|7|Using the School information system files (transcripts), individual student enrollment in courses grades 9-12 are evaluated. Eighteen total students were enrolled and completed coursework in the following areas;  Consumer Math, Econ, Digital Arts, English, Fine Arts, US History, World History, Basic Math, Math Life Skills, Life Science, Physical Education, Physical Science, Civics, Film Studies, Game Theory, Health and Family Life, Personal Finance, Algebra, Biology, Government, Earth Science, Algebra 2, Cooking and Food Prep and Court Studies.  Eight out of the eighteen students are considered unduplicated and were enrolled and completed coursework in the following areas; Consumer Math, Econ, English, World History, Math, Life Science, Physical Education, Physical Science, US History. Algebra 1, Film Studies, Game Theory, Biology and Civics.|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 is 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.||2019-04-17|Met|2019
18641390000000|Lassen Union High|7|Lassen union requires all students to complete either a-g or a pathway to graduate from high school.  The District will track the % of students that are completing both a-g and pathways.  Additionally we will monitor by subgroup their enrollment in high end academic courses.  The goal is prepare all students for college to career. (AERIES)|All students have access to a broad course of study based on their 5 year plan they will determine the courses they will take in order to achieve their college to career goals.   For our baseline year students who have completed their a-g is 16% students enrolled in pathway duplicated count is 749.  The district is also monitoring proportionality in CTE, sports, and academics.  We are looking at Male and female enrollment ESL, Free/Reduced counts, and Special Education. Demographic information for Hispanics, Native Americans, and Whites will also be evaluated.   2017-18 will serve as our baseline year and we will gauge our progress based on upcoming enrollments.|The barriers that exist for the district is the 6 period day which makes it difficult for college bounds students to access the CTE courses.  Students with limited English Proficiency and Special Education tend to have low enrollments in advanced courses. The 5 year plan guides students towards a college to career goals.|The school district implemented a graduation requirement that all students must complete a-g requirements or a pathway to graduate from high school beyond the normal 220 credit requirement.  The implementation of this graduation requirement will take effect in the 2019-20 school year.  We are working hard to make sure that all students are guided through the curriculum and weekly they will have an advocacy course that aides them into their college to career planning process.||2019-04-09|Met|2019
52715630000000|Lassen View Union Elementary|7|Our school is a K-8 school with all of our teachers holding a multiple subjects credential.  We use our school schedule, report cards,m and lesson plans as tools to ensure that all students are enrolled in a broad course of study.|All students in K-6 are enrolled in the same programs which ensures that all unduplicated student groups and students with exceptional needs have access to the same course of study.  Each and every student in all grades K-6 has instruction in English Language Art, Math, Social Science, and Science.  Some students get additional support in our Learning Lab.  In addition, each student gets music education from our music teacher one day per week.  Some students in 5th and 6th grade get additional opportunities in Band.  All students in grades K-6 get Art taught by their general education teacher.  Lassen View has a Physical Education Teacher on staff and each student meets their minimum PE requirements every two weeks.  For 7th-8th grade, students have elective choices in Band, Ensemble, Art, and Foreign Language.  Each student meets their physical education minutes with our Physical Education teacher.  Our 8th graders attend Career Day (sponsored by our County Office).|Since we are not a single subject middle school, having classes like Foreign Language are not attainable.  We do have an elective class 2 days per week but that is much different than a single subject middle school offers.|There are no revisions at this time.||2019-11-12|Met|2019
52714720134403|Lassen-Antelope Volcanic Academy (LAVA)|7|||||||Not Met For Two or More Years|2019
43694274330668|Latino College Preparatory Academy|7|All LCPA students have access to a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs as evidenced by:  1) LCPA creates a safe and clean learning environment by maintaining the school facility in good condition.  Regular reviews of the facility are conducted and documented.  Any issues that arise are addressed in partnership with the landlord.  LCPA takes the necessary steps to ensure the facility is safe and secure, by the regular maintenance of facility, gates, and locks.  In addition, procedures for emergencies are in place.   (Local Measure(s) : Documentation from facility inspections and reviews)  2)  LCPA implements a rigorous hiring process, which includes background screening, formal and informal interviews, curricular teacher materials review, teaching demonstration, and reference checks. One hundred percent of teaching staff is credentialed and are in progress of meeting additional state certification programs.  (Local Measure(s) : Documentation of HR processes and employee records)  3)  LCPA ensures access to a broad course of study that enables all students to complete their A-G requirements and offers a robust selection of elective courses for students to choose from.  LCPA also provides textbooks and additional instructional resources to support teaching and learning for all students.   (Local Measure(s) : Grades, Curriculum Maps, UC Doorways Approvals)  4)  LCPA offers a robust, comprehensive Advisory program that seeks to ensure that ALL students attend school regularly and are academically successful. Advisory also seeks to develop students with their socio-emotional identity and character building through a curriculum that focuses on academic success, college, and career readiness. (Local Measure(s) : Graduation and College Acceptance Rates)  5)  LCPA implements a restorative justice approach to discipline that seeks to avoid suspension, expulsion and other punitive forms of discipline and promote conflict mediation, public apologies and community service as an alternative means of discipline. It is the goal to allow students the opportunity to reflect and take ownership of their behavior, make amends for the wrong or harm that they bring to the LCPA community, and ensure their access to academics is not interrupted or withheld.   As a result, LCPA has maintained a 0% expulsion rate, has progressively decreased the number of suspensions, has maintained the sharp decrease in the student dropout rate, and has increased student retention by 4%. (Local Measure(s) : Suspension and Expulsion rates)|Documentation from a variety of facilities inspection reports and reviews show no instances where facilities do not meet the “good repair” standard, and thus facilities issues do not impede student access to a broad course of study.  Documentation from employee records shows no teachers who lack proper credentials in the subject area that they are teaching.  Therefore properly assigned and credentialed teachers do not impede student access to a broad course of study.  All students have access to a broad course of study as evidenced by the grade distribution and successful completion of courses.  Teacher curriculum maps are stored in a Local Google drive folder where site staff can reference them at any time.  All courses in the A-G sequence are 100% approved through UC Doorways.     Student Grades:  2017-18 Semester 1 Grades Distribution (As-Cs): 74% of grades for students in General Education 54% of grades for students in Special Education  2017/18 by language proficiency: ELLs:      63% received As-Cs                                                                RFEPs:   80% received As-Cs                                                                 2018-19 Semester 1 Grades Distribution (As-Cs): 80 % of grades for students in General Education 61% of grades for students in Special Education  2018/19 by language proficiency: ELLs:    68% received As-Cs RFEPs: 84% received As-Cs  LCPA’s graduation rate has averaged close to 90% over the past 5 years.  It is noteworthy to mention that last year, (2018-19) the graduation rate increased to 95%.  After the 18-19 academic year, the graduating senior class saw 54% of students accepted to a 4 year university, and an additional 40% of students immediately enrolled in a community college. Additionally, 4% of students planned to enroll in a community college after time off, and 2% decided to immediately enter the workforce.  LCPA’s graduation and college acceptance rates attest to the fact that students had access to a broad course of study and are able to continue their educational journeys in a post-secondary pathway.  Suspension and expulsion rates at LCPA have been experiencing a downward trend year over year, and therefore those disciplinary actions are not impeding a student’s access to a broad course of study.   As a result, LCPA has maintained a 0% expulsion rate, has progressively decreased the number of suspensions, and has maintained a sharp decrease in the student dropout rate, all while increasing student retention by 4%.|One of the biggest barriers to access to a broad course of study are the amount of students who fail a course and thus fall off the A-G track.  As you can see from one of LCPA’s Local Measures, LCPA’s consolidated gradebook data, there are 1/5 to 1/4 of students who fail a course by during 1st semester.  This leads to students needing to enroll in courses concurrently and trading a course that would keep them A-G eligible for a course they need to retake in order to fulfill their graduation requirements.  In other cases, it keeps students from pursuing additional elective courses.  This is one of the single biggest barriers that impedes LCPA students’ ability to access a broad course of study.|Continuing Actions: LCPA will continue to use forms of assessment to measure both student achievement  (summative) and track growth (formative). These assessment tools will give the faculty the ability to measure student progress effectively and make necessary instructional adjustments early to best support their learning. Teachers will continue to work within department groups to analyze results, share instructional strategies and approaches,  and discuss how to help students overcome challenges  and master specific skills that allow them to continue accessing a broad course of study. To address the higher numbers of Ds and Fs in Mathematics courses LCPA will continue to offer a supplemental mathematics course specifically designed for Freshmen with significant skill gaps in the content area.  This course focuses on foundational mathematics concepts and allows students to regain a better footing in the content area and enables a higher chance of completing the A-G sequence. LCPA will continue to focus on developing instructional practices in the areas of academic language and discourse, ELL scaffolding, and effective collaborative grouping to engage ELLs in coursework. Tenth-twelve grade students will continue to participate in Cyber High and/or other credit recovery options, as needed. LCPA will continue to offer academic counseling support to students in order to keep students informed, develop academic plans, and determine intervention plans for students who are falling off the A-G track and thus potentially losing access to a broad course of study.  New Actions: Office Hours: Office hours are now a mandatory requirement for all teachers in order to offer static times where students can go to their teachers for additional academic support.  Each teacher must hold two office hours sessions each week.  This new policy makes office hours a support service that students can rely on and families can plan around.  Tutoring Center: In partnership with Santa Clara University we have begun a tutoring center for the 19-20 academic year.  Tutors are drawn from SCU’s School of Counseling, Education, and Psychology credentialing program, and thus are aspiring teachers. These tutors offer support for all students at regular intervals each week to support mathematics and writing-based coursework.  This tutoring center supplements the effectiveness of the new office hours policy.  D and F policy:  The new D and F policy mandates that teachers have multiple points of outreach directly with families for students that are receiving a D and F in a class.  This policy not only keeps families better informed, but also provides a faster way to intervene early when a student is falling behind.  This communication facilitates parent understanding of how they can best support their child’s learning at home, and what additional supports exist at the school site already (office hours, tutoring) that they can take advantage of.||2019-10-30|Met|2019
01771800138289|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 2019 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.|There are currently no barriers preventing the LEA from providing access to a broad course of study for all students.|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).||2019-10-31|Met|2019
10622810000000|Laton Joint Unified|7|Administrators work closely with site counselors to set the site schedules and review each one to ensure student enrollment in a broad course of study.  At the primary grade levels, teachers and administrators work collaboratively so students are placed accordingly to meet each student’s needs along with ensuring balance in the classroom. Teachers and administration examine all student's test scores (CAASPP and ELPAC), reading inventory, and math inventory to place students properly in classes. The elementary school offers a broad course of study by offering a Dual Immersion program in grades kindergarten through fifth grade. The middle school counselor gives a presentation to all middle school students explaining the different electives. Students are given the opportunity to choose from a variety of electives. Middle school teachers, counselor, and administration collaborate for proper placement of students. Data from CAASPP, ELPAC, benchmarks, and grades are used for proper placement. The middle school offers a variety of electives to challenge students. Additionally, intervention classes were put in place in 2018-2019 and 2019-2020 school year, these classes are built into the schedule. At the secondary level, Incoming 9th grade students visit the high school in the spring to meet the high school counselor and participate in orientation. At this time, students are assisted in the selection of a variety of electives. The high school administration collaborates with the middle school counselor and administration to schedule core courses. Data from ELPAC, CAASPP, benchmarks, and current grades are used to schedule students. All students begin on an A-G track including students on IEPS unless they are on a certificate.  The high school counselor and district consultant use excel sheets to track progress and dashboard information. Students are offered a variety of courses including rotating AP and CTE courses. Math and English labs are also available for students who need additional support. Leveled ELD courses are in place to provide additional support for ELLs. Currently, Cyber High and e-Dynamics are programs in place to support students who need to; makeup A-G courses or makeup credits. Laton Unified School District doesn’t have a continuation school. Course schedules on the secondary level are created to provide students access to a broad course of study.  Students are free to select the courses of their choice. However, their choices are reviewed by site administrators/counselors to ensure students are placed in consideration of academic needs and not solely on the student's preference.  Course programs are reviewed several times a year to ensure a broad representation of the student body.  Reports are exported within the student information system to review enrollment.  This review of schedules for all students includes those in the grade span, unduplicated pupils and those with exceptional needs.|Laton Unified School District is comprised of three schools that collectively cover the TK-12 grade span. Serving as a Title I District, students are equally distributed between programs and/or teachers.  Students with exceptional needs are placed as determined in their IEP with consideration to their individual needs.  While students with exceptional needs are placed in general education programs, discussions through IEP teams and meetings are ongoing to increase inclusion with these programs whenever possible.  Most recently, the elementary school and middle school have hired a full-time counselor to serve the students in grades Kindergarten through eighth grade. The counselor works collaboratively with all stakeholders and has raised capacity in all the students to be informed of all the electives available to them. As well as, to ensure students with exceptional needs are placed accordingly and have equal access to enroll in a broad course of study. Furthermore,  the master schedule at the middle school has gone to a block schedule this year.  The size of our schools, allows all of our students to have access to all the classes that are offered. Laton High School also has a full-time counselor available to students. With two full-time academic counselors, grade monitoring is consistent at all sites. Intervention, enrichment, and progress monitoring are beginning to align. The counseling department is working on bridging resources and easing the transition from middle school to high school. The master schedule at the high school is created with student choice in mind.  Science and CTE courses are aligned with the FFA program which offers students the opportunity to participate in projects and industry field trips to prepare them for college/career and or the workforce.|While all students attending Laton Unified School District (LUSD) have access to a broad course of study, barriers were discovered with two student groups, students with exceptional needs and newcomer students in the high school EL program.  Although the term barrier is used, it was actually a restraint in time, teacher assignments and our school size that created a challenge preventing our schools from providing access to a broad course of study for all students. It was discovered that students with exceptional needs in general education programs were limited to the types of electives they could select because they are in a pull-out model. Certain electives are offered simultaneously to the time students are receiving their service minutes. Students with exceptional needs were not prevented from access to a broad course of study, but the ability to access certain programs prevented them from enrolling in certain courses. The elementary and middle school currently use a combination of pull-out and push-in models for services with this student demographics, which is determined by student's needs.  At the high school level, English Language Learners students assessed as newcomers are placed in our ELD program which consists of ELD A and B. This is in place for the first two years of enrollment.  The current reality, however, revealed this placement in the program limits newcomer EL students to meet UC, CSU and A-G requirements and access post secondary higher education.|In addressing recognized barriers, Laton Unified School District (LUSD) expanded the district’s special education program by establishing an SDC program. The district's pull-out/push-in model will continue to be evaluated to provide services for Special Education students in their core instructional programs in grades TK-12 while maintaining an emphasis on increasing/maximizing core curriculum exposure to students with exceptional needs based on IEP student determined needs.  With the increased presence of students with exceptional needs in the general education classroom, increased opportunities for professional learning/development will be a priority for the district as we move forward. Courses in the EL Program at the high school were evaluated and it was determined to have the foreign language teacher teach ELD  A to focus on the needs of ELL students considered beginners/newcomers. The counselors and site administrators will continue to revise the master schedule and teacher assignments to meet the needs of students and to ensure all students have access to a broad course of study.||2019-10-09|Met|2019
09619110000000|Latrobe|7|All students in the district receive instruction in grade level classes. We have one class per grade level. All teachers have Multiple Subject Credentials. New adoptions in the areas of Math, English Language Arts, Social Studies and History have brought curriculum based on the current CA State Standards to all students. Students identified with exceptional needs are served with push in support by a Resource Specialist, pull out Speech Therapy provided by a Speech Therapist and differentiated instruction within the classroom when needed.|All students in the district receive instruction in grade level classes. We have one class per grade level. All teachers have Multiple Subject Credentials. New adoptions in the areas of Math, English Language Arts, Social Studies and History have brought curriculum based on the current CA State Standards to all students. Students identified with exceptional needs are served with push in support by a Resource Specialist, pull out Speech Therapy provided by a Speech Therapist and differentiated instruction within the classroom when needed.|Currently the district has not adopted new science curriculum. During this school year the district will be piloting new materials and making a decision to adopt science materials that support the Next Generation Science Standards for all grade levels.|Next Generation Science materials will be adopted for the 2020-2021 school year.||2019-10-22|Met|2019
12626870124263|Laurel Tree Charter|7|We use Jupiter Ed to track courses, transcripts, and grade levels.  We use the summer staff retreat for a week long planning session to ensure that all students are getting what they need to graduate.|We plan as a whole staff each summer and set our groups, curriculum, and individual supports for students.  We enroll all high school students in A-G approved courses.  All our 1st-8th grade students receive four core academic classes (math, English, science, and social studies) as well as enrichment courses such as Forest Explorers, Theater Performance, Community Classes, Edible Education, and Disc Sports.   All of our students also have the opportunity to travel and to take field trips that support their academic courses.|Students  who are chronically absent are not able to fully access the broad course of study we provide.|Continue to work on improving the attendance of chronically absent students.||2019-11-12|Met|2019
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 study.|None.|None needed. A broad course of study is provided to all students.||2019-10-24|Met|2019
19646910000000|Lawndale Elementary|7|Lawndale Elementary uses several measures to track progress in meeting Priority 7.  Elementary classroom schedules, report cards, Individualized Education Plans (IEPs), as well as STEM, Physical Education, Art (Music, Theatre, Visual Art) schedules are tools that ensure a broad course of study.   At our middle schools, master schedules include Language Arts, English Language Development, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, STEM, Computer Programming, and Social Justice and Advocacy. Course enrollment reports through our data management systems identify access and enrollment figures for unduplicated pupils. In addition, our local board has approved a broad course of study for grades Kinder through 8th grade.|For the 2018-2019 year, 100% of Lawndale students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i).  In addition to all students receiving a broad course of study, Lawndale offers STEM Makerspace labs, a Dual Immersion Spanish/English K-8 program, and our middle schools offer blended learning through our one to one Chromebooks initiative to support excellence in their course of study. To ensure that students are accessing all courses, students that are struggling academically and/or social emotionally as well as their teachers have support from English Learner Instructional Coaches, Language Arts Coaches, Math Coaches, Social Workers, Counselors, Assistant Principals, Learning Center Teachers, Bilingual Instructional Assistants, as well as during and after school interventions.|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 courses and material.|To ensure access to the most current course material, Lawndale continues to invest in the adoption of new state approved curriculum.  Currently we are working with classroom teachers through a process that includes the study of our CA Frameworks and standards leading to the selection of new Science and History/Social Studies material.  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.||2019-11-14|Met|2019
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.  CALPADS 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 completing 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.||2019-09-12|Met|2019
01100176002000|Lazear Charter 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 in our day and academic calendar would provide opportunity for more depth in a broad course of study. This would require more funding.|The LEA 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.||2019-10-31|Met|2019
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. All students have access to the school STEAM Lab where they receive instruction in Science, Technology, Engineering, Art and Math. All 7th-8th-grade students now have access to additional classes beyond required courses (ELA, Math, Science, History). Courses students have access to are Junior Medical Academy and Ag Science.  Beginning in 2019-2020 all 4th grade students are learning how to write code with the Acellus software and STEM pods. This coding program will expand to grades 3rd and 5th in the 2020-2021 school year, and eventually be available to all students in grades 3rd -8th. In addition, 6th - 8th grade students have the opportunity to participate in the school robotics program.|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.|A new History and Social Science curriculum was adopted at the beginning of the 2019-2020 school year.  The district plans on reviewing state approved NGSS materials during the spring of 2020.||2019-11-12|Met|2019
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 2019 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.||2019-10-09|Met|2019
38684783830411|Leadership High|7|All students at Leadership High School, including English Language Learners and students with Individualized Education Plans, gain a diploma having met A-G requirements.|Because Leadership is a single school LEA with graduation requirements that exceed the UC and CSU admission requirements, all students have access to a broad course of study.|There are no barriers preventing Leadership High School from providing a broad course of study for all students.|We are continuing to invest in our college readiness initiatives, such as math tutoring, college counseling and application support, and advisory.||2019-10-29|Met|2019
33103300125237|Leadership Military Academy|7|LCAP goal 1 seeks to ensure that students have access to courses that prepare them for college/career. All RCEA core courses meet graduation requirements and 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. Transcripts measure the extent of individual student enrollment in a broad course of study.  Scheduling reports identify conflicts that may restrict access. Staff work with students and families to plan a course of study appropriate to student interests and learning needs, according to graduation and college requirements.|All students have access to all courses at RCEA, schedule permitting. Students follow a standard course of study required to graduate and be accepted to a four-year college, based on grade level and course completion.  This is the same for all student groups.  Based on working with students and their families, inquiry/interest about college and AP courses is increasing.|All RCEA students have access to a broad course of study to meet graduation requirements and be accepted to a four-year college.  Additional electives and educational paths would increase the options available to students.  Resources (fiscal, staff credentials, facility space, enrollment) are barriers to expanding the course of study.|RCEA will continue to consider additional pathways and courses to expand options available to all students.  An AP course was added back to the schedule due to student/family interest.  RCEA is working on establishing partnerships with community colleges to give students access to concurrent enrollment and career/CTE pathways. As the student population grows in number, the master schedule can accommodate more elective courses.|RCEA is a small school with an enrollment of approximately 270 students.|2019-10-17|Met|2019
33103300134320|Leadership Military Academy - Indio|7|LCAP goal 1 seeks to ensure that students have access to courses that prepare them for college/career. All RCEA core courses meet graduation requirements and 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. Transcripts measure the extent of individual student enrollment in a broad course of study.  Scheduling reports identify conflicts that may restrict access. Staff work with students and families to plan a course of study appropriate to student interests and learning needs, according to graduation and college requirements.|All students have access to all courses at RCEA, schedule permitting. Students follow a standard course of study required to graduate and be accepted to a four-year college, based on grade level and course completion.  This is the same for all student groups.|All RCEA students have access to a broad course of study to meet graduation requirements. Resources (enrollment, fiscal, staff credentials) are barriers to to expanding the options available to students.|RCEA Indio will continue to consider options to make more courses available to all students.  This includes investigating ways to partner with colleges to offer concurrent enrollment and career/CTE pathways. As the student population grows in number, the master schedule can accommodate more elective courses and sections.|RCEA Indio is a small school with an enrollment of approximately 100 students.|2019-10-17|Met|2019
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 Hayward, 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.  99% of all LPS Hayward 2019 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|2019-10-19|Met|2019
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.|Using the locally selected measures or tools, summarize the extent to which all students have access to, and are enrolled in, a broad course of study. The summary should identify any differences across school sites and student groups in access to, and enrollment in, a broad course of study. LEAs may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study.  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 67% (EL) and 75% (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.  90% of all LPS Richmond 2019 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|2019-10-19|Met|2019
19647330137513|Learning by Design Charter|7|We have only chosen to use District approved curriculum and courses of study to ensure all students have access to these.|We also use digital curricula to which all students have access even outside of in-school time (including weekend and holidays). This ensures access at all times and that the curriculum remains current and relevant.|There are not barriers|N/A||2019-10-31|Met|2019
37683380106799|Learning Choice Academy|7|The Learning Choice Academy (TLC) is an independent study, academic program serving grades TK-12. Every TLC student enjoys the benefits of a personalized learning plan, and personalized attention form teachers, individualized college and career planning, and a flexible schedule that meets their academic and personal needs.  Our teachers are highly committed to partnering with parents to provide every student with a personalized and rigorous academic experience.   TLC serves a unique population that has not been successful in the traditional public school system.  The focus of TLC is to improve student learning, offer a safe learning environment, and prepare students for College and Career through a flexible learning environment. 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. The Learning Choice 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 the Learning Choice Academy’s educational program.   Currently TLC serves approximately 568 students in grades TK-12; of which 57% White, 43% Hispanic, 9% African-American, 4% Filipino; 18% Students with Disabilities (SWD); 5% English Learners, 0.5% Foster Youth, 42% Socio-economically Disadvantaged and 8.2% Homeless Youth.   The Learning Choice 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/transcripts, and parent/student/teacher conference reports. In addition, the Principal will verify this during classroom observations and they will ensure classroom/course 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 The Learning Choice Academy, all students in grades TK-12 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to: Visual & Performing Arts (VAPA), Edgenuity Online Courses, CTE Pathway (Gr. 9-12), UC A-G courses (Gr 9-12), and Electives (Gr. 9-12). All students in high school will have access to a College Counselor for college planning, meeting UC A-G course requirements, and PSAT/SAT/ACT assessments. There are no differences to accessibility to courses, across student groups at The Learning Choice Academy.|Currently, 100% of the students have access to a broad course of study and The Learning Choice Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of The Learning Choice 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.||2019-10-10|Met|2019
37680230138073|Learning Choice Academy - Chula Vista|7|The Learning Choice Academy – Chula Vista (TLC-CV) is an independent study, academic program serving grades TK-12. Every TLC student enjoys the benefits of a personalized learning plan, and personalized attention form teachers, individualized college and career planning, and a flexible schedule that meets their academic and personal needs.  Our teachers are highly committed to partnering with parents to provide every student with a personalized and rigorous academic experience.   TLC-CV serves a unique population that has not been successful in the traditional public school system.  The focus of TLC is to improve student learning, offer a safe learning environment, and prepare students for College and Career through a flexible learning environment. 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. The Learning Choice Academy – Chula Vista provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of the Learning Choice Academy’s educational program.   Currently, TLC-CV serves approximately 383 students in grades TK-12; of which 10.4% White, 76.5% Hispanic, 3.9% African-American, 3.4% Filipino; 2.1% Asian, of which 11.2% Students with Disabilities (SWD); 18.5% English Learners, 53.3% Socio-economically Disadvantaged and 9.4% Homeless Youth.   The Learning Choice Academy – Chula Vista 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/transcripts, and parent/student/teacher conference reports. In addition, the Executive Director and/or Assistant Director will verify this during classroom observations and they will ensure classroom/course 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 The Learning Choice Academy – Chula Vista, all students in grades TK-12 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to: Visual & Performing Arts (VAPA), Edgenuity Online Courses, CTE Pathway (Gr. 9-12), UC A-G courses (Gr 9-12), and Electives (Gr. 9-12). All students in high school will have access to a College Counselor for college planning, meeting UC A-G course requirements, and PSAT/SAT/ACT assessments. There are no differences to accessibility to courses, across student groups at The Learning Choice Academy.|Currently, 100% of the students have access to a broad course of study and The Learning Choice Academy – Chula Vista will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of The Learning Choice Academy – Chula Vista 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.||2019-10-10|Met|2019
27660922730240|Learning for Life Charter|7|LFLCS conducted a full WASC Self Study in 2018-19, and during this process, we explored the extent to which all students from all student groups have access to and are enrolled in a broad course of study.|Our self study found that, via our use of the Edgenuity learning platform within our independent study setting, all students from all student groups have access to a broad course of study, that extends from remedial courses through Advanced Placement courses and concurrent enrollment at community colleges.|Because there are no enrollment caps in our courses, there are no barriers to providing access to a broad course of study to all students.|We are working on broadening our courses of study by adding CTE pathways.||2019-05-30|Met|2019
01612590115592|Learning Without Limits|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 in our day and academic calendar would provide opportunity for more depth in a broad course of study. This would require more funding.|The LEA 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.||2019-10-31|Met|2019
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, mathematics and social studies to ensure that students can complete graduation requirements and receive the support they need.|LW is continuing to examine options for appropriate curriculum materials to support ELA and ELD and to improve student writing and is also continuing to develop CTE courses/pathways in arts & communication and environmental studies and career and college exploration activities and services to improve student access to a broad course of study and preparation for life after high school graduation. LW coursework in mathematics and physics are now A-G approved and our school will continue to select courses for A-G approval.||2019-11-06|Met|2019
43104390136655|Legacy Academy|7|||||||Not Met For Two or More Years|2019
23752180000000|Leggett Valley Unified|7|Leggett Valley Unified is a small district 1ith 131 students enrolled in two k-8 schools and two 9-12 schools.  All staff turns in a schedule of what they teach and what time of the day they teach it.  Both high schools have  master schedules that all students follow.  All students are on an A-G track at our hgih schools.  We have a Special Education teacher that navigates the programs we offer to best serve our special needs students.|All schools ahve access to the same curriculum in all subject areas.  Over time we have tightened our A-G pathway to include all students.  Our K-8 students have access to a broad course of study that our staff presents equally at all sites.  Our professional development is consistent throughout the district.  This, along with district level curriculum ensures that all students are given an equal and strong eduction.|Our one barrier that would prevent us from giving equal access to a broad course of study would involve our special needs students.  We now have a full time special education teacher that is in charge of all sites special needs populations.  This has helped with communication to make sure this population has equal access to the academics we are teachign across all grade levels.|After reflection we have created a stronger student study team program along with an emerging intervention program to make sur eall students have access to the curriculum and educational opportunities that all students are given in our district.|All of our schools are necessary small schools.  As we continue to grow we will move up in funding bands.  This will enable us to get more specialized staff along qith more single grade level classrooms.  This should help us continue to strengthen our academic delivery for all students in the Leggett Valley Unified School District.|2019-11-13|Met|2019
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 2019-20 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.||2019-10-08|Met|2019
16639820110205|Lemoore Middle College High|7|Lemoore Middle College High School 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 dual enrollment available, and by offering an extensive variety or interventions and supports to ensure student success in courses.  LMCHS is collaborating with California College Guidance initiative to achieve two objectives: 1) All high school seniors will have clear postsecondary goals and a plan on how to achieve them. 2)  Student transcript data will follow them through the educational system to provide information on admissions, placement, guidance and financial aid.|Lemoore Middle College High School was recognized as a California Distinguished High School in May 2019, 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, a 98% graduation rate. The graduating class of 2019 had 16 students, almost 30%, that graduated from high school while also earning their Associates Degree from West Hills College Lemoore. Also, 36 or 61% 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 our immersion as a dual enrollment focused middle college, our access to CTE pathways is limited at this time.  LMCHS is currently exploring such pathways with West Hills College Lemoore in an effort to provide this access to our students.|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).  Also, LMCHS is collaborating with Solution Tree to improve the use of Professional Learning Communities with the goal to change essential practices and instruction that leads to increased student achievement.|Graduation Rate indicator is high (Blue) for LMCHS at 98.1% but the College/Career Indicator (commonly referred to as the CCI) is not at the LMCHS Goal of Blue.  Currently, CCI is at Green or 63 % prepared, an increase of 8.4%%.  LMCHS is currently working on increasing the CCI to Blue.|2019-10-24|Met|2019
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 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.|Currently the graduation Rate indicator is not applicable due to the low level of data reported from the 2018-2019 school year. We anticipate a high percentage of Lemoore Online seniors to graduate from the 2020 class, placing the indicator at yellow or higher.|2019-10-24|Met|2019
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 in music increased from 50% in 2017-18 to 65.4% in 2018-2019.  This includes 63.6% of students at Cinnamon Elementary, 69.3% at Lemoore Elementary, 64.3% at Meadow Lane Elementary and 64% at Engvall Elementary.  Middle school participation rates in the music department continues to grow increasing from 26% in 2017-2018 to 28% in 2018-2019.|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.  Students either participate in music or art instruction.  The instructional minute time constraint prevents a student from receiving both music and art instruction.|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.  The district will continue to promote music instruction for all 4th-8th grade students.  More students were able to participate this year so the district will continue with the same actions to incrementally provide more music instruction to students in this grade span.  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.||2019-10-08|Met|2019
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.  LUHSD is collaborating with California College Guidance initiative to achieve two objectives: 1) All high school seniors will have clear postsecondary goals and a plan on how to achieve them. 2)  Student transcript data will follow them through the educational system to provide information on admissions, placement, guidance and financial aid.|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 235 students participated in music instruction in 2018-19 Approximately 692 students participated in visual art instruction in 2018-19 Approximately 1,380 students participated in PE in 2018-19.  The current Graduation Rate indicator for LUHSD is Green and the overall rate is 93.3%, increasing 3.5% from the previous year.|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).  Also, LUHSD is collaborating with Solution Tree to improve the use of Professional Learning Communities with the goal to change essential practices and instruction that leads to increased student achievement.|Graduation Rate indicator is high (Green) for LUHSD at 93.3% but the College/Career Indicator is not at the LUSHD Goal of Green or Blue.  Currently, CCI is at Orange or 34.6% prepared while maintained at 1.9%.  LUHSD is currently working on increasing the CCI to at least Yellow, while moving 2 of the 4 subgroups from either Red or Orange to Yellow or higher.|2019-10-10|Met|2019
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.||2019-11-12|Met|2019
19647090000000|Lennox|7|All students in the Lennox School District have access and are enrolled in a broad course of study. Our district annually reviews course offerings, master schedules, elementary classroom schedules, report cards, and Individualized Education Plans (IEPs). Furthermore, we use our student information system to monitor and ensure all students, including unduplicated student groups and individuals with exceptional needs, access a broad course of study.|100% of Lennox School District students are enrolled in a broad course of study. 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. In addition, we offer Dual Language programs Kinder through 8th grade, new immigrant students at the middle school are also provided a heritage program to assist them in quickly acquiring English. 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. Students with special needs are provided a program with the least restrictive environment.|All students in the Lennox School District 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.|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  technology goal.||2019-10-08|Met|2019
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) Quantile, 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 to 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 through a Lennox School District bond. These additions will offer a makerspace for our engineer students and classrooms to offer courses such as welding and automotive technology. Besides the limited electives that are offered, all students have a broad course of study that enable them to satisfy all high school graduation and A-G requirements.|Lennox Academy added an English Language Development course during the 2018-19  academic school year to address the language needs of English learners with less than five 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. The push-in model allows the Resource 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.  Starting in the summer of 2018, a Health class was integrated as part of the incoming 9th-grade summer assignment. This course, offered through APEX, covers the CA Health Education Content Standards and it is a graduation requirement starting with the class of 2022.  Lennox Academy is currently working on creating and implementing a Personalized Learning Plan, PLP, 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.|Besides providing a broad course of study, Lennox Academy wants to ensure all courses provide rigor and relevancy 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.|2019-10-10|Met|2019
37680230119594|Leonardo da Vinci Health Sciences Charter|7|Learning knowledge-age skills best occurs when students are actively engaged in authentic and meaningful learning experiences that aim to develop such 21st century skills. Rather than students passively learning isolated facts, the Charter School’s instructional program is founded on inquiry-driven, project-based learning (PBL), supported by technology.   Through project-based learning, students are better able to master creativity and critical higher order thinking as well as an inquisitive attitude, sensitivity to alternative points of view and to ethical issues, an enlarged perspective and more original and unconventional thinking.   We believe that learning best occurs when students are self-motivated and inspired to investigate, test, research, create, invent, inquire and question via hands-on projects that have meaning and relevance for them across disciplines.  We believe project-based learning capitalizes on students’ natural curiosities and methods of exploring the world around them, reality, self-awareness and more.    At their best, projects can serve a number of purposes well. They engage students over a significant period of time, spurring them to produce drafts, revise their work, and reflect on it. They foster positive cooperativeness in which each student can make a distinctive contribution. They model the kind of useful work that is carried out after the completion of school in the wider community. They allow students to discover their areas of strength and to put the best foot forward; they engender a feeling of deep involvement or flow, substituting intrinsic for extrinsic motivation.   Perhaps most important, they offer a proper venue in which to demonstrate the kinds of understandings that the student has (or has not) achieved in the course of the regular school curriculum.    The teachers and staff at LdVCS deem that learning best occurs in a collaborative environment, in which the school’s teachers, staff, parents, students, and the community work together to ensure that all students reach their highest potential. Leonardo da Vinci Health Sciences Charter School values student-centered, interactive classrooms and group projects in which student voices and opinions are valued.|An educated person in the 21st century must possess knowledge-age skills, which require a different education than was needed during the Industrial Age.  Tools the LdVCS uses consistently to ensure access to a broad course of student for all students. Learning for the 21st Century includes the use and attention to the following:  ? Emphasize core subjects-Knowledge and skills for the 21st century must be built on core subjects.  No Child Left Behind identifies these as English, reading or language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.  ? Emphasize learning skills-Students need to know how to keep learning continually throughout their lives.  Learning skills comprise three broad categories of skills that include:  information and communication skills, thinking and problem-solving skills, and interpersonal and self-directional skills.  ¦ Use 21st century tools to develop learning skills-In our digital world, students need to learn to use tools that are essential to everyday life and workplace productivity.  ¦ Teach and learn in a 21st century context-Students need to learn academic content through real-world examples, applications, and experiences both inside and outside of school.  Students understand and retain more when their learning is relevant, engaging, and meaningful to their lives.  ¦ Teach and learn 21st century content-Education and business leaders have identified three significant, emerging content areas that are critical to success in communities and workplaces:  global awareness; financial, economic, and business literacy; and civic literacy.  ¦ Use 21st century assessments that measure 21st century skills-Standardized tests alone can measure only a few of the important skills and knowledge our students learn.  A balance of assessments including high-quality standardized testing for accountability purposes and classroom assessments for improved teaching and learning in the classroom offers students a powerful way to master the content and skills central to success in the 21st century.|LdVCS staff recognizes the need to develop systems for making analysis of the data more efficient and has continued to use the Online Assessment Reporting System from Illuminate Education. Illuminate Education is a web-based system that not only includes a variety of CCSS- and publisher-aligned assessment items built into the system, but also allows for LdVCS to create local assessments.  The system allows LdVCS to track student progress over time.  It also allows for disaggregation of data for more efficient analysis so that trends in specific student populations can be identified. This is the final year using this web-based system as Illuminate Education has purchased the rights to this site. We successfully made the transition to Illuminate Education at the end of the 2016-2017 school year and use a new program though the new company called DnA.|One significant program addition/change of note comes from the response to intervention program organized and delivered last year. We dedicated one and a half hours per week to targeted intervention in small groups. While last year we made the decision to focus solely on English language arts during this time, our data analysis conclusions alerted our staff to a glaring inconsistency in grades 4-6. We noticed that while making strides in ELA on the CAASPP state testing, we also noticed math scores and progress remained stagnant and even dropped off for certain demographics. As a result, the staff chose to focus response to intervention time for grades 4-6 on mathematics achievement and to increase the amount of ELA practice during times outside of the designated response to intervention time. Our RtI program was an initial project worked on by the staff. This program was in the beginning stages of planning between the director and the ELD coordinator. The process began with the ELD coordinator creating a schedule to accommodate one and a half hours of push in intervention services for all students in small groups. The difficulty with this schedule was unpacking an already tight timeline throughout the day to accommodate our RtI team descending upon classrooms, breaking students up into small learning groups, delivering a lesson to them that was planned and developed based on assessment data and also creating small mini-routines inside of a classroom that was beginning to develop whole class routines as well. Specifically dictated by the CAASPP data, we saw a need in fourth, fifth, and sixth grade students needed more mathematics support during the school day. This resulted in a reshaping of our RtI groups to support math enrichment using Excel math resources as well as Eureka math classroom lessons and activities. In the primary grades, our ELD coordinator and the RtI Team developed and delivered lessons specific to each student using SIPPS. Groups were arranged based on reading levels and Developmental Reading Assessment results. This systematic approach towards response to intervention is all new to our program this year. It is not only used to enhance ELL’s comprehend language more effectively; all students regardless of language acquisition use the program to enhance reading ability.|One major refinement to our school wide action plan centered on our response to intervention program. With approximately 75% of our students with disabilities, socio-economically disadvantaged, and our English Language Learners at or near grade level, we recognized as a staff that many of our students were falling between the cracks and not being brought up for academic concerns. As an added element of analysis, LdVCS staff began to hold staffing meetings. These meetings held prior to meeting with parents concerning academic or behavioral concerns became an important element to parent communication in regards to our most vulnerable population. This process allowed staff to organize thoughts, strategies for success, and the opportunity to clearly communicate with both the students and the parents about an academic plan created for the individual student and their success.|2019-10-08|Met|2019
34752830126060|Leroy Greene Academy|7|Leroy Greene Academy focuses on improving student access as well as readiness for college and career. Leroy Greene provides a Course Catalog with descriptions of course options and sequences aligned to Board and Executive Council 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 Principal 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. Students also have the ability to create a Multi Year Academic Plan where they work with counselors and their parents to sign up for their own classes and project their academic plan four years out.|Leroy Greene Academy operates on a four by four block schedule. This schedule provides more access to courses and ensures all students are on track to graduate. Our graduation rate remains 100% and our A-G graduation rate remains spectacularly high, around 97%.|LGA offers two unique pathways to its students: Business Entrepreneurship and Visual Arts . These pathways make up a portion of LGA’s graduation requirements. Also, with our block schedule our graduation/credit requirements are higher than most schools. Students who transfer to LGA can, at times, struggle to meet LGA’s graduation requirements.|Almost every course at Leroy Greene Academy is A-G compliant. Leroy Greene is increasing support to students with disabilities by increasing inclusive practices, including providing additional opportunities for training of staff. Additionally, Leroy Greene Academy staff has worked to increase achievement for English Learner students.  LGA continues to monitor student course enrollment each year.  Also, twice a year, each family with a high school student is sent a personalized letter about their student’s progress toward graduation and college.  This additional tool not only provides information to encourage students to strive toward college access, but also informs them and their families if they are off track for completing any coursework required to graduate or attend a CSU or UC college.||2019-10-25|Met|2019
53717460000000|Lewiston 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 TK-8th have access to music. 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 a barrier to adding more subject course offerings throughout the day.|Given the time constraints for multiple grade-level classrooms, the after school program fills in for the enrichment of students.  Music and art are incorporated currently, with computers, robotics and remediation in the planning stages.||2019-10-28|Met|2019
19647330131904|Libertas College Preparatory Charter|7|At Libertas all students in grades 5-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. There are no differences to accessibility to courses across student groups at Libertas.|All students have access to the same course load. We have expanded the variety of courses over the years to include art, math, PE, ELA, health, and elective.|There are no differences to accessibility to courses, across student groups at Libertas. We are eager to add on a language component and art component into our school and are in the process of planning implementation for the 2020-21 school year.|No changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed.||2019-10-28|Met|2019
49707970000000|Liberty Elementary|7|All students are provided access to, and are enrolled in, a broad course of study.  This is tracked through the review of course offerings and verified by reviewing all student report cards.|All students are provided access to, and are enrolled in, a broad course of study.  This is track through the review of course offerings and verified by reviewing all student report cards.|The LEA is providing all students with a broad course of study.|The LEA will not be making changes to our current actions.||2019-10-17|Met|2019
49707976051833|Liberty Elementary|7|All students are provided access to, and are enrolled in, a broad course of study.  This is track through the review of course offerings and verified by reviewing all student report cards.|All students are provided access to, and are enrolled in, a broad course of study.  This is track through the review of course offerings and verified by reviewing all student report cards.|The LEA is providing all students with a broad course of study.|The LEA will not be making changes to our current actions.||2019-10-17|Met|2019
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 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.||2019-10-08|Met|2019
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 targeted assistance counselors 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.||2019-10-23|Met|2019
38684783830429|Life Learning Academy Charter|7|At Life Learning Academy we conduct regular progress monitoring with all students starting with a comprehensive review of their progress to date upon admission to the school. We track student progress in our student data management system and regularly review each students' progress and adjust individual plans as needed.  Life Learning Academy students meet at least once per quarter with our College and Career Director and Academic Director to plan for graduation and to develop a course of study which includes all of the graduation requirements. These plans are updated regularly and student schedules and courses are assigned to meet each students' needs in successfully completing the LLA graduation requirements. Students with exceptional needs meet regularly with our director of special education services to monitor progress towards IEP goals and to ensure that each student has access to and is completing a broad course of study based on their interests and grade span.|Life Learning Academy has adopted the following graduation requirements which were submitted and approved by SFUSD. These requirements exceed California Education Code minimum requirements for graduation from California high schools.  Students must complete 200 units in order to meet graduation requirements at Life Learning Academy including English (30 Units), Social Science (30 Units), Mathematics (20 Units), Science (20 Units), Physical Education, Drivers Education, and Health (25 Units), Visual & Performing Arts  (10 Units), Electives including Vocational Education, Career Technical Education, College Preparation, Service Learning, and Applied Arts (65 Units).  These course requirements align with the needs of our student population and are based on our experience serving this population for the past 20 years. Our students’ prior high school experience is filled with significant episodes of disengagement, incarceration, and truancy, leaving them with nearly insurmountable credit deficits and at serious risk of becoming high school dropouts. These requirements reflect our emphasis on core academic skill/content development and retaining the engaging project-based learning opportunities and real-world vocational training programs that have made Life Learning a local and national model for serving this population. Additional courses and concurrent enrollment opportunities at local community colleges are offered for any Life Learning student who wishes to meet UC or CSU freshman entrance requirements. This means that our students are well-positioned to complete their high school experience at Life Learning and be fully prepared for post-graduation employment and continuing higher education success.|The results of our locally selected measures indicate that our students have access to and are enrolled in a broad course of study which results in completion of all graduation requirements. Due to our small size we do not have the staff capacity to teach Foreign Languages so we offer students the opportunity to complete Foreign Language studies at local community colleges through our concurrent enrollment program. We also offer opportunities for students to access a broad course of study through our online course offerings.|In response to our locally selected measures we intend to allow students in their junior year the opportunity to participate in concurrent enrollment. This new expansion of the program will allow for more students to access courses not offered at our school site.||2019-05-28|Met|2019
19646670123174|Life Source International Charter|7|LSICS 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 2018-19 school year, LSICS 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  Programs, Advance Placement Program, Intervention Program, Free After School Tutoring Program, and a research based EL program. Visual and Performing Arts is offered at our school along with music production, art in action, dance class chess club and after school homework help. Student with IEP's also have access to after school tutoring by specialists. 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. Life Skills and Health classes are offered as well. All LSICS students in grades TK- 8 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.|None|LSICS will continue utilizing funding through LCAP which directly aligns with the schoolwide Action Plan. The action plan incorporates: all 7 priorities, timelines, measurement tool, goals and responsible parties. The action plan is review every quarter to understand outcomes and/or collaborate on revisions or new approaches to education. One action is consistency by all educators and the process of holding all teachers accountable to students learning and by demonstrating knowledge and skills aligned to the State standards.||2019-05-28|Met|2019
19734370115725|Lifeline Education Charter|7|Lifeline Education Charter School has developed a TK-12 model tracking the extent in which all students have access to, and are enrolled in a broad course of study. Through collaboration of our school-wide goals and the California Education Code for grades 1-6 and 7-12, Lifeline has created the following model: 100% of teachers will be fully credentialed in their assigned subject areas; 100% of ELA and Math teachers will use curriculum and additional materials that is standards-aligned; 100% of high school courses will be reviewed and approved to meet A-G requirements. Science and History-Social Science courses will be taught using CA NGSS materials and H-SS Standards. In addition, physical Education courses will be offered to every grade level meeting the required minutes and courses assigned by the state of California. Visual and Performing Arts(VAPA) classes will be offered from TK-12. In addition, students will receive opportunities to enroll in accelerated, supplemental and honors in both math and English Language Arts; as well as; honors in Science, World Language and History in 7-12th grade. The use of school curriculum coordinators and counselors will aide in the creation of classes and schedules that make these classes accessible for all students.|All students have access to the state Common Core curriculum and all teachers are provided with professional development and resources to successfully implement the curriculum in the classroom. The creation of pacing guides and curriculum mapping are prepared to ensure that CA standards are being taught in each grade level. In the event that a student has not mastered a standard, instructors provide additional support (i.e. computer-based programs, study resources and tutoring) that allows students addition opportunities for mastery. These instructional interventions ensure that every student not only progresses at grade-level, but also helps in supporting students that are struggling. The use of School-wide Individualized Student Learning Plans(ISLP’s) allow teachers to combine student data in order to create a plan for interventions and strategies. This plays an integral role in not only students that are struggling, but also students that are performing above grade level. Teachers are able to create a plan that continuously helps students progress. With an emphasis on college preparatory curriculum, appropriate interventions are offered for ELA and Math.  In addition to the use of student data and ISLP’s, we have increased CASSPP (Smarter Balance Assessment) training and Interim Assessments which have resulted in a steady increase in growth over the last two years. On the secondary level, data is used to monitor student progress and place students in appropriate classes for the upcoming year. Summer school programs are offered for students in grades 3-12 and opportunities for students to remediate and enter into accelerated courses are offered (middle school). Transition Days are offered to students transitioning to new grades and to different campuses. These events allow students to gain an understanding of expectations, support and classes offered which result in smoother transitional time and greater opportunity for success. Students with special needs, English Learner and students that need social-emotional supports are offered additional support services that include:  programs including Literacy Intervention/Enrichment, English Language Development (ELD), Math and English Foundations, Special Needs/Academic Success groups and individual counseling.|The barriers preventing the LEA from providing access to a broad course of study for all students are the recruiting and retaining qualified teachers.|The school is dedicated to meeting students’ needs and ensuring a broad course of study for all students. The school will continue to review teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained. We will continue to work to meet the needs of our English Learners, students with disabilities, foster youth and homeless students. In collaboration of parents, staff and community members our English Language Advisory Committee(ELAC) collaborates to ensure that the best possible programs and services are being offered.  In collaboration with the school’s Special Education Local Plan Agency (“SELPA”), the school offers 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. The school will also continue hosting community events that provides school supplies, apparel, meals and hygiene products for students. Free and reduced school lunches will be provided year round for our students and an afterschool program offered free of charge for grades (4-9).  Our counselors will continue to support both students and their families throughout our school.||2019-08-17|Met|2019
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 2019-20, we will continue to regularly monitor transcripts and disaggregate student data to ensure all students are accessing this broad course of study.||2019-06-12|Met|2019
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, as well as being enrolled in our Product Innovation & Design Pathway.|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 third 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. Within Social Science, a particular attention is given to the experiences of underrepresented groups, with Ethnic Studies courses offered in both 9th and 12th grade. A shift to our student schedule this year has allowed for a more diverse group of elective offerings, with additional electives being offered in English and Social Studies as well as the Visual and Performing Arts. Spanish classes are available to students up to the AP level. 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, 93% of our graduates in 2019 met the CSU/UC A-G requirements.|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. In addition, in order to broaden the number of classes we can offer, with student and family input we adopted a new schedule for 2019-20, which allows for more elective course offerings. 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.||2019-06-12|Met|2019
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 continue to receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly and integrated ELD is implemented in all classrooms throughout the instructional day. All teachers have been trained in how to implement a writer’s workshop with all students. All teachers are receiving ongoing training with the focus on the mathematical practices. 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. All teachers who teach science will participate in a district-wide NGSS curriculum pilot, with the goal of adopting new science curriculum beginning 2020.||2019-10-14|Met|2019
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.|Lincoln School will continue to develop our educational program as a small school,  continuing to add opportunities for relevant, real-world experience/field trips to mitigate the isolation of our setting/environment.||2019-10-17|Met|2019
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.|Lincoln Street School has provided instruction in core areas (ELA, Science, History-Social Science).  Age appropriate enrichment opportunities and are available for all students which include visual art instruction, career exploration, robotics, and cooking.|Students who are two or more grade levels below have difficulty accessing the History-Social Science and Science curriculum.  Teacher's work to employ UDL strategies that can include videos, hands-on activities and adapted curriculum.  Intervention materials were provided as needed.|Lincoln Street School will provide an in-depth curriculum training for all parents.  Parent club opportunities will increase from three times a year to monthly and teachers will model instructional strategies during the teacher-parent-student meetings.  Additional emphasis will be made to encourage alternative methods for demonstrating mastery of standards and the 2019-2020 implementation of the new History/SS curriculum will provide improved access for all students.|Lincoln Street School teachers work to ensure that students' preferred learning styles are taken into consideration when assigning work. Student interest is also taken into account when determining assignments and students are encouraged to explore subjects they are passionate about and interested in.|2019-11-06|Met|2019
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 students with exceptional needs in a broad course of study.|For the 2018-19 school year, 100% of LUSD students had full access to a broad course of studies as defined by California Educaton Code 51210 and 51220 (a)-(i).|All LUSD students in 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 within their 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 and evidence of student access to a broad course of studies helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.||2019-10-23|Met|2019
39685770000000|Linden Unified|7|Linden Unified School District is using the following measures to track the extent to which all students have access to, and are enrolled in, a broad course of student:  (1) Customizable Aeries reporting for specific groups provide relevant data; (2) Courses are WASC approved (as appropriate) and are taught by credentialed teachers; (3) Site administrators and counseling staff meet with students individually to enroll students in a pathway of courses.|All students in Linden Unified have access to, and are enrolled in, a broad 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 (comprehensive 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 elective courses as their counterparts attending larger urban schools.  This is a barrier preventing LUSD from providing a broad course of studies for all students.|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.  Also added to the opportunities for students is a Dual Enrollment program with San Joaquin Delta College.|n/a|2019-10-16|Met|2019
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 arts schedule provides 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.  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 2019-20, 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 the  Big Picture Learning framework.|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. Additional opportunities for dual enrollment will be offered through the implementation of the Early College program, allowing a cohort of learners to travel to the local community college twice a week to take courses. In addition, eight blended learning assistants support the work to offer digital literacy to learners K-12.  At the K-8 level, a visual arts teacher will provide learning opportunities.||2019-10-14|Met|2019
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.||2019-11-13|Met|2019
44697996049720|Linscott Charter|7|Linscott Charter school provides self-contained classroom instruction in grades K-6 with all teachers teaching ELA, Math, Social Studies, and Science using state approved textbook programs. Grades 7 and 8 receive ELA/ Social Studies instruction in a Humanities Block and Math/Science instruction in that block. In addition, grades K-5 receive 30-45 minutes per week of Music and P.E instruction. Grades 6-8 receive 50 minutes of P.E. instruction 4 days a week and access to an Elective Class 2 days a week for 70 minutes each day.|All students in the above mentioned groups have equal access to all the courses of study listed above.|There are times when a student's need is so great (for example, a student may need ELD services, IEP services or basic skills tutoring services) that the school is tempted to schedule those services during non-academic time. As a school, we are committed to providing ALL students with the opportunity to participate in enriching, extension learning opportunities, so we honor those offerings and find other times for supplemental services to be delivered.|With new legislation around credentialing of all instructors at charter schools, we will need to revise how our elective classes are offered and who is teaching them. This change will require that our elective classes be a larger number of students, while maintaining the breadth and high interest level of our offerings.`||2019-04-09|Met|2019
37103716119119|Literacy First Charter|7|As a school, we have a full inclusion model, including all SPED, ELL and other unduplicated student groups. Our high graduation rate is a indicator of how well this full inclusion model serves all students.|Every student at Literacy First Charter School has access to and are enrolled in a broad course of study. Our full inclusion model includes every, in every grade, across campuses. Administration review of class lists, master scheduling and graduation rates attests to the success of our full inclusion at every grade level.|We have a large ELL, SPED and low socioeconomically disadvantaged population, which presents challenges and barriers. Our longer school day and longer school year aid in helping us meet the needs of these students and include them in the broad courses of study.|As a school we have increased our support staff, this includes SPED, ELL and general Ed staff to meet the needs of our students. We've restructured the master schedule to better support reading, writing and math.||2019-10-09|Met|2019
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 core ELD class. Students who need additional support in English-Language Arts and/or mathematics are enrolled in an intervention course 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.||2019-10-22|Met|2019
47703830000000|Little Shasta Elementary|7|In this two 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 two 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 12, all students are provided access.|The one barrier we face is simply a grade span of Kindergarten through sixth grade in two classrooms. This barrier is being 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 last year, with increased enrollment, added a second classroom teacher bringing the student-teacher ratio to 1 to 12. Aide hours were again increased and new curriculum was purchased.||2019-10-16|Met|2019
49402466119036|Live Oak Charter|7|Live Oak uses a curriculum guided by the Core Principles for the Alliance of Public Waldorf Education. While Live Oak 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 textbooks, known as Main Lesson Books, to record the information they are learning.  Additionally, students have the opportunity to study with Specialty Teachers.  Specialty Teachers are skilled professionals that teach subjects such as Music, 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, Live Oak 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 Study Team (SST) and our Faculty Leadership Team Student, or FLT, serving as an advisory committee to the Faculty.  The FLT is made up of the School Director and three Representatives from Kindergarten, Lower grades and Middles school.  We review and discuss topics such as 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 Academic Classroom Team made up of the Director, a teacher who specializes in literacy development (Response to Intervention), and instructional aides support students with specific developmental learning of literacy.  All classes include Instructional Aides that work with students with differing learning styles in order to address multiple intelligences.  At times, instructional remediation may not be sufficient, and in this case a student would be referred to the ACT team for more customized intervention.  The RTI teacher would meet with the classroom teacher to hear concerns and offer instructional support. 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 Study Team. This could lead to testing by the Resource Team, and possibly an Individual Education Plan.||2019-11-14|Met|2019
44697650000000|Live Oak Elementary|7|All students, including unduplicated student groups and individuals with exceptional needs, have full access to a broad course of study. The District ensures every student has access to appropriate curriculum through ordering, inventory and distribution of state-adopted materials as monitored through an annual audit per the Williams process. Principals monitor instructional delivery of the core curriculum through review of instructional minutes, lesson plans/outcomes, and classroom observations.  The 5th-6th grade articulation process is as follows. The middle school’s academic counselor (and an administrator) visit each 5th grade class with some 8th grade “Where Everyone Belongs” (WEB) students to explain how middle school works and what electives there are to choose from. They hand out the elective form for students to take home and share with their parents and then rank their preferred electives. A few weeks later, a middle school administrator meets again with each 5th grade class and has the kids rank their preferred elective classes in the Illuminate portal. Students turn in their elective sheet so that the school can maintain a record of parent signatures and requests. The middle school’s principal and assistant principal are then responsible for the master schedule to ensure that all students are assigned to core classes in academic content areas, physical education and an elective. Site administrators hand schedule each special education student to make sure that they get their academic classes, academic support classes and preferred electives.|Our three elementary schools provide the same course of study for all TK-5th grade students. Our middle school provides all students with the same access to a broad course of study because they take every academic class, each year, as well as an elective. All English learners receive ELD instruction and students with exceptional needs receive additional services through our special education program based on their IEP.|We have not identified any current barriers.|In 2015-16, the middle school moved to a 6 period day in order to ensure that EL students had equal access to a broad course of study though enrollment in an elective in addition to ELD instruction.  Additionally, upon learning that middle school students were not being enrolled in A-G courses upon matriculation to the high school district, our middle school began providing on-site guidance to outgoing eighth grade students at the time of course enrollment. By providing guidance to these incoming freshmen, we can help ensure they enter high school with equal opportunities to be college ready.||2019-10-16|Met|2019
51713990000000|Live Oak Unified|7|LOUSD evaluates school programs within school site SPSA data collection for their annual updates and district-wide within LCAP metrics and the Dashboard.  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 prerequisites prevent student access.|The only barriers to access to electives is the 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 a conversation that will occur multiple times a year and addressed every spring during the development of the master schedule and period configurations.||2019-10-17|Met|2019
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 over 500 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.|The Livermore Valley Joint Unified School District provides a range of academic options, electives, enrichment, and interventions including programs during the school day, after school programs, and summer school to ensure students make progress and have access to our broad course of study.|2019-10-15|Met|2019
24657480000000|Livingston Union|7|Livingston Union School District (LUSD) uses teacher submitted class schedules in grades TK-5 to track  access to core subjects and designated English and Spanish language development time.  In grades 6-8, the master course schedule feature in the district’s Student Information System (SIS) is used to monitor course offerings  and rostering.|LUSD is comprised of 3 elementary schools and 1 middle school.  All students have access to a broad course of study based on class and master schedules.  Students with special needs have access to services based on the needs designated in their Individualized Education Plans (IEP) and have access to extended school year based on student need per their IEP.  Identified students from all sites have access to Summer Academy for academic intervention and support.   Within the school day, intervention opportunities with support staff are available based on individual needs.  In addition, music is offered to all elementary students via a designated elementary music teacher.  All middle school students have access to music per the master schedule.|Barriers include voluntary attendance and participation in extended day activities and Summer Academy.  Some students face scheduling restrictions based on language fluency.  Various credit opportunities exist for students with credit deficit to increase access to courses that may otherwise be inaccessible.|LUSD will be revisiting the criteria for access to accelerated coursework at the middle school level.  The District will also be evaluating the middle school master schedule to increase opportunities to a broader course of study for English Language Learners.||2019-10-10|Met|2019
19647336017891|Lockhurst Drive Charter Elementary|7|Lockhurst currently uses the new report card to monitor student access to and completion of a broad course of study.  Physical Education is monitored using a certification process that requires teachers and principal to confirm appropriate instructional minutes.  Students in need of additional supports are identified using various reports in the student information system.  For all grade, English Learner progress dashboards are used to track English learner progress toward reclassification.|Lockhurst ensures all students have access to a broad course of study including arts instruction.  We also meet all requirements for physical education.  We concentrate on providing resources and supports to student groups who perform below the district-wide average on state assessments with intervention and small group instruction.|One barrier for Lockhurst has been in accelerating the performance of English Learners and students with disabilities .  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 that may limit their access to a broad course of study.|Lockhurst continues to implement multi-tiered systems of support 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 since the core instructional materials for these content areas.||2019-10-24|Met|2019
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. In addition, as we plan for the launch of our high school in 2020-21, we are considering ways that we can leverage our larger size in order to offer broader course choices across the middle school, including the potential of dual enrollment with community colleges.||2019-06-12|Met|2019
39685850000000|Lodi Unified|7|Students are required to take four (4) years of English, two (2) years of math and science and three (3) years of history/social science in core classes over their four years in high school. Students are encouraged to take an additional year of math and science to meet entrance requirements beyond the community college. The data reflect LUSD’s requirements. 98% of our students are enrolled in English for all four years. 98% of our students are enrolled in a math class during their freshman and sophomore year. 88% of juniors and 62% of seniors take a third and fourth year of math.The same can be said for science. 88% of students take science in 9th and 10th grade. 65% of students take a 3rd year of science and 38% take a fourth year of science. Students are required to take three years of history/social science (10th, 11th, 12th grades). Over 93% of students in those grades are enrolled in a history/social science course. It is interesting to note that while LUSD has a 3-year requirement for history/social science beginning in 10th grade, 69% of freshman are enrolled in a history/social science class.|Our students identified as low-income (Free/Reduced Lunch) mirror the enrollment percentages of the entire district. 97% or better are enrolled in an English class for all four years. 90% or more are enrolled in a math class for two years. 89% or more enrolled in science classes. 94% or more enrolled in history/social science.  Our English learner student population does not mirror the enrollment of all LUSD students in the four content areas. 85% of English learners are enrolled in a science class in 9th and 10th grade. This drops significantly in 11tth grade to 60% and 355 in 12th grade. Enrollment in science in grades 10-12 ranged from 86-92%, which is lower than the overall enrollment of students. Only 50% of English learners enroll in a social science course in 9th grade compared to almost 69% of students overall. The same or similar trend is seen with the enrollment of Special Education students. 91 -97% of Special Education students are enrolled in English all four years. 94-97% of Special Education students are enrolled in two years of math. 70% enroll in math at 11th grade and 52% enroll in math at 12th grade. The highest enrollment of Special Education students in history/social science is at 80% in 10th grade. With each increasing student grade level, this declines until it reaches 71% by 12th grade. Only 39% enroll in a history/social science class in 9th grade. The numbers of Foster Youth and Homeless students are quite small and thus it is more difficult to make accurate comparisons. Their enrollment data do not appear to follow the same trends as English learners and Special Education students. In general their percentage of enrollment is lower in science and history/social science.|The parent survey sheds some light on the barriers to a broad course of study for our students. According to this survey, 16% of our parents indicate they are not familiar with the difference between graduation requirements and the entrance requirements for CSU and UC colleges and universities. 22% of parents indicate their child has never discussed their academic goals with at least one teacher. 29% of parents indicate their child has not developed a clear post-high school plan. 35% of parents indicated their child has not visited a community college or college campus. 30% of parents don’t know about Career and Technical Education classes offered at their high school, and 40% are not familiar with LUSD’s Career and Technical Center Lincoln Technical Academy. Preparing and introducing students to the idea of going into a trade or attending college must begin well before high school.  In addition to the above, there are a variety of other structural reasons why students are not enrolling in core content courses. First, English learners are required to enroll in an English Language Development (ELD) course until they are reclassified as Fluent English. Having specific prerequisites, such as ELD, limits and potentially eliminates a student’s ability to enroll in core academic courses. One of the district goals is to reclassify students as Fluent English by the end of sixth grade, if possible. This would allow students the ability to have greater flexibility in their schedule and more options to take core content courses along with electives. The district is in the process of moving Special Education students from a Certificate Pathway to a Diploma Pathway for those who are capable. This will allow our SDC students to enroll in grade level content courses and graduate with a diploma. This transition began last year. It will take several years to see the full effect of this change. 23% of our parents indicated there is a need for additional staff, teachers, and paraprofessionals to support the needs of Special Education students. Attendance can also be an issue. If students don’t value or see the merit in attending school, they often choose to not attend class. Many times our Foster Youth or Homeless students want to be in attendance; however, their situation makes it very difficult to follow through.|Every year, the district promotes a college and career fair at the beginning of the school year. This is promoted district-wide, including for elementary students. The fair is very well attended and provides opportunities for parents and students to discuss and plan for their child's future goals.  Many elementary sites and middle school sites have begun to have college Friday’s where students and staff promote colleges or trade schools. High schools are taking students to local community colleges, state colleges and universities, and providing them with information on financial assistance and college planning.  Lodi USD’s Lincoln Technical Academy promotes two open houses a year, inviting the community and students to learn more about the programs available to 11th and 12th grade students.  Elementary school sites offer parenting workshops on how to help their child with math and English at home. Middle school administrators and counselors offer college nights to share with parents what their child needs to accomplish in high school in order to graduate. Each quarter teachers are required to complete a monitoring form on each child who is a Homeless or Foster Youth student. This form is designed to help teachers identify challenges (academics, attendance or other challenges) early on and develop a plan to overcome those challenges.  Credit recovery is provided to students who fail a class during the school year and during summer. After school intervention in language, literacy, and mathematics is provided to students. This allows students to enroll in additional core content classes. Professional development is provided to teachers on effective strategies to promote English Language Development (ELD) for English learners. Professional training for Integrated, Designated ELD, and differentiated instruction is provided to all teachers. Once a quarter, the Assessment, Research, and Evaluation Department provides a list to each site administrator of all English learners who meet the reclassification criteria.  Professional development in AVID-like strategies for grades 4-12 is provided to teachers who use those strategies in their classroom with all students.||2019-10-15|Met|2019
12629276008023|Loleta Elementary|7|LES uses CASSPP results as a benchmark comparison to the State and County. However, we score poorly on these assessments at this time so the entire student population is benchmarked through Accelerated Reader. Accelerated Math and IXL. This includes all unduplicated student groups and exceptional needs. We provide a standards based broad course of study at every grade level with individual M, Tu, Th, F through a series of rotations which allows teachers to work with smaller skill based groups for a 45 minute period. While one small group works with the teacher, the other half of the class goes to an enrichment class. Our Behavior Learning Classroom students are able to push into appropriate enrichment and academic classes.|Loleta is a single school site, TK-8 school. All interventions and initiatives placed into the school for academics is shared and reaches 100% of the population.|The largest barrier preventing students from accessing a broad course of study is chronic absenteeism. We are 91% free and reduced lunch with the related issues of students being truant. We continue to improve our supports at school with the introduction of our new Zen Den in which students go to a quiet room to de-escalate, self-regulate and build resilience. This is supported by our new sensory room in which students are taught to prevent escalation through self-awareness. Once they recognize they have the need rather than disrupt the class, they work with an aide in a room with special activities to work through the  stressors. Continuing to implement PBIS with fidelity also. The large numbers of suspensions in the past have prevented access also.|Improved cooperation, and communication with the community and family engagement is our initiative to get students to come to school more often and to battle chronic absenteeism. We also have a program where we offer services through partnership with our Community Resource Center for basic needs which if not met prevent students from coming to school For our homeless population, as they move, we offer transportation back to our school to help with consistency for them. We are 23% foster and homeless so transiency is very common. Finally, we are working to become a STEAM school. Pathmakers will be joining our school to bring a Makerspace. We introduced  a culturally based science curriculum through local grants. We have partnered for culturally important activity days such as California Indian Day, Los Dias de la Muertos, planning a multicultural festival and Cinco de Mayo, to make school real and relevant.Positive Behavior Intervention and Supports  Review of School Wide Information System (SWIS) data  Buddy classrooms Professional development Mental health services provided on campus. School wide cultural activities  Increased Parent contact early in the year for Student Support Teams to develop supports early before behavior begins due to lack of access or skill level. This also lowers our suspension rates. Wraparound services Behavior aide training More feedback about academic abilities with parents (progress reports) Child Find Functional behavior assessments Development of Behavior Intervention Plans Check in/Check out Behavior Education Program Home visits with our own part time social work/ cultural developer. Home school communication through monthly packets and most importantly A new All Call service to keep everyone informed especially during emergencies! Increased staffing in classrooms where behaviors occur with greater frequency and intensity Restorative practices (alternatives to suspension) Alternative Environment/Sensory Calm Room Trauma training and implementation of trauma informed practices. We began the school year with 2 days last year before school started on how implement positive behavior supports in the classroom. Stakeholders Equity Committee Meetings School Climate Surveys Restorative practices for discipline/ on campus suspensions with academic support.|Further interventions include: Staff utilized pre-teaching about expectations around test participation. School wide efforts to encourage students to utilize test taking skills and created visual for campus on positive test taking strategies. Positive reinforcement for test tasking participation. Letter was sent home to all parents in English and Spanish to help to prepare students and parent for upcoming testing. Information was provided to the English Language Advisory Committee and Stakeholders Equity Committee about positive ways to prepare and support students for upcoming testing. A message was sent with the Loleta Elementary School all call system to prepare students and parents for upcoming testing.Students are supported with special signage and snacks during the testing processes.|2019-10-22|Met|2019
12629270000000|Loleta Union Elementary|7|LES uses CASSPP results as a benchmark comparison to the State and County. However, we score poorly on these assessments at this time so the entire student population is benchmarked through Accelerated Reader. Accelerated Math and IXL. This includes all unduplicated student groups and exceptional needs. We provide a standards based broad course of study at every grade level with individual M, Tu, Th, F through a series of rotations which allows teachers to work with smaller skill based groups for a 45 minute period. While one small group works with the teacher, the other half of the class goes to an enrichment class. Our Behavior Learning Classroom students are able to push into appropriate enrichment and academic classes.|Loleta is a single school site, TK-8 school. All interventions and initiatives placed into the school for academics is shared and reaches 100% of the population.|The largest barrier preventing students from accessing a broad course of study is chronic absenteeism. We are 91% free and reduced lunch with the related issues of students being truant. We continue to improve our supports at school with the introduction of our new Zen Den in which students go to a quiet room to de-escalate, self-regulate and build resilience. This is supported by our new sensory room in which students are taught to prevent escalation through self-awareness. Once they recognize they have the need rather than disrupt the class, they work with an aide in a room with special activities to work through the  stressors. Continuing to implement PBIS with fidelity also. The large numbers of suspensions in the past have prevented access also.|Improved cooperation, and communication with the community and family engagement is our initiative to get students to come to school more often and to battle chronic absenteeism. We also have a program where we offer services through partnership with our Community Resource Center for basic needs which if not met prevent students from coming to school For our homeless population, as they move, we offer transportation back to our school to help with consistency for them. We are 23% foster and homeless so transiency is very common. Finally, we are working to become a STEAM school. Pathmakers will be joining our school to bring a Makerspace. We introduced  a culturally based science curriculum through local grants. We have partnered for culturally important activity days such as California Indian Day, Los Dias de la Muertos, planning a multicultural festival and Cinco de Mayo, to make school real and relevant.Positive Behavior Intervention and Supports  Review of School Wide Information System (SWIS) data  Buddy classrooms Professional development Mental health services provided on campus. School wide cultural activities  Increased Parent contact early in the year for Student Support Teams to develop supports early before behavior begins due to lack of access or skill level. This also lowers our suspension rates. Wraparound services Behavior aide training More feedback about academic abilities with parents (progress reports) Child Find Functional behavior assessments Development of Behavior Intervention Plans Check in/Check out Behavior Education Program Home visits with our own part time social work/ cultural developer. Home school communication through monthly packets and most importantly A new All Call service to keep everyone informed especially during emergencies! Increased staffing in classrooms where behaviors occur with greater frequency and intensity Restorative practices (alternatives to suspension) Alternative Environment/Sensory Calm Room Trauma training and implementation of trauma informed practices. We began the school year with 2 days last year before school started on how implement positive behavior supports in the classroom. Stakeholders Equity Committee Meetings School Climate Surveys Restorative practices for discipline/ on campus suspensions with academic support.|Further interventions include: Staff utilized pre-teaching about expectations around test participation. School wide efforts to encourage students to utilize test taking skills and created visual for campus on positive test taking strategies. Positive reinforcement for test tasking participation. Letter was sent home to all parents in English and Spanish to help to prepare students and parent for upcoming testing. Information was provided to the English Language Advisory Committee and Stakeholders Equity Committee about positive ways to prepare and support students for upcoming testing. A message was sent with the Loleta Elementary School all call system to prepare students and parents for upcoming testing.Students are supported with special signage and snacks during the testing processes.|2019-10-22|Met|2019
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 music, physical education, science and art instruction.|Through the enrollment process, all 8th grade students have access to algebra; all 8th graders have access to geometry; all 7th and 8th grade students have access to a STEM/STEAM elective; all students in grades 6-8 take a lab science course.  All students K-5 participate in science, music and physical education pull-out instruction, including unduplicated students and those with exceptional needs.|The District's small size is a barrier to providing courses in performing arts or industrial arts.  With a single elementary school and a single middle school, all students K-8 within the district are offered the same course of study.|Geometry is now being piloted as a regular math course to all eligible 8th grade students.  Previously, it was an elective course taken simultaneously with another math class.||2019-11-13|Met|2019
54719930124776|Loma Vista Charter|7|||||||Not Met|2019
49708470127555|Loma Vista Immersion Academy|7|||||||Not Met|2019
42692290000000|Lompoc Unified|7|Elementary and Secondary Master Schedules were reviewed in order to ensure that all students including unduplicated students and students with exceptional needs had access to a broad course of study as determined by the California Education Code 51210 and 51220(a)-(i).  Course lists were reviewed for all secondary school sites.  In addition, a review of student requests versus student schedules occurred.  A sampling of the schedules of secondary English Language Learners and students with Individual Education Programs (IEPs) were reviewed.|Local measures indicate that 93.8% of LUSD students graduate high school.  A review of secondary school subgroup data revealed that English learner student have limited access to enroll in a board course of student, particularly in CTE and foreign language courses.  English learners are assigned to one section of Designated ELD instruction per day until they are reclassified.  This limits the number of elective classes they can access in a seven-period day.  Special education students are most often limited access to a broad course of student at the secondary level by the course of study prescribed by their Individualized Education Program (IEP).  Students with IEPs may be enrolled in a directed study class to work on individual goals and not enroll in an elective, foreign language or CTE course.  Students entering the secondary level performing significantly below grade level in the areas of English and mathematics have limited access to enroll in elective or college prep courses because their schedules are impacted by intervention or support content classes.  Students at Lompoc High School with IEPs in grades 9-10 have more access to a broad course of study than at Cabrillo High School due to a co-teaching model of instruction for English Language Arts, mathematics and science.  All elementary students receive access to a road course of study including unduplicated students groups and students in special education.  ELD instruction, intervention and support classes have been carefully placed in the daily schedule, avoiding conflict with core academic content instruction.  Instruction in the arts is most prevalent at Los Berros  Visual and Performing Arts Academy, and sites that have contracted with Children's Creative Project for art and music instruction.  Every elementary site does offer some arts and music education through outside providers, teachers clubs and PTA/PTO sponsored events.  Health education instruction is integrated in physical education, language arts and science instruction.  Seventh and ninth grade students at all sites participate in health instructional units.|The district is working to improve access to a broad course of study to all student groups.  Identified barriers preventing access to   all is the result of the standardized seven-period day at the middle and high schools.   Students with Individualized Education Programs (IEPs), English Language Learners, and students who are below grade level have limited access to elective and CTE courses.  The need for support and/or intervention classes impacts the student schedules in grades 7-12.  A lack of credentialed math teachers is a barrier to student success and contributes to low levels of academic performance in mathematics.  LUSD's number of long-term English learners entering secondary school without being reclassified is a barrier to that subgroup having access to and being enrolled in a broad course of study.|LUSD has implemented full-time literacy specialists to support literacy at grades K-3.  ELD staff receive monthly consultation and feedback from an ELD Consultant employed by the Santa Barbara County Office of Education. The ELD Leadership Team is working with the ELD Consultant to increase teacher's understanding of the ELA/ELD Framework and the CA ELD Standards. goals and provides teacher support and resources to improve instruction.  LUSD is utilizing a co-teaching model for the delivery of special education instruction at one high school and one elementary site.  The district has offered signing bonuses in order to attract credentialed math teachers.  Secondary teachers are writing units for science instruction aligned with the Next Generation Science Standards.  A site-driven district-funded enrichment grant supports student activities to enhance arts education.||2019-10-22|Met|2019
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. The district's plan is to implement a new assessment system including the SBAC Intermin Assessments (Comprehensive and Blocks), and formative assessments including Next Gen Math (K-8) and IXL at all grades.||2019-10-16|Met|2019
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. This year, “High School Readiness Guides” have also been rolled out, providing middle school students and parents with snapshots of their academic progress and the course of study that they can expect after eighth grade.|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. Indeed, Saturday and summer programs, which include both intervention and enrichment opportunities, have expanded significantly as part of the district’s Local Control and Accountability Plan.||2019-08-20|Met|2019
18750366010763|Long Valley|7|Using the School Information System to review transcripts, individual student enrollment in courses grades 9-12 are evaluated each semester by the school registrar and the teacher.  Careful tracking of course enrollment to meet required course and credit completion leading to on-time graduation is the focus of the evaluation.  Using the School Information System files, individual student enrollment in courses in grades K-8 are evaluated each semester by the school registrar and the teacher.  Access to required courses in each grade level range is verified.  Unduplicated pupils and students with disabilities make the same progress the all students group.|All students have access to and are enrolled in courses required and for grades 9-12, courses required for graduation.  High school students are enrolled in independent study and they have choices of online courses from Florida Virtual or Odysseyware providing a-g credit, as well as text-based or project based work.  Lack of adequate progress results in a non-compliance process. Long Valley targeted CTE course enrollment as a measure of equal access by student subgroups. The demographics of students enrolled closely matched the student enrollment as follows:  Enrollment in CTE classes: Unduplicated pupils-73.6% Students with disabilities-11% Overall high school enrollment:  Unduplicated pupils-69.8% Students with disabilities-6.63%|Due to the nature of independent study and the availability of online as well as text based courses, all students have access to a broad course of study.|Long Valley will continue to monitor access each semester.||2019-06-13|Met|2019
18641626010763|Long Valley Charter|7|||||||Not Met|2019
18641620135756|Long Valley Charter - Susanville|7|||||||Not Met|2019
31668450117150|Loomis Basin Charter|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.|All students at LBCS participate in the International Baccalaureate programs offered; Kindergarten through Fifth Grades in the Primary Years Program, and Sixth through Eighth Grades in the Middle Years Program. All core subjects, plus the Arts, Physical and Health Education, and Spanish are included in an IB education. To this end, LBCS meets all state requirements for instructional minutes in all core subjects and courses are aligned to California state standards. To ensure all students have access to our IB programs, 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.|LBCS continues to work with LUSD to remove language barriers for families of English Learners, as well as 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, LBCS works in conjunction with LUSD to continue to improve 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 rolling out a tier I social-emotional program in classrooms through an “I do, we do, you do,” coaching model run by our district counselors. Counselors model whole class lessons, then gradually release control of the program to the classroom teacher.  LBCS and LUSD also continue to update and revise a community resource document for families with unique needs. This resource is offered to our families through parent meetings, SSTs, and IEPs or 504s.||2019-11-07|Met|2019
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 1-8 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 continued with 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 rolling out tier I social-emotional lessons in classrooms through an “I do, we do, you do,” coaching model run by our district counselors.  LUSD also continues to update and revise a community resource document for families with unique needs.||2019-11-07|Met|2019
30739240000000|Los Alamitos Unified|7|Los Alamitos Unified School District provides students with a well-rounded education that includes robust course offerings.  The District has 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 67% of Griffin Graduates who complete at least one AP course, which is a 2% increase from the previous year.  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 74%.  In the graduation class of 2019, Los Alamitos High School had 37% of students qualify for the State Seal of Biliteracy.  The district has a graduation rate of 80% 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 18-19 school year Los Alamitos High School offered six different pathways for students that included video production, child development, engineering, sports medicine, computer science and fire technology.  American sign language was previously one of our CTE pathways that is now offered as a Foreign Language at Los Alamitos High School.  The District has a board goal of every student completing Algebra II by graduation.  In the class of 2019, 79% of students successfully completed Algebra II.  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.  The District has also rolled out a breakfast program for all students at all nine school sites.  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 2019, the District enrolled 12% of students for summer school in grade K-5, 9% in grades 6-8 and 14% in grades 9-12.  Of the 12% of students enrolled in summer school 25% of the students were socioeconomically disadvantaged and 6% of the students were classified as English Learners.|Los Alamitos Unified School District has a goal of all students completing A-G requirements.  The District goal is for all students to successfully complete Algebra II prior to graduation 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.|The District is beginning its second year with the Secondary Math Collaborative that focuses on math at the 6-12 level.  Th district has a secondary math TOSA that leads 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.||2019-10-08|Met|2019
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||2019-10-28|Met|2019
19647330110304|Los Angeles Academy of Arts and Enterprise|7|LAAAE leadership reviewed the master schedule and course enrollments across the seven grade levels offered (6-12).|As is implied in its name, students have access to a wide variety of courses in the arts (dance, music, theater, visual arts, film, and radio) and business.   Middle school students receive arts and enterprise instruction through an exploratory wheel which enables them to learn different related topics each quarter. The exploratory wheel content changes annually to provide students a broad exposure across the arts and entrepreneurship throughout their middle school experience. The 2018-2019 exploratory wheel included: keyboarding, music, theater, and visual arts. Advanced middle school students could have enrolled in high school or college level classes.  The master schedule offered high school students about three dozen University of California / California State University (A-G) approved courses. Course offerings ranged from reading and math intervention to AP Calculus, AP Environmental Science, AP Spanish Language and Culture, and AP Spanish Literature and Culture. Both of the radio and film programs which were inaugurated in 2017 expanded.|Despite the numerous course offerings made available to students, because LAAAE is a small school, sometimes a student desires to take two courses which are concurrently offered during the same instructional block. The student would then need to identify which course is preferred. Since LAAAE has historically been a small school, this reoccurs annually. Online learning options have been made available to students as an alternate to the live class. However, LAAAE students typically decline virtual learning alternatives. In other situations, student services staff have helped students identify live course offerings at a nearby institution such as Los Angeles Community College.|Student are receiving access to a broad course of study. Thus, no changes are needed at this time. LAAAE will continue to provide online learning recovery and acceleration options should a student so desire.||2019-08-29|Met|2019
19772890109942|Los Angeles College Preparatory Academy|7|LACPA chose to report student enrollment in Career Technical Education pathways, A-G course enrollment, and Honors & Advanced Placement enrollment, and Dual 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.  California [EC] requires access to a broad course of study for grades 7-12 in ELA, SS, Foreign Language, PE, Math, VAPA, Applied Arts, Science and CTE. This EC applies to LACPA, a high school serving grades 9-12. LACPA also provides Individualized Education Plans.|LACPA measures annually the progress in the extent to which students have access to, and are enrolled in, a broad course of study that included the adopted courses of study specified in the California [EC] as applicable including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. We report the results to the local governing board at meetings and report the results via Dashboard.  Additionally, LACPA, as a charter, has additional opportunities for course study. This includes: English & Math Intervention, Graphic Design, Yoga, Dance as a PE, Business and Entrepreneurship, Government, 3rd year Foreign Language, 4th year Science, Theater, Honors and AP courses. For students struggling academically, LACPA provides Student Success Team (SSC), Special Education services, Intervention classes, EL instruction/support and pull-outs, and all are aligned to the Common Core Standards.|Information provided in Prompts 1 and 2 are evident that no barriers are in place that would prevent students from accessing the appropriate course, materials or coursework. We have also implemented an after school study hall program, boot camp for SBAC and SAT and teacher office hours. Students have meetings with the counselor on a monthly basis.|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. This includes training for our teachers in the CTE curriculum Business and Yoga/Dance.  In 2019, the LEA has contracted with STEMulate Learning, a consulting company that supports and guides Math and ELA teachers and provides workshops to students in the area of Math and ELA to help increase student performance and understanding/processing of content.  LACPA adopted supplemental curriculum iReady and it is aligned to the Common Core. This supports struggling students and students with disabilities.  Instructional coaching is available throughout the year for staff and administration.||2019-06-25|Met|2019
19101990000000|Los Angeles County Office of Education|7|LACOE schools provide all students access to core instruction in all content areas. Schools utilize Star Renaissance or NWEA, and CAASPP Interim Assessment scores to level students during intervention blocks ensuring that all students are provided the support they need to access the curriculum and meet the content state standards. At the site level, schools utilize performance data and student work samples  (as defined by Professional Learning Communities) to ensure alignment and integration of resources, staffing, and scheduling so that various student subgroups such as at-promise students, English Learners, homeless, incarcerated, foster youth and students with disabilities receive focused academic and non-academic support in meeting academic goals. LACOE specialized schools use a-g course completion, graduation rates, college acceptance and enrollment data to track student access to a broad course of study. All school’s Master Schedule outlines the 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 assessment data, course completion data, demographic enrollment data, and tracking graduation cohort plans for high school students. Throughout LACOE's juvenile court and community school programs, Educational Passport System provides individual learning plans for each student.  Professional Learning Communities utilize intervention program performance data and formative assessments to help target essential skills and standards for student progress monitoring.|As evidenced through the LACOE Educational Programs' student information system (SIS) Aeries, students are enrolled in and have access to a broad course of study. During the 2018-2019 school year, the newly adopted digital curriculum Odysseyware for all juvenile court schools (JCS) and county community schools (CCS). Additionally, students in JCS and CCS have access to college programming and CTE courses. These schools are year-round and have continuous enrollment. All schools have academic counselors and transition counselors who support course placement, transcript blending, and academic success.   At our specialized high schools students participate in a traditional model for grades 9-12. All students have complete access to a-g courses. Counselors at these sites support the enrollment, placement and academic intervention of students. LACHSA offers an array of AP courses and arts education, while IPoly offers students dual enrollment options and a project-based learning educational model.|One major barrier to providing access to a broad course of study for all students are the restraints put upon us from agency partners. This past year, both a juvenile camp school and a juvenile hall school was closed by LA County Probation. And due to low enrollment, we had to close 2 different county community schools. Closures combined with declining enrollment affect all staff LACOE-wide through mandated reductions in force (RIFs). This has especially affected our Career Technical Education (CTE) programming, due to the fiscal costs of moving staff and equipment to different sites.|As transitions have been completed and closures finalized, LACOE Educational Programs is on track to continue CTE programming at both our juvenile camp schools and county community schools. Additionally, the specialized school LACHSA is in the process of developing a CTE pathway for the 2020-2021 school year.||2019-10-15|Met|2019
19101990109942|Los Angeles International Charter High|7|||||||Not Met For Two or More Years|2019
19647331996610|Los Angeles Leadership Academy|7|Los Angeles Leadership 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 the school’s educational program outlined in its charter petition. Los Angeles Leadership 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, including unduplicated student groups and individuals with exceptional needs which include: master schedule, our student information system database, student course schedule, and report cards. In addition, this will be verified by the head of school, assistant 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 Los Angeles Leadership Academy, all students in grades 6-12 have access to and are enrolled in the required core classes for ELA, mathematics, science, and social studies. In addition, all students also have access to elective classes. Additionally, all students receive health & PE. There are no differences in accessibility to courses across student groups at Los Angeles Leadership Academy. All students have access to A-G requirements.|Currently 100% of the students have access to a broad course of study and Los Angeles Leadership Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Los Angeles Leadership 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.||2019-11-15|Met|2019
19647330124818|Los Angeles Leadership Primary Academy|7|Los Angeles Leadership Primary 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 Los Angeles Leadership Primary Academy's educational program outlined in its charter petition. Los Angeles Leadership Primary Academy uses the following locally selected tools to track the extent to which all students have access to, and are rerolled 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 data base, student course schedule, and report cards. In addition, this will be verified by the head of school, assistant principal, and instructional support staff during classroom observations and we will ensure classroom schedules are being followed.|An analysis of the measures listed above demonstrate that 100% of the student, including unduplicated groups and students with exceptional needs, have access to a broad course of study. All students in grades K-5 have access to (and are enrolled) in ELA, SLA, mathematics, science (in grades where applicable) and social studies ((in grades where applicable). In addition, students are enrolled in Arts classes. Students participate in a visual arts and music program from fully credentialed teachers. Students also receive direct instruction in physical education by a credentialed PE coach. There are no differences to accessibility to courses, across student groups at Los Angeles Leadership Primary Academy.|Currently, 100% of the students have access to a broad course of study and Los Angeles Leadership Primary Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Los Angeles Leadership Primary 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.||2019-11-15|Met|2019
19647330000000|Los Angeles Unified|7|At the elementary levels, LAUSD 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, LAUSD 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, LAUSD 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 LAUSD 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, LAUSD 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.|One barrier to LAUSD 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, including elective 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 is the enrollment-based resource allocation to schools. Schools with smaller enrollments may be limited in their abilities to offer a full range of electives; Additional access to other resources have to be provided in these cases.|LAUSD 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. In Fall of 2019, a new Whole Child dashboard will be released for teachers and in Winter of 2020, a new Whole Child dashboard for principals will be released to support using data to drive instructional improvement and student learning.||2019-10-10|Met|2019
24657550000000|Los Banos Unified|7|Los Banos 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.|Core academic curriculum at the K-6 level is provided through rigorous curriculum design developed by LBUSD teachers.  In addition, K-2 students have access to additional reading curriculum through the purchase of instructional reading materials to support strong, foundational reading instruction. Additional measures included in the Local Control and Accountability Plan include 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. At the 7-12 level, master schedules include elective offerings beyond the core academic subjects.  Courses from the local community college are available to all students on each high school campus. Additional CTE courses in the health career pathway were added in the last several years as a result of the LCAP process and in partnership with the county office of education.|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. LBUSD 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.|The District is engaged in an ongoing process of improvement, reflection and needs assessment.  The District is examining its current curriculum adoption policies to ensure that all students in LBUSD have access to a broad course of study from kindergarten through 12th grade.  There are discussions regarding next steps in terms of aligning the middle and high school CTE offerings. High school staff are also working on a partnership with the local community college to offer more dual enrollment courses for all students.||2019-11-14|Met|2019
19647330137463|Los Feliz Charter Middle School for the Arts|7|Los Feliz Charter School for the Arts ensure that all students have access to rigorous and relevant curriculum, and teachers are provided with job-embedded professional development. The School Site Council, Curriculum Committee, Social Emotional Learning Committees, and grade level teams are responsible for the selection, implementation and evaluation of our programs. The School Site Council takes input from stakeholders and these committees/group to create recommendations to the LFCSA Board of Directors.|All students, including subgroups, have access to the adopted curriculum and instructional methodology the school employs for the core subjects.  We implement an inclusive, interdisciplinary standards-based program.|Not applicable. All students going through our program will have access to English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, Foreign Language, Applied Arts and Career Technical Education via an arts integrated approach.|We review our progress annually on this metric via the School Site Council in its work on the Local Control Accountability Plan.  Most recently we have adopted a new mathematics program in response to teacher feedback and evaluation of student progress.||2019-11-21|Met|2019
19647330112235|Los Feliz Charter School for the Arts|7|Los Feliz Charter School for the Arts ensure that all students have access to rigorous and relevant curriculum, and teachers are provided with job-embedded professional development. The School Site Council, Curriculum Committee, Social Emotional Learning Committees, and grade level teams are responsible for the selection, implementation and evaluation of our programs. The School Site Council takes input from stakeholders and these committees/group to create recommendations to the LFCSA Board of Directors.|All students, including subgroups, have access to the adopted curriculum and instructional methodology the school employs for the core subjects.  We implement an inclusive, interdisciplinary standards-based program.|Not applicable. All students have access to English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education via an arts integrated approach.|We review our progress annually on this metric via the School Site Council in its work on the Local Control Accountability Plan.  Most recently we have adopted a new mathematics program in response to teacher feedback and evaluation of student progress.||2019-11-21|Met|2019
43695260000000|Los Gatos Union Elementary|7|LGUSD uses our student information system to monitor student enrollment in the variety of course offerings and to ensure access to a broad course of study for all students.  All elementary students attend weekly music classes taught by a credentialed music teacher.  All LGUSD students participate in physical education multiple times a week.  All elementary students receive at least four art lessons (taught by a credentialed art teacher) per year. At our middle school, elective classes are offered in music, art, STEM, and foreign language.  The middle school also offers a sheltered ELD class as well as multiple special education classes.  The district also provides an English language tutor for English learners at the elementary level as well as special education classes at the elementary level.|All of the four elementary school sites in LGUSD receive equitable access to music, PE, and art classes (these classes are provided by the district).  With only one middle school, all student are ensured access to elective classes in grades 6,7, and 8.  We are a K-8 district with four elementary schools and one middle school.|LGUSD has eliminated barriers to preventing students from access to a broad course of study for all students by centralizing resources and ensuring equity of course offerings to all school sites.  All sites in LGUSD receive equal access to art, music, and PE.|LGUSD will continue with the program offerings in place to ensure access to a broad course of study for all of its students.  If additional sustainable funding sources are secured, the frequency of the opportunities will be expanded (equitably).||2019-10-24|Met|2019
43695340000000|Los Gatos-Saratoga 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 98.4% our UC/CSU eligibility is 82.3%.  in the Spring of 2019 1346 students took one or more AP exams for a total of 3416 exams.   96.5% of our graduates went on to attend a 4 or 2 year college|While 96.5% of our graduates go on to attend college, we are working to better support the remaining 4.5%, especially our students with special needs and foster/homeless youth populations.|PACT Services Period* 1. Progress Intervention and Monitoring Services (e.g., 1:1 services, supporting IEP students with D’s/F’s, classroom observations)  2. Assessment (Academic & Transition) Services 3. Consultation Services with student, teachers, providers and/or parents 4.Transition Services||2019-10-29|Met|2019
52715710000000|Los Molinos Unified|7|LMUSD has developed two Board Goals that apply to the broad course of study. Goal# 2: Provide a consistent articulated instructional program K-12. Goal # 6: All students will graduate from high school prepared for college or career. Each goal has actions and services with measurable outcomes. The PLC data analysis utilized by each site ensures courses of study, student achievement, and MTSS supports are being effective.|Students enrolled in K-8 sites have the following courses attached to their daily schedules; English, Designated and Integrated ELD, Social Science, Science, Integrated Math, Physical Education, RSP and SDC services, and Music Arts.  Students in grades 9-12, are enrolled in A-G courses, CTE Pathway courses, and traditional diploma track courses aligned to State requirements. All sites utilize methods of equity to ensure All students have access to these courses regardless of their disability or academic achievements levels.|LMUSD handles all barriers through the MTSS and Rti format. Meaning, all students are provided a support system to ensure they are able to succeed.|LMUSD is embarking on initiatives to ensure students are college and career ready. They are implementation of Project Based Learning and 21st Century use of technology.||2019-09-19|Met|2019
19647580000000|Los Nietos|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 Los Nietos School District elementary students, in grades transitional kindergarten through grade 8 are enrolled in a broad course of study as part of a well-rounded educational experience. The three elementary schools offer access and enrollment in the seven areas that comprise a broad course of study for grades K-6, 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. The middle 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 that meet their interests. Examples of middle/high school pathways include: STEAM, Performing Arts, Visual Arts, Project Lead the Way, and MESA.|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. There are also competing electives and pathways at the elementary and middle levels.|Maintaining and expanding programs that provide students with access to a broad course of study, as well as preparing students for high school options. 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.||2019-11-13|Met|2019
42692450000000|Los Olivos Elementary|7|Since the district/school is so small, there are not extensive elective offerings other than what is provided to all students.|All students have access to all courses and enrichment opportunities.|There are no barriers preventing the LEA from providing access to a broad course of study.|All students currently have access to the courses the LEA offers so no revisions are necessary.||2019-10-07|Met|2019
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- 93% 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 all students in TK-5th grade are enrolled in visual and performing arts. However, 6th-8th data shows that not all students have the same access to visual and performing arts courses.|The district faces scheduling challenges with courses required for 6th- 8th grade students.|The LCAP reflects an increase in allocation for visual and performing arts. The district has also increased its arts courses, added a music program, and extended those courses to the afterschool program to ensure high student participation.|.|2019-10-14|Met|2019
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. Individual student groups are monitored throughout the year for involvement in both enrichment and intervention opportunities to ensure access to supports to increase academic success. This is monitored through sign in sheets as well as flexible grouping rosters that change throughout the year based on need. Intervention Coordinators do goal setting with our English learner students and monitor their progress throughout the year. They are also targeting our students who are not identified within the unduplicated count but who are still struggling for goal setting.|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 received 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 2-8 and shared carts for TK-1, 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 cooking. For the coming year, we are beginning a Dual Immersion program for TK-1st grade at one site and adding a Spanish elective for Rancho. The Dual Immersion program will add a grade each year as it grows. The Conservatory of Fine Arts (CoFA) students developed Capstone projects over the course of the entire year for those who applied and completed the program. New this year, we will continue to develop pathways for students to showcase their abilities in varied areas that tie together their passions and academics.|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 opportunities to expand programs in an effort to address the whole child. Our goal under our Multi-Tiered System of Supports  (MTSS) is to provide both the enrichment and support to challenge all students at high levels of rigor. We are looking at ways to streamline access to disaggregated data to monitor the progress of student groups.|We are continuing to develop a path for all students to learn the language of coding that ends with the opportunity to take the AP Exam in Computer Science while at Rancho Starbuck Intermediate for those interested. We had over 20 students take the course for the first time in the 2017-18 school year with another 19 in the 2018-19 school year. We are adding Spanish as an elective at the intermediate level along with beginning a Dual Immersion program in TK-1 that will grow until it is TK-8. This has been an area with great interest over the last few years by parents, so we are excited about being able to increase our course offerings in this area. Since Cod.Ed is no longer available, we are using Tynker as the platform for coding instruction in addition to the curriculum for AP Computer Science. As part of the History/Social Studies adoption, all teachers now have access to Discovery Streaming to augment instruction in areas well beyond just the history/social studies resources. All teachers were trained on Discovery Streaming with the respective grades then being trained on elements of their core program (Discovery for grades 6-8 and Studies Weekly for grades K-5).||2019-06-24|Met|2019
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 a 2018-19 A-G graduation rate of 80% 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.  96% of all LPS Oakland R & D 2019 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.  18% of LPS Oakland seniors entered college as sophomores and 40% of the class of 2019 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 2-3 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.   Given the results of the tool or locally selected measures, identify the barriers preventing the LEA from providing access to a broad course of study for all students. 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.|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|2019-10-19|Met|2019
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 after school enrichment program for the performing arts that we plan on continuing.||2019-10-09|Met|2019
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. LVUSD also has CTE pathways and college articulation at the high school.|For the 2018-19 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 2019-20 include a comprehensive STEM lab that will have a certificated teacher in it full time and an intervention teacher built into the day. 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.  The Middle/High School switched to a 7 period day allowing access to a broader course of study.  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, credit recovery classes during the day, Social Emotional Learning classes and summer school classes.  Students also have the opportunity for both music and art. CTE programs include auto, computer aided design classes, Cadet Corp, Introduction to Medical Career, and restaurant occupations. Students also have the opportunity to learn leadership through an award winning comprehensive FFA program.|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 and now is AVID certified This year 100% of our teachers will become AVID trained.  The seven period day allows for built in intervention for MS and HS.||2019-10-10|Met|2019
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. Declining enrollment also requires the district to take a hard look at courses with low numbers and make difficult decisions based on staffing allotments.|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.||2019-10-15|Met|2019
43694270130856|Luis Valdez Leadership Academy|7|All LVLA students have access to a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs as evidenced by:  1) LVLA creates a safe and clean learning environment by maintaining the school facility in good condition.  Regular reviews of the facility are conducted and documented.  Any issues that arise are addressed in partnership with the landlord.  LVLA takes the necessary steps to ensure the facility is safe and secure, by the regular maintenance of facility, gates, and locks.  In addition, procedures for emergencies are in place.   (Local Measure(s) : Documentation from facility inspections and reviews)  2)  LVLA implements a rigorous hiring process, which includes background screening, formal and informal interviews, curricular teacher materials review, teaching demonstration, and reference checks. One hundred percent of teaching staff is credentialed and are in progress of meeting additional state certification programs.  (Local Measure(s) : Documentation of HR processes and employee records)  3)  LVLA ensures access to a broad course of study that enables all students to complete their A-G requirements and offers a robust selection of elective courses for students to choose from.  LVLA also provides textbooks and additional instructional resources to support teaching and learning for all students.   (Local Measure(s) : Grades, Curriculum Maps, UC Doorways Approvals)  4)  LVLA offers a robust, comprehensive Advisory program that seeks to ensure that ALL students attend school regularly and are academically successful. Advisory also seeks to develop students with their socio-emotional identity and character building through a curriculum that focuses on academic success, college, and career readiness. (Local Measure(s) : Graduation and College Acceptance Rates)  5)  LVLA implements a restorative justice approach to discipline that seeks to avoid suspension, expulsion and other punitive forms of discipline and promote conflict mediation, public apologies and community service as an alternative means of discipline. It is the goal to allow students the opportunity to reflect and take ownership of their behavior, make amends for the wrong or harm that they bring to the LVLA community, and ensure their access to academics is not interrupted or withheld. (Local Measure(s) : Suspension and Expulsion rates)|Documentation from a variety of facilities inspection reports and reviews show no instances where facilities do not meet the “good repair” standard, and thus facilities issues do not impede student access to a broad course of study.  Documentation from employee records shows no teachers who lack proper credentials in the subject area that they are teaching.  Therefore properly assigned and credentialed teachers do not impede student access to a broad course of study.  All students have access to a broad course of study as evidenced by the grade distribution and successful completion of courses.  Teacher curriculum maps are stored in a Local Google drive folder where site staff can reference them at any time.  All courses in the A-G sequence are 100% approved through UC Doorways.     Student Grades:  2017-18 Semester 1 Grades Distribution (As-Cs): 91% of grades for students in General Education  90% of grades for students in Special Education 2017/18 by language proficiency: ELLs:      84% received As-Cs                                                                RFEPs:   92% received As-Cs                                                                 2018-19 Semester 1 Grades Distribution (As-Cs): 80 % of grades for students in General Education  81% of grades for students in Special Education  2018/19 by language proficiency: ELLs:    67% received As-Cs RFEPs: 84% received As-Cs  LVLA’s graduation rate hit 92% for the 18-19 academic year, with a nearly 77% A-G completion rate.  This most recent graduating senior class saw 82% of students accepted to a 4 year university, and an additional 18% of students immediately enrolled in a community college.  These graduation and college acceptance rates attest to the fact that LVLA students had access to a broad course of study and are able to continue their educational journeys in a post-secondary pathway.  Suspension and expulsion rates at LVLA have been experiencing a downward trend year over year, and therefore those disciplinary actions are not impeding a student’s access to a broad course of study.     As a result, LVLA has maintained a 0% expulsion rate and has maintained a low suspension rate.|One of the biggest barriers to access to a broad course of study are the amount of students who fail a course and thus fall off the A-G track.  As you can see from one of LVLA’s Local Measures, LVLA’s consolidated gradebook data, there are 1/5 of students who fail a course by during 1st semester, and that number increased significantly last year.  This leads to students needing to enroll in courses concurrently and trading a course that would keep them A-G eligible for a course they need to retake in order to fulfill their graduation requirements.  In other cases, it keeps students from pursuing additional elective courses.  This is one of the single biggest barriers that impedes LVLA students’ ability to access a broad course of study.  Related to student failure rates are also a decreasing ADA during the 18-19 academic year along with a spiking chronic absenteeism rate.|Continuing Actions: LVLA will continue to use forms of assessment to measure both student achievement  (summative) and track growth (formative). These assessment tools will give the faculty the ability to measure student progress effectively and make necessary instructional adjustments. LVLA will continue to focus on developing instructional practices in the areas of academic language and discourse, ELL scaffolding, and effective collaborative grouping to engage ELLs in coursework. Tenth-twelve grade students will continue to participate in Cyber High and/or other credit recovery options, as needed. LVLA will continue to offer academic counseling support to students in order to keep students informed, develop academic plans, and determine intervention plans for students who are falling off the A-G track and thus potentially losing access to a broad course of study. Student-Led Conferences will also continue in order for families and students to have personalized access to teachers in order to support their child’s learning.  New Actions: Office Hours: Office hours are now a mandatory requirement for all teachers in order to offer static times where students can go to their teachers for additional academic support. Each teacher must hold two office hours sessions each week.  While teachers have offered office hours in the past, it was more of an ad hoc approach, and this new policy makes office hours a support service that students can rely on and families can plan around. Tutoring Center: In partnership with Santa Clara University (SCU) we have begun a tutoring center for the 19-20 academic year.  Tutors are drawn from SCU’s School of Counseling, Education, and Psychology credentialing program, and thus are aspiring teachers. These tutors offer support for all students at regular intervals each week to support mathematics and writing-based coursework. This tutoring center supplements the effectiveness of the new office hours policy. D and F policy:The new D and F policy mandates that teachers have multiple points of contact/outreach directly with families for students that are receiving a D and F in a class. This policy not only keeps families better informed, but also provides a faster way to intervene early when a student is falling behind. This communication facilitates parent understanding of how they can best support their child’s learning at home, and what opportunities for additional support exist at the school site (office hours, tutoring) that they can already take advantage of.  Dean Position: In order to bring up average daily attendance and reduce chronic absenteeism, a Dean of Student Life will also support LVLA multiple times a week. This has helped to improve student attendance at sister schools, and will support LVLA this year. The Dean helps to monitor attendance, make regular contact with families of both absent and chronically absent students. Through these actions, LVLA will ensure student access to a broad course of study.||2019-10-30|Met|2019
43695420000000|Luther Burbank|7|All of our students in grades K-8 have access to the full course of study at our school, and we continue to work with teachers and staff to continually improve the quality of instruction that all students receive in the classroom.  We work hard to ensure that classroom instruction meets the needs of all student groups, especially our students of highest need.|Our single school serves all students with a high-quality, equitable course of study that is continually revised and approved through both survey information and staff development.  84% of 4th graders, 73% of 6th graders, and 76% of 7th graders report high academic expectations in their classes on our Spring 2019 CalCHKS survey.|We continue to improve our use of individualized curricular tools like i-Ready and instructional techniques like small group work to improve access to the curriculum for all students.  We regularly refine and re-teach our Positive Behavior Intervention & Supports systems to help ensure that behavior does not distract from instruction.|In the past year the District has designed and implemented new forms of academic intervention classes (i.e. after-school tutoring), more targeted workshops so that families may directly assist students in learning (i.e. AVID night, Triple P workshops, and more), and has adopted new curriculum in Social Studies to ensure greater access by all students.||2019-10-08|Met|2019
43693936046601|Lynhaven Elementary|7|||||||Not Met|2019
19647740000000|Lynwood Unified|7|All students have access to a broad course of studies which includes: 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. Furthermore, all of our students have access to enroll in the IB and AP courses. There are 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, including AP and IB courses. The master schedules are created based on student’s 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.|LUSD has tried to eliminate barriers so that our students can have access to a broad course of study by eliminating  prerequisites 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. Some of these factors that will be addressed are: continuing to ensure diverse student representation by encouraging students with unique needs to enroll in AP and IB classes. Transcripts of students from other countries need to be examined carefully to ensure appropriate placement in courses of study.|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. Counselors and Site Administration will work collaboratively to evaluate course offerings each year. This evaluation will include looking at rigor as well as an expansive curriculum offerings for students to choose from. Our data monitoring system EWise assist our staff with ensuring students will not become credit deficient and that appropriate class offerings are given from our A-G curriculum. Guidance Alignment Meetings are held four times a year at the district and site level to track students progress and students access to a broad course of study.||2019-10-24|Met|2019
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) serves over 290 students in grades 9-12 ages 14-24, and demographics that include: 96% Hispanic, 2% Asian, 1% African American, and 1% 2+ Races; of which 78% are English Language Learners (ELL); 6% Students with Disabilities (SWD); 13% Homeless; and 76% Socio-economically Disadvantaged.  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 skillset 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 demonstrates 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 (with a nutrition component). In addition, 100% of students have access to and are enrolled in, based on student choice: Art, Advisory, Multimedia, College Bound courses (2) and CTE Courses. 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.||2019-10-22|Met|2019
20102070117184|Madera County Independent Academy|7|MCIA has an academic counselor on site to meet with all students as needed. An RSP teacher meets with students as required by IEPs. Teachers use Math and ELA diagnostic assessment results to guide instruction, diagnose and support areas of academic weaknesses for all students. Leadership team and teachers disaggregate student data to support effective instructional practices and strategies designed to increase student achievement.|Students are assigned courses relevant to each grade level. MCIA offers seat time classes for K – 3, and 4 – 6 students to support academic needs, in addition to weekly independent study appointments. Diagnostic assessments prescribe lessons to reduce academic gaps and increase access to grade-level curriculum.|Barriers continue to be the various schools and districts that feed into the LEA; however, the independent study model allows for individualized grade-level appropriate courses, and online courses to minimize those barriers and provide greater learning opportunities for advanced or struggling students.|MCIA staff implements diagnostic assessments and student results help diagnose and provide necessary support to increase students’ academic achievement. Data from diagnostic assessments is used to guide instructional practices and discuss support students require for greater academic success.||2019-10-08|Met|2019
20102070000000|Madera County Superintendent of Schools|7|All students have access to Odysseyware online courses to increase class offerings, along with other credit recovery options to assist with progress toward graduation. An academic counselor is on site to meet with students regularly. The registrar provides updated transcripts to students within 2 weeks after course completion. An RSP teacher meets with students weekly as required by IEP documentation. All courses are assigned to keep students on track toward graduation with home district. I-Ready Math and ELA diagnostic assessments are used to support student areas of academic weakness.|All academic course offerings across school sites are similar, as students are assigned courses relevant to grade level and graduation requirements of home districts. Students have opportunities for credit recovery through textbooks or online courses. Diagnostic assessments prescribe lessons to reduce academic gaps and increase access to grade-level curriculum for all students.|Barriers to students continue to be the various schools and districts that feed into the LEA; however, the master schedule, credit recovery options, and online courses minimize those barriers to student access of curriculum.|This LEA implements diagnostic assessments (pre-, post-) to provide support of increasing student academic achievement. Regular treatment team meetings and weekly meetings with academic counselors and teachers ensure appropriate courses and supports are provided to all students.|This LEA implements diagnostic assessments (pre-, post-) to provide support of increasing student academic achievement. Regular treatment team meetings and weekly meetings with academic counselors and teachers ensure appropriate courses and supports are provided to all students.|2019-10-08|Met|2019
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 SIS system, along with master scheduling reports are used to audit student placement in courses at the beginning of the school year. Additionally, Madera Unified developed a multiple measure grade-level readiness system 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.|The district also has the Accountability and Communications department who works on developing ways to measure progress toward Madera Unified’s vision, that we will set the standard for hard work, creativity and resiliency with a fearless drive to continuously improve.  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 utilization of the six principles of improvement science.  During the 18-19 school year 378 students completed one of our 25 career pathways.  Additionally, 30% (projected)  of students graduated meeting the  A-G requirements.  15.8% of students are enrolled in AP/Honors.|Madera Unified’s comprehensive high schools currently operate under a six period day which limits the elective course opportunities for all students.  English Learner students who need to take an ELD course will have limited opportunities to access CTE offerings.  Additionally, students with disabilities who have to take reading lab also have limited access to CTE offerings.  We currently do not offer summer school opportunities to take CTE courses. Therefore, students who may not pass the course will either have to wait an entire year to retake the course or not be able to complete the pathway.  Madera Unified K-8 schools provide limited elective offerings to 7th and 8th grade students due to the small size of the schools.|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.  Our district recently developed a personalized grade level readiness report that was piloted in the spring and expanded during the 2019-20 school year.  All 2nd to 6th grade students will receive this report during the parent teacher conference night.  This report includes measures such as historical course grades, assessment results on local and state test.  Moreover, students and parents will see examples of grade level questions on the state assessment.  The report will be a key tool to help communicate where a student is performing and provides more clarity to students and families on the appropriateness of  course placement.    Furthermore, Madera Unified has made a significant investment in the expansion of college credit course work for students.  Madera Unified currently has the capacity to serve over 800 students in college credit course work.||2019-10-22|Met|2019
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 for grades 1-6. -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.||2019-10-10|Met|2019
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 AP English Lit,  AP English Lang, AP Stats, AP Computer, AP Bio, AP Spanish Lit,  AP Spanish  Lang, AP Government, AP US History, AP World History, AP Physics, AP Calculus A and B 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 100% last year where 100% 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 being dependent on student need and interest.|2019-05-19|Met|2019
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.|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 needs and interests.|2019-05-09|Met|2019
19647330115212|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.|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 needs and interests.|2019-05-09|Met|2019
19101990115030|Magnolia Science Academy 3|7|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what our  areas for improvement so we can continue to provide our students with the best quality education. MSA-3 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-3 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|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 needs and interests. 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 a 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.|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 needs and interests.|2019-10-17|Met|2019
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-4 strives to offer a well-rounded education to our students.  MSA-4 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, English, World History and 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 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-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-4 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.|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.|2019-05-09|Met|2019
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's 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 the 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 ELLs and immigrant students. We closely monitor student progress in ELA/Literacy, Math, and ELD as measured by our interim assessments (MAP, IAB, etc.). In addition, every student has access to a computer in class in order to utilize instructional software such as MyOn, StudySync, ALEKS, Khan Academy, Illuminate, 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 Language and Culture, plus AP English Language and Composition. Moreover, high school students are assisted to enroll dual enrollment classes through the Los Angeles Mission and Pierce Colleges.   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 the 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 educational experience to our students.|MSA-5 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.|2019-05-09|Met|2019
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 a 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.|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.|2019-05-09|Met|2019
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 non-core subject areas such PE, Health, and Art are offered aligned with our charter petition and graduation requirements. Our students with disabilities have access to all general education curriculum and programs with RSP support as indicated in their IEPs. 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, 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 specials as outlined in our charter petition such as Computer, PE/Health, and 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 participate in Enrichment Programs based on student needs and interests.|MSA-7 provides access to a college and career awareness, 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 non core subject programs to bring awareness to college and career readiness health and physical education, diverse arts programs, sports programs, character educations, 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-7 will make the best use of its resources to provide a well-rounded education experience to our students.|MSA-7 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.|2019-05-09|Met|2019
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  internal 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 educational experience to our students.|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 is dependent on student need and interest. In the past year, we have been recipients of the ASES Grant, which allows for after-school programs to be conducted on campus and provide students with a safe alternative beyond the regular school hours.|2019-05-09|Met|2019
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 offer honors math clases in each grade level to meet the needs of high achieving students.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.|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.|2019-05-09|Met|2019
30768930130765|Magnolia Science Academy Santa Ana|7|MSA-Santa Ana 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-Santa Ana strives to offer a well-rounded education to our students.  MSA-Santa Ana 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-Santa Ana 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-Santa Ana 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-Santa Ana  provides access to a college-preparatory, STEAM focused broad course of study for all our students.|MSA-Santa Ana 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-Santa Ana 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-Santa Ana will make the best use of its resources to provide a well-rounded education experience to our students.|MSA-Santa Ana 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 needs and interests.|2019-05-09|Met|2019
13631720000000|Magnolia Union Elementary|7|||||||Not Met|2019
31668940138081|Maidu Virtual Charter Academy|7|Through the LCAP process, MVCA, in concert with Placer Union HSD, 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, MVCA 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. Many of our indicators are consistent with the state dashboard. The Charter also states that MVCA will analyze outcomes that address increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school.  To this end, MVCA analyzes the Dashboard data and we develop plans to address any concerns presented in that data.  This year our staff is analyzing our students progress in both literacy and numeracy. MVCA has begun the process of collecting predictive data and on-going data to help identify student needs earlier.  This involves developing a systematic approach to gathering and analyzing student outcomes through our information technologies.|MVCA offers a broad course of study including the a-g courses and dual enrollment courses.  MVCA students also have the option of taking courses form Placer Union HSD comprehensive campuses including VAPA, AP, CTE, and other courses depending on availability.  However, the availability can be limited due to space on other campuses|The biggest barrier exists due to the logistical limitations of the master schedule from the PUHSD sites.|MVCA will continue to gain input  from stakeholders and make sure that we are offering the courses our students need.  One of those courses is looking at how we can implement an internship based course or work-experience course.||2019-10-15|Met|2019
07100740114470|Making Waves Academy|7|Making Waves Academy utilizes a number of locally selected 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. These include, but are not limited to, the following measures, all of which are captured in our LCAP: single-year seniors receiving a diploma or completing high school; unduplicated upper school enrollment in Advanced Placement (AP), Career Technical Education (CTE), and elective courses; number of upper school students with the option to enroll in a CTE course.   To support these measures, Making Waves Academy employs a number of tools, including, but not limited to: high school graduation requirements that are aligned with the A-G requirements for admission to University of California and California State University; a tri-annual audit of all academic credits earned by each student which forecasts pace to high school graduation and early-identifies students in danger of grade-level retention; an annual course selection form; a registration procedure that prioritizes the enrollment of students by grade level, unduplicated student groups, and individuals with exceptional needs.|The extent to which all students at Making Waves Academy have access to, and are enrolled in, a broad course of study is comparable to that of high-performing districts within Contra Costa County. In 2017-18, the California Dashboard reported that in a comparison of the College and Career Indicator measure, Making Waves Academy was awarded a “Blue” performance level, the highest performance level awarded by the state, alongside Acalanes Union and San Ramon Valley Unified School District for the college and career readiness levels of its students. Our upper school graduation requirements are aligned to the A-G requirements, meaning that all diploma recipients are eligible to apply to any University of California and California State University campus based on this requirement for high school coursework completed.|There are no barriers that have prevented Making Waves Academy from providing access to a broad course of study for all students. All students are offered a guaranteed and viable course offering that allows them the ability to complete our high school graduation requirements, which are aligned to the A-G requirements, in four years, and in some cases, five years.   It is worth noting that the school experiences teacher vacancies, and, in those instances, every effort is made to still offer coursework that fulfills University of California Office of the President (UCOP) expectations for A-G approved status, including instances in which the primary method of instruction is through an online platform.|There are no new revisions, decisions, or actions to report in the area of ensuring access to a broad course of study for all students.||2019-10-17|Met|2019
26736920000000|Mammoth Unified|7|The district is beginning to measure course access by: -The number of students who have access to and are enrolled in a broad course of study (including core subject areas and electives)  -The differences in access and enrollment in a broad course of study for students with greater needs such as low-income students, English Language Learners and Low Income students.   In particular, we are working on ways to assess the availability of arts, science, career technical education, and personalized learning (Flex, APEX, Concurrent and Dual enrollment, Independent Study) for students at all grade levels. We are also working on increasing access to advanced coursework including AP and honors courses.|The middle and high school audit the master schedule and student schedules to ensure that students are accessing a broad course of study and that all students meet requirements for access to college and career. Strengths include reclassifying most English Learner students appropriately before entry into high school, which increases the number of English Learners in a broad course of study at the middle and high school levels.  Another area of improvement is the inclusion of students with special needs into the general education program.  Most students with special needs spend a significant amount of time in the mainstream each day, taking regular courses with accommodations and modifications.|Barriers to a broad course of study include the fact that our schools are very small (175 at middle school and 375 at high school), which limits course offerings. We also have limited funding due to a growing budget deficit. However, there is an increased availability of personalized learning programs, including independent study, concurrent and dual college enrollment, and online learning improve the opportunities for our students to access a broad course of study. Unfortunately, the nature of these programs may inadvertently have caused some tracking of students into separate programs. An area of improvement would be finding ways to offer access to personalized learning opportunities to all students for more equitable participation in school programs.|We are currently analyzing our secondary programs to ensure that we are not tracking students, and exploring ways to improve our ability to offer a wide variety of courses and programs to all types of students. Some of the ways that we are working on improving access for all students includes articulation of CTE pathways; course, transcript and grade audits; improvements to our counseling model; and ongoing education to staff, students and parents about the opportunities students have to access secondary programs and preparedness for college/careers.|MUSD is unique in its focus on providing students with a variety of options to complete coursework and graduation requirements. Those options include concurrent and dual enrollment at the local community college, online and blended coursework, alternative education settings in a continuation high school, a "Flex" or independent study program which provides high level athletes with a flexible learning program, and other options. Many students graduate from high school while simultaneously completing their AA degree from the local community college. Supporting staff, students and parents in the articulation of high school to college is a focus area for counseling and academic staff.|2019-10-24|Met|2019
23655730000000|Manchester Union Elementary|7|Manchester School District is a small one-school elementary district with a current enrollment of 44 students 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 district's 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.  Community members have provided opportunities for students to study poetry and bookmaking, music, gardening, nature and mural painting.||2019-11-12|Met|2019
19753330000000|Manhattan Beach Unified|7|MBUSD uses the Aeries Student Information System to monitor the extent to which all students have access to, and are enrolled in, a broad course of study. Counselors and administrators utilize the system to monitor student enrollment and course access numbers based on grade spans, unduplicated student groups, English learners, and students with exceptional needs.|All school sites within MBUSD offer a broad course of study accessible to all students.|MBUSD counselors and administration work to eliminate barriers that prevent student access to a broad course of study. At Mira Costa High School 79.3% of students were deemed prepared for college with an A-G completion rate of 75%. Over the last nine years, MCHS has increased the numbers of seniors who have successfully completed one AP course from 48% to 67%.|MBUSD teachers and administrators respond to industry changes and student interest to examine course offerings. In addition to monitoring access to a broad course of study, MBUSD is working to improve access and offerings in CTE pathways.||2019-06-20|Met|2019
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.||2019-10-08|Met|2019
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.|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.|2019-10-09|Met|2019
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.||2019-10-28|Met|2019
42692290116921|Manzanita Public Charter|7|Manzanita has developed a master schedule which has been implemented school wide.  The new schedule carefully maps out a Tk-6 designated EL period; a re-teaching period for identified essential ELA standards; Spanish language; music, art and PE electives; NGSS science instruction; social studies projects.  In addition, the school's special education program involves a strong inclusion model which encourages access to core instruction for a majority of SPED scholars.  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, trimester essential standards mastery in ELA and Math, as well as performance based projects, concerts, and plays.|Manzanita is a single school district.  As such, we are able to measure, firsthand, student access to a broad course of study.  The LEA's Math and ELA curriculum adoptions are taught at every grade level.  All students have access to this standards based curriculum which also includes cross curricular NGSS and Social studies standards at every grade level.  As mentioned in prior question, the school's master schedule guarantees that all scholars receive access to a broad course of study.|Space is the LEA's potential barrier.  The school's facility space limitations make offering NGSS science experiments quite challenging in current classrooms.  In addition, special education needs which often require sensory or 'quiet' rooms for SPED scholars, is not an option due to limited space on the site.  With limited space, small group instruction is often delivered in the back of classrooms, sometimes as a distraction to large group instructional practices.|The District successfully applied and was granted a Prop 51 school facilities grant.  The rehabilitation grant includes the creation of an outdoor science space that will allow classes to safely access NGSS science standards.  The school's LEA authorizer, Lompoc Unified School District, successfully partnered with Vandenberg AFB to bring the "STARBASE" program to Lompoc.  Manzanita 5th graders will be able to participate in this 'state of the art' science program designed to meet NGSS Science standards.||2019-10-16|Met|2019
12629350000000|Maple Creek Elementary|7|Daily schedules, lesson plan records, assignment logs, report cards, local and state assessments, SARC report, and LCAP all direct and/or document that all students have access to and are enrolled in a broad course of study.|Superintendent presides over instruction and daily use of career readiness skills, which includes all subjects: mathematics, language arts, science, social studies, physical education/health, technology, visual and performing arts. Common Core curriculum and textbooks are provided for all students.|The rural location of the school can provide challenges in recruiting part time staff and specialized services.|The district will continue to provide a broad course of study. The district increased staff salary schedules to stay competitive with surrounding districts.||2019-10-11|Met|2019
15636100000000|Maple Elementary|7|Maple School District is a single-school district with one class at each grade level. Each grade level is housed in a self-contained classroom. All of our students are mainstreamed and are educated with theri peers. Additional support is provided to each student based on individual needs assessments. Support is provided in each classroom by Certificated staff as well as highly trained classified staff.|Maple School District is a single-school district with one class at each grade level. Each grade level is housed in a self-contained classroom. All of our students are mainstreamed and are educated with theri peers. Additional support is provided to each student based on individual needs assessments. Support is provided in each classroom by Certificated staff as well as highly trained classified staff.|Maple School District is a single-school district with one class at each grade level. Each grade level is housed in a self-contained classroom. All of our students are mainstreamed and are educated with theri peers. Additional support is provided to each student based on individual needs assessments. Support is provided in each classroom by Certificated staff as well as highly trained classified staff. The only barriers that we can identify are related to our limited size and number of staff and resources as far as broadening our course of study.|Maple School District is a single-school district with one class at each grade level. Each grade level is housed in a self-contained classroom. All of our students are mainstreamed and are educated with theri peers. Additional support is provided to each student based on individual needs assessments. Support is provided in each classroom by Certificated staff as well as highly trained classified staff. We will conitnue to seek outside sources of funding in order to offer special programs and opportunities for our students.||2019-10-10|Met|2019
34674210137950|Marconi Learning Academy|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-22|Met|2019
51714070000000|Marcum-Illinois Union Elementary|7|Marcum-Illinois EUSD 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 EUSD 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.||2019-10-14|Met|2019
48705816116255|Mare Island Technology Academy|7|The enrollment of students into a broad course of study is monitored by our counseling office.  Student surveys are distributed in order to gather interest in electives.|All students at Mare Island Technology Academy have access to all courses without prerequisites.|Given the size of our school, the greatest barrier to providing access to a broad course of study is the master schedule.|We are constantly striving to improve our ability to create a master schedule that is able to accommodate the interests of the students.  The staff responsible for creating the master schedule has used consultants in the past to acquire the expertise to successfully schedule the students.  Additional PD will be provided as needed.||2019-11-12|Met|2019
31750850117879|Maria Montessori Charter Academy|7|As a public Montessori school that combines both 'traditional' and 'Montessori' materials to teach both the CA State Standards and the Montessori sequence, we utilize scope and sequences by grade level and ability groups for each of our content areas.  We likewise modify our student work plans for all of our students based on individual needs.|Now that we are several years into the implementation of the common core standards, all of our students have access to a broad course of study with appropriate materials to make that happen. Our broad course of study for our K-8 charter school includes math, ELA (reading, language, spelling, and writing), social studies, science, art, performing arts, PE, Spanish, character education, geography, practical life, sensorial development, and our Teen C.E.R.T. program.  Some of the materials we use for each of these topic areas include math (Montessori materials, Singapore & MathScore), ELA (EPS Phonics, Montessori skyscrapers/grammar boxes/other Mont. tools, Literature Groups, Step Up to Writing,  Foresman handwriting, ScootPad), Social Studies (e-studies weekly K-5 and TCI Alive 6-8), Science (e-studies weekly K-5 and TCI Science 6-8), character education (Safe & Caring Schools), Spanish (Duolingo), etc.|Our locally selected measures show that we don't have any barriers preventing us from providing a broad course of study.|We continue to evaluate which programs we are using with our special education and intervention student population, as we want to continue to make sure that our broad course of study is accessible to all of our students.||2019-09-16|Met|2019
15636280000000|Maricopa Unified|7|Maricopa Unified School District uses School-wise Student Information System to track all students courses, grades, and enrollment. All students have access to a broad course of study per grade level.  All students with exceptional needs are provided access to all course of studies. All students are provided with textbooks and materials for full access to Common Core State Standards course content.|As stated above, All students have access to a broad course of study per grade level.  All students with exceptional needs are provided access to all course of studies. The District has one Elementary, Middle, and High school. There are no differences across school sites and student groups in access and enrollment in a broad course of study.|Being a small school district, the master schedule is set up to meet all requirements, however, it may be less flexible than in larger schools.  There are no barriers preventing Maricopa Unified School District from providing access to a broad course of study for ALL students.|As stated above, All students currently have access to a broad course of study per grade level.  All students with exceptional needs are provided access to all course of studies.|Criteria: MET  All students attending MUSD schools have full access to a broad course of study per California Education Code for Grades 1-6 and Grades 7-12.|2019-10-10|Met|2019
21102150000000|Marin County Office of Education|7|As an Alternative Education Program that currently serves just over 50 students, we create student programs that address individual academic needs in order to ensure success in attaining a high school diploma and beyond. We program all students into the core academic subjects as needed, and they also have options for three elective courses, some of which are aligned to core learning. We have developed partnerships that allow teachers to create project- and problem-based learning experiences that tie student interest and community connections into the core subjects. We take all students on expeditions to engage them in learning outside of the classroom.|All students have access to all of our classes and do not miss core classes or electives for any other academic program.|Often, students come into our program with significant gaps in earning necessary learning and credits towards graduation. In order to ensure they graduate as close to on time as possible, we must program them into classes that fulfill graduation requirements, and this may restrict their access to other classes.|We have hired a new core teacher in History/Social Science which will both improve access for students, as well as provide other teachers with more planning time throughout the week. We are honing our use of flexible time and groupings to ensure that students have access to fill in gaps, and also have access to as broad a course of study as possible.||2019-10-15|Met|2019
22102230000000|Mariposa County Office of Education|7|Mariposa County Office of Education and 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.College credit courses are also available in addition to a variety of CTE pathways.  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. In the 2018-2019 school year MCUSD added a Child Development pathway to Mariposa High School as interest was determined from a student survey.This has progressed over time as MCUSD has continued to focus on college and career readiness at all of our school sites.|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 these challenges, all of our students are receiving access to a broad course of study.   We are also working with our Alternative Education High School and our K-12 homeschool program to ensure that they have access to a broad course of study be making sure that they have opportunities to push in to courses at our comprehensive sites as appropriate as well as access to online curriculums through Cyber High and UC Scout. We continue to work on ways to integrate career exploration in our 7th and 8th grade programs to collect data regarding potential future CTE pathways as well as helping them get started on an area of interest in the middle school years.|We continue to work on ways to integrate career exploration in our 7th and 8th grade programs to collect data regarding potential future CTE pathways as well as helping them get started on an area of interest in the middle school years. We are looking into curriculum for this as well as a district wide advisory period. We are also discussing if our alternative education and homeschool programs should move physical locations in order to give them more opportunity to take courses at the comprehensive sites. We continue to reach out to community partners who may be interested in teaching courses through our schools to further options for CTE pathways. We also continue to explore partnerships with local universities and junior colleges.||2019-10-10|Met|2019
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.College credit courses are also available in addition to a variety of CTE pathways.  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. In the 2018-2019 school year MCUSD added a Child Development pathway to Mariposa High School as interest was determined from a student survey.This has progressed over time as MCUSD has continued to focus on college and career readiness at all of our school sites.|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 these challenges, all of our students are receiving access to a broad course of study.   We are also working with our Alternative Education High School and our K-12 homeschool program to ensure that they have access to a broad course of study be making sure that they have opportunities to push in to courses at our comprehensive sites as appropriate as well as access to online curriculum through Cyber High and UC Scout. We continue to work on ways to integrate career exploration in our 7th and 8th grade programs to collect data regarding potential future CTE pathways as well as helping them get started on an area of interest in the middle school years.|We continue to work on ways to integrate career exploration in our 7th and 8th grade programs to collect data regarding potential future CTE pathways as well as helping them get started on an area of interest in the middle school years. We are looking into curriculum for this as well as a district wide advisory period. We are also discussing if our alternative education and homeschool programs should move physical locations in order to give them more opportunity to take courses at the comprehensive sites. We continue to reach out to community partners who may be interested in teaching courses through our schools to further options for CTE pathways. We also continue to explore partnerships with local universities and junior colleges.||2019-10-10|Met|2019
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, reports cards, IEPs and administrative observation.|All students have access to and are enrolled in a broad course of study at each school site in the District.|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 completed a full adoption and implementation of Mathematics curriculum during the 2018-19 school year and is beginning implementation of supplementary programs at each site.|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 supplementary intervention and supplementary English Language Arts curriculum as outlined in the LCAP.||2019-10-16|Met|2019
49708050105890|Mark West Charter|7|Mark West Charter uses a variety of tools to track the extent to which all students have access to and are enrolled in a broad course of study.  The StudySync program is common core aligned and used to instruct, track progress, and monitor learning of English language arts skills and English language development for students who are learning English as their second language.  Similarly, the Big Ideas program is aligned to common core state standards and is the primary tool used for instruction, to track progress, and monitor learning in the area of mathematics for all students.  Other areas of study are locally and collaboratively designed by teachers using related state standards for guidance.  All students, including unduplicated student groups and students with disabilities, have access to the grade level broad course of study.  Additionally, enrollment in the broad course of study of each student is maintained in the district’s student information system as well as the district’s electronic assessment database.  Locally determined measures to track progress include benchmark assessments.|All middle school students have access to and are enrolled in the broad course of study that corresponds to their grade level.  Students who may struggle with grade level access to their course of study, such as English learners and students with disabilities, are provided scaffolds, such as accommodations and intervention support, to enable access to skill or concept.  These scaffolds are gradually removed as students become better able to meaningfully access their course of study.  Currently, approximately 4% of students require scaffolds as a result of disability and approximately 3% require scaffolds due to learning English as a second language.  These figures represent a slight reduction in students requiring scaffolds to support access to broad course of study compared to the year prior.|Access is provided for all students, however for students for are lower level English learners, they may struggle more because of their level of cognitive academic language proficiency.  Also, lack of English proficiency within the home environment may limit homework support.  For students with severe disabilities, the type and level of severity of disability can impede their access to the course of study.|In order to support access to English learner students, the school has implemented homework support program, academic academy elective, math support for 7th grade, and directed  studies class.||2019-12-04|Met|2019
49708050000000|Mark West Union Elementary|7|The Mark West district uses a variety of tools to track the extent to which all students have access to and are enrolled in a broad course of study.  The Wonders program is common core aligned and used to instruct, track progress, and monitor learning of English language arts skills and English language development for students who are learning English as their second language.  Similarly, the Math Expressions program is aligned to common core state standards and is the primary tool used for instruction, to track progress, and monitor learning in the area of mathematics for all students.  California Science and California Vistas social studies programs continue to be used with all students, as well, however the district plans to pursue a new science program in 2021 and a new social science program shortly thereafter.  Other areas of study are locally and collaboratively designed by teachers using related state standards for guidance.  All students K-6, including unduplicated student groups and students with disabilities, have access to the grade level broad course of study.  Additionally, enrollment in the broad course of study of each student is maintained in the district’s student information system as well as the district’s electronic assessment database.  Locally determined measures to track progress include Accelerated Reader, Dynamic Indicators of Basic Early Literacy Skills, Degrees of Reading Accuracy, Writing Sample, and Trimester Benchmark Assessments.|Regardless of school site and student group, all K-6 students have access to and are enrolled in the broad course of study that corresponds to their grade level.  Students who may struggle with grade level access to their course of study, such as English learners and students with disabilities, are provided scaffolds, such as accommodations and intervention support, to enable access to skill or concept.  These scaffolds are gradually removed as students become better able to meaningfully access their course of study.  Currently, approximately 11% of students require scaffolds as a result of disability and approximately 13% require scaffolds due to learning English as a second language.  These figures represent a slight reduction in students requiring scaffolds to support access to broad course of study compared to the year prior.  Less than 1% are unable to access their broad course of study because of the level of disability.|Access is attempted for all K-6 students, however for students for are English learners, lack of the English language hinders access and progress.  Also, lack of home support in English for schoolwork or homework hinders progress for these students.  Moreover, for many English learner students, lack of parental knowledge of school processes and expectations can be a barrier for student access to course of study in content areas.  For students with severe disabilities (representative of less than 1% of the student population in the district), the type and level of severity of disability can impede their access to the course of study.|In order to support access to English learner students, the schools have implemented before & after school homework clubs, a summer school program to front load learning for English learner, and an increase in parent education trainings in Spanish.  This is occurring in tandem with a continuation of intervention supports during the school day.  For students with disabilities, inclusion training for general education teachers will be implemented.  Also, enhanced staffing to support student will be fully trained in positive behavioral support, inclusive practices, and in supporting modified instruction.  As appropriate, IEP teams may determine an alternative course of study to be appropriate for specific students with severe disabilities.||2019-12-04|Met|2019
19647336018063|Marquez Charter|7|Marquez Charter School utilizes the LAUSD program MISIS to ensure that students are enrolled in a broad course of study.  As an elementary school, the MISIS program makes it easy for the school to program our students into the correct grade level.  Annually, the grade level teachers will organize the students into the next year's grade level classes.  Then the office staff will program the information into MISIS assigning students to classes for the next school year.|Marquez follows the LAUSD policies and procedures for implementing a broad course of study, which are aligned to the Common Core State Standards.|There are no barriers preventing Marquez Charter School to providing access to a broad course of study for all students.|N/A||2019-11-14|Met|2019
43693936046619|Marshall Lane Elementary|7|||||||Not Met|2019
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 four 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. Therefore, 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.|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 music or PE. When it is necessary for there to be pull out support or intervention periods, all elementary schools strive to 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 an elective wheel 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. MUSD offers a variety of AP classes ranging from World Languages, Computer Science, Math, English for students at the High School level and provide financial support for AP Testing. Tutoring is available for students to prepare for AP testing. MUSD also covers the cost for all 10th graders to take the PSAT.|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). 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 a specific class. Administration across all sites have an understanding of how such factors can pose barriers for students and work to mitigate the impacts.|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 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. This will ensure 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.||2019-10-28|Met|2019
49402466051932|Mary Collins Charter School at Cherry Valley|7|||||||Not Met|2019
49708626051932|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 - 5th 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 6th - 8th also have a broad course of study which include: English, Social Studies, 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.||2019-11-12|Met|2019
58727365830138|Marysville Charter Academy for the Arts|7|Local review of course, AERIES data, A-G enrollment and Pass rates, AP course enrollment & completion, CCI indicator, Dual enrollment and Seal of Biliteracy completion data are evaluated to assure access to a broad course of study.|Diverse educational options exist to create a broad course of study in MCAA. While access is available, rates of our identified subgroups enrolled in the most rigorous course of study leaves room for improvement. Increased offerings in diverse courses such as CTE pathways, Language and AP have been added to address student needs.|Students have access to a broad course of study. Working to close achievement gaps, best practices in the classrooms will be utilized. Strong connections to the home helps us achieve our goals at a higher rate.|This year's response will be to continue training in working with students that have educational deficits, while utilizing culture building strategies to further engage families in supporting our school and learners in achievement.||2019-10-08|Met|2019
58727360000000|Marysville Joint Unified|7|Local review of Course Catalogues, AERIES data, A-G enrollment and Pass rates, AP course enrollment & completion, CCI indicator, Dual enrollment and Seal of biliteracy completion data are evaluated to assure access to a broad course of study.|Diverse educational options exist to create a broad course of study in MJUSD. While access is available, the rates of our identified subgroups enrolled in the most rigorous course of study leaves room for improvement. Increased offerings in diverse courses such as CTE pathways, Language and AP have been added to address student needs.|Students have access to a broad course of study. Working to close achievement gaps at the primary grades would facilitate all students accessing the broad course of study. To accomplish this task best practices in classrooms will be utilized. Data supports sites that have strong connections to the home achieve these goals at a higher rate.|This years response will be to continue training in working with students that have educational deficits, while utilizing culture building strategies to further engage families in supporting our schools and learners in achievement.||2019-10-08|Met|2019
19647330126136|Math and Science College Preparatory|7|To graduate from Math and Science 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. As a STEM school, our students have access to rigorous enrichment electives in Engineering, Biomedical Science, and Computer Science where they are exposed industry relevant knowledge and skills. In addition, students who have been identified as requiring additional supports are enrolled in need-specific electives including but not limited to ELD, intervention classes, resource classes, and more.|All students at Math and Science College Prep, including ELs, students with disabilities, and all other subgroups, have access to a broad course of study. All new students are given a placement test which determines if they should be placed in a need-specific elective like English Support or Procedural Math or a STEM enrichment course like engineering, biomedical science, or computer science. Our hope is that with a year of the support class the student will make enough gains to then enroll in a STEM enrichment the following year. Course enrollment for the 2018-19 school year shows more than 70% of students were enrolled in at least one STEM enrichment course that year. In addition, we are continuously evaluating our course offerings to meet the needs of our students, adding courses like College Exam Prep for juniors and more AP courses.|Math and Science College Prep is currently able to offer access to a broad course of study to all enrolled students.|Math and Science College Prep continuously evaluates our course offerings to meet the needs of our students. As students enroll in increasingly more STEM electives, we have been adding to our STEM course offerings each year. Last year we added AP Computer Science A and Medical Intervention. This year we added the 4th level computer science course, Cybersecurity, and 4th level biomedical science course, Biomedical Innovation.||2019-02-06|Met|2019
19647330137562|Matrix for Success Academy|7|||||||Not Met For Two or More Years|2019
12753820000000|Mattole Unified|7|Mattole Unified School District tracks progress in meeting Priority 7 standards by routinely 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 School Pathways student information system identify access and enrollment based upon grade spans, unduplicated student groups and students with special/exceptional needs.  Quantitative data reflecting the percent of students with access to and/or enrolled in a broad course of study are collected and analyzed throughout the school year.|For the 2018/2019 school year, 100% of Mattole USD students had full access to a broad course of study as defined by California Education Cod 51210 and 51220 (a)-(i).  All Mattole USD students in grades TK-12 are enrolled in a board course of study.  Both elementary schools and our high school offer access and enrollment in the seven state areas identified (English Language Arts, Mathematics, Science, Social Studies, Arts, Physical Education, Health) as well as an additional area of study - Language other than English (Spanish, German).  All graduating secondary school students at Mattole Triple Junction High School met all of the A-G requirements in 2018/2019 and the high school is fully accredited by WASC.|There are no barriers preventing Mattole USD from providing access to a broad course of study for all students at this time.  Our small size allows us to provide a personalized, high quality, full and broad educational experience to all TK-12 grade students at our two elementary schools and our high school.|We will continue to make revisions, decisions and provide any necessary new actions at any time during the school year if there is any evidence indicating that there are students who are not receiving a broad course of study.||2019-10-10|Met|2019
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.||2019-05-08|Met|2019
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.  A potential barrier will be finding the appropriately credentialed teacher to teach a Foreign Language course.|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.||2019-10-08|Met|2019
47704090000000|McCloud Union Elementary|7|McCloud Elementary School consists of approximately 60 students, five teachers and 8 support staff.  Because the 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; .6 FTE & .4FTE).  The LEA offers all students ELA, math , science, history/social studies, physical education, and enrichment in art, music and sports.  The school wide configuration is that of an elementary school with Kindergarten through 8th grade; we do not function separately as elementary and middle 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.  Because our school has an enrollment of less than 100 students, those with learning disabilities or exceptional needs (1 SED student) are served by our contract with the Siskiyou County Office of Education Resource Program.  Specialists we contract for include: resource specialist, speech therapist, occupational therapist 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. The LEA does not have any English Learners or other subgroups of students.  The LEA has an abundance of academic resources for all subjects including textbooks, magazines and online curriculum for science, history and grammar.  The school has plenty of technology for students to access resources and online curriculum; the ratio is 1:1 (student:computer).  As noted in priority 2, the LEA is an elementary school and the master schedule and limited staff do not allow for world language instruction, career-tech education and or health education above and beyond sexual health (Positive Prevention Plus) which is taught in 7th and 8th grade as mandated.|Other than world languages, career-tech education and a separate health studies course, the LEA is able to offer all academic subjects required of 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/junior high), limited staff and credentialing for those courses of study that would normally be offered at high school level, not elementary level.  If the LEA had more staff, perhaps it would be able to offer those courses, but most likely, additional support for cores 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 the combination classes. The LEA will use the 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, through out the year to serve all students and students individual needs.||2019-11-13|Met|2019
15739080000000|McFarland Unified|7|Our LEA uses Aeries as our Student Information System. All students are afforded a broad course of study that includes opportunities for core A-G subjects, ELD (if applicable), CTE courses, music, and other electives. Aeries helps us ensure each students class schedule is representative of this.|All students have access to a broad course of study at all sites. Our high school and junior high school switched their daily schedule  a few years ago allowing students in ELD access to elective classes that may not have been available otherwise.|The one site that has posed some issues in this area is our continuation school, where some of our CTE offerings have proven difficult to incorporate,, but we are working on system to allow that.|Our principals continually review there scheduling to ensure the most access possible for all students. This is a high priority for us.|We have the highest graduation rate in Kern County, over 99%, which we feel is a good indication that our students are accessing the courses they need at our high school.|2019-10-08|Met|2019
37683386113211|McGill School of Success|7|Given our high percent of English Learners (70%), McGill uses the state CAASPP and ELPAC exams to determine how English learners are served.  Our EL Coordinator and EL Instructional Aide monitor student progress using our ELAC's approved EL Monitoring Sheet.  Students are observed and their academics tracked up to 4 years after reclassification. Likewise, our Special Education students are measured with CAASPP and progress on IEP Goals to determine their advancement toward the standards.    As a 7 Habits of Happy Kids site, we use Student Leadership Binders to graph student progress and growth in the various content areas.  We currently do not have Foster or Migrant students enrolled.|All students participate in the general education program.  All students receive Common Core instruction with support based on their individual needs. All students receive 2hrs of music, 2 hrs of Dance PE.  Our K, 1, and 2 grade students receive 2hrs of Spanish Enrichment a week during school hours, while our 3rd-5th graders receive it during our extended day program.|The only area in which we have not provided equitable access to a broad course of study is in Spanish Enrichment during the school hours.  Given the importance to teach ELA and Math in the early hours of the day, we have a limited time in the afternoon to expose our students to course study in Spanish.  While we do offer it during our extended day, not all 3rd-5th graders stay after school.  Others need academic support and attend tutoring.  McGill has not looked into other options for the moment being that this is not a mandated course of study.  Nonetheless, McGill's commitment to equity will have us seek an alternative extended learning opportunity to provide all students access to Spanish Enrichment.|To support struggling and English learners, McGill has hired instructional aides to support teachers inside the classroom.  Seeing how students continue to struggle with reading proficiency, McGill contracted with Reading Plus, a proven online supplemental program to build students' reading stamina and comprehension.  Reading Plus has demonstrated to increase student reading proficiency and at a fraction of the cost of other programs.    During the 2019-2020 school year, we purchased curriculum that is better aligned to teach Common Core ELA/ELD Standards.  Next year, McGill will purchase GoMath for K-3rd in order to have a K-5th alignment.  We will continue using Aleks and add Khan Academy as online math support programs.  We have also purchased 90 additional laptops, 7 Promethean boards, microscopes and other science-related equipment to allow hands-on experience with technology.  To encourage student exploration with the state standards, we have integrated Project-Based Learning and guest speakers connected to the Units of Study.  By making content relevant and alive, student curiosity and residual learning will be promoted.   To provide a well-rounded program, McGill has partnered up with local visual artists and the San Diego Ballet to enrich students' creativity and exposure to the arts.   Lastly, we initiated our Spanish Enrichment program to motivate students to maintain their heritage language (70% ELs, 79.5% Latino) and/or develop multilingual skills in this global society.||2019-06-13|Met|2019
12629500000000|McKinleyville Union Elementary|7|MUSD uses the Master Schedules of each school site to ensure that all students have access to and are participating in a broad course of study. As a TK-8th grade district, our elementary schools serve students in self-contained classrooms. Students with exceptional needs (IEP or 504 Plan) receive their educational program in accordance with their plan. These plans include identified accommodation, modifications and opportunities for inclusion into the general education classrooms through a push-in model whenever possible. At our middle school, we utilize the master schedule to provide opportunities to rotate through 7 classes per day with appropriately credentialed teachers. Students are enrolled in English Language Arts, math, science, social science, advisory, electives and physical education. Our district also has targets for student accessibility to appropriate technologies over the course of their educational journey. Further, we offer music instruction at all grade levels and art instruction at our Dow's Prairie campus. We offer parents the flexibility to chose from one of two educational programs; our Spanish Language Immersion Program or our Traditional STEAM based program.|All students are provided the Board approved curriculum and a broad course of study including English Language Arts, math, science, social science and physical education. Further, we offer art and music instruction at all three of our schools. Our classes are heterogeneous and we try to ensure there are equitable distributions of students in each class. We have observed that our Spanish Immersion program typically has fewer students per class due to attrition over time. This is an area we are actively working to address. Students with IEP's are integrated into the general education program as prescribed by their IEP. All middle school students rotate through their day to receive instruction from appropriately credentialed teachers. In addition to the core requirements, students in middle school get to chose from among four electives each semester.|MUSD does not currently have any barriers in being able to provide access to a broad course of study for all students.|No identified changes are needed at this time beyond a deeper review into the variables impacting varying class sizes between our Spanish Immersion Program and our Traditional STEAM Programs. This is an area of interest for our district.||2019-10-24|Met|2019
15636510000000|McKittrick Elementary|7|Due to McKittrick Elementary’s small size no tool is required to track the extent to which all students have access to, and are enrolled in a broad course of study.|McKittrick Elementary is a single-site school district.  Currently, 100% of the 79 students enrolled have complete access to and are enrolled in a broad course of study. This includes all 32 of the district’s current unduplicated students.|No barriers currently exist that prevent any of the district’s 79 students from having access to a broad course of study. At McKittrick Elementary School District 100% of the 79 students have access to a broad course of study.  Every student has their own personal copy of the ELA, Math, Science, History, and health textbooks.  100% of the 79 students have the use of their own personal electronic device|The district will continue to create an environment that retains the best staff.   The district will continue the current textbook adoption schedule.  The district's classes are all self-contained combo classes.||2019-10-10|Met|2019
24657630000000|McSwain Union Elementary|7|The locally selected measures used by the LEA to track the extent which all students have access to a broad course of study are tracked by the LEA according to the course codes provided by the state of California.  These are tracked through the student information system (Aeries), where we can view grade spans, unduplicated student groups and programs for students with exceptional needs.|All students, TK-8 have access to a broad course of study.  As a single-school district, we are able to work together with grade level teams and LEA representatives to meet the needs of all students.  Our general education and special education teams work diligently to expose students to grade level standards in all areas, regardless of the individual needs of the child.|Barriers making a broad course of study more difficult to deliver to all students are mainly due to difficulty finding teachers who are appropriately credentialed in subject matter areas.  At a small school in a single-school district, there are challenges when it comes to finding qualified teachers, especially in single-subject content areas.  None of our teachers are misassigned now, but we anticipate this being a challenge moving forward.|The LEA will be checking teacher credentials through  California Longitudinal Pupil Achievement Data System (CALPADS) and California Commission on Teacher Credentialing (CCTC) annually.  This will guarantee that students are being served by teachers who are qualified to deliver a broad course of instruction.||2019-10-08|Met|2019
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. Additionally, students with exceptional needs such as the need for Special Education, Gifted and Talented Education, and English Language Development are provided appropriate services, accommodations, differentiated curriculum, and individualized learning plans.|As an independent charter 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. Teachers successfully monitor all student progress, provide differentiated curriculum to meet the needs of all students.  Students who are reported to need extra assistance in specific areas are provided additional academic support from the Response to Intervention Teachers.|All MATES students have access to a broad course of study.|To ensure access to a broad course of study for all students, MATES provides all students an integrated, thematic approach to learning.  Students in need of extra assistance may offered  Response to Intervention, and may be invited to participate in an after school Homework Lab.||2019-10-21|Met|2019
13631980000000|Meadows Union 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 our LEA 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. Our LEA 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 our LEA 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 TK-8 students have access to a broad course of study.  In addition to a broad course of study students participate in the Art, Music, Physical Education program which provides additional enrichment opportunities for all TK-8 students.  Students who are struggling academically have the support of push-in Instructional Aides, a Resource Teacher, 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 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 2019-20 the LEA will provide teachers, Special Education teachers and support staff, 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 grade levels.||2019-11-12|Met|2019
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 the students have access to courses.|Students enrolled in the Community School have access to a variety of online programs 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.|Electives are being offered in  the afternoon at our Community School. 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.|This year students are participating in a Job Club to explore different career options.  The summer work program was also offered to students. 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 and internship opportunities.||2019-10-14|Met|2019
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 2018-19, 78% of our high school students enrolled in a CTE class. • 12 out of 17 CTE classes (71%) 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||2019-10-17|Met|2019
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 special needs 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; however, it should be noted that components of Health education are integrated with in other core offerings to provide exposure to this subject matter. 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 special 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 offering Health Education through an integrated approach and limited. 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 a consistent offering of Health Education.||2019-10-23|Met|2019
33671160000000|Menifee Union Elementary|7|The Menifee Union School District, (TK-8), uses the Illuminate Student Information System (SIS), Special Education IEP System (SEIS), and the Master Scheduling process to ensure participation and enrollment for all students in all required subject areas to meet the requirement of a broad course of study. The MUSD Education Services Department team members, along with Site Administrators, routinely analyze disaggregated student performance data, (SBAC, MUSD Benchmark Assessments, and Unit Assessments) to track student progress and develop supports to ensure student success and full participation.  Students in Transitional Kinder through Fifth Grade attend our elementary school sites.  The broad course of study for English Language Arts, Math, Socials Studies, Science and Physical Education is monitored by site principals and required minutes are tracked for physical education.  In addition to the required content areas, MUSD has also included weekly music lessons for grades third through fifth and Social-Emotional curriculum and instruction for each grade level.  Students in grades Six through Eight attend middle schools in the Menifee Union School District where their schedules include the broad course of study as well as a rich and continually developing offering of electives.  During the summer of 2019, teachers from all four middle schools attended Coding and STEAM training resulting in new offerings for electives in Coding and Arts/Engineering electives.  Music, Band, and Choir programs also flourish in our middle schools which are very inclusive environments.  Leadership opportunities abound with student council and WEB, (Where Everyone Belongs), sections at each middle school as well.|Inspection of District's Illuminate demographic data, disaggregated by unduplicated student groups, and individuals with exceptional needs enrolled in specialized programs, the District identified 3.5% of our students enrolled in Special Day Classes (SDC) or a non-public school.  All other unduplicated student groups, Foster and Homeless Youths, and English Language Learners are enrolled in the District's broad course of study in all areas and across sites. The District makes every effort to ensure that students enrolled in a special day classes have access to the grade-level curriculum and mainstreaming opportunities, as determined by individual needs and decided by IEP, (Individual Education Plan), teams.|Root cause analysis, as identified by previous years' Performance Indicator Review, linked the barriers to a lack of District’s Multi-Tiered Systems of Support, differentiated instruction, and Universal Design for Learning, preventing a small percentage of students with exceptional needs from accessing the full grade-level curriculum in general education classes.  Additional barriers that prevent MUSD from providing access to a broad course of study to a very small percentage of our students include chronic absenteeism, and extreme social-emotional or medical needs.|The District is in the planning process of reviewing and revising the District’s Multi-Tiered Systems of Support to increase student outcomes through comprehensive differentiated instruction, social-emotional learning, academic interventions, and universal design for learning to support all students and engagement in the District’s broad courses of study. This year, as part of developing the District's Multi-Tiered Systems of Support, the focus has been bilateral; that is, targeted in developing teachers' proficiency in analyzing student performance data and supported by curriculum with dedicated time in the weekly schedule to directly teach social-emotional skills/coping strategies.  By engaging in Data Talk protocols and social-emotional instruction, students receive a well-rounded approach to academic and personal development.  Data Talk protocols tied to end of Unit assessments in English Language Arts and Math are designed to help teachers and grade-level teams identify students meeting and exceeding standard expectations as well as students not meeting standard requirements. The goal is to focus on grade-level instructional targets to drive the implementation of differentiated instruction, Universal Design for Learning, and provide additional interventions through small fluid groups linked to grade-specific claims and standards, delivered in the General Education setting.  Students are supported as learners to meet increasing demands of persistence and determination while participating in group and class discussions on being their personal best and meeting personal and academic goals.||2019-10-22|Met|2019
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.. 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.|Last year we began 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.  We are continuing with this work with a focus on ELs with IEPs.||2019-10-24|Met|2019
24657710000000|Merced City Elementary|7|The LEA uses an analysis of the Master Schedule, to include participation in extended day activities, to track the extent of access to a broad course of study to students (all grade spans TK-8, unduplicated and students with special needs), as its metric.|An analysis of the Master Schedule indicates students have access to a broad course of study.  Additionally, a schedule of minute requirements met is submitted to the Educational Services Department yearly.  All students access English Language Arts, Mathematics, Science, History/Social Science, Physical Education and Fine Arts.  In the elementary grades Fine Arts are delivered through the structure of a self-contained classroom.  Differences in reporting exist, based on unique school/class structures.  Examples include the self-contained elementary TK-grade 3 at Franklin School, service of grades 3-6 exclusively at Joe Stefani School, service of grade spans K-6 at the Community Day School, as well as the middle schools.  6th grade students, housed at elementary sites, and middle school students in, grades 7 and 8, are scheduled period by period:  In contrast elementary students in grades K-5 are scheduled as self-contained.  Intervention in English Language Arts and Mathematics is scheduled during the school day.  Extended learning opportunities are offered before and after school, and at some sites during the lunch period.  Progress over time includes the District's, "ALL means ALL," initiative; which emphasizes attention to the inclusion of students with any special need.|None|None||2019-09-10|Met|2019
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.|There are no differences to access to a broad course of study across the school sites and among the student groups within the LEA.  Our students on Independent Study have Individual Learning Plans and transcript reviews with their counselors and teachers to ensure their enrollment in a broad course of study.|There are no barriers at this time in providing access to a broad course of study to all of our students.|To ensure access to a broad course of study for all students our LEA has implemented CTE course accessibility to our Independent Study students in the 2018/19 school year. To ensure access to a broad course of study for all students in a 21st century learning environment, our LEA has implemented 1:1 technology devices to access the school’s online curriculum, as well as have access to online resources.  To better support our Independent Study students in the home learning environment, additional purchases of WiFi devices will allow access at home, so students may maintain connectivity to the Internet even when not on school grounds.||2019-10-21|Met|2019
24737260000000|Merced River Union Elementary|7|Our district is a rural district consisting of TK-8 the grades and each teacher in each grade level teaches all subjects in a self-contained classroom. All students across all grade spans have access to all curricular areas. All students designated as English Learners have access to all curricular areas with English Learner strategies embedded in all subject areas. All staff is continually provided with professional development in order to best support all students in all content areas. Students on Individualized Education Plans (IEPs) receive both push-in and pull-out support provided by our resource support teacher and 5 classroom aides. Our curriculum for the various academic areas contains support strategies to best support English Learners and students on IEPs.|The district remains committed to providing all students with a top-notch rigorous education program.  The district maximizes its LCFF and LCAP funds to ensure that all students have the resources needed to succeed.  The funds help provide each student with a Chromebook or Ipad device to access throughout the day as needed for the various programs used.  The district also uses it funds to add additional student supports by hiring extra instructional aides. The aides provide one to one small group support to students on IEPs or students identified as needing school-based services.  The district does not have any students identified as Foster Youth but has identified services in the LCAP for students identified as Foster Youth.|There are no barriers preventing students from access to a broad course of study. We are a single rural school district with one class per grade level with all classes being taught by a teacher with a multiple subject credential.|With there being no barriers preventing students from access to a broad course of study the district will monitor that all students have access to a broad course of study.||2019-10-14|Met|2019
24102490106518|Merced Scholars Charter|7|MSCS 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 their teacher and/or school academic counselor to develop an Individual Learning Plan (ILP) that includes both short- and long-term goals around education, career, and support opportunities. The ILP is the local measure to ensure students have access to a broad course of study. Further, high school students also develop a four-year plan to ensure they are on track and enrolled in the courses of study necessary to complete high school.  Progress reviews of the goals on the ILP are conducted by counselors and teachers with students three times per school year (Initial, Mid-Year, End of 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.|There are no differences of access to a broad course of study among the student groups. (Note: As a charter school, MSCS is essentially a single site LEA, so there is no need to address access across multiple school sites.) The ILP for all students (and the four-year plan for high school students) is the same for students of all backgrounds. Students who enroll in the school are provided the same curriculum and courses as that of their peers in the corresponding grades. Changes are made to the curriculum and courses based on a number of factors. For all students, this would include quarterly review of grades, assessment data, teacher input, and parent input. Further, for high school students, a transcript review by the counselor and/or teacher would consider credits attained and needed in order to graduate. All of this information is reviewed three times per year by the teacher and counselor, so that students are in the proper courses of study to ensure academic progress and completion.|There are no barriers at this time in providing access to a broad course of study to all of our students.|To ensure access to a broad course of study for all students in a 21st century learning environment, MSCS has implemented 1:1 technology devices for all students. Through the use of the 1:1 devices, students will be able to access the school’s online curriculum, as well as have access to online resources to better support the student in the home learning environment. Additional purchases of WiFi devices will allow students to have access at home, so they may maintain connectivity to the Internet even when not on school grounds.||2019-10-21|Met|2019
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, world languages, 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 Analytics. Schools can develop group-specific|All students in MUHSD have access to a broad course of study. In 2018-19, MUHSD staff adopted a 7-period day schedule, adding 4 courses per year for every student. The new schedule allows English learners, students with exceptional needs and other struggling student groups to make up credits, access additional support or enhance their school day with a class that matched their interests. Students with exceptional needs earn credits that fulfill graduation rather than certificate of completion requirements. English learner students spend a smaller proportion of their day in English Language Development classes because of additional periods.The master scheduling process is the same at all of the school sites.|With the adoption of the 7-period day, one of the significant barriers caused by a limited number of sections was addressed. All students have access to a broad course of study.|Now that MUHSD have experienced a 7-period day for one school year, there will be adjustments made to reduce  negative impacts such as shorter lunch periods etc. School staff members and administrators will study the positive outcomes of the schedule change and create additional interventions and opportunities for students.||2019-10-09|Met|2019
51714150000000|Meridian Elementary|7|As a single school district with an enrollment of less than 70 students in grades TK-8, we have measured how our students have access to a broad course of study by modifying our schedule to include all courses mandatory and beyond for all students including unduplicated student groups.  We have ensured both intervention and enrichment opportunities for all students while paying specific attention to unduplicated pupils.  Additionally, we have been able to modify a daily schedule while utilizing all qualified staff to ensure students are engaged in a fully broad course of study including enrichment courses as well as core courses.  We measure the effectiveness of the course selections by adhering to the CDE guidelines as to a broad course of study.|As stated previously in section one, as a single school of less than 70 students, all students have equal access and are enrolled in a broad course of study that is the same for all students.  We differentiate only in whether students need intervention or enrichment dependent on individual needs.  We especially identify the needs of our unduplicated pupils and groups.|The only barriers that we encounter is that with limited staffing, we cannot provide a larger elective selection to all students, especially our middle school age students who do not have an elective "menu" to choose from in scheduling as a larger school would have.|The next steps would be to survey the students as to whether they would like to have a change in a couple of the electives in whether we would want to rotate out of a couple of the electives in coming years and expand electives.  Additionally, we are looking at potential addition of CTE/ROP programs in coming years depending on accessibility from County programs.|We feel that at Meridian Elementary, we are ahead in providing opportunities for a broad course of study beyond what other schools can offer as we have scheduling flexibility to be able to offer a broader course of study to all our students beginning with our TK students through eighth grade.|2019-10-10|Met|2019
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.|Based 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 of funding and access to appropriately credentialed teachers in specific areas (e.g., art. choir, foreign language, etc.).|The District has taken advantage of ongoing 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.||2019-10-15|Met|2019
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, 100% of parents at least somewhat agreed that the entire school staff demonstrate an expectation that all students can learn and perform well in school – 88% of those responses made up agree and strongly agree.|Due to the nature of online study, all students have access to a full range of curriculum as well as enrichment of their choosing.  With a fully implemented MTSS model, the needs of exceptional and struggling 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 expanding Career and College searches, STEM clubs and events, and a rotating selection of exploratory classes.  Further, our curriculum continues to be developed based on feedback from students and teachers and refined to align even closer to standards (Common Core, NGSS, etc.)||2019-09-10|Met|2019
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, 100% of parents at least somewhat agreed that the entire school staff demonstrate an expectation that all students can learn and perform well in school – 88% of those responses made up agree and strongly agree.|Due to the nature of online study, all students have access to a full range of curriculum as well as enrichment of their choosing.  With a fully implemented MTSS model, the needs of exceptional and struggling 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 expanding Career and College searches, STEM clubs and events, and a rotating selection of exploratory classes.  Further, our curriculum continues to be developed based on feedback from students and teachers and refined to align even closer to standards (Common Core, NGSS, etc.)||2019-09-10|Met|2019
19647330127977|Metro Charter|7|||||||Not Met For Two or More Years|2019
16639586113120|Mid Valley Alternative Charter|7|Parent Survey results from September 2019:  88% of parents strongly agree/agree that their child’s teacher has explained what their child is expected to learn in their current subject and grade level. 96% of parents strongly agree/agree that they make sure their child does their homework. 99% of parents strongly agree/agree that they remind their child the importance of getting a good education. 94% of parents strongly agree/agree that teachers work closely with parents to meet students’ needs. 92% of parents strongly agree/agree that teachers and other staff share ideas with parents on how they can help their children learn at home. 92% of parents strongly agree/agree that teachers in this school have high expectations that my child will learn. 87% of parents strongly agree/agree that their child receives adequate additional academic support beyond the classroom instruction.  The LEA sought input from a parent survey.  The district is a TK-8th grade school site.  Students are all enrolled in a broad course of study.  All students in each grade level are enrolled in the same courses (ELA, math, social studies, science…)  All students participate in physical education 2 class periods per week.  All students have art class each month.  Classes are each comprised of unduplicated student groups and individuals with exceptional needs.  Designated ELD is provided for 30 minutes per day.|The LEA is a single site.|Barriers exist for students who would like to enroll in before or after school tutoring.  The LEA now provides daycare and transportation for students that need extra support but do not have transportation.|The parent survey provided positive results.  The district will continue with actions it has implemented; including, before/after school program transportation.||2019-10-16|Met|2019
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, MUSD uses uniform curriculum, and Common Core state standards for all students.  In addition, MUSD monitors A-G completion rate, EL reclassification rates, graduation rates, College and Career readiness, CAASPP scores, in-house assessments in math and reading, Title III English proficiency targets, Career Technical Ed, the district budget, and CA Dashboard results.|Based on achievement results of all students, there is a gap in the achievement of individuals with exceptional needs.  However, this is not due to lack of access to 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 enrolled in a broad course of study.|The only barrier the LEA has to provide a richer course of study 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 as we are seeing continuous growth in our students' achievement.||2019-10-09|Met|2019
15636690000000|Midway Elementary|7|All Tk-8 grades are enrolled and have access to a broad course of study that has been adopted by California Education Frameworks  and local school Board of trustees.  Students have access to:  Accelerated Reader K-8, IXL Learning 5-8 grades and Compass Learning K-8 grades.  Unduplicated and individuals with exceptional needs have access to a broad course of study.|We are a one school district.|We currently do not have barriers preventing all students from accessing a broad course of study.|We are implementing a plan to improve math facts (multiplication) with 3-8 grades.  We are investing more time and resources to increase student knowledge and improve overall math scores.  We want to utilize more use of graphic organizers, specifically "Thinking Maps" to improve student writing scores.||2019-10-08|Met|2019
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. Examining these schedules, there are no additional actions needed to be taken to ensure all students have access to a broad course of study.|We have determined that all students across all grade spans at all sites throughout the district 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 and the wide range of learning experiences in which students participate as part of their weekly academic programs. All classes are all tied to the content area for CA state standards, which is taught through well-designed units and appropriately rigorous instruction that has been thoughtfully developed by the MVSD teaching staff.|There are no barriers that prevent our students from accessing a broad course of study. All students in Mill Valley School District participate in standards-based core content instruction that is provided by highly qualified MVSD teaching staff.  Further, our district partners with Kiddo!, which provides parent and community financial support to offer our students robust Visual and Performing Arts, Music, World Language, Global Studies, and Instructional Technology programs that enhance and deepen the their learning experiences.|The district will maintain its current actions to continue to ensure that a broad course of study is provided to all students across all grade spans at all sites throughout the district.||2019-10-03|Met|2019
41689730000000|Millbrae Elementary|7|The District has selected our SIS, Synergy, and our data platform, Data Zone, to track the extent to which all students have access to, are enrolled in a broad course of study for our TK through 8th grades, unduplicated student groups and individuals with exceptional needs are served. Since we are an elementary school district, all board approved curriculum is implemented district wide for all content areas.|Since Millbrae School District is an elementary school district, all board approved TK through 8th grade curriculum is implemented district wide for all content areas, English Language Arts, Mathematics, Science, Social Studies, Physical Education. Students with exceptional needs are provided appropriate curriculum as determined by their Individual Educational Plan (IEP).  At the only middle school, every 6th grader participates in an elective wheel, which includes:  music, technology, foreign language and art. The 7th and 8th grades have designated classes in these same areas which they select prior to the start of the new school year.|Administrators and teachers monitor student achievement by reviewing grades in Synergy and local assessments results in Data Zone at designated times. Progress reports are shared mid trimester at the elementary grades, while middle school parents and students have daily access to grades through the SIS, Synergy. Teachers implement interventions when students’ grades are not at the appropriate grade level.|Within the board adopted curriculum, there are supplemental intervention components that assist educators in supporting grade level access to students not achieving grade level goals.||2019-10-15|Met|2019
39754990102392|Millennium Charter|7|The administration meets individually with each student mid way through the school year.  They review progress and design the plan for the following year's course of study for that student.  The master schedule comes from the student needs.  No student is denied a course the student needs for graduation.   The school has a credit requirement of 255 credits so any student wishing to reach a goal for a four year college is able to do so. Students have access to college classes for transfer credit or for vocational training.|All students have access to all courses offered at MHS.  There are prerequisites for some courses.  Students may make up poor grades by taking advantage of FASTTRACK, a five week summer program to advance or make up credit.  Students follow one of three learning pathways, all leading to further educational opportunities.|There are no barriers to preventing students from taking the courses they need or want.  The master schedule is designed based on assessing student needs.|We do not believe anything more is needed.||2019-10-14|Met|2019
27102720125765|Millennium Charter High|7|||||||Not Met|2019
21653180000000|Miller Creek Elementary|7|The Miller Creek School District uses student reports cards, individual student schedules, and the master schedule to track the extent to which all students have access to a broad course of study.|Students in grades TK-8 are enrolled in a broad course of studies. Along with the core curriculum in ELA, math, and science, all elementary students, including students with disabilities and unduplicated students, are included in specialist classes of library, technology, art, and music during the school day. At the middle school level students choose an elective class based on interest and have access to technology, art, drama, music and world language. Students that receive an intervention class in grades 7 and 8 also have access to an elective class.|The barrier to all students receiving access to a broad course of study is the need to provide targeted intervention for students in need of individualized instruction. In order to make progress on IEP goals or to receive designated support students need additional instructional time to remediate and accelerate. This intervention at times comes at the cost of losing an enrichment. Pull-out intervention programs can present a barrier to providing access to a broad course of study. To address this, schools design a master schedule that reduces this possibility by offering small group instruction to differentiate learning during the pull-out intervention.|Targeted intervention in the MCSD is based on individual student need and is flexible and targeted. Teams work together to identify when students need intervention so that early intervention can be provided. The district continues to refine our RTI systems and services by using reliable assessments and researched based programs to intervene.   During the 2018-19 school year MCSD provided a summer program that target students learning English as a second language. Students attended an 18 day program that focused on core curricular areas.||2019-10-08|Met|2019
45700520000000|Millville Elementary|7|Millville School District is a single school district with approximately 270 students. At the teachers' meetings, through the superintendent's classroom visitations and awareness of curriculum needs and purchases, the answer to whether every student has access to a broad course of study is in the knowledge that every student is enrolled in a math class, every student is enrolled in reading, writing, and spelling, every student is enrolled in science, social studies, PE, and art and every student has opportunities for music and drama. Each teacher in grades TK-5 teaches all of these subjects. In the middle school grades, 6-8, there is a team of three teachers who, together, share responsibilities for teaching math, language arts, science, social studies, PE and art to every student. The middle school students also have elective classes that include art, self care, tech ed, sign language and more and are assigned by student request.|Millville School is a single school district with one school site. As for measuring the extent to which all students have access to and are enrolled in a broad course of study, because of the size of our school, all students are enrolled in math, language arts, science, social studies, PE, & art with opportunities for music and drama. Using enrollment sheets as a measure, discussion at teachers' meetings and observation, all students are verified to have access to and are enrolled in a broad course of study.  Students in middle school are enrolled indiscriminately, by student request, in electives that include art, technical ed and sports and all students in grades TK-8 take the same subjects.|Millville School has identified no barriers preventing it from providing access to a broad course of study for all students barring the need for staff members or volunteers who are able to teach electives involving technical education and world languages.The impediment to achieving this has been the availability in our region of  teachers of the aforementioned subject matter, the cost of hiring additional teachers just for tech ed and/or world languages and the limited opportunities a school of our size has to experience tech ed and world languages.|To assure students have access to technical electives and world languages we will continue to look for teachers or volunteers who can teach these skills to our students.||2019-10-22|Met|2019
43733870000000|Milpitas Unified|7|MUSD examines the extent to which all students have access to and are enrolled in a broad course of study by the multiple selective measures. Master Schedule was reviewed regularly to examine the vast offerings for different content areas at different levels, including Career Technical Education(CTE), A-G courses, Advanced Placement (AP) courses, and higher-level electives in each department. Milpitas High School partnered with Equal Opportunity Schools (EOS) to monitor our growing equitable AP programs for success, sustainability, and student belonging. MUSD also tracked the rates of Cohort Graduation, Meeting UC/CSU Requirements, and Earning a Seal of Biliteracy through CDE DataQuest.|All MUSD students have access to and are enrolled in a broad course of study. MUSD offers a range of courses across subjects, a variety of Career Technical Education(CTE) and elective courses, and Advanced Placement (AP) courses. Across two high schools, 97.6% of students were enrolled in at least one A-G course in 2018-19. 26 different AP courses are available at MUSD. 815 high school students (25.4%) took at least one AP test in the year of 2018-19; specifically, 290 students in the class of 2019 (36.4%) and 323 high school juniors (39.7%) participated in at least one AP test in 2018-19. 703 high school students (21.9%) scored 3 or higher on at least 1 AP test in 2018-19. Districtwide, 61 students in the Class of 2019 (7.7%) earned a Seal of Biliteracy by demonstrating advanced World Language proficiency.  Some subgroups lag behind their peers in multiple measures. Students with Disabilities (SWD) and Foster Youth are behind on all measures. 87.3% of SWD and 87.5% Foster Youth finished at least one A-G course. 9.1% of SWDs passed at least one AP exam and 7.8% of them scored 3 or higher while 0 Foster Youth took any AP course. 4.4% of SWDs and 0% of foster youth obtained a Seal of Biliteracy by the time they graduated from high school. Although there was a decent number of English Learners  (94.4%) took at least one A-G class, they had low participation in AP courses (3.71%) and zero attainments in the Seal of Biliteracy.  Socioeconomically disadvantaged students are close to par on all measures. 96.5% of them were enrolled in at least one A-G course; 17.26% took at least one AP exam, and 6.73% achieved a Seal of Biliteracy. For CTE, 1,146 students (34.5%) were enrolled in 18 CTE Pathways across two high schools in 2018-19.|In MUSD,  some barriers prevent the district from providing access to a broad course of study for all students. Our staff agreed that there was a portion of students could not successfully assess the curriculum due to a lack of proper academic abilities and social-emotional skills. Quality and effective academic supports and social-emotional supports need to be in place to help students be prepared for their school and life choices. In particular, additional resources should be offered to students with disabilities (SWD), English Learners, and Foster Youth to ensure equal access to curricular.  The school schedule limits the available time for targeted intervention and services. School teams sometimes struggle to identify an intervention period without impacting the regular course schedule. Students receiving additional services or enrolled in special education and/or EL programs may have to forgo an elective course to receive intervention/service period.|Continue Special Education inclusion, 1:1 Outreach for first time Advanced Placement and  Advanced Placement Bootcamp and Elective Fair. Continue to explore alternative options for targeted and supplemental intervention that minimize access such as intra-credit recovery, Saturday academy and increase opportunities for dual enrollment as well as continue to study the master schedule, and other possible service delivery models such as block schedules will be explored.||2019-10-22|Met|2019
20756060125021|Minarets Charter High|7|Minarets Charter High School uses an alternating block schedule that allows all students the opportunity for more elective classes than typically found at a traditional high school. Students are required to take four years of ELA, 3 Years of Math, 3 years of science and three years of Social Science. Students are required to take two years of Physical Education. Students are required to take one year of Art Education. Our grade 9-12 school uses a graduation planner tool to ensure students take correct courses for UC qualifications and college prep.|The graduation planner tool in our Student Information System report confirms every student is enrolled in a broad course of study in each of grades 9, 10, 11 and 12. There is only one school site at Minarets Charter High. There are no differences across student groups, all groups have access to courses. Since 2017, Minarets Charter High School has expanded its dual enrollment offerings offered through or partnerships with local community colleges.|Minarets Charter High School runs on a 1:1 digital platform. Every student is provided with a laptop computer for take home.  One barrier to access is the sporadic lack of internet access who reside in mountainous rural areas such as North Fork. Students are provided with hard copy duplicate materials where required. Online work is provided on take home laptops.|Minarets Charter High School should continue to look for funding sources and partnerships with local service providers to enhance internet access for qualifying students as a means to refine practice for offline learning.||2019-10-08|Met|2019
36750440114389|Mirus Secondary|7|In 2018-19 Mirus served 262 students in grades 7-12, with student demographics that include: 15.6% of students who qualify for Special Education (SWD), 64.1% of students who qualify as Socially-Economically Disadvantaged (SED), 10.7% of students who qualify as English Learners (EL), and 2.7% of students who qualify as Homeless and Foster Youth (FY). The school qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of 71% of students that qualify as “high risk”, including credit deficient students and high transient students.      The school uses the Pathways Personalized Plan (PPEP) process and stages to track the extent to which all students have access to a broad and rigorous course of study.    The school uses the Pathways Personalized Plan (PPEP) process and stages 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 UCa-g approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors course, 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.||2019-10-10|Met|2019
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.|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 science  and physical education courses. The courses with the fewest students enrolled were foreign language, ELD 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, VAPA is low. • Exceptional need students were enrolled in tutoring o YES – enrollment is evident and high in Mathematics and  ELA. This is the first year of implementation, so there is no difference overtime to report until the 2019-20 annual data is analyzed.|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 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.||2019-10-15|Met|2019
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 the 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.|Throughout all grades, all students have access to rigorous and engaging curriculum within a broad course of study. While 73% of our students are ELs, our model of differentiated instructional provides all students with the knowledge and skills to achieve their goals. 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 retention from year to year. 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 varied, we are working on providing differentiated support to our teachers so that they can grow and develop through consistent coaching and support from their Dean of Curriculum and Instruction. We continue to look for new ways to support and develop our teachers, as well as provide ongoing professional development that is engaging, differentiated, and targeted.|In regards to supporting our teachers, we have adopted tools from Relay which provide a common language of coaching on our school campus. With a larger team of coaches, it is essential that we norm on the highest leverage action steps and work with our teachers to identify that next step. We continue to explore the use of our personalized learning platforms (i.e. Reading Plus) and adopt new curriculum (i.e. Reading Reconsidered Pilot Curriculum).||2019-10-03|Met|2019
27660840000000|Mission Union Elementary|7|The school ensures that every students has a book  or resources by holding a hearing and checking on each students of the 126 students enrolled at school|The school has an adopted curriculum in each field of studies and the principal visits classrooms daily to ensure that all subjects are being delivered. Professional development is always held for the staff to increase their knowledge and enhance their repertoire of instructional strategies.|none|The LEA will continue to provide opportunities for professional development based on the self assessment that the teachers took at the beginning of the year. the school is recording constant growth every year.|N/A|2019-10-09|Met|2019
19651360114439|Mission View Public|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-23|Met|2019
48705814830196|MIT Academy|7|The enrollment of students into a broad course of study is monitored by our counseling office.  Student surveys are distributed in order to gather interest in electives.|All students at MIT Technology Academy have access to almost all courses without prerequisites.  For example, students may enroll in any AP course without prerequisite CAASPP scores, minimum gpa, nor minimum grades.  Our graduation requirements encourage a wide selection of electives that are geared towards technology or art.|Given the size of our school, the greatest barrier to providing access to a broad course of study is our master schedule.  There are instances in which students are not able to take the electives they want because the course is offered for only one or two sections.|We are constantly striving to improve our ability to create a master schedule that is able to accommodate the interests of the students.  The staff responsible for creating the master schedule has used consultants in the past to acquire the expertise to successfully schedule the students.  Additional PD will be provided as needed.||2019-11-12|Met|2019
48705810137380|MIT Griffin Academy Middle|7|The enrollment of students into a broad course of study is monitored by our counseling office. Student surveys (usually Surveymonkey) are distributed in order to gather interest in electives.|All students at Griffin Academy have access to all courses without prerequisites.|Given the size of our school, the greatest barrier to providing access to a broad course of study is our master schedule.  There are instances in which students are not able to take the electives they want because the course is offered for only one or two sections.|We are constantly striving to improve our ability to create a master schedule that is able to accommodate the interests of the students.  The staff responsible for creating the master schedule has used consultants in the past to acquire the expertise to successfully schedule the students.  Additional PD will be provided as needed.||2019-11-12|Met|2019
49708476072136|Miwok Valley Elementary Charter|7|||||||Not Met|2019
50711670000000|Modesto City Elementary|7|In reviewing daily schedules at K-6 and master schedules in grades 7-8, all students 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 in 7-8 are enrolled in coursework above and beyond the classes listed in the respective Ed Code to support them in their language acquisition while grades K-6 have imbedded additional language supports in self contained classroom settings.|When reviewing the master schedules for all 7-8 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. The district has a site identified for specialized support for newcomer students and a site for DHH student supports.|Differences in course offerings among the 7-8 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 7-8, 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 Language Institute, student remediation services, and more. Increasing Seal of Biliteracy readiness is an area of focus for 2019-20. MCS regularly reviews 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.||2019-10-14|Met|2019
50711750000000|Modesto City High|7|In reviewing master schedules, all students in grades 9-12 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 9-12 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. Increasing Seal of Biliteracy recipients is an area of focus for 2019-20. 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.||2019-10-14|Met|2019
25102560000000|Modoc County Office of Education|7|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.||2019-10-14|Met|2019
25735850000000|Modoc Joint Unified|7|We are a small school district so availability to a broad course of study is evaluated on an individual student basis.|Students sign up for classes and every effort is made to ensure each student gets the classes they request.  We have a large offering which means we have a lot of classes only offered one time per day.  This puts some students in a position where they have to make a choice between two courses they would like to be in.|We lack the ability to hire enough full-time employees due to our geographic region and funding constraints.|We have no solutions to solving our geographic location problem.||2019-10-08|Met|2019
36678270111807|Mojave River Academy|7|||||||Not Met|2019
36678270137174|Mojave River Academy - Gold Canyon|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.||2019-12-11|Met|2019
36678270137232|Mojave River Academy - Marble City|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.||2019-12-11|Met|2019
36678270137182|Mojave River Academy - National Trails|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.||2019-12-11|Met|2019
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 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.||2019-12-11|Met|2019
36678270137216|Mojave River Academy - Rockview Park|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.||2019-12-11|Met|2019
36678270137208|Mojave River Academy - Route 66|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.||2019-12-11|Met|2019
36678270137224|Mojave River Academy - Silver Mountain|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 programs 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.||2019-12-11|Met|2019
15636770000000|Mojave Unified|7|As outlined in the Expected Annual Measurable Outcomes section of the 2019-2020 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. 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, this also allows us to offer a broader course of study for our students.|A barrier in this area 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 committee’s 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.||2019-10-01|Met|2019
45701106117931|Monarch Learning Center|7|||||||Not Met|2019
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. We recently 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. 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.  As we only have two school sites and a small number of students from very similar demographic categories, there is no difference across school sites, nor students groups in terms of access to, nor enrollment in, a broad course of study.|Currently, we have not identified any barriers preventing our students from access to a broad course of study. For the 2018-2019 school year, all of our students enrolled at Mono County Community Schools earned credits and we had 6 students meet their graduation requirements of 200 credits and graduate from our schools. One student transferred into Adult Education.|A new action implemented for the 2018-2019 school year was 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.  We continually look for ways to provide access to as many options for our students as possible.  We have also used video conferencing capabilities to allow for shared teaching opportunities across our campuses, which would allow for our teachers' individual strengths to be used in instruction at more than one site.||2019-10-03|Met|2019
10623230000000|Monroe Elementary|7|Our locally selected measure is enrollment in our enrichment courses. We track data through attendance in courses using our data system Schoolwise. All students have access to our broad course of study courses that we call enrichment.|All students have access to our broad course of study courses as we are a single site school district.|There are no barriers to the broad course of study.|Every year we survey our students on course they would like to see offered.||2019-10-25|Met|2019
43693936046627|Monroe Middle|7|||||||Not Met|2019
19647900000000|Monrovia Unified|7|At MUSD, we focus on enrollment numbers and percentages. MUSD is an "open enrollment" district and encourage all students to work for and qualify for any and all classes in which they are prepared to be successful. We focus on enrollment in our more rigorous classes like AP enrollment, AVID enrollment, Early College Program enrollment, Code to the Future enrollment and Dual Immersion enrollment. We also look at completion status. We look at numbers of students who complete the CTE pathways, graduate with a seal of biliteracy, graduate "prepared" for UC/CSU enrollment, and graduation rates. We also look at our different student populations, including our unduplicated student groups, and look at how many are participating in the different academic programs that are available to them. In addition, enrollment and participation in clubs, athletics, and other co-curricular and extra-curricular programs is monitored to ensure that all students have the opportunity to participate in all programs.|All students have access to all classes. In the elementary age parents and families are allowed to select a school if they want to be part of a program at that site (Dual Immersion, Code to the Future, Arts). This continues in middle school. In middle school as well, students are encouraged to be a part of the honors program if they have the prerequisite skills. In high school, the idea of "Open Access" continues at Monrovia High School. Students are encouraged to be a part of the more rigorous classes and they are given the opportunity to succeed. The broad course of study is open and available to all students at all levels. However, the data shows that in the more rigorous courses (AP, honors, and CTE) the African-American population along with the Hispanic, EL and Students with disabilities are under-represented in the enrollment data. These groups are significantly lower in these programs in middle and high school. When one looks at data over the years, there is improvement. More and more students are entering these programs and many from all groups of students, however, even as these groups rise they are still underrepresented in the enrollment counts.|There are some groups of students that are not represented at a comparable percentage in all courses of study. The data shows that some groups of students are not prepared for the more rigorous courses of study. Counselors needed training and support to identify all students who could be enrolled in all of the offerings. There is a lack of staff at the elementary levels-only one counselor to serve 5 elementary schools and only one counselor at each middle school to help with academic and social-emotional supports for students.|MUSD is training the counselors to know and understand the CCI data and analyze it. Counselors are setting goals to increase enrollment in courses and specifically find low income, English Learner and foster youth who can qualify for these classes and be successful. Counselors are being trained how to put students on the right track early so that they have opportunity to participate in a variety of classes and programs.  MUSD has partnered with local universities to bring in counselor interns to help support the staff and provide services and knowledge to students and families. These interns provide another resource for students to reach out and contact and a resource for schools to use to identify all students who can qualify for more rigorous courses. Increasing parent knowledge and communication will also allow all parents to know what the options are at an early age so that each student can be involved in curricular and extra-curricular programs from the time they enter Monrovia schools.||2019-10-23|Met|2019
19647330114959|Monsenor Oscar Romero Charter Middle|7|Monsenor Oscar Romero uses a collaborative approach to ensure that all students have access to the latest curriculum and that teachers are provided with current research-based professional development in the best practices. The school's Academic Excellence Committee makes recommendations on implementation, evaluation of curriculum, the SAC, reports to the YPICS Board Academic Excellence Committee for adoption or any additional academic needs.|All Monsenor Oscar Romero Charter School students, including 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 Academic Excellence Committee Advising the Board.||2019-11-06|Met|2019
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 4 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, Mathematics, and Science.||2019-04-02|Met|2019
19647336018204|Montague Charter Academy|7|MCA has created a comprehensive pullout schedule which secures access for all to the broad course of study. As an Arts and Sciences school with multiple pullouts and pullouts for our SPED Inclusion program, it is important for us to have a comprehensive system to make sure each class and unduplicated pupil has equal access.|MCA has committed to purchase ELA, Math and intervention materials school-wide. All purchased items are state approved and research- based. It is a major reason why SBAC scores have increased as much as they have they pat 2 years including Special Education students. This is also evident in our PIR Plan and LPSBG implementation plan. The same source of quality materials are available for all|During the 2018-19 school year, an internal review of or program for equity demonstrated a need to fine-tune how we schedule our pull out programs. MCA has pullouts throughout the week for Science, Music, Art, PE, Intervention, and Special Education, which are vital part of our success (High SBAC Scores). MCA engaged in conversations in how to best balance it all and optimizing the learning throughout the day.|In 2019-20 MCA has implemented some revisions to how we schedule our Arts and Sciences and other key pullouts. Our leadership team re-organized it all from a school-wide global needs perspective. Fort example, there is a stronger emphasis on Science Lab Instruction pullout for 4th and 5th Grade students due to the CAST test. The LPSBG intervention pullout is aligned with our structured reading time to lower class size all around. Paraprofessional hours in the classroom are now fully aligned with specific reading and math hours for small group instruction.||2019-10-31|Met|2019
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. All students in grades 5-8 select one elective course per term in addition to five core course offerings.  Students in grades K-4 participate in rotating specials classes as part of the master schedule.  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 drama, concert band, yearbook, student government, agriculture, and American Sign Language. 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 world language courses bu offering not only ASL and foreign language online programs, but also through a working partnership with the Karuk Indian Education Office.  This year, MESD increased the variety of course offerings not only through master scheduling in middle school, but also in grades K-4.  Primary students rotate through classes including targeted math and ELA intervention, media arts, and agriculture.     In the after school program, offered through Siskiyou After-school For Everyone (SAFE),  students have access to programs in 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 are being supported by grant dollars resulting from an award distributed through the Butte County Office of Education. These dollars have allowed us to purchase all new brass and woodwind instruments for our band program.  In order to meet the state requirements for world language instruction, MESD has created an instructional period for American Sign Language (ASL), in addition to an offering in online foreign language instruction. 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.||2019-10-15|Met|2019
49708130000000|Monte Rio Union Elementary|7|Class schedules document which students are enrolled in which courses at the middle school.  This is available on School Wise.  In the K-5 grade program, students receive the required minutes for subject areas  ELD is currently taught in the regular classroom and there are reading pull-outs and push-ins as needed for K-4.|Middle school electives are offered both during the day as well as at the end of the day so all students can attend. All students in the middle school focus on goals for academic achievement as well as social-emotional learning. Our teachers make sure their students check in weekly with struggles and successes at school and at home. Because we are one school district, there are no differences from one school site to another.|The principal will continue to discuss the feasibility in sustaining a Dual Teacher Middle School program for all students including special education students who require in-depth academic supports.  Revisions this year have included streamlining the block schedule, piloting a new middle school math curriculum and breaking out into leveled ELA groups.|The principal will continue to modify the Block Schedule, look at existing enrichment activities as well as brainstorm with stakeholders, more ways to bring enrichments that impact our EL and Special Needs students. We have purchased a new data analysis program that allows the teachers to assess student needs in real time and to target both struggling students as well as students that need specific challenges to motivate and engage all learners. We have worked closely with our County Office of Education to bring meaningful professional development opportunities to our staff. Project Based Learning, Universal Design Lessons, Positive Behavior Instructional Strategies and frequent principal check-ins with students, staff and families all contribute to our success in allowing access to a broad course of study for all students.||2019-09-10|Met|2019
19648080000000|Montebello Unified|7|As in prior years, Montebello Unified School District tracks student access and enrollment in a broad course of study reflective of Common Core State Standards.  At the Elementary Level, 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 sent home to parents and teachers meet with parents to clearly identify areas of need.  There is grade level articulation between the elementary and intermediate schools when placing students in the appropriate course of study.  At the Intermediate level, all students are programmed into self-contained classrooms, block periods, or departmentalized subject periods.  Counselors at the intermediate level program students and use the Synergy Student Data System to track academic progress.  Teachers report student progress through School Loop, an online grading system with email and individual student academic progress accessibility.  Quarterly report cards are monitored.  There is articulation between the feeder schools at the High School Level. High School Counselors and administrators visit the intermediate school to present the A-G courses and the recommended course of study before programming students.  Counselors program students in the spring for the upcoming school year using the Synergy Student Data System. During students' years in high school, School Loop is used to track academic progress.  School Loop allows teachers to communicate student academic progress with parents though grades and email messages.  Report cards are quarterly.  Assessments and grades are used to track students’ academic progress.|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. Students at the intermediate level receive instruction in either the block scheduling model and the subject/instructional period with single-subject credentialed teachers.  Students with special education services receive instruction as per their Individualized Education Program (IEP). English Learners receive English Language Development as part of their instructional program and during differentiated instruction for ELD newcomers.  Students identified as needing support in English Language Arts and Mathematics receive supplemental intervention courses and tutorials. Summer school and after-school credit accrual courses are offered to support students to make-up coursework/credits. Students who are 18 years old can also enroll in credit accrual through Adult Education.  Career Technical Education and Pathways are provided to support students. A goal of the district is to increase the number of students receiving passing grades and, at the high school level, increase the number of students meeting A-G Requirements. 2018-2019 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 68.25%, Applied Technology Center 84.25%, Bell Gardens High School 63%, Montebello Community Day School 28%, Montebello High School 70.25%, Schurr High School 74.25%, Vail High School (continuation) 27.5%.  Student groups at each of the District schools compare relatively evenly in terms of demographics.  Some schools, however, such as the ATC, focus on Project-Based learning and indicate a noticeable increase in terms of students earning a 2.0 or above and students meeting or exceeding standards on the SBAC.  Several schools at the elementary level with fewer students demonstrate a noticeable increase in achievement, as well.  All students throughout the District have access to a Broad Course of Study.|English Learners continue to receive a block period of English Language Arts Instruction at the Secondary level which may result in fewer elective options.  Students who receive supplemental instruction in English or Math at any of the grade levels may have one hour of the school day with fewer options.  Some students in the Resource program may be in the Learning Center for one period to receive additional assistance in a Core Curricular area which may result in one less option throughout the day.|The District continues to offer credit accrual opportunities and summer enrichment classes for students.  School Loop at the Elementary Level continues to be a consideration.  After school opportunities for students add to enrichment course offerings for students who are unable to take these courses during the school day.  Dual Enrollment through the local community college is offered to all students at the intermediate and secondary levels.||2019-06-20|Met|2019
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.||2019-10-15|Met|2019
27102720112177|Monterey Bay Charter|7|MBCS prioritizes a holistic, well-rounded educational experience for all children that includes equitable access to a broad course of study from kindergarten to 8th grade. Several key committees ensure equitable access to the broad course of study provided by MBCS: The PBIS Tier 1/2 Committee ensure the school’s social emotional learning goals are actualized across grade spans and that restorative practices are in place.The committee regularly elicits feedback from stakeholders and trains staff on social emotional learning methods during faculty meetings. The committee is made up of 4 elected teachers and an assigned administrator. The PBIS Tier 2/3 Committee evaluates the needs of identified students and ensures student action plans are effective in providing access to a broad course of study. The committee includes the Executive Director, Director, Education Specialists, and School Counselor. Each committee member is a case manager to students in the SST process or students with 504 plans or Individualized Education plans. The multidisciplinary committee meets to share knowledge, collaborate, and coordinate services to ensure students on case rosters are receiving equitable access to a broad course of study. The Intervention Team, comprised of the Director, Assessment Coordinator and Intervention Teachers evaluates the academic progress of all students in the school. Benchmark test data and teacher anecdotes are disaggregated to identify students in need of intervention services. This Team recommends students to the SST process and/or intervention classes provided by the Intervention Teachers. The Intervention Teachers report on the progress of students receiving intervention services and the team supports the Director in managing student action plans to ensure equitable access to a broad course of study.|Students receive daily standards based instruction in math, science, history, and language arts content classes. Academic instruction includes an in-depth study of cultures and philosophies from around the world; physical, earth, and life sciences;  classical and contemporary literature; informational texts across disciplines, and creative approaches to teaching mathematics.  All students are concurrently enrolled in enrichment courses that ensure a broad course of study including career and technical skills that progress over time. Enrichment classes include: Spanish, Physical Education, Handwork (knitting, sewing, weaving, fiber arts), Gardening, Vocal Music, Instrumental Music, Digital Literacy, Woodworking, Blacksmithing, and Study Skills/Social Emotional Learning course.   In addition to the regular academic and enrichment program, middle school students have access to extracurricular activities including Model United Nations, Math Club, sports programs, and student government. Many of the extra-curricular programs take place during lunch or recess times to ensure that all students have the opportunity to fully participate.   All students, regardless of their level of need, achievement, or support have the educational right to equitable access to academic and enrichment courses. First grade and kindergarten classes have a full-time aide in addition to the class teacher, to facilitate the successful engagement of all students as well as access to a broad course of study. MBCS actively and conscientiously works to keep all students in the classroom for academic, curricular, and equal access opportunities, and to ensure the healthy and appropriate social development of all students. Our efforts and fiduciary investment has resulted in an improved presence and increased access to a broad course of study for all students.|MBCS offers a broad course of study across all academic areas, as well as multiple enrichment and extracurricular courses both during and after school. The courses and coursework increase in complexity as developmentally appropriate for the age of the student.The enrichment courses progress over time as follows: Physical Education (1-8), Vocal Music (1-8), Handwork (knitting, sewing, weaving, fiber arts, (1-8), Spanish (1-6th), Gardening (3), Instrumental Music (4-8), Digital Literacy (6-8), Woodworking (5-8), and Blacksmithing (8). Students in grades 7-8 choose between an advanced music course or study skills/social emotional learning elective courses.  While all students have equal access to a broad course of instruction, MBCS has identified a barrier for students to fully engage in the broad course of study: behavioral incidents that lead to students to missing instruction. (See answer to #4).|MBCS has implemented a social skills program including a middle school social emotional learning course; increased counseling services; and utilizes restorative justice practices. Discipline policies and procedures are continually reevaluated and recommendations for improvement are made by the school’s Positive Behavior Intervention Services (PBIS) committee in an effort to keep students in class and engaged in learning. The PBIS Committee reviews the social emotional learning program that provides students with social skills instruction to build resilience and conflict resolution skills, which decreases lost instructional time  and decreases suspensions.|The school continues to build on existing programs that have produced excellent results to effectively serve all students and decrease loss of instructional time.|2019-10-31|Met|2019
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, in such courses, both our unduplicated student population and our population of students with exceptional needs are extended priority registration.|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 teachers offering math tutoring sessions, increased the number of hours per week that students are able to attend many support classes, and have begun offering math and ELA support modules to any student in need, etc.).|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 stakeholders to develop new (elective) courses and CTE courses.|In addition to the information included above, we will continue to lobby for additional instructional space and have a school-wide goal of creating a CTE course (which can also function as an elective course) this school year; it is one of our lead teachers' primary duties for this school year.||2019-10-16|Met|2019
27102720000000|Monterey County Office of Education|7|Alternative Education identifies each student upon entrance into the program. Each student is categorized according to status. Students are assigned to highly qualified teachers who use Common Core, standards-based curriculum that is board adopted. Alternative Education uses electronic and paper-based curriculum. Curriculum and instruction meet the needs of students ranging from 7th-12th grade. At entrance, each student receives a graduation progress report outlining courses needed at grade level in addition to courses needed for graduation based on MCOE’s board adopted graduation requirements. The Alternative Education Principal and Leadership Team check with individual teachers and sites to ensure all students in Alternative Education have access to a broad course of study to meet individual and academic needs aimed at college and career transition.|Based on a thorough evaluation process of each student, their learning needs and goals, all students in Alternative Education are enrolled in a broad course of study. This is true for court, community, and independent study programs. Differences among sites include: multiple teachers at a site specializing in subject matter, single teacher sites, high turnover at juvenile hall, long term student placements, 1:1 instruction, group instruction, direct instruction, and academic schedules ranging from 1 hour, 1 time per week versus 4 hours a day, 5 days a week. Regardless, Alternative Education Leadership Team ensures that all students have access to and are enrolled in a broad course of study to successfully complete the California graduation requirements.|The greatest challenges Alternative Education faces related to a broad course of study include: high turnover in the juvenile hall, traditional independent studies programs working with students 1 hour, 1 time per week, and skill / academic / credit deficits. Furthermore, working with high levels of SPED, Unduplicated, and Juvenile Justice students requires more social-emotional and academic support.|Alternative Education is working to ensure all students in the court schools have access to online, digital learning platforms. In regard to independent studies, Alternative Education is enhancing criteria for students who participate in independent studies by establishing a minimum reading level to ensure students can complete work from a broad course of study in an independent studies setting. Alternative Education instructional staff and administrative team are working through professional learning communities to identify and adopt the most effective curriculum for each core academic subject as well as best practices for delivering adopted curriculum in each unique school setting. Alternative Education is in the process of evaluating its graduation requirements as well as updating the course catalog which is mapped to CALPADS.||2019-10-16|Met|2019
27660920000000|Monterey Peninsula Unified|7|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.   The district has made significant progress in its third year of the dual enrollment program. Secondary students have access to college-level courses on their high school campus. This year, the district offered nearly 50 college-level courses.  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 general, all schools offer the same foundational educational experience. Depending on the school site, one may focus on a different theme, such as arts, STEAM (science, technology, engineering, art, math), early college and career, 1:1 technology, or International Baccalaureate. At each high school site, there are different dual enrollment courses offered. Students in MPUSD have the opportunity to apply to transfer to a different school or learning community based on their interests.|There are minimal 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. Elementary students also have access to science, technology, engineering, art and math (STEAM) curriculum. The district makes a concerted effort to offer AVID (Advancement Via Individual Determination) to all secondary students and four elementary sites.|An area of growth is the expansion of the number of dual enrollment course offerings at each high school, including increasing the number of foreign languages offered. We are also exploring increasing AVID down to our elementary schools to ensure students are aware of the college opportunities and exposure in the early years.||2019-11-12|Met|2019
49708210000000|Montgomery Elementary|7|LEA is using standardized scores and SARC as aids in assuring student access and enrollment in a broad course of study at all grade levels|Standardized tests and SARC reports are indicative that all students have access to and are enrolled in a broad course of study|LEA foresees no barriers that prevent student access to a broad course of study|The tools used by the LEA are indicative that this priority has been met.||2019-10-14|Met|2019
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) 2018 CA School Dashboard Graduation and College/Career data were 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 grades 6-8, all middle schools provide a broad course of study. English Learners (EL) 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 College/Career courses and are not prohibited based on language proficiency, socio-economic (SES) status or disability (SWD). EL students must take a designated ELD course. This may limit a student’s elective choices, however 0 and 7th period courses are offered to mitigate this potential issue. 2018 CA Dashboard data shows an overall graduation rate of 94.1%, which is an increase of 2.3%. SES students had a graduation rate of 89%, which is an increase of 3.2%. SWD had a graduation rate of 85.3%, which was an increase of 14.4%. EL students had a graduation rate of 87%, which was an increase of 15.8%. The College/Career readiness rates on the 2018 CA School Dashboard indicate an increase of 2.3% overall with 54.9% of students college/career ready. SES students increased 1.4% with 32.5% of students college/career ready.  SWD increased 14.4% with 16.2% of students college/career ready.  EL students increased 4.7% with 9.3% of students college/career ready.|Although there are no barriers to access College/Career 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.||2019-10-08|Met|2019
07617470000000|Moraga Elementary|7|The Moraga School District has 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 Joaquin Moraga Intermediate School and the enrollment in classes; the list of classroom staffing at K-5 and the intermediate school sites; the list of specialist teachers, including PE, art and music staff, the EL and Literacy Coach schedules; the Special Education Indicator Report which details the overall percent of students in general education setting compared to special education; specific data from CALPADS, Illuminate, SchoolLoop, and other reports regarding the schedules of students with disabilities, EL, foster youth, and homeless students.  Opportunities are provided to parents for input on course offerings and students access.|Moraga School District students are given broad and equitable access to courses at all schools throughout their TK-8 experience. An analysis of the Joaquin Moraga Intermediate School (JMIS) master schedule/staffing lists and enrollment measurement tool provides strong evidence that all students have access to, and are enrolled in, a broad course of study including advanced math classes, robust electives, and multiple levels of world language classes. For example, 52% of JMIS 8th graders are enrolled in the accelerated math classes.  81% of JMIS 7th graders are enrolled in at least one elective, and 100% of 8th graders are enrolled in two elective courses.   An analysis of the prep teachers and specialist schedules reveals MSD has TK-5 specialists for music, PE and art thatare used to provide TK-5 students at all sites equitable experiences and enrichment.  All specialist teachers work closely with classroom teachers to ensure students receiving support or enrichment are not missing significant class experiences.     The 2018 LEA indicator report on Special Education Students shows 89% of MSD SPED students spend more than 80% of time in general education setting. Co-teaching increased access to electives and world language classes for students with disabilities. In addition, research on the schedules of unduplicated students shows that foster youth, homeless and EL students have comparable class access/experiences as their peers.  TK-5 teachers 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.  The English Language Development teacher and Literacy Coach push into classrooms whenever possible to ensure students remain in the general classroom setting.|MSD’s challenges include the need to provide multiple tier II interventions outside of core instruction. Multiple tier II interventions will support 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 6th and 7th grade block schedule framework. Other logistical challenges include prep teacher schedules and association contracts.|Below is a brief list of some of the significant actions and decisions that ensure a broad course of study: 1. Increase co-teaching to ensure all sites can be served equitably.  2. Increase communication regarding enrollment options in accelerated math classes at JMIS. 3. Expand world language at the elementary levels. 4. Increase coordination and collaboration between special education and classroom teachers. 5. Continue strengthening teacher capacity differentiation for diverse learners in general education classrooms, professional development, and collaboration time. 6. Develop improved ELA articulation between K-5 and JMIS and the MSD and the Acalanes Union High School District. 7. Focus on science instruction and consistent delivery of FOSS science across all K-5 sites.||2019-10-15|Met|2019
43695750000000|Moreland|7|We use our student information system (AERIES) to track what classes students are accessing for their set schedule.  We also use our student achievement data base (Illuminate) to track progress in classes, assessments, and interventions. 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 2018-2019 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 2018-2019 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 in the master schedule.  We also have an interest in providing a foreign language as a middle elective, however, have not found a credentialed candidate for the position.|This year, we are fully implementing our new social emotional learning curriculum across all school sites and appropriate grade levels.  This instruction provides our students with the skills necessary to navigate their peer relationships and fully access their academic classes.  We also increased the opportunities of our students with special needs to be able to participate in the general education environment.  This  resulted in an increase in proficiency on our state and local achievement measures.||2019-09-24|Met|2019
33671243330685|Moreno Valley Community Learning Center|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 their 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 Redesignated 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. In addition to this, 4th and 5th grade students receive VAPA instruction on a rotating basis (art, music, etc.).  Teachers ensure students are meeting the required Physical Education minutes weekly.  Dual Language Immersion is available at six sites.  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 Designated ELD; 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.  Dual Language Immersion is available at three middle school sites.|Designated ELD and Special Education Study Skills classes prevent students from taking other electives. Master Schedule limitations may prevent a student from taking a specific class. Choice of program 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; Two 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, and Towngate.||2019-10-29|Met|2019
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 their 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 Redesignated 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. In addition to this, 4th and 5th grade students receive VAPA instruction on a rotating basis (art, music, etc.).  Teachers ensure students are meeting the required Physical Education minutes weekly.  Dual Language Immersion is available at six sites.  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 Designated ELD; Dual Langue Immersion is available at four elementary 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.  Dual Language Immersion is available at three middle school sites.|Designated ELD and Special Education Study Skills classes prevent students from taking other electives. Master Schedule limitations may prevent a student from taking a specific class. Choice of program 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; Special Education post-secondary 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; Two 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, and Towngate.||2019-10-29|Met|2019
43695830000000|Morgan Hill Unified|7|Enrollment is open and heterogeneous. Courses of choice such as elective courses are monitored by enrollment demographics. K-8 class segregation does occur in special day classes and is reviewed annually by IEP teams for individual appropriateness. Special Education Program Indicators also monitor inclusion opportunities.|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. Special Education Program Indicators demonstrate opportunities for growth in inclusion opportunities for students with disabilities.|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. Professional development is needed to support inclusion opportunities for students with disabilities across all grades.|Purposeful outreach and academic supports are used to encourage all students to take take a challenging course of study. Universal administration of the PSAT to all 8th and 10th graders helps inform early identification of student needs and build a college ready mindset to keep student options open. PD is focusing on Universal Design for Learning pedagogy as part of our Multi-Tiered System of Support implementation to support all students in inclusive classroom environments.||2019-06-04|Met|2019
36677770000000|Morongo Unified|7|The MUSD uses Illuminate to track student enrollment in all required courses at both the elementary and the secondary schools to include unduplicated student groups and individuals with exceptional needs. Counselors work with secondary students to ensure college and career readiness through the four-year plan process. All teachers give the District Benchmarks to measure student performance. That data in turn may be used to drive instructional decisions in the classroom. The opening of the Academy of College and Career Excellence allows opportunity, equity and access to several certification based CTE programs to ALL high school students in the district regardless of their home site.|All students are enrolled in all courses K-8 in preparation for HS. In HS all student and all student groups have access to all Dual Enrollment, CTE, AP and AVID courses. Master Schedule information through Illuminate is utilized to ensure access and enrollment in all courses of study.|The district's high suspension/expulsion rate and chronic absenteeism rate are barriers to students accessing the broad course of study as students must be in class to participate fully in their own education. The scores reported from Benchmarks and the CAASP indicate some students are struggling with reading, writing and math concepts at all grade levels, which prevents them from fully accessing even grade level curriculum let alone advanced studies.|The MUSD has implemented a comprehensive MTSS/PBIS system. We are in year five of implementation and have it incorporated in K-12. We are addressing behaviors, attendance and academics through this system. We also have a restorative justice youth court to avoid expulsion of students thereby keeping them in school to access the broad course of study we have designed for them. SMART goals are required of every site so that ELA and math goals as well as attendance and suspension goals are addressed monthly at staff meeting and professional developments. We also have a highly successful Saturday School program intended to address  academics for students with absences.||2019-10-22|Met|2019
49708706109144|Morrice Schaefer Charter|7|The Piner-Olivet Union School District (which includes Schaefer) 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 2018-2019 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 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 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.||2019-10-02|Met|2019
10621660121533|Morris E. Dailey Charter Elementary|7|Comprehensive curriculum that teaches English, Math, Social Studies, Science. Specialty classes teach Music Appreciation, Art, Spanish, and Physical Education. Health standards are encompassed within PE and classroom instruction.|The school program includes all subject areas as documented by the IB Scope and Sequences and unit planners.|All students have access.|Updated Scope and Sequence documents that captures English Language Arts, Math, Social Studies, and Science standards. Specialty classes have their own Units of Inquiry.||2019-09-03|Met|2019
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. All students in grades 1-4 receive weekly Visual and Performing Arts Instruction from a credentialed VAPA teacher. In 2019-20, we are offering 1 Career Technical Education aligned to the El Dorado Union High School District’s Health Science & Medical Technology CTE Pathway for our students in grades 7 and 8.  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: The Health Education Framework and the state adopted curriculum for the Next Generation Science Standards (NGSS). Our 2019-20 LCAP Actions identify a plan to establish a Science Curriculum Adoption Committee K-8 and adopt new NGSS curriculum in 2019-20 for grades 6-8 and pilot and adopt NGSS curriculum for grades K-5 in 2020-21. Currently, we do not offer any Applied Arts.|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 actions and plans for Health Education for grades 1-8, Applied Arts or additional CTE courses for grades 6-8, as applicable and appropriate to our 2020-21 LCAP.|The District continues to partner with other El Dorado County school districts to expand and enrich Career Technical Education pathways. We have been involved with 2 rounds of CTEIG program funding.|2019-10-23|Met|2019
43696170000000|Mount Pleasant Elementary|7|Ida Jew Academies is using the master schedule to monitor that all students have access to and are enrolled in a broad course of study.|Students in the elementary and middle school have access and are enrolled in all core subject areas, including designated English Language Development for English learners.|Based on the school's master schedule, 100% of the students have access and are enrolled in a broad course of study.|Although 100% of the students have access and are enrolled in a broad course of study. Ida Jew Academy will address two issues that are related to students having access to a broad course of study. At a parent forum parents indicated that parents wanted to know their legal rights. On the 2018-19 CA School Parent Survey,  parents indicated the following on a survey item that read “Providing information about why your child is placed in particular groups or classes”: 34%, Very well 26%, Just okay 10%, Not very well 12%, Does not do it at all 18%, Don’t know/NA  Ida Jew Academy will be implementing the parents' recommendations and do short videos in Spanish and English on topics that parents have requested. The videos will be sent to parents and will be posted on the schools' social media sites. The principal will also share these videos and provide time to discuss these topics during coffee with the principal. The principal will work with the teachers to inform the parents during parent-teacher conferences if their child is placed in particular groups or classes.||2019-11-13|Met|2019
44697730000000|Mountain Elementary|7|100% of 153 students (TK-6) have access to all courses and preferred activities, including all unduplicated count students and those receiving special education services.  This is regularly monitored by teachers and administration.|100% of 153 students (TK-6) are enrolled in all courses and preferred activities, including all unduplicated count students and those receiving special education services.  This is regularly monitored by teachers and administration.|Based on flexible and collaboratively designed scheduling, all MESD students are free of barriers to access the full and comprehensive school program.|None are required at this time.  We will continue to prioritize access and equity for all.||2019-10-09|Met|2019
37682130000000|Mountain Empire Unified|7|College and Career Readiness indicator [includes CTE Pathway completion, AP, A-G course completion, and SBAC data] PFT data: 5th, 7th and 9th grades Master schedule of classes|College and Career Readiness indicator indicates that 36.3% of students are College/Career ready (increase of 9.8 pts) [includes CTE Pathway completion, AP, a-g,  and SBAC data] PFT data: 5th grade (average) 67.45% (- 3%); 7th grade (average) 70.4% (+ 11.9%); 9th grade (average) 58.1%(- 24%) There is no difference, school site to school site, in enrollment and access to a broad course of study based on an analysis of Master Schedules and course offerings|While all students have access to and are enrolled in a broad course of study, achievement levels at the various sites differ. In 2018 our elementary schools achievement levels ranged from 78.7 pts below to 32.4 pts above standard in ELA and from 81.4 pts below to 25.8 pts above in math.|In response to the academic achievement results at different sites, the district has implemented lesson study groups in TK-5 Math and 6-12 content areas to align core content instruction across the district. This practice will ensure the same rigorous and standards aligned instruction at all of our schools.||2019-10-08|Met|2019
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 Charter 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.  A PLPs includes specific goals for each semester of school across all subjects.  It specifies 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 guides 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. As detailed in our 2019-20 LCAP, Mountain Home strives to provide 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 LCAP document for 2019-20.||2019-10-28|Met|2019
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 and grants 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.||2019-10-31|Met|2019
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.||2019-10-16|Met|2019
45737000000000|Mountain Union Elementary|7|The Mountain Union Elementary School District (MUESD) 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 2018-2019 year, 100% of MUESD students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i) with the exception of World Language. All MUESD students in grades TK – 8 were enrolled in a broad course of studies. The elementary 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, MUESD after school programs offered a variety of options for participation in the visual and performing arts, health, physical education, music and robotics. All MUESD secondary students had access to a broad course of studies within their school offerings with the exception of World Language.|Over time, MUESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Barriers preventing MUESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day and, limited availability of credentialed teachers willing to work less than full time. Our biggest barriers are recruiting credentialed teachers to our rural community and small school districts do not have the funding to support full time staff members to meet the broad course of study in World Language.|Due to MUESD limited credential staffing at the secondary level, world languages are still in the exploration stage.  As MUESD continues to assess a broad course of study for all students, additional collaboration is planned with the 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 LCFF funds to support Priority 7.|Due to MUESD limited credential staffing at the secondary level, world languages are still in the exploration stage.  As MUESD continues to assess a broad course of study for all students, additional collaboration is planned with the 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 LCFF funds to support Priority 7.|2019-10-09|Met|2019
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 generally in the same classes and this continues into high school. No students are refused admittance to higher level classes where those are offered. The measurement tool is simply classes that students are registered in: for example all 4th graders are in the same class regardless of unduplicated status or individuals with exceptional needs.  This continues into high school- there is only 1 section of each class and all students are welcomed into any class.|Again, all students are in the same classes.  We have only two school sites so there are no differences in what students have access to- all have access to the same broad course of study. This has always been the case in this district.|The only barrier is qualified teachers to teach some higher classes at the high school so we have been offering (free to the students) online classes in Physics and foreign language. All students have access to and are allowed into these classes.|This is not an area of concern for us but we are implementing online classes at the high school for classes where we have been unable to hire a qualified teacher (only physics and foreign language).||2019-10-09|Met|2019
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 educational plans (IEPs), visual and performing arts schedules and physical education schedules. At the Middle/Intermediate Level (7-8) the following tools were used: Classroom instructional schedules, master schedules and IEPs.|Each elementary school offers access and enrollment in the seven content areas as required by Education Code 51210. Students with an IEP are included in a broad coarse of study, including Visual and Performing Arts, Artist Residencies, 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: wood shop, visual arts, leadership, computer programming, Advancement Via Individual Determination (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 level, students have only one elective which can limit course choices such as wood shop, visual 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 have been provided to support staff and students in a broad course of study. In 2019-20, the District and/or Schools will provide professional development in the following areas: Mathematics (Grades 4-6); Next Generation Science Standards (Grades 6-8); History/Social Studies (TK-8); and, Social Emotional Learning Through the Arts (TK-3). Additionally, we will continue to offer professional development for sustainability in the following areas: English Language Development/English Language Arts and Technology Integration across the curriculum.||2019-06-12|Met|2019
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 2018-19 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, band (beginning, junior, advanced), and arts.  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.  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 the opportunity to enter Spanish II when they enter high school.  Students also may select technology courses such as: Digital Video Production, Web Design, and Yearbook.  Leadership opportunities are also available through a student leadership course.|Barriers to course access are that students may only select one elective in addition to their required coursework.|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.||2019-10-15|Met|2019
36679186118350|Mountain View Montessori Charter|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 at each site. We are facilitating revisions, decisions, and/or new actions based on state standards and frameworks. Feedback will be taken and results will be used to improve the effectiveness of our monitoring tool.||2019-10-09|Met|2019
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 teacher-created and in Powerschool that show student enrollment in core subjects, English Language Development, and special education.  The District also reviews 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,  and 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 2018-19 school year all elementary students had access to a broad course of study as outlined by Education Code with the exception of consistent access to hands-on science.  Site science instruction was inconsistent across schools and the District was in the process of developing a Science plan.   Middle Schools:  In reviewing student schedules and associated data for the 2018-19 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 : Crittenden Middle School (A single subject teacher was not able to be hired).|In elementary school, the following barrier was present:  The District was in a planning year for Science because science materials were out of date and teacher implementation of hands-on science was found to be inconsistent.  In middle school, the following barrier was present: The District was unable to hire a Spanish teacher for Crittenden Middle School thus Foreign Language classes were not offered in 2018-19 at that school.|MVWSD has done the following in order to better provide students access to a broad course of study:    Elementary Schools: The District is implementing a revised RTI/Science plan.  All elementary sites have dedicated STEAM teachers.  Each elementary school’s STEAM teacher focuses on hands-on K-5 science during RTI time, while the classroom or grade level teacher provides small-group support and enrichment. The District will be reviewing, piloting and adopting History-Social Science and Science materials for use in 2020-21.   Middle Schools: The District adopted new History-Social Studies materials for use in 2019-20. The District will be reviewing, piloting and adopting Science materials for use in 2020-21.  A new 8-period middle school schedule was implemented that allows all students to have at least one choice elective and includes: Response to Instruction periods, co-taught classes, and Math courses that start all students on a pathway to Algebra 1 or Geometry in 8th grade.  Additionally, the District was able to hire Spanish teachers at both middle schools to ensure access to a foreign language course.||2019-10-24|Met|2019
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 4 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 51% of students took at least one AP at both sites last year. ELs and SWD represent 3% of the students taking AP courses. SED enrollment is 11% at MVHS and 11% at LAHS. There is an underrepresentation of unduplicated pupils and students with disabilities 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 74% to 80%. LAHS maintained their overall rate at 77%. 12% of ELs at both sites completing a-g requirements. However, over 69% of reclassified ELs met target. MVHS increased the percentage of SWD from 19% to 34% and LAHS has remained at 19%. SED have had the highest gains at MVHS from 43% to 52%. SED at LAHS have decreased slightly from 53% to 51%.  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. 92% of students met the target at both sites, excluding moderate to severe SWD . ELs at both sites reached 18% completion. Reclassified ELs reached higher levels of attainment, including 88% at MVHS and 86% at LAHS. Over half of SWD at LAHS met the target at 55%. MVHS had significant gains with SWD from 53% to 72%. SED students maintained this target, including 62% at MVHS and 74% 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 school 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 and math courses, 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.  Specialized courses for English Learners and Students with Disabilities are offered in the various content areas. Designated and Integrated ELD courses are offered in ELA, math, science and social science. SWD may take courses in a SAI setting or in the mainstream with support. Instructional aides are placed in mainstream courses to provide support. Both schools offer Co-Teaching courses that provide access to core classes for SWD. Support and intervention courses are offered at each site to target specific skills needed to be successful in core classes. Support classes in math and ELA are offered to 9th and 10th grade students.||2019-10-21|Met|2019
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 2019-2020 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 experiencing 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.||2019-10-10|Met|2019
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 disaggregating 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.||2019-10-14|Met|2019
18750360121657|Mt. Lassen Charter|7|1. Mt Lassen Charter School (MLCS) tracks progress in meeting Priority 7 standards by reviewing course offerings as well as class and school schedules. 2.  100% of students have access to a broad course of study. In addition to core academic classes and physical education, all students in grades  kindergarten - 12th grade have access to VAPA classes offered on site and through contracted vendor classes. High School students have the opportunity to choose electives as part of their course of study.  3.  There are no barriers preventing the school to provide access to a broad course of study for all students including unduplicated students.|Special attention is given when creating an educational plan for unduplicated students. Each student's particular circumstance is evaluated before implementing their educational plan. Programs and services are available to 100% of unduplicated students. Mt Lassen Charter School provides access to students with exceptional needs at a level consistent to the level of service available to all students.|There are no identified barriers preventing Mt Lassen Charter School from providing access to a broad course of study for all students.|Reviewing the data on the selected measures to track student enrollment in a broad course of study no new actions are needed.||2019-02-20|Met|2019
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 in the initial implementation stages of providing our 7th and 8th graders with access to the study of world languages using Duolingo.  Sisson staff and community members are also engaged in a think tank to look at class scheduling, in part to identify how best to enrich our broad course of study given the inadequate financial resources from the State and Federal Government.||2019-10-08|Met|2019
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; formative and summative progress measures, report cards, progress reports, English Learner identification & monitoring, classroom schedules, student 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, foregin language, and Physical Education.  Additional enrichment opportunities and electives are provided.  Students experiencing academic challenges have the support of Target Group Instruction, interventions, and attend additional days during 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 ELD and 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 to classroom teachers to help support both staff and students in accessing the curriculum included in a broad course of study, For the 2019-20 school year Mueller/Bayfront will continue to have a Dean of Achievement, a Coordinator of Curriculum and Instruction, Special Education teachers and Support Staff.  Partnerships with CVESD and the SDCOE allow for additional training for both teachers and administrators.  Training and resources for Integrated and Designated English Language Development, and supplemental curriculum aligned to the Common Core is 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 throughout the school year.  Instructional coaching is provided to teachers at both Mueller and Bayfront.||2019-10-24|Met|2019
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 2018-2019 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.||2019-10-08|Met|2019
19647336119044|Multicultural Learning Center|7|MLC tracks this access through our strategic planning of instruction and curriculum, engagement with school parents, as well as observation protocols of educators and evaluation of student benchmark and annual data. In addition, student schedules in Middle School are tracked through PowerSchool, ensuring their weekly schedules reflect a broad course of study including: English, Spanish, History/Social Studies, Math, Science, PE, Music, Art, Technology, and Leadership.|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. Due to recent investment in SEL Curriculum, teachers K-8 explicitly teach social emotional learning skills and practice to students daily. Another recent addition based on needs is a Social Thinking Curriculum for students with specific language and communication deficits as well as Reading Intervention Curriculum in English (Wilson Reading) and Spanish (Esperanza).|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. As far as attracting more highly qualified teachers, we have long-term solutions in place to  address this with University partnerships and grants to support intern teachers as they develop their credential prior to hiring them once credentialed. The Spanish resource obstacle continues to be difficult in many areas of the curriculum and until our state adopts curriculum resources in Spanish for dual immersion schools, we will face this obstacle and be in the position of creating our own material|In 2018, we shared that Math was a major obstacle in terms of finding a high quality, standards-aligned curriculum we could teach in Spanish K-3 and in English starting in fourth grade. Since then, we have focused on a plan toward transition our K-5 math program toward CGI Math. This is a gradual transition, training different cohorts each year until we are implementing in all grades K-5.   In 2018, we reported an obstacle in providing access in the visual and performing arts, and are addressing this gap in the 19.20 school year by expanding electives in the Middle School to include art, theater, music, and media arts. In addition re-ignited our partnership with the Los Angeles Music Center to add a dance residency for students in grades K-2 this year, and we are working with a community artist to provide a music residency for students in grades 3-5. In addition, we are providing more arts classes through our after-school program.  For expansion in science, we are sending teams of teachers for NGSS training at the Los Angeles County Office of Education, and our Parent Council is fundraising for new stem programs on our campus for the 20-21 school year. We are also partnering with Universities to provide STEM programs in our after-school program.  For reading and writing, we are investing in more leveled books and leaning toward a more reliable assessment tool for Spanish reading||2019-10-24|Met|2019
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 “one school” school district is able to measure that we offer a broad course of study for all scholars, including students with exceptional needs.|MESD, a small school district, continues to work to ensure all scholars have access to courses.|Mupu has recently purchased IXL, an “integrated personalized learning platform” that helps address scholar needs in the areas of math, language arts, science, and social studies. We have also purchased other intervention curricula to address the needs of all learners.||2019-10-16|Met|2019
15636850000000|Muroc Joint Unified|7|||||||Not Met|2019
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.  A universal access model is used to individualize learning opportunities from intervention to advanced coursework.  In recent years, the Horizons Unlimited Program has provided visual and performing arts experiences for all elementary students.  At the secondary level, MVUSD students are placed in core curriculum and college preparatory courses that lead to college and career readiness unless otherwise determined by SST/504/IEP teams.  MVUSD continues to strive to increase the rates of unduplicated students and student groups of focus in advanced coursework.  All MVUSD 8th and 10th grade students take the PSAT and from that information, students are encouraged to take and placed into advanced coursework.  MVUSD collects AP, IB, DE and AVID participation data annually by student group to monitor enrollment with the goal of increasing participation rates for targeted students at the high school level.  In addition, MVUSD tracks underrepresented student group progress and D/F rates at each grading period by student group to provide intervention and acceleration opportunities.  We track A-G completion rates by school and district-wide by student group to help us reflect on our practices and increase student learning and achievement.|Murrieta Valley Unified School District provides all students with access to all courses.  At the elementary level, all students have access to core curriculum at each grade level and are provided with supplemental instruction and intervention as needed.  These services ensure all students have access to grade level standards including English learners and students with disabilities.    At the secondary level, students have access to the core curriculum and are provided additional intervention classes on an as needed basis due to their academic progress.  Secondary students are placed in additional intervention classes based on their instructional needs and primarily focused on English language and special education instruction.    MVUSD consistently looks at enrollment data to examine student group information to increase and improve enrollment in advanced and college entrance coursework with a focus on African American and Latino students.  CTE pathways vary by high school site due to teacher credentials, facilities, program requirements and resources.|While MVUSD provides the opportunities for accessing a broad course of study for all students, we have identified barriers that we are continually addressing to improve student participation.  Some barriers that affect student access to core content include the need to provide intervention for students who have achievement gaps and students who require English language instruction.  Another key barrier that affects students accessing rigorous coursework is a staff and parent focus on high school graduation completion instead of college and career preparation.|MVUSD continually strives to improve systems that promote student access to a broad course of study.  The district is currently piloting an embedded advanced English program at one of the middle schools which is resulting in more students accessing advanced English coursework.  This instructional model will be expanded based on final evaluation at the end of the school year.  Additionally, the district has revised the middle school advanced math pathway that will lead to greater student participation in 8th grade Math I, as well as greater participation in AP, IB and DE math courses at the high school level.    The district is raising awareness of all stakeholders regarding the importance of taking rigorous and career related coursework.  Particularly, there are focused efforts on implementing a systematic guidance curriculum for grades 6-12, as well as raising the awareness of counselors as they guide students in selecting coursework that will prepare them for college and career.||2019-10-24|Met|2019
37683386115570|Museum|7|The Museum School is a fully inclusive K-8 charter school that supports students with various disabilities in the general education classroom to the maximum extent appropriate in accordance with their least restrictive environment. This population of students, ranging in needs from mild to moderate disabilities, are evenly enrolled alongside their non-disabled peers throughout all classrooms and programs. Most special education services and interventions occur within the context of the general education classroom. Education specialists and general education teachers, including related service providers and paraprofessionals, collaborate on a recurring basis to differentiate upcoming lesson units, projects, and assessments. Additionally, some classes are co-taught by both a general education teacher and a special education teacher together. We provide opportunities for all students to be full participants in their classrooms and in the local community. This helps us ensure all students feel welcomed, appropriately challenged, and supported.|The Museum School is a single-site K-8 LEA in which all students are fully included in all classes.|All Museum School students have access and are fully included in a broad course fo study which includes all core classes and enrichment such as PE, Arts, Sewing, Music, and Project-Based Departments.|The school will continue to monitor that all students have full access to a broad course of study.||2019-10-14|Met|2019
19647330102483|N.E.W. Academy Canoga Park|7|N.E.W. Academy Canoga Park is a TK-5 charter school. All classrooms are self-contained classrooms. Teachers cover Language Arts, Mathematics, Science, Visual and Performing Arts, Social Science, Health, Physical Education,and Technology. We have selected the following tools to monitor student academic growth, School Informational System, the School Accountability Plan (SARC), and our Local Control and Accountability Plan (LCAP). Teachers write weekly lesson plans that detail the scope of study and administration visit classrooms on a day to day basis. We have also adopted and implemented local assessments to  track student growth in all subject areas.|N.E.W. Academy Canoga Park is a one school LEA where all students have access to a broad course of study within their self-contained classrooms. We have a Dual Language Academy Program, where students receive instruction in English and Spanish.Our English language learners receive integrated and designated ELD support. Our school|We provide a broad course of study to all of our students, however we continue to have a number of students who arrive late or are absent on a regular basis.  We have continued our efforts of recruiting teachers with adequate certifications to teach Spanish in our Dual Language Immersion Program.|Students are making steady progress in all academic areas, thus we will continue to use the language arts and math curriculum we have in place. We have purchased and will implement a new English Language Development (ELD) Curriculum this year. We hope this new addition will help strengthen our students overall English language skills. Additionally, teachers and administrators will participate in on-going professional development in ELD, language arts, math and NGSS- Science. We plan to continue monitoring student academic progress and attendance.||2019-10-23|Met|2019
19647330100289|N.E.W. Academy of Science and Arts|7|We are a TK-5 charter school. All classrooms are self-contained classrooms. Teachers cover English, Mathematics, Social Sciences, Science, Visual & Performing Arts, Health, Physical Education, and technology. Locally selected tools used to monitor are our School Information System, the School Accountability Plan (SARC), and our Local Control Accountability Plan (LCAP). Teachers submit weekly lesson plans that detail the broad course of study. We also use local assessments to 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 (Spanish and English). 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 continue to encourage teachers to enroll in training in professional development related to teaching in a dual language program like the one we have at NASA. NASA also continues to sponsor staff training related to a broad course of study.||2019-10-23|Met|2019
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. We track student progress using individual learning plans, credit evaluations, and goal setting for timely graduation.|100% of students are offered credit recovery and/or coursework, AP courses, A-G, PE, and electives. We have work readiness, food handlers, and a construction/welding CTE pathway for all interested students. Students can earn academic, elective, annd PE credits with our after school program.|We would like to expand our CTE, electives, and sports programs but cannot due to limited facilities, space, and infrastructure. A new facility with a shop/maker space, more classrooms, and PE grounds would remedy our barriers to providing access to a broad course of study.|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. We have expanded our CTE offerings and have a qualifying pathway in welding and construction. We have also expanded access to Nimbus Arts program for students interested in the arts.||2019-10-01|Met|2019
28662666026983|Napa Valley Language Academy|7|Napa Valley Language Academy provides a broad course of study through it's implementation of the charter goals.  All students (K-6) are given the opportunity to engage in the arts and in college and career ready opportunities through our school wide AVID program.  We also provide additional enrichment, free of charge, for afterschool enrichment.|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 to play the violin or they can choose to play the cello. In 5th student can stay with violin/cello or chose a band instrument. We currenlty offer flute, clarinet, and trumpet. In addition, we offer a variety of after school enrichment classes for free including but not limited to the following: 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 for instrument rental.|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, all the flutes, clarinets, and trumpets were purchased and rented to a low cost to our familes. 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.||2019-10-21|Met|2019
28662660000000|Napa Valley Unified|7|NVUSD can assure students are enrolled in a broad course of study by reviewing Advanced Placement (AP) enrollment, Career Tech Ed (CTE) participation, and by reviewing standards-aligned content adoptions.|In Napa Valley Unified, Advanced Placement (AP) enrollment has steadily increased over time. Beginning in 2017-2018 with just over 217 students enrolled in AP Courses district-wide, to now include 1,414 students. The same AP Courses are offered at all 3 of NVUSD’s largest high schools, including; Computer Science, English Language Arts, Foreign Language, History/Social Studies, Math and Science. 959 AP tests were administered with 425 of those representing a score of 3 or higher. AP course participation includes; 555 students taking AP English, 338 AP American Government, 331 AP Language Courses, 312 AP Life Science, 189 AP Mathematics, 165 AP Physical Science, 159 AP Elective, 158 AP World History, 117 AP US History, and 112 AP Visual/Performing Arts Class. Of all AP courses taken, Hispanic/Latinos represented roughly 45% of all participation. Socio-economically disadvantaged students represented 18% of all participation. Whites represent 36%, and Asians represent 12%. 1126 students took Career Tech Ed (CTE) classes in 2018-2019. Of the students who participate in CTE courses, 56% are Hispanic/Latino. 19% are Socioeconomically Disadvantaged. 45% are White, and 16% are Asian. High schools offer CTE courses based upon their local communities. American Canyon High, which serves students in families who work largely throughout the North and East Bays, offers courses in Business Administration, Culinary Arts, Sustainable Construction, and Sports Medicine. Napa High, which serves families located throughout Napa proper, offers courses in Engineering and Robotics, Manufacturing and Product Development, Medical Sciences, and Sustainable Construction. Vintage High, which has a community linked to agricultural arts, offers, Animal Science, Automotive Technology, Business, and Culinary Art, Multimedia Production, Printing and Graphics, and Woodworking. In 2016, an adoption took place for K-8th grades, mathematics. In 2017, NVUSD engaged in an adoption process for 3rd through 8th grades, for English Language Arts (ELA) and English Language Development (ELD). Kindergarten through 2nd grade were adopted the following year. Central to this adoption were the content topics, which included Science and Social Studies. In 2017-2018, all students in grades Kindergarten through 8th have fully implemented Mathematics and ELA adoptions. While high schools are not required to adopt, teachers can use the adoptions as supplemental materials in their classrooms, as appropriate. All students in grades Kindergarten through 5th grades have additional resources for Tier 2 intervention, as needed. Finally, NVUSD invested in 500 licenses through Houghton Mifflin Hartcort, for reading intervention in 3rd nd 4th grades, for students who are not reading at grade level.|While there are minimal barriers to local standards-aligned adoptions, because they have been secured for all eligible grade levels, including Tier 2 intervention materials for reading, there do seem to be barriers to secondary participation in Advanced Placement courses and CTE by Socioeconomically Disadvantaged students. While the reasons for this are not entirely clear, in all likelihood there are a number of factors; i.e. interrupted schooling often experienced by low-income students whose families have high rates of mobility, lack of academic support structures due to familial unfamiliarity with school systems, inability to access additional help because of a need to work outside of school hours, and many other potential factors.|NVUSD has engaged in an extensive Multi-Tiered System of Support (MTSS) process, the goal of which, is to identify students in need of additional help and intervene early. The purpose of the MTSS process is to identify student academic and behavioral health needs early, put supports in place, so as to ameliorate the deficits and struggles the student may be experiencing, before they result in chronic failure and/or disciplinary outcomes. It is also meant to support the understanding of educators and other NVUSD stakeholders about the different kinds of support students need; Tier 1 - whole class supports, Tier 2 - additional supports or programs for fully-included students, or Tier 3 - programs and supports which place students outside the general education classroom for part or all of their day. The completion of this implementation process will result in wrap-around services for students which consider varied options for support which facilitate their progress toward becoming college and career ready.||2019-10-24|Met|2019
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 students) 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 includes all core content areas. All sites provide instructional schedules reflecting 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. * ELA and math Common Core Standards utilizing Benchmark, American Reading Corporation, Go Math and the UCI Math Project. * Science - technology integrated units using Discovery Streaming and Mystery Science. * Visual and Performing Arts - an enrichment wheel program provided by an enrichment teacher in the areas of visual arts, dance, drama, and music 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 5 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 voluntary programs has increased over the years and the variance in participation exists 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 is 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 guided a restructuring of the ASES program to offer more and greater frequency of enrichment activities for students. The restructuring with the offering of more and greater frequency of enrichment activities continue this school year.  Additionally, a technology audit, family survey and internet heat map continues to be conducted to design a take-home 1:1 technology program for all students. When completed, the audit will provide the information needed for all students to have access to the core content areas 24 hours a day/7 days a week (24/7).|ALL means ALL in the National School District.  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.|2019-10-23|Met|2019
37681890118323|National University Academy|7|||||||Not Met For Two or More Years|2019
37683380137802|National University Academy 1001 STEAM|7|1001 STEAM focuses on improving student access as well as readiness for college and career. 1001 STEAM provides different course of study sequences aligned to Board approved graduation requirements and a-g completion. Students have access to similar courses of study. The counselor reviews the list of available courses in Edgenuty, our on-line curriculum, to that ensure students from all student groups have access to broad courses of study. Students also have the ability to create a Multi-Year Academic Plan with the help of a counselor and parents to assign classes.|Because the school has an on-line curriculum student have access to their classes where ever they are.  The school does have STEAM workshops for students.  Sometimes the student is unavailable for these workshops and thus misses out on these extra activities.|1001 STEAM has two options.  One is the 4 day a week study plan where the student finishes their classes at the school.  The other is a pure independent model where they meet with a teacher once a week.  It can be difficult for pure independent students to prioritize,  plan and stay motivated.|Almost every course at 1001 STEAM is A-G compliant. 1001 STEAM is increasing support to students with disabilities by increasing inclusive practices.  Teachers are trained in the Healthy Kids act which the emphasis is on healthy relationships.  1001 continues to monitor student course enrollment each year.  Progress reports are regularly sent to families so that they can be better informed about the students’ progress.  Constant reports and engagement encourage students to strive toward college access and informs them.||2019-11-20|Met|2019
37103710138594|National University Academy Dual Language Institute|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 NUA-DLI to determine if all students, including unduplicated, are enrolled in a broad course of study are class progress reports, report cards, all assessment results, 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 andPerforming Arts, Applied Arts, and Career Technical Education. NUA-DLI is  is a TK-8 program, so EC 51220 (a)-(i) applies to course access at grades 7 and 8. The locally selected tools used by NUA-DLI to determine if all seventh and eighth-grade students, including unduplicated, are enrolled in a broad course of study are the Master Schedule, progress reports, report cards,  all assessment results, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all NUA-DLI TK-8 students have access to a broad course of study. In addition to a broad course of study, NUA-DLI offers an after school reading clinic, and after school enrichment math class, a cross-country team, basketball team, soccer team, and cheer team; art, music and physical/health education, and various field trips at each grade level. Extra-curricular/fundraising activities all address wellness in some way: Jog-A-Thon, Move-A-Thon, and Field Day are all a part of the NUA-DLI experience.|All NUA-DLI 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|NUA-DLI posits to offer more after school for enrichment such as typing, cooking, a hands-on enrichment science class, and a book club.|The school is in its second year of operation as a seat-based program unaffiliated with other NUA programs. The 2018-2019 school year, for which we just received the data for subgroups, is serving as a baseline year which determined the enrichment classes we are offering this year.|2019-04-16|Met|2019
30103060138800|National University Academy Homeschool/Independent Study Orange County|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 NUA-HSIS to determine if all students, including unduplicated, are enrolled in a broad course of study are class progress reports, report cards, all assessment results, 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 andPerforming Arts, Applied Arts, and Career Technical Education. NUA-HSIS is  is a TK-12 program, so EC 51220 (a)-(i) applies to course access at grades 7 and 8. The locally selected tools used by NUA-HSIS to determine if all seventh and eighth-grade students, including unduplicated, are enrolled in a broad course of study are the Master Schedule, (ISMA) progress reports, report cards,  all assessment results, English Language Learner identification, and Individualized Education Plans.|NUA-HSIS has access to an extensive vendor list for Common Core curriculum that students have access to.  By working with their Educational Specialist families are able to choose a curriculum that works well for the child and family.   Families meet with their families each month to confirm that Common Core standards are being met.|One of the major barriers especially for middle school students is the parents ability to teach and understand the concepts being taught.  This barrier hinders the curricula that can be used by the family.|This year teachers at HSIS OC will look at Edgenuity as a broad class list to discover how students can improve in their online learning.  We will also help parents by having workshops to help them understand their role as the "teacher"||2019-05-20|Met|2019
34752833430659|Natomas Charter|7|At Natomas Charter School, all coursework is developed around the California State Standards and is focused on preparing all students to be college and career ready. Administrators, teachers, counselors, and support staff annually review course access and completion data to ensure that all students have access to a broad course of study. Along with course completion, the team reviews 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 2019 graduating class 81% of the students met this standard. Students who did not meet this standard primarily had one or more Ds in a course and were not interested in retaking the course as they planned on attending a California community college. Moving forward we are working with students and families to help them understand the importance of achieving A-G readiness regardless of university they plan on attending.|Along with course completion evaluations, an annual nationally normed survey is sent to students to provide feedback on their teachers and the school's course offerings.   Key findings from the survey regarding pedagogical effectiveness include: 85% (+7%, 99th percentile) of 3rd-5th grade students report positive pedagogical effectiveness. These are results are consistent across student subgroups 79% (+4%, 99th 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: 81% (+9%, 80th percentile) of 3rd-5th grade students report positive student-teacher relationships. These are results are consistent across student subgroups 71% (+4%, 90th percentile) of 6th-12th graders report positive student-teacher relationships. These are results are consistent across student subgroups   This was the second year of surveying in this manner. We made adjustments to the survey to focus on areas that get to the heart of the student experience. We use these measures to refine our practices and set goals for the 2019-2020 school year.  Finally, Ninety-three percent (93%) of 2019 graduating seniors surveyed indicated that they felt they were well-prepared for college and/or post graduation opportunities. This is up 6% from 2018. The four-year college acceptance rate for this class was 99% for those who applied, which is consistent for 2018 and 2019 graduates.|Natomas Charter School continues to refine its ability to offer a broad course of study for all students. While all students have access to a broad course of study, an area where we are currently focusing efforts is in creating support structures for students who may be struggling with this coursework. This is especially true for our special education students. We are examining our core instructional practices to ensure they are aligned with universal design for learning principles and examining co-enrollment support classes for all students who may be academically struggling midway through a grading period.|Natomas Charter School continues to refine its course offerings each year and is in the process of fully implementing a multi-tiered system of support. This system will allow us to support all students on 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 using full-inclusion type models.||2019-10-14|Met|2019
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 the LEA from providing a broad course of study to all students.|NP3 will continue to offer a broad course of study to all students.||2019-10-15|Met|2019
34752830134049|Natomas Pacific Pathways Prep Elementary|7|NP3 Elementary 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. NP3 Elementary instruction uses differentiation to deliver instruction to all students, including unduplicated student groups and individuals with exceptional needs. NP3 Elementary also uses multiple measures to continually assess where students' current learning is at and what additional supports are needed. All grade levels meet with administration, counselor and intervention teachers every six weeks to discuss student progress and identify students who need additional support in math, English language arts and ELD instruction. We determine students needs by disaggregating data from multiple data sources. We look at formative and summative curriculum assessments. We look at all student's NWEA's MAP (Measures of Academic Progress) scores, which assesses student's reading and math levels, as well as projects where students learning will be on the CAASPP assessment. DRA (Developmental Reading Assessment) is used to identify students reading level. ELPAC (English Language Proficiency Assessments for California) is also another measure we use to look at students needs. Lastly, when scheduling for the following year, the same team meets to look at each student individually and place them in the most appropriate placement for the following year, based on needs. By including all grade level teachers, administration and counselors in these meetings, we are able to continually monitor every students access to a broad course of study.|NP3 Elementary uses an individualized scheduling process. At the end of each school year Administration, counselor, grade level teachers and intervention meet to discuss student needs and place them in the most appropriate placement for the following year.  In addition to the grade level meetings we hold every six weeks, NP3 Elementary also works in Professional Learning Communities (PLC's) and grade level clusters. During these meetings, teachers are analyzing student data and creating plans to address student needs.|Currently, there are no barriers to identify that would limit NP3 Elementary from providing access to a broad course of study for all students. (NUSD Sped staffing?? Not sure if I should put that in here.)|NP3 Elementary will continue to closely monitor and assess student needs in order to ensure access to a broad course of student for all students.||2019-10-15|Met|2019
34752830120113|Natomas Pacific Pathways Prep Middle|7|NP3 Middle School 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 differentiate instruction based on student need. Student need is assessed using formative and summative assessments, Literary Assessments, and English Language Proficiency Assessment for California (ELPAC). NP3 Middle School has a schedule that includes Advisory, Intervention and Enrichment four days a week in an effort to provide access to life skills learning and academic support as needed. In addition, Special Education services are offered in the least restrictive environment by using inclusive practices. Lastly, all teachers at NP3 Middle are fully credentialed teachers, qualified to teach English Language Learners, in each classroom.|All students have access to a broad course of study. This includes access to state adopted curriculum, Advisory period, Enrichment and Intervention. Advisory provides social emotional learning for all students and contributes to building strong relationships that we strive for. Enrichment gives students the opportunity to select an elective class that they are interested in learning new skills. This includes, but is not limited to, access to different languages, learning about world cultures, art skills and sports. Student need for intervention is assessed daily by math and English language arts teachers. The timelines of how quickly students can enter and exit intervention create access to studies as soon as it is needed. Many different forms of assessment are used to quickly assess student need for intervention.|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.||2019-10-15|Met|2019
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 Office of the Chief Academic Officer 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 few years the district has expanded access to a broad course of study, as indicated by a significant increase in our a-grate. In 2010 the district a-g rate was 36%, in 2018 the rate was 69% and NUSD is projecting a new a-g rate for 2019 at 70%.  These improvements and current a-g rates are significantly higher than other local districts and the State of California.|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 reclassified to Fluent English Proficient.  One issue that makes this work challenging in NUSD is the high rate of mobility.  For example, only 48% of the graduates in 2019 were also enrolled in an NUSD school as 8th graders and only 31% of them were enrolled in Kindergarten in the district.|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.  NUSD continues to monitor student course enrollment each year.  Also, twice a year, each family with a high school student is sent a personalized letter about their student’s progress toward graduation and college.  This additional tool not only provides information to encourage students to strive toward college access, but also informs them and their families if they are off track for completing any coursework required to graduate or attend a CSU or UC college.|The broad course of study in Natomas is creating significant opportunities for the diverse students in our community. Natomas Unified's graduation rate has remained over 90% for a number of years and the a-g rate rose from 36% ten years ago to 70% today.  That means nearly 3 in 4 students have the opportunity to go to college because of the access and opportunities created in Natomas Unified.  Additionally, Natomas students of poverty, African American students, Latinx students, and many other student groups have higher graduation rates and a-g rates then the County or State of California.|2019-08-14|Met|2019
01611190119222|Nea Community Learning Center|7|The locally selected measures used to track all Learners' access to a broad course of study include Learner’s cumulative files. Facilitators review Learner’s 504 plans, Safety Net data. The Special Education department works collaboratively with general education Facilitators to insure accommodations and modifications that align with Learners’ IEPs. Intervention groups and Academy courses are embedded for both Lower and Upper Village Learners. MAP testing and data informs curriculum planning, necessary interventions, and course placement. Professional development supports the continued growth and implementation of Project Based Learner and Restorative Practices across both Villages.|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 Academy courses began in the 2019-2020 school year. 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 its first benchmark in early September 2019 and follow-ups will be administered two more times this year. The data provided facilitators with the necessary information to tailor learning objectives to meet the needs of the particular learners. 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. Reflex math showed 100% growth in proficiency for EL, SED, and learners with disabilities. Approximately 50% of the 9th-12th graders are enrolled in an honors course or a class at the local community college. 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.|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.|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. 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.||2019-10-17|Met|2019
36678010000000|Needles Unified|7|||||||Not Met|2019
19647336018287|Nestle Avenue Charter|7|The School for Advanced Studies serves the needs of our High-Achieving students, whereas our ELLP Academies functions as a vehicle to provide targeted support to meet the needs of all learners. It allows us to differentiate instruction to support our students not performing at grade level, those performing at grade level and those performing well above grade level.  In addition, we employ an Instructional Coach/Intervention teacher to support teachers and students who require additional remediation and targeted instruction. We use data from Progress Monitoring, DIBELS, Interim Assessments, IAB's and SBAC to determine appropriate supports.|Students in grade K-2 participate in ELLP academies 4 days per week and are progress monitored after every 3 weeks academy cycle. The data from progress monitoring is used to determine small student grouping in the next academy cycle. Grouping is therefore fluid, responsive and strategic. High performing and Gifted students are grouped with a trained teacher, based on academic promise, scores and teacher recommendations.|Providing ongoing differentiated and responsive small group instruction requires Teacher's Assistants to ensure the groups are small. In addition, teachers must meet after every cycle to progress monitor and analyze data and then be ready to re-group students.  This requires teacher collaboration, cooperation and commitment. Barriers might be financial or lack of teacher commitment. Barriers to the SAS school may include parent misunderstanding of the criteria for selection.Nestle|We have planned several parent meetings to explain eligibility for the SAS program as well as parent meetings to explain eligibility for the Intervention program. We continue to fund additional Eureka Math training for teachers. We have purchased weekly computer classes for all classes and recently began a weekly STEM class for students in grades 3-5, with grades K-2 expected to begin training in January. We also provide weekly chorus, Music, Orchestra and Art.|Nestle students have the opportunity to earn admission into the School for Advanced Studies in grades 1-5.  Teachers in the SAS program are required to earn 16 additional hours per year in Gifted instruction. All students receive instruction in Art, Music, Computers and STEM. Students in gr 3-5 have the opportunity to play an instrument in the Orchestra.  All Nestle students are assigned their own Chromebook (gr, 2-5) or IPAD (gr Tk, K,1). Students have access to an Intervention teacher, Teacher Assistants, Supervision Aides,  librarian, full time nurse and intervention supports during and after school.|2019-10-24|Met|2019
37683956040513|Nestor Language Academy Charter|7|As a dependent charter, Nestor Language Academy adheres to the South Bay Union School District district wide curriculum calendars and pacing guides for all core subject areas and grade levels. In addition, Nestor has a clear scope and sequence for Spanish language development as a dual language school. These documents are disseminated to all teachers at the beginning of each year.  District and school administrators conduct routine walkthroughs to ensure adherence to the curricular calendar and pacing guide in all classrooms.  Grade level professional learning communities are also focused on ensuring all students have access to district adopted curriculum for all student groups.  PLC agendas are collected and analyzed by site administrators.|Data from the above measures and observations indicate all students, have access to a broad course of study.  Implementation of district adopted curriculum is in place in all classrooms. Over the past three years, significant efforts have been made to increase inclusionary practices for students with disabilities.  This is an area which has seen significant improvement over the past three years.  During the 2018-2019 school year, SBUSD and Nestor Language Academy implemented VAPA/STEM district wide for all SBUSD students in grades K-6 to ensure a broad course of study which includes the critical elements of the arts and STEM instruction.  Currently every K-6 SBUSD student receives one hour of VAPA and/or STEM instruction per week from a fully credentialed teacher.|Nestor Language Academy has seen continued growth in the area of inclusion and rigorous, targeted instruction for students with disabilities.  In some limited instances, students are being serviced in a primarily pull-out model.  While these students have access to core curriculum, the interactions, oral language and collaboration is limited when not with typical peers.  Significant efforts and improvement are being made in this area.|SBUSD and Nestor Language Academy are working to increase Universal Design for Learning principles with both special education and general education teachers to ensure greater levels of rigor and targeted instruction  for students with disabilities.  Expansion of VAPA/STEM to include media arts will also increase access to these critical areas of study.||2019-10-10|Met|2019
29663406112593|Nevada City Charter|7|||||||Not Met|2019
29663400000000|Nevada City Elementary|7|All students, in all unduplicated student groups, in grades TK-8, have access to State Adopted Curriculum and are enrolled in all core subject areas.|As a small school district with a relatively small population of low socio-economic students, only five EL students, and a strong team supporting our special needs population, we are not challenged with the same barriers as other districts in providing access to and enrolling our students in a broad course of study. All of our students have access to and receive a broad course of study.|All students receive a broad course of study. The LEA will continue to monitor implementation and progress through local and state measures.|The LEA will continue to monitor local and state assessments, monitor ELPAC progress, implement research based effective teaching strategies, and provide professional development to ensure a broad course of study for all students.||2019-11-12|Met|2019
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 all academics 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 on our local Middle School survey is 87%, and our chronic absence rate is 11% a slight improvement over 17-18.|Attendance for low income students seems to be our biggest challenge, (70% of those chronically absent are low income) but we are working on communication and trying to improve.  In addition, we actively assist parents in finding county support when needed.|We continue to incentivize attendance and continue to do in-depth training on inclusiveness and equity to ensure all students are being seen for their unique personalities and cultures. We have added a lunch program with scratch cooked meals which seems to be working - half of the students order lunch each day. In the Middle School we have created Houses that students belong to and they compete in friendly competitions that build relationships across grade levels.  All of these additions encourage better student attendance.||2019-11-14|Met|2019
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 within our alternative programs based upon the limited enrollment periods.  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 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 monthly 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 to establish a healthy social emotional climate for student and the staff who support them.  Our plan this year is to do a thorough curriculum inventory and review and ensure we are aligned with “like” curriculum as shared by the local agencies from which the students come.    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.  Additional training in trauma-informed strategies into daily instructional practices through an expanded focus on a) the different experiences and unique challenges of students impacted by several issues including suicidal tendencies, cyberbullying and drugs, b) behavior as a form of communication and how to explicitly teach new behaviors, and c) how to mitigate trauma and build innate resilience through a read, reflect and respond model.||2019-10-09|Met|2019
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.  Additionally, the district tracks standards-aligned textbook adoptions with oversight from the District Curriculum Committee to ensure adherence to ed code and board policy, and to ensure access to high-quality, standards-aligned curriculum and instruction and student equity.|In response to the 2019 survey question articulated above, 78.7% of parents, 84.5% of students, 70.2% of certificated staff, and 70.9% of classified staff, and 86.7% of community members report students students have equal access to a variety of courses and programs. As compared to survey results from the 2018 LCAP survey, the following increases/decreases exist -- parents (-3.4%), students (-3.1%), certificated staff (-8.4%), classified staff (+70.9%), and community members (+41.7%).   Generally speaking, all students have access to course offerings in the district. Master schedules are built around student needs and course requests.  It is likely that decreases reflected in the Certificated staff responses are due to the implementation of the Get Focused, Stay Focused curriculum at the 9th grade level in district schools.  The belief of many staff is that this will impact student ability to access a more broad range of courses in the district.   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 three priorities with identifying a new common bell schedule are 1. a way to offer students more than 6 classes per school year, 2.  the inclusion of an "intervention time" during the school day, and 3. a common schedule between comprehensive sites with alignment to our continuation school site. This third priority will enable students to access CTE course offerings from another school sites in the district, as well as potential distance learning opportunities for students to access course offerings from other sites that have low student enrollment numbers. This would also enable the district to share teachers across school sites, which is currently prohibited by our differing schedules.||2019-10-09|Met|2019
45701690137117|New Day Academy|7|Each New Day Academy (NDA) student has a Master Agreement that outlines all courses taken during the 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. Master Agreements for students with special needs are developed in cooperation with the student’s assigned special education service providers to be sure their courses and curriculum support their IEP goals and meet their needs.  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 year a High School Guide/Catalog is distributed to all high school students.  The document includes specific course information and options and is updated annually by NDA’s High School Coordinator and 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.|NDA provides access to a broad course of study for grade TK-12 students 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, 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 CTE, music, and art to expand their course enrollment and prepare them for high school.   All 9th-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.  After completion of this course, students are eligible to enroll in NDA’s Internship program to explore a field of 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.  Concurrent enrollment continues to grow and during the 18-19 school year 52% of NDA’s high school students were enrolled in Community College courses.|NDA does not have any barriers that prevents the school from providing access to a broad course of study for all students.|NDA will continue to explore new course options, new curriculum options, and online learning opportunities. The school continues to encourage all high school students to enroll in Career Technical Education (CTE) Pathways as part of their educational plan. Increased student participation in the pathways will be an area of focus in the 2019-2020 school year and teachers will receive CTE Pathway training to understand each option.||2019-10-10|Met|2019
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 residences. Over the years, the school’s enrollment has consistently mimicked the demographic changes taking place in the community served. Currently, our school serves 855 students in grades 6-12, 89% Hispanic, 11% African American, of which, 94.4% Socio-economically Disadvantaged, 15% English Language Learners, 9% Students with Disabilities, 0.2% Foster Youth, and 0.2% 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 student groups 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 (with a nutrition component). In addition, our Middle School students also have access to and can enroll in Technology and ACE Math and/or ACE English.  Our High School students have access to and can enroll in college preparatory electives, Lab Science, CTE Pathways (Law & Diplomacy, Information Technology, Finance Academy, and Medical Science), AP courses, Naviance Career Planning, 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 in 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.||2019-10-30|Met|2019
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 400 students in grades 6-12 with student demographics that include: 53% African American, 46% Hispanic, of which 15.5% are Students with Disabilities (SWD), 10.3% English Language Learners, 1.5% Foster Youth and 93% Socioeconomically Disadvantaged.   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 student groups 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 (with a nutrition component). In addition, our Middle School students also have access to and can enroll in Technology and ACE Math and/or ACE English.  Our High School students have access to and can enroll in college preparatory electives, Lab Science, CTE Pathways (Law & Diplomacy, Information Technology, Finance Academy, Medical Science, and Engineering), AP courses, Naviance Career Planning, 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 in 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.||2019-10-30|Met|2019
01612420000000|New Haven Unified|7|For years, our district has maintained a focus on Equity. Structures to support this work are our district’s Secondary Grading and Assessment Task Force and Equity Council. These groups are composed of certificated staff, classified staff and members of the district’s administrative team. Desired outcomes from these groups include ensuring equitable grading practices and ensuring equity for students by eliminating barriers for student access to a broad selection of courses.  As a result, NHUSD 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 been obstacles to students participating in a broad course of study. NHUSD has removed the completion of coursework as a conditional requirement for enrollment. As a result, NHUSD offers students in Grades 9 - 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. We have identified the need to continue to recruit and support our underrepresented populations to enroll in AP Classes, take the AP 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 AP 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 2018-2019, there were 1,570 students enrolled in AP classes. Of the 1,570 students, 1,249 of them actually took the AP Exam. Of the 1,249 students who took the exam, 866 of them or 69% 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 scored 3 or above on the AP Exam, there continues to be a huge discrepancy in the students enrolled in our AP classes, even with open access. 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 AP classes.|Even though New Haven Unified has open access to AP 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 AP 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 AP 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 AP 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 AP classes.|In order to increase access in 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 AP classes. We are also working with counselors in order to identify secondary Hispanic students who are academically proficient and engage in outreach efforts with students in order to provide them with information and encouragement to enroll in our  AP classes.  Additionally, we have analyzed our practices around the criteria to identify students who are enrolled in Accelerated Math in middle school and made changes that have increased the number of students enrolled in this course.  Students may qualify for Accelerated Math based on their existing Math NWEA scores and Math SBAC scores.  All Grade 5 students are invited to take a separate NWEA assessment to determine eligibility in the Spring.  These changes have led to an increase in the number of students enrolled in this course. This is the third year we have used a new pathway. Math teachers are collecting data to analyze the patterns of student outcomes to determine the student success rates. With a focus on improving student outcomes in Math in our middle schools, we are implementing new structures to provide within the school day and outside of the school day math interventions which will target specific skills to be developed based upon student need.||2019-10-15|Met|2019
19647330111211|New Heights Charter|7|In a small school of 19 classrooms, tracking is done by having all teachers submit their pacing plans for the school year in various content areas. Teachers are all multiple-subject teachers.|All students are in classrooms with the same course of study, based on their grade level -- this includes unduplicated student groups and students with exceptional needs. There are no differences across student groups in terms of access or enrollment.|There are no barriers.|New Heights continues to monitor our multiple-subject teachers to ensure their pacing allows them to teach all the content areas.||2019-09-11|Met|2019
39686190000000|New Hope Elementary|7|All information is verified by CALPADS, SEIS, and the California Dashboard.|As determined, 100% of Unduplicated students have access to a broad course of study, including a course in technology and visual and performing arts. English learners are provided daily, designated English Language Development Instruction, and students not meeting grade level proficiency are offered academic intervention programs (ie; Language development, Reading intervention, After school tutoring, Summer school).|There are currently no barriers that prevent students from having access to a broad course of study.|Students with Exceptional Needs are offered a broad course of study, including a course in technology and visual and performing arts.  English learners receive daily, designated English Language Development and other academic Intervention programs, as appropriate for their individual needs. Special Education services are provided for qualifying students, as verified by SEIS.  English Learners information has been verified by CALPADS.||2019-11-12|Met|2019
19647330128371|New Horizons Charter Academy|7|NHCA students are provided Common core resources for ELA and Math, NGSS resources and ELD curriculum for our EL students.|NHCA students are provided Common core resources for ELA and Math, NGSS resources and ELD curriculum for our EL students.  NHCA provides students online access to all four content areas to support a high level access to broad course of study.|NHCA has not identified any barriers.|NHCA students are provided Common core resources for ELA and Math, NGSS resources and ELD curriculum for our EL students.  NHCA provides students online access to all four content areas to support a high level access to broad course of study.||2019-09-17|Met|2019
39686270117796|New Jerusalem|7|New Jerusalem Charter Elementary 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 for uses 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 2018-2019 year, 100% of New Jerusalem Charter Elementary School offers 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 7-8 include in broad course of studies English, Social Science, Physical Education, Science, Mathematics, and Visual and Performing Arts.|All students in New Jerusalem Charter Elementary School are enrolled in a broad course of studies. Barriers preventing New Jerusalem Charter Elementary School from maximizing broad course of study offerings to all students include a lack of time during the regular school schedule. As over half of the students take district transportation before and after school, a barrier to offer before and after school opportunities to students are limited. Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day.|Create optimal conditions for learning by supporting the non-academic needs of students. Equip all students to participate fully by alleviating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners.||2019-10-17|Met|2019
39686270000000|New Jerusalem Elementary|7|New Jerusalem Elementary School District 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 for uses 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 2018-2019 year, 100% of New Jerusalem Elementary School District offers 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, and Visual and Performing Arts.|All students in the New Jerusalem Elementary School District are enrolled in a broad course of studies. Barriers preventing New Jerusalem Elementary School District 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.|Create optimal conditions for learning by supporting the non-academic needs of students. Equip all students to participate fully by alleviating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. Provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners.||2019-10-17|Met|2019
39686270130864|New Jerusalem Online|7|New Jerusalem Online 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 2018-2019 year, 100% of New Jerusalem Online offered access and enrollment in all areas defined by California Education Code.  As defined by California Education Code 51220 (a) –(i) for grades 9-12 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 Online enrolled in a broad course of studies. Barriers preventing the school from maximizing broad course of study offerings to all students include a need of specialized credential teachers to support CTE courses as well as Art lessons in a studio.  Additionally, limited facility space prohibits the school to offer additional courses with labs to all students during the school day|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 both designated and integrated ELD 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.||2019-10-17|Met|2019
34674390131136|New Joseph Bonnheim (NJB) Community Charter|7|To track student access and enrollment in a broad course of study, NJB will use the following measures to examine participation of unduplicated student groups, students with exceptional needs, and other student groups: All scholars have the same access to the curriculum in this K-6 school.|The baseline data collected for this initial report on Course Access includes the following from the 2018-19 school year: Throughout the week, scholars receive instruction in all K-6 California curricular standards which includes all scholar groups and abilities.|No barriers|Maintain the current program and progress monitor data using improvement science in the PDSA ( Plan, Do ,Study, Act)||2019-09-03|Met|2019
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 310 students in grades 6-8, 88% Hispanic, 3% 2+ Races, 4% African-American, 2% White; of which 15% are English Language Learners, 13% Student with Disabilities, and 95% Socioeconomically Disadvantaged.  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 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 demonstrates 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), and Enrichment course.  There are no differences in 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.||2019-10-07|Met|2019
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, 3% 2+ Races, 1% Asian, of which 39% are English Language Learners, 16% Student with Disabilities, and 88% 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 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, Coding, Health, and Music. There are no differences in 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.||2019-10-07|Met|2019
19647330117911|New Millennium Secondary|7|||||||Not Met For Two or More Years|2019
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 has secured outside support from contractors to aide the adoption of articulated standards and enmesh them throughout curriculum, support,  and professional development.  Although this is the current practice the scale and support of this project will be more designed fro long-term success and hence take more time for a slow implementation.|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.|2019-10-30|Met|2019
34674390101881|New Technology High|7|||||||Not Met|2019
19647330111484|New Village Girls Academy|7|New Village Girls Academy currently serves 87 students in grades 9-12, of which 87% are Hispanic, 10% African-American and 2% Filipino. Approximately, 98% Socio-economically Disadvantaged, 26.4% English Learners, 18.4% Students with Disabilities (SWD), 8% Foster Youth; and 3.4% Homeless.   For these young girls, New Village provides a “last chance” to earn a high school diploma while also gaining job skills. Over 79% of currently enrolled students meet the criteria of “very high-risk” designation set forth in the CA Schools Dashboard Alternative School Status (DASS) system.   New Village Girls Academy 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. New Village Girls 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 New Village Girls Academy educational program.   New Village Girls 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, the School Directors will verify this during classroom observations and they will 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 New Village Girls Academy, all students in grades 9-12 have access to and are enrolled in ELA, mathematics, science, and social studies. In addition, 100% of students have access to and are enrolled in: UC A-G approved courses, College Readiness (Gr. 11-12), and students select Electives such as Environmental Science, Astrophysics, and Financial Literacy.  During the Advisory course, students and their Advisor also review academic grades, course enrollment, and progress towards meeting UC A-G eligibility requirements, College Application Process, College Essay, and Financial Aid Planning (FAFSA & College Board). There are no differences in accessibility to courses, across student groups at New Village Girls Academy|Currently, 100% of the students have access to a broad course of study and New Village Girls Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of New Village Girls 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.||2019-10-02|Met|2019
36678760120006|New Vision Middle|7|||||||Not Met|2019
19756636120158|New West Charter|7|New West uses Infinite Campus, Grade level reports, Department chair rubrics, and Digital programs to track the extent that students have access to and are enrolled in a broad course of study|100% of students in middle school, high school and NWC+ hybrid-online program are currently enrolled and have full access to a broad course of study|New West does not have any significant barriers that prevent access for any student to a broad course of study|No current revisions necessary||2019-09-10|Met|2019
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 of 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 Folklorico 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 over 300 students, we offer music for over 200 students, and a class of students are enrolled in coding. These are all daily courses. At the High School, over 1,300 student are currently enrolled in "G" courses. Of those students enrolled, over twenty percent are SPED, over eight percent are EL, and over sixty percent are SES. We also analyzed our AP course data: over 50 percent of students enrolled in AP Courses take the AP exam and of those students and almost three quarters of the students pass the exam.|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 a 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. Additionally, we will be working closely with HR and Master Scheduling at the high school to align student needs with course offerings. Finally, this year, through our LCAP, we will offer additional art and music classes during the school day at all elementary sites.||2019-10-17|Met|2019
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 three 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. A district form has been created to ensure access and equability to course access for all students in all grade levels, similar to that of a master schedule in other districts. This master schedule will also need to be reviewed with the Director of Special Education to ensure IEP students have not been denied the opportunity to engage in any learning activities because of pull-out support (which the district has been successful at accomplishing so far). The Coodinator of State and Federal Programs will work on a deeper review of CTE standards and will need to create a spreadsheet showing alignment of CTE standards and current curriculum to identify any gaps that may need to be addressed.||2019-11-06|Met|2019
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 three 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. A district form has been created to ensure access and equability to course access for all students in all grade levels, similar to that of a master schedule in other districts. This master schedule will also need to be reviewed with the Director of Special Education to ensure IEP students have not been denied the opportunity to engage in any learning activities because of pull-out support (which the district has been successful at accomplishing so far). The Coodinator of State and Federal Programs will work on a deeper review of CTE standards and will need to create a spreadsheet showing alignment of CTE standards and current curriculum to identify any gaps that may need to be addressed.||2019-11-06|Met|2019
19648320000000|Newhall|7|The measures that we use to track the extent to which all students have access to and are enrolled in a broad course of study with the TK-6th grade span that we serve is described as follows. Student Access to Board Approved Instructional Materials as measured by the School Accountability Report Cards , 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.||2019-10-22|Met|2019
50736010000000|Newman-Crows Landing Unified|7|Newman-Crows Landing Unified School Districts uses the following to measure and track the extent to which students have access to and are enrolled in, a broad course of study:  • Site Master Schedules • District’s student information system • Student Access to Board Approved Instructional Materials • Student Access to PE Instruction • Student Access to Art Instruction • In grades 6-12, course catalogs that offer A-G, Physical Education, Visual and Perfroming Arts, Career and Tech Ed Pathways • Data from district and site walkthroughs  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 2018-19 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.|100% of students in NCLUSD have access to a broad course study and there is no difference across school sites or student groups as far as access is concerned. 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, visual, and performing arts activities in ASP. All secondary students have access to a broad course of study including A-G courses, electives and Career and Tech Education Pathways. 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 an increased number of online opportunities that can provide students access to more courses.  We are also working on partnerships with our local community colleges.  Again, due to our distance from local community colleges, this can be a barrier.  At the elementary, a lack of time during the school day can be a barrier. Site administrators work with teachers to develop site and class schedules that support access to 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.||2019-10-14|Met|2019
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: 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 appropriate settings 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: All: 90.6%; EL: 76.0%; Low-Income: 87.5%. Graduating Seniors meeting UC/CSU Requirements (A-G): All: 58.7%; EL*: 22.0%; Low-Income: 45.6%. *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 NMUSD system. A grade 12 English learner faces significant challenges in meeting the rigorous A-G requirements. In 2018-19, NMUSD offered eight Career Technical Education pathways and there were 115 completers. The eight Career Technical Education pathways are Business Management, Design, Visual & Media Arts, Engineering Design, Food Service & Hospitality, Patient Care, Production & Managerial Arts, Residential & Commercial Construction, and Software & Systems Development. In 2018-19, NMUSD offered 183 unique secondary fine arts classes throughout the district. 2018-19 LCAP Survey: 77% of students responded they are encouraged to have a four-year academic plan focused on college and career goals. 83% of high school respondents reported they are encouraged to take A-G courses. 59% of high school respondents reported they are encouraged to enroll in Career Technical Education pathways.|Barriers include:  - Access to integrated interventions (academic, behavioral, and social-emotional). - Varied grading and homework practices throughout the district. - Limited options to make up failed core courses present challenges for some students.  - Students who have recently arrived to the U.S. schooling system with gaps in educational experience need additional, intensive instruction in basic English skills. Additionally, these students have limited access to understanding the content delivered in core courses, which are required for graduation.|To serve all students, NMUSD will continue to build system-wide interventions (academic, behavioral, and social-emotional) through Multi Tiered Systems of Support. It will continue to provide a broad course of study as the default program for elementary students and an A-G aligned course of study for secondary students, as well as provide CTE pathways that lead to a certificate and meet high levels of college and career readiness. Finally, the district will continue to provide in-class interventions, supplemental classes, and tutorial support at the secondary schools in a variety of in-class and center-based formats, as well as summer remediation and enrichment.  For English learners, the district will explore scheduling options for Level 1 (Newcomers) in English Language Development, reading, and strategic access to core content. It will provide access to content area courses (delivered in English) using scaffolds and supports known as an Integrated English Language Development approach. Lastly, NMUSD will continue to review the effectiveness of English Language Development Levels 2 and 3 to ensure student access to both English Language Arts and Designated English Language Development courses in tandem.   For students with an IEP, NMUSD will continue to refine inclusive practices, 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. Additionally, the district will encourage consistent collaboration between general education and special education teachers to ensure students have access to a broad course of study.||2019-10-29|Met|2019
39684860131789|NextGeneration STEAM Academy|7|The tool that the LEA uses to track students’ access to a broad course of study is our school database and SIS system called Powerschool.  According to our school database all of our students are receiving a broad course of study in their self-contained classes.  We are also using Map Testing to ensure that all students are accessing the broad course of study.|Since we are a charter school within the school district, we are considered a single school LEA, and 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 after school enrichment program for the performing arts that we plan on continuing.|STEAM Academy is an independent charter school, and therefore we created our own climate survey to solicit feedback regarding school climate to measure parent, staff and student contentedness.  Our data is based on 75 surveys.  The results indicated that 95% of the respondents agreed or strongly agreed that they felt connected to the school.  Students stated that they felt connected to the school through the activities offered at the school,such as sports, the school play, the broadcasting, their school electives, and assemblies.|2019-10-10|Met|2019
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 study 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.||2019-10-10|Met|2019
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 of study 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 and 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).|All students have access to a broad course of study, as all core courses are taught at each site.|On January 22, 2019, the Stockton Unified School Board unanimously approved Board Policy CSBA Policy BP 6146.1 High School Graduation Requirements. The policy increases expectations and aligns high school graduation and the UC A-G Requirements. To ensure that all students take college preparatory courses and have the option of applying to a wide range of colleges and universities, students must meet these requirements with a D or better in order to earn a high school diploma.  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 for is available to all students. For example, multiple measures are used for student placement recommendations including grades, and interim and summative assessments.||2019-10-22|Met|2019
34674390137844|NorCal Trade and Tech|7|||||||Not Met For Two or More Years|2019
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 have 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. They also have Spanish instruction twice a week. 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.||2019-09-25|Met|2019
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 study. 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 2018-2019 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 study. All four elementary schools offer access and enrollment in the seven areas identified as a broad course of study 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 study 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.||2019-10-09|Met|2019
35675040000000|North County Joint Union Elementary|7|The District uses the following measures and tools to track assess to broad course of study: rosters with attendance and data on unduplicated students groups and students with exceptional needs, parent surveys, parent feedback at Migrant parent meetings, English Learner Advisory Committees, and School Site Council. The results are shared at the Board of Trustee meetings.|The LCAP actions and services include in school and after school programs to support a broad course of study. Students are provided a rich PE class, including yoga for TK-3rd grade. Students are exposed to the arts in classrooms, and 7th grade receives a 12 week Social Studies program which covers art, music, drama, and theatre. The sciences classes provide STEM classes and dissection labs. All students are invited to participate in after school enrichment classes which include- art, STEM, social skills, recorder classes. The parents fill out a survey to share their child’s experiences with the classes. All students are invited to participate. 91 91|Barriers include transportation for the 4th-8th grade students who would like to attend the classes but do not have bus transportation home at 4:00 p.m. Another barrier is staff with the expertise to provide instruction in foreign language.|Based on the parent surveys, parents would like more classes for students to participate in throughout the year. The District is working on adding to the existing classes and working on a way to provide transportation so no student has to miss out due to lack of bus transportation after school.|NA|2019-10-10|Met|2019
37684520114264|North County Trade Tech High|7|Our Freshman Experience is a new program for us this year.  It implements all students in core academics, CTE and success skills classes.  All Freshmen students have a year long Success Skills program designed to work between parents and students and help students transition into high school.  The students also all take part in 6 semester long CTE courses and one year-long course.  These highly engaging courses integrate EL and Math concepts into career based classes.  Students in 10th through 12th grade continue with opportunities to expand their CTE offerings as well as some more traditional electives.  All students are in an advisory program in order to research careers and the education necessary to support their careers.  The scheduling process is open to all students and parents to have input in the courses they take. Our advisors work with students to help determine the pathways that best suit their future plans.  All students have access to high quality CTE pathway programs that|Class size reduction and block scheduling are a major components used to address inequalities.  With a core class average of 20 and a CTE average of 16, students and staff have more interactions in a class period.  Every student has access to high quality electives and concentrator CTE program coursework.    Our 4x4 rotating block schedule is designed to allow students more opportunities to prepare for their future by engaging  in more coursework that they feel would benefit them in the future.|Our only barrier is due to the size of our school, many elective offerings are singleton courses.  This leads to scheduling issues if a student wishes to take two courses that are offered at the same time.    Scheduling priorities in the master schedule are given to students applying to 4 year universities to ensure they have all requirements met.|We work with parents and staff to create more opportunities each year.  For 2019-20 we have added staff and resources for Mechatronics (Engineering), Game Design and Digital Media.||2019-06-12|Met|2019
45700780000000|North Cow Creek Elementary|7|The North Cow Creek Elementary School District (NCCESD) 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 2018-2019 year, 100% of NCCESD students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i). All NCCESD students in grades TK – 8 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, NCCESD after school programs offered a variety of options for participation in the visual and performing arts, health and physical education. All NCCESD secondary students had access to a broad course of studies within their school offerings.|Over time, NCCESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Barriers preventing NCCESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day and, for some secondary students, lack of transportation home.|Due to NCCESD 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 NCCESD continues to assess access a broad course of study for all students, input from the High School District will be received 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 LCFF funds to support Priority 7.||2019-03-19|Met|2019
27738250000000|North Monterey County Unified|7|In elementary (TK-6), all students have access to and are enrolled in a broad course of study that includes English language arts, Math, Science, Social Studies, Physical Education/Health.  Grades 5/6 are offered instrumental music. All teachers/classes work to incorporate arts integration teaching strategies into content.   Elementary students who are English learners receive English language development and have an alternative program placement option for bilingual (Spanish) classrooms in grades K-2.  The elementary level has 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 as designated times. All students with special needs are served in the least restrictive classrooms according to their IEPs with the majority of students receiving the same courses of study with appropriate accommodations. Options for Secondary students receiving special services include Specialized Academic Instruction (SAI) provided in the general education setting via a co-taught model.   In Grades 7-12, the District approved course catalog outlines courses and guidelines. The Master Schedule, student Six Year Plans (developed during 7th grade for implementing 8th to one year post high), the individual student’s transcript audit, and individual scheduling documents are the tools used to track the extent students have access to and are enrolled in a Broad Course of Study.  Data reports are reviewed looking at demographic representation within specific programs/courses to include:  AVID, MESA, Advanced Placement, Career Technical Education and Dual Enrollment.  Progress of students within the Special Education and English learner pathway courses is reviewed to monitor learning and to make adjustments to placements.  Courses are monitored by looking at Ds/Fs by grade level by course and tracking students who are “on academic watch” for all students as well as subgroups of Special Education and English Learner students. 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 by the number/type and results of AP tests and AP grades.  This information is used to determine program focus areas and to review how students are progressing academically. In 2019-20, we have added the opportunity for 7-8 students to take French or Spanish as an elective.  Adult Education provides leveled English as a second language and technology classes. GED, high school diploma and certificate earning courses, such as food safety handler support career readiness. Workshop series are provided to support in parents in understanding and participating in their child’s educational experience.|The district has one middle school (7/8), one comprehensive high school (9-12), and two alternative schools: Central Bay Continuation High School (Grade 10, 11, 12), and North Monterey County Center for Independent Studies School K-12 (a school of choice).  All schools follow the 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 credentialed teacher.  Online courses are approved for A-G and meet all requirements for district-approved courses.    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 credits 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 Patient Care, Culinary/Hospitality, Public Service (Law/Fire), Engineering Design, Welding, Auto Technology, and Robotics. The middle school exploratory electives include:  MESA (Math, Engineering, Science Academy), Computer Science, Computer Applications, Multimedia Film (Youth Cinema Project), Journalism, Drama, Sports Passion, 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. Online language courses are an option open to all students attending the three high schools within the district.  The middle school offers Spanish and French as electives beginning in 2019-2020.       As a district partner with the Kennedy Center for Performing Arts, 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 teaching and learning.      In 2018-19, Second Step was selected as the social emotional curriculum for elementary with implementation in 2019-20.      In addition, a variety of extended learning was provided to build capacity, explore art forms, provide grade and credit recovery, and expand offerings and supports after school, in the summer, and during the Spring Break.|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. 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 added an elective for foreign language, Spanish and French, in Grades 7 and 8 for 2019-2020.  We are currently exploring 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 needs to be incorporated into a course of study.  Health curricular units were updated in elementary, middle and high school to meet recently added requirements.        The comprehensive high school will continue to 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 created a master schedule to track all courses that students are enrolled in and taking within the student information system.  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 revised 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, the district’s English Learner Master Plan was updated 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.|Over the past five years, the District has significantly updated course offerings, including A-G courses, if appropriate, and revised Career Technical Education courses/pathways.   Annually updated course catalogs provide essential information regarding all courses, including Dual Enrollment, Advanced Placement, and CTE pathways; graduation and college requirements, and information on 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 during academic guidance counseling at least twice a year and is used as a communication tool between the student, counselor, and parent/guardian and a guidepost to ensure progress for college and/or career readiness. Information from the plans is used to develop a student driven master schedule for the upcoming school year.  The master schedule at both the middle and high school is key to aligning all resources as cohorts progress until graduation.     Each 9th grader takes a 21st Century Skills semester course that incorporates college/career planning with appropriate use of technology for academic use and digital citizenship.   The academic counseling program was revamped to track and monitor students with specific grade level programming beginning in 7th grade through 12th grade and work collaboratively with “grade level” teachers to ensure students are being supported and successful.|2019-10-24|Met|2019
01612596117972|North Oakland Community Charter|7|||||||Not Met For Two or More Years|2019
19101990100776|North Valley Military Institute College Preparatory Academy|7|NVMI provides all students with access to the UC/CSU a-g course requirements. We also provide all high school students access to an Early College Program in partnership with Los Angeles Mission College that allows them to select one of six pathways to an Associate of Science Degree. There are no limitations to such access, and unduplicated student groups and students with disabilities are able to access these programs in the same way all students are provided access.|One hundred percent of NVMI students take a UC/CSU a'g course taking pattern, and a very high percentage successfully complete that pattern within four years. Some students require additional supports and time to complete the UC/CSU a-g requirements, but NVMI provides that support and time.  Currently, about one-third of NVMI high school students participate in the Early College Program, which is accessible to 100% of students regardless of their status as unduplicated or exceptional needs.|NVMI recently qualified for DASS status, and the high needs population we serve makes such access resource-intensive, but NVMI is committed to providing that access for all students.|NVMI continues to work with all staff and families to identify more effective strategies to meet all students' needs. During the 2019-2020 academic year, NVMI has hired several additional academic and personal/socio-emotional counselors to support all students.|While NVMI receognizes that there is still much work to be done, we are proud of the hard work we have undertaken, especially in light of the high needs population we serve, most of whom have not been successful in other school settings, but the vast majority of whom experience success here.|2019-09-30|Met|2019
19647330100776|North Valley Military Institute College Preparatory Academy|7|NVMI provides all students with access to the UC/CSU a-g course requirements. We also provide all high school students access to an Early College Program in partnership with Los Angeles Mission College that allows them to select one of six pathways to an Associate of Science Degree. There are no limitations to such access, and unduplicated student groups and students with disabilities are able to access these programs in the same way all students are provided access.|One hundred percent of NVMI students take a UC/CSU a'g course taking pattern, and a very high percentage successfully complete that pattern within four years. Some students require additional supports and time to complete the UC/CSU a-g requirements, but NVMI provides that support and time.  Currently, about one-third of NVMI high school students participate in the Early College Program, which is accessible to 100% of students regardless of their status as unduplicated or exceptional needs.|NVMI recently qualified for DASS status, and the high needs population we serve makes such access resource-intensive, but NVMI is committed to providing that access for all students.|NVMI continues to work with all staff and families to identify more effective strategies to meet all students' needs. During the 2019-2020 academic year, NVMI has hired several additional academic and personal/socio-emotional counselors to support all students.|While NVMI receognizes that there is still much work to be done, we are proud of the hard work we have undertaken, especially in light of the high needs population we serve, most of whom have not been successful in other school settings, but the vast majority of whom experience success here.|2019-09-30|Met|2019
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.||2019-09-23|Met|2019
12626870000000|Northern Humboldt Union High|7|The district is making every effort to implement inclusive practices as evidenced by the master schedule.  The master schedule is built to reflect student preferences, IEP least restrictive environment placements, A-G pathways and CTE pathways.  As part of the 2019-20 Differentiated Assistance plan, a tracking tool will be created to find where students are falling off the A-G track.  This data will ultimately be used to provide more opportunities for students to complete the A-G track.  Arcata Arts Institute holds classes after school, which creates 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 available.|The Student Information System has a robust master schedule building component that tracks student gender and students on IEPs so that administration can see these counts and create balanced classes.  The Arcata campus includes three schools, Arcata High, Six Rivers Charter High and Pacific Coast High Schools (Continuation).  The schools have the opportunity to easily co-enroll students across the three school sites providing students additional opportunities.  Well over 90% of the student population at Six Rivers Charter High School are taking classes at Arcata High School.  The McKinleyville campus includes two schools, McKinleyville High and Mad River High (Continuation).  Due to the geographic distance between Arcata and McKinleyville students minimally co-enroll between campuses.  The LCAP Goal 1, Action E refers to co-teaching.  This is a strategy to give students with disabilities more opportunities to be in college preparatory courses as they receive extra assistance with the Special Education teacher working side-by-side with a General Education teacher.|Despite the small size of the district, the schools are able to offer a variety of courses.  Giving all students access to each course is challenging when there may be only one period per day that the course is offered.  Though the building of the master schedule, administration is careful to limit scheduling these singleton classes at the same time as other singleton classes.|Two items in the 2019-20 Differentiated Assistance plan will improve the access to a broad course of study for all students.   A tracking tool will be created to find where students are falling off the A-G track.  This tool will be used to provide more opportunities for students to complete the A-G track.  In addition, the CTE pathways are being enhanced offering more pathways for students to choose.|NA|2019-10-08|Met|2019
45701690129957|Northern Summit Academy|7|||||||Not Met|2019
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 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, 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 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.||2019-10-21|Met|2019
47104700137372|Northern United - Siskiyou Charter|7|In using our student information system (SIS), School Pathways LLC, 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 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 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 students 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 Chromebooks to all students who wish to take one home, and internet hotspots to students without reliable internet at home so they can access all of our online course platforms.  We have also increased our learning center classes to include a CTE pathway in Sustainable Agriculture, reintroduced a standards based high school art class, and expanded our ASL classes to include middle school students. 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.||2019-10-21|Met|2019
49708700106344|Northwest Prep Charter|7|The Piner-Olivet Union School District (which includes 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 2018-2019 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 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 will continue to offer access to a broad course of study for all students.||2019-10-02|Met|2019
36103630115808|Norton Science and Language Academy|7|The Norton Science and Language Academy tracks progress in meeting Priority 7 standards through an 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 study.|For the 2018-19 school year, 100% of students at the Norton Science and Language Academy, TK-8, had full access to a broad course of study. 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, Robotics, and Destination Imagination.|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 continue to inform the administration of student enrollment in a broad course of study. As the school plans for the expansion of a TK-12 program, it will pilot NGSS aligned science content to select a curriculum that will increase STEAM learning opportunities for students.  A secondary task force will continue to work on an academic schedule and program that will broaden the courses available for students in mathematics, English language arts, Spanish language arts, science, world languages, and the arts.||2019-10-14|Met|2019
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).|The 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, Panorama Student Success/SEL Dashboard, IO-Education, CCGI, National Student Clearinghouse. Additionally, a locally developed online tool for monitoring courses has been developed and is currently being populated.  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. Korean Dual Immersion is being planned at relevant sites.  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. Dual-Immersion Spanish/English Courses are available at one campus.  In our High Schools we offer well over 400 unique courses including a wide variety of Honors and Advanced Placement courses across the disciplines. All High School students are provided College Entrance exams and Advanced Placement exams at no charge to the students.|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. Partnerships with Cerritos Community College also all allow for college dual-enrollment opportunities for our High School students.  In preparation for implementation of Proposition 58, we are notifying parents and students of dual-immersion class options in Norwalk-La Mirada Unified. Additionally we are preparing to expand the availability of access to dual-immersion and the diversity of language options available to our students and greater community.||2019-10-21|Met|2019
33736760121673|NOVA Academy - Coachella|7|All students have access and are enrolled in a broad course of study offered at NOVA Academy, and 71.8% of students who graduated in 2018 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. The AP program was continued, and approximately 40 students benefitted from the program. The students continued to maintain a 100% pass rate in our AP Spanish class, where students received a three or higher. Enrollment into college-level courses grows as well in 2018-2019, with 43.5% of students being eligible to take courses at the college level.|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. Students from 10th-12th grade are able to take courses at the college level, with additional offerings for 9th graders being given during their spring semester.|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. Using various assessments throughout the year, including those given upon student enrollment, students are placed in support classes such as Critical Reading and Math Support to serve their academic growth best.|Students who receive an overall academic GPA of 2.0 or lower in the previous semester are enrolled in an Academic Improvement Plan program. This program allows students to receive bi-weekly or monthly support from a staff member, the Academic Intervention Specialist, to improve their academic performance. Parents are encouraged to attend parent meetings with teachers as well as the Academic Intervention Specialist, and students have agenda checks on a regular basis through this program, thereby instilling essential academic and life skills to the students. When a student raises their GPA above a 2.0, they “graduate” the program, but they remain connected, and the Academic Intervention Specialist cultivates relationships with them to help them feel supported and encouraged.||2019-10-24|Met|2019
30666700106567|Nova Academy Early College High|7|All students have access and are enrolled in a broad course of study offered at NOVA Academy.   Annually, NOVA Academy Early College High School tracks the number of students enrolled in Honors, AP, and college courses by grade. 31% of our students are enrolled AP and additionally 21% are enrolled in Honors courses. In the Fall of 2018 there were 124 students enrolled in college courses that number grew in the Spring of 2019 to 193.  Finally, 46 students enrolled in college summer courses.  Students with exceptional needs are served in AP, Honors, and college courses.  Students may start taking college courses as early as 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.||2019-10-24|Met|2019
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 textbooks, 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 Success Team (SST) 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 intelligences. 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.||2019-10-16|Met|2019
21654170000000|Novato Unified|7|NUSD uses the master schedule and  student enrollment in Career Technical Education pathways, A-G and Advanced  Placement courses  to create baseline data to determine student access to a broad course of study. Programs and services provided to unduplicated student groups and individuals with exceptional needs are reviewed to measure how  required program placements are incorporated into an educational program that offers a broad course of study for identified students.|Using data compiled from locally selected measures, there is evidence that  students have access and are enrolled in a variety of classes. As the result of changes in student demographics over the past decade, NUSD recognizes the need to support  underrepresented student groups, and has including actions to provide academic and socio-emotional supports for underrepresented students in LCAP goals .Furthermore, administrators and certificated staff are provided professional development to support students. However, overtime NUSD has come to recognize the need to create a detailed roadmap that addresses issues regarding educational equity to increase underrepresented student enrollment and successful completion in a broad course of study. For 2019-20, NUSD will embark on creating plans to reach a deeper understanding of what all students need to be successful in school ,|The following key findings from the Educational Equity Audit conducted in 2018-19,  identify barriers  preventing access to and  support needed for all students to successfully complete coursework.  1. School master schedule development does not clearly prioritize the needs of students with the greatest academic needs.  2.. Gaps among student groups in enrollment and successful completion of of full a-g courses.  3. District-wide Advanced Placement (AP) enrollment is disproportionate to overall student enrollment.  4. College and Career Readiness course focuses on four-year college and  does not include all-post secondary options.  5. Dearth of Career Technical Pathway leading to certification to provide students with diverse college and career options.  6. Lack of focused  support for English learners and students with disabilities successfully complete content courses. 7.Professional development for teachers and efforts by school leaders regarding addressing  educational equity and culturally proficient pedagogy have not translated into systemic change.|Key findings and recommendations from the Educational Equity Audit conducted in 2018-19, will serve to create a Blueprint Equity Action Plan to improve educational outcomes for students. Throughout the year, Education Trust-West  senior practice associates will facilitate opportunities for teachers, counselors and  administrators to  work together to create a detailed plan that  increases participation of underrepresented students in all courses offered.||2019-10-01|Met|2019
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.  Teachers are piloting materials for Science.|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.||2019-10-15|Met|2019
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 kindergarten through  fifth grade. Music courses are offered to all students in grades 3-5, and music appreciation is offered for students in kindergarten. All students, regardless of their language level or instructional level, have access to participate in music. This year, Nueva Vista Language Academy will be installing a brand new piano lab, which is also accessible by all students.  Students also have access to a wide range of learning opportunities outside of the school day, including choir, writing club, and the after school POWER program. NVLA’s POWER (after school) program is designed to meet the academic, social, and health needs of its students.  General education teachers work with the POWER program to design instruction and model lessons at least twice per week.  The POWER Academic Instructors are provided professional learning in many topics to ensure they provide a broad course of instruction.  Nueva Vista Language Academy offers a dual immersion program for students in grades K-5 that focuses on bilingualism, biliteracy, academic achievement, and sociocultural competence.  NVLA’s vision is that all students who complete the dual immersion program will achieve bi-literacy, and all students will be prepared and motivated for college and careers to be successful in the competitive 21st century with high levels of academic proficiency.  To ensure students have access to a broad course of study and to meet the needs of individual students, Nueva Vista Language Academy offers a summer intervention program in addition to several rounds of after-school Success Academy.|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 2019-2020 school year, Nueva Vista Language Academy has access to an elementary physical education teacher, band teacher, and art teacher. The AVID program will be expanded to grades K-3. In addition, Nueva Vista Language Academy will continue to expand the dual immersion program, focusing on the guiding principles for a high quality dual language education.||2019-10-14|Met|2019
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 lower percentage of the special education and English learner subgroups compared to the general population are enrolled in them, due to either their grades or by choice. However, it should also be noted that these subgroups make up less than 5% of the total school population.|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 has implemented 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.||2019-11-14|Met|2019
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||2019-11-14|Met|2019
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 education   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 2019-20 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 for students who had an Individualized Education Plan (IEP) with response to intervention classes to have choice elective access, thus limiting options for exposure to Foreign Language and the Arts.|The district is in process of developing more STEM options and has plans to open another STEAM program option in our Davis learning community, at Stipe School, 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 looked at options to reduce the number of intervention periods for our English learners in 2019-20 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 students with IEPs in these response to instruction classes.||2019-11-14|Met|2019
49708396051890|Oak Grove Elementary/Willowside Middle|7|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 2018-2019 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.|100% of OGUSD students had full access to a broad course of studies during the 2018-2019 school year.||2019-10-09|Met|2019
49708390000000|Oak Grove Union Elementary|7|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 2018-2019 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.|100% of OGUSD students had full access to a broad course of studies during the 2018-2019 school year.||2019-10-09|Met|2019
34674390125591|Oak Park Preparatory Academy|7|||||||Not Met|2019
56738740000000|Oak Park Unified|7|OPUSD regularly reviews data related to student achievement, looking for ways to ensure student outcomes are reflective of the broader student demographics. At its October meeting, the Board reviewed Math Placement Data to measure the impact of new placement policies and efforts to ensure students are in the appropriate math placement. Data was also presented on the placement of students with disabilities.|All students in OPUSD have access to a broad course of study. This is illuminated by our 100% graduation rate on 2019, as well as the extremely high percentage of graduates (86%) who completed A-G requirements.  Approximately 97% of our graduates attend a 2 or 4 year college, indicating that students are prepared for college and career through our broad and rigorous course of study.|There are no identified barriers to accessing a broad course of study in OPUSD.|OPHS recently updated its graduation requirements to allow students more flexibility in pursuing a course of study that includes study in disciplines of their interest. The reduction in graduation requirements also removes pressure from students who wish to retake a course, or change CTE pathway later in their high school career. OPHS also updated its PE credit policy to provide students with expanded access to PE credits through participation in athletics. These changes- though not made with the intent of removing obstacles to a broad course of study- may reduce potential barriers in the future.||2019-06-04|Met|2019
45700860000000|Oak Run Elementary|7|Given that Oak Run Elementary School District is a one school district, all of our students have access to and are enrolled in a broad course of study from grades P-8. Oak Seed State Preschool provides enriching, developmentally appropriate experiences in a high-quality program for children ages 3-5. Our lower elementary and upper elementary AMI Montessori programs in grades K-5 provide students access to high quality CA standards aligned Montessori materials and learning experiences. Our traditional middle school, grades 6-8, provides the latest adoptions in NGSS Science, History, and common core Math and Language arts programs. All students receive school wide choir/band and PE courses on a weekly basis.|We are a single school district.|A barrier to foreign language offerings is the lack of a qualified foreign language teacher. The district is considering an online resource to fill this need.|Newly adopted curriculum is rolling out in our middle school program (grades 6-8). We plan to research state adopted curriculum and attend county curriculum meetings to inform our decision on the purchase of Language Arts and Mathematics curriculum to best suit our unique needs. Additional professional development is needed for teaching staff in grades 6-8 to support the new NGSS Science curriculum and History Curriculum.||2019-10-09|Met|2019
54720170000000|Oak Valley Union Elementary|7|The LEA uses a scheduling system to ensure all students are receiving a broad course of study. Specifically the 6th-8th grade students select 2 electives per year from the following available courses: Spanish, Band, Art, Drama, Ag, Yearbook, Leadership, Sports, STEM, College and Career, and Broadcasting.   For TK-5th grade, teachers and administration create a schedule to ensure that all students have access to technology, Art, and music at least one day per week. These are pull out programs and the district is looking into ways to integrate these subjects into all core content areas.|Oak Valley is a one school house LEA, TK-8th grade, therefore there are no differences between sites or student groups who have access.|In a small school district resources and time are always a hindrance. Although, amazingly enough, the district has done a good job utilizing LCAP funds to pay for supplemental materials and specialized teachers such as the Art teachers.|There will be a change to the middle school schedule next year by having all students take 6 elective courses versus two so that they can have an increase exposure to elective courses. Electives will be 6 week units of study and students will rotate through 6 electives versus only 2 year long courses.   TK-5th grade will integrate technology and art into all core content areas so that students are not pulled from classes and there is a more interdisciplinary approach to learning to ensure there is ample time for Literacy.||2019-06-11|Met|2019
39686350000000|Oak View Union Elementary|7|All students in the Oak View Union Elementary School District, including unduplicated student groups and individuals with exceptional needs as verified by CALPADS.|All students are enrolled in a broad course of study as indicated in Education Code 51210, including, Handwriting, Visual and Performing Arts, Music (k-3), Outdoor Education (6th), Health Education and Study Skills.  Unduplicated students are provided additional programs and services through a Learning Center model, providing one-to-one and small group instruction using District approved supplemental programs and curriculum, verified by class rosters/schedules and student academic reports. Students with exceptional needs are provided Resource support and Speech and Language services through the IEP process as verified by SEIS.|Based on CALPADS, class rosters/schedules, student academic reports and SEIS, Oak View Union Elementary School district is providing access to a broad course of study for all students, including unduplicated students and students with exceptional needs.|Oak View Union Elementary School District  will continue to hire teachers in response to an increase in enrollment in K-8.  The District will also continue to provide additional programs and services through a Learning Center model to unduplicated students as well as special education services to students with exceptional needs.||2019-10-17|Met|2019
50755645030176|Oakdale Charter|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||2019-06-10|Met|2019
50755640000000|Oakdale Joint Unified|7|OJUSD Professional Community Infrastructure review of: 1.  Dashboard Indicators 2.  SBAC Data 3.  Aeries:   Analytics & Research Queries 4.  Transcript/other record review|College Career Indicator:  37.7% of students district-wide were prepared.  0% of Students with Disabilities were Prepared.       Graduation Rate:  Overall was 89.4% which was a decline of  3.4%. Students with Disabilities graduation rate was  67.9% with a decline of 7.1% The Graduation Rate for East Stanislaus High School (the district's continuation high school providing credit remediation for students toward graduation) was 45.5% with a decline of 37.5%.|The district's Special Education Task Force was assigned to investigate barriers toward graduation for the Students with Disabilities student group.  Barriers identified:   1.  Math and English Language Arts curriculum provided in Elementary SDC classrooms did not prepare students to mainstream or exit into general education classrooms.  2.  Oakdale Junior High School's Special Education Program was moved into a co-teaching model.  3.  Oakdale High School has initiated an Action Research Project that will identify steps to increase the academic achievement and graduation rate of Students with Disabilities.   East Stanislaus High School now conducts one on one student credit reviews multiple times during the year.|Three days of Curriculum Training were provided during summer 2019 for Elementary Resource Program Staff Elementary SDC Program Staff.   The Oakdale Junior High School Special Education Co-Teaching Staff attending a multi-day co-teaching conference and then planned for current year Co-Teaching implementation during a three day summer 2019 Boot Camp.   The Special Education Task Force will monitor the Special Education 2019-2020 Action Plan's implementation and develop an Action Plan for the 2020-2021 school year.  The Task Force will also conduct district-wide Special Education classroom walk throughs to identify next steps for curriculum support or instructional training.    Curriculum Support Sessions will continue for Elementary Resource Program Staff, Elementary SDC Program Staff, Oakdale Junior High School Special Co-Teaching Staff, and Oakdale High School Special Education Staff.     East Stanislaus will report on progress toward graduation each semester to the district's Cabinet.||2019-10-14|Met|2019
01612596111660|Oakland Charter Academy|7|We utilize the Youth Truth, the 5 Essentials Survey, and internal BOY/MOY/EOY student, staff, and family surveys to identify the various needs and access/the effectiveness of the curriculum we use presently.|The scope and sequence of our study is representative of other similar schools performance and location wise. We are in the current early stages in implementation of integrating the gaps (specifically ELD/Arts/and Foreign Language instruction). We are in the first year stages of integrating the Arts to the whole school and beginning to plan our access to a broad scope of study through becoming Middle Years Programme authorize through International Baccalaureate.|Staffing has been the most consistent barrier to providing a broad course of study. We have had a need to increase the access to properly credentialed teacher and content area specialists that will sustain curricular growth and development.|We are building a strategic plan to address the equity gaps to begin to align our curriculum to IB MYP curriculum to ensure alignment, access, and a well rounded and broad course of study. The need for a more rigorous and well established curriculum to anchor ourselves in came throughout our various surveys and from the various needs based assessments we gave to the stakeholders in our community.||2019-06-26|Met|2019
01612590114868|Oakland Charter High|7|To assure that our primary goal of student achievement is met, OCHS has selected a rigorous state board of education approved rigorous curriculum for all students. This curriculum has been designed to provide every OCHS student with a rigorous college preparatory course of study that meets or exceeds California State subject standards in all core subject areas. As such, OCHS students have access to a broad course of study in a six day period as reflected in our master schedule.  There are a number of course sections in all core subject areas, including language arts, math, social science, foreign language, art and science. All students at OCHS are enrolled in UC approved courses. The Site Director, in collaboration with the College Advisors/Counselors, is responsible for maintaining course approval every year.  Due to space constraints we are only able to offer physical education to our ninth and tenth grade students and visual arts including AP Art are the only art electives offered.  All core courses at OCHS are UC approved through UC Doorways. We use Illuminate Ed to ensure A-G requirements for all of our students are met.  Moreover, we require all of our 9th and 10th grade students to take college preparatory classes such as AP World History, Mandarin and Spanish.  Our graduation requirements are higher than those required by the State of California.  All OCHS students must complete three full years of math and science, and four years of history. OCHS employs two full time college advisors/counselors who evaluate every student’s transcripts to ensure that they are on track not only to graduate from high school, but to matriculate to four year college or university should they so choose.  Our Matador Check In & Connect system offers robust progress monitoring further ensuring that every OCHS scholar is fully equipped and supported to achieve excellence.|At OCHS we continuously analyze data to assess academic performance by all students. Towards this end, we review annual CAASPP scores for all significant subgroups and compare them to overall scores.  We also administer and analyze  interim assessment data to ensure that every OCHS student is meeting the rigorous Common Core  State Standards across the curriculum.  ELPAC scores provide insight into the language development of English learners.  AP courses enrollment as well as AP pass rates are reviewed to evaluate the rigor of the OCHS instructional program, while PSAT, SAT, and A-G data provide valuable information on students’ college readiness. Our college graduation rate is over 91%.  We believe that our commitment to a robust college and career advising program contributes significantly to the success in this area.  We are very proud of the fact that our graduation rate remains higher than state averages.  This is particularly significant when viewed in the context of our socioeconomically disadvantaged data. Last year 99% of our senior class met A-G readiness requirements and applied to a four year college or university and 87% were accepted to a four year school.   All OCHS students have access to a broad course of study in a six day period as reflected in our master schedule.  There are a number of course sections in all core subject areas, including language arts, math, social science, foreign language, art and science. All students at OCHS are enrolled in UC approved courses and all are encouraged to take Advanced Placement course options where available. In an effort to ensure full equity and inclusion, all  sophomore students take AP Modern World History and have the option to enroll in advanced science and math courses.|While OCHS endeavors to ensure that every student enrolls in rigorous, college preparatory classes we have identified an achievement gap between our Latino and Asain American students across the curriculum and this gap is further reflected in our graduation rate data.  We are watching this carefully and working to try to remedy this.  To that end, we have ended tracking of students. We no longer have prerequisites for Advanced Placement courses, we no longer offer general science and honors science courses and we have adopted a new math curriculum. Every student at OCHS will take our newly adopted College Preparatory Math course.  We also offer our college aligned Springboard English courses to all 9th-11th grade students and seniors have a choice between Expository Reading and Writing Course (ERWC) and AP English. We are hopeful that in making these changes to our master schedule along with offering robust academic support, every OCHS scholar will experience success and we will be able to close this gap.|As mentioned above in response to the achievement gap we identified, the LEA has opened enrollment for AP courses to all 10th grade students, adopted the College Preparatory Mathematics Curriculum, and Springboard ELA curriculum for all 9th-11th grade students.  We now offer differentiated multiple sections of computer science including AP and regular Computer Science courses.  This year our multi-modal,  hands on Creative Technologies course was approved by UC Doorways and we opened up several sections due to high interest among all of our students.  Additionally, we revamped our advisory curriculum to ensure that we are now explicitly teaching study skills and supporting all students to develop the skills, discipline and habits of mind to reach their fullest potential. The Sown to Grow web-based program was adopted in hopes of advancing student achievement across the curriculum for all grade levels across all student groups.||2019-10-10|Met|2019
01612590130617|Oakland Military Institute, College Preparatory Academy|7|OMI uses its enrollment process to gather initial data on new students to ensure the proper placement of students.  OMI's SIS, Aeries is the foundation, housing most of the data used to place cadets appropriately.  OMI uses a local assessment for ELA and math, the Renaissance Star Assessment to evaluate cadets' skill and grade level.  OMI relies on SEIS (Special Education Information System) to identify and appropriately provide services and a broad course of study for our cadets.  Our on-campus foster/homeless liaison ensures we identify and support our McKinney-Vento cadets. Using all available data, all cadets have access to a broad range of courses with the appropriate support determined through data analysis including previous school courses and final grades, OMI's local assessments as well as the CASSPP scores from the prior testing cycle, and staff observation and analysis of student readiness.  OMI makes every effort to solicit parent/guardian voice and feedback in the academic needs and appropriate course placement of their children.   OMI inventories coursework yearly, adding, updating and replacing materials as appropriate and necessary.  OMI is engaged in various stages of coursework analysis for curriculum adoptions.  OMI audited it's educational technology and made many changes in the number of edTech options to better support cadet achievement and effective teacher use of technology through training and support.   OMI audits it's A - G courses yearly as well as the master schedule to ensure coursework is appropriate, relevant, engaging, and appropriately aligned to CCSS.|OMI is a college preparatory school offering a range of a - g courses, which all cadets have access to. Each year leadership analyzes the master schedule to evaluate areas of improvement and enrichment.  This analysis over the last three years has resulted in the addition of high interest a - g electives and changes in AP offerings.   The use of data and the analysis of the master schedule has led OMI to add higher levels of mathematics at the middle school level and provide intervention courses for cadets not yet achieving grade level in ELA and mathematics.   Analyzing data including cadet achievement, OMI identified that our EL population and our SPED population would benefit from extra academic support.  This resulted in new classes being added to provide support classes to support cadets' overall academic success. Analyzing data as described in the previous prompt, OMI's middle school determined that our ELL population would be best served by the addition of grade-level ELA in addition to the ESL courses all ELL cadets are enrolled in.   The high school analysis has resulted in the addition of electives as well as building a rigorous dual enrollment program in partnership with the local community colleges. Cadets have access to college courses on the OMI campus through the dual enrollment program.  We also support cadets concurrent enrollment in community college.  This year we are analyzing the course work required for our seniors as a way to provide flexibility for cadets on track for graduation to engage in real-world? learning experiences in our local community.|Challenges for OMI include a lack of classroom space as we continue to expand the course offerings.  We also face some budgetary barriers limiting our ability to purchases new materials/curriculum school-wide.  OMI addresses barriers such as the need for small class sizes, additional teachers, and lack of classroom space as they come.  We creatively and critically think through each barrier collaboratively and come up with a solution.|As described in prompt 2, OMI is in a cycle of continued growth and improvement resulting in a wider variety of courses available including support and intervention courses for those who need RTI 2 or 3 to achieve academically.    The use of data and the analysis of the master schedule has led OMI to add higher levels of mathematics at the middle school level and provide intervention courses for cadets not yet achieving grade level in ELA and mathematics.  Aligning our middle school mathematics offerings with the a - g offerings in high school provides those cadets with high levels of achievement to reach higher levels of math by completing Algebra 1 in 8th grade.   Analyzing data including cadet achievement, OMI identified that our EL population and our SPED population would benefit from extra academic support.  This resulted in new classes being added to provide support classes to support cadets' overall academic success.||2019-10-07|Met|2019
01612593030772|Oakland School for the Arts|7|Student progress for unduplicated student groups and individuals with exceptional needs is measured through our student support services in the form of one-on-one counseling services and monthly student achievement reports. Our student support team meets weekly to analyze individual student progress through metrics of academic and artistic achievement that include gpa, anchor standard assessments, scholastic reading inventories, teacher feedback, and disciplinary records. All students are enrolled in a broad course of study and are expected to graduate having met all A-G requirements. Early indicators are in place to monitor readiness and graduation progress and the student support implements appropriate interventions when a student is demonstrating through these indicators that they are at-risk of not meeting graduation progress targets.|All students at Oakland School for the Arts have access to a broad course of study. We are a single-site district with no identifiable differences between student groups in access to or enrollment in a broad course of study.|All students are accessing a broad course of study and therefore there are no identified barriers preventing access for all students.|We are constantly analyzing and modifying our student support structures to ensure the sustainability of access to a broad course of study for all students. Our student support team identifies any potential barriers to student success and works to evolve school structures to ensure not only access to a broad course of study, but also success for all students.||2019-11-06|Met|2019
01612590000000|Oakland Unified|7|TOOLS TO TRACK ACCESS:  We use our data dashboards at ousddata.org to track progress on key measures of student access to and enrollment in a broad course of study. We monitor the on-track status of students for A-G course completion and offer Linked Learning pathways that include work-based learning, internships, and Career Technical Education (CTE), as well as dual enrollment courses that carry both high school and college credits. We also offer Universal Computer Science in grades 6-9, Ethnic Studies in grade 9, and seniors at all high schools complete a Graduate Capstone project. To track access to multilingual education, we track the number of students enrolled in Dual Language schools (over 3,000 students), recipients of the Seal of Biliteracy (134 in 2019, up from 87 in 2018), and high schools students on track to receive the Seal of Biliteracy.  Our data dashboards are able to disaggregate data by gradespans, student groups and demographics, and individuals with exceptional needs to ensure equity of access to a broad course of study, and to monitor improvements in access and outcomes for underrepresented student groups.|A-G COURSE SEQUENCE: All students have access to the A-G course sequence, and passing A-G courses is a graduation requirement.   LINKED LEARNING/CAREER TECHNICAL EDUCATION: All high schools and alternative schools now offer at least one Linked Learning pathway in careers as diverse as Architecture, Health and Bioscience, Culinary, Engineering, and Entrepreneurship. High schools are altering their master schedules to accommodate the need for students to remediate or accelerate, including accessing college-credit dual enrollment courses, Career Technical Education, Advanced Placement, and credited work experience. In 2018-19, participation reached 80% for all students in grades 10-12, and 86.7% for grade 10. Foster youth participation still lags behind the district average, but increased from 50.6% in 2017-18 to 67.4% in 2018-19. GRADUATE CAPSTONE PROJECT: Each senior selects a meaningful research question, conducts a study, and presents research findings orally and in writing. It is a graduation requirement.  All high schools and alternative schools participated. In 2018-19; two out of three seniors were assessed using a common rubric that focused on the quality of research writing and oral presentation. ETHNIC STUDIES: Each year, more students in OUSD have access to Ethnic Studies classes, with a goal of universal access. Over the past three years, Ethnic Studies offerings have increased from three high schools to nine schools. In eight of these schools, Ethnic Studies is offered to all 9th graders. 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. Other culturally relevant high school courses using Khepera curriculum and fulfilling A-G requirements in English, History, and Performing Arts are beginning to be offered to students. COMPUTER SCIENCE:: We continue to offer Computer Science including coding in middle school and ninth grade to diversify Computer Science enrollment in high school. MULTILINGUAL EDUCATION: We continue to work towards the goal of providing every interested family the opportunity to enroll their child in multilingual settings. Currently, we have 6 Dual Language programs (5 elementary, 2 TK-8th grade) and one middle school program. These build opportunities in high school for advanced language study. CHICANO STUDIES: It is A-G accredited as a “G” elective course in 3 high schools, and is also taught in four middle schools.  The course studies major developments in history, government, education, sociology, literature, art, film, music, theater, language, and folklore of Mexico and the Southwest in relation to Latino males.|BARRIERS TO ACCESS: Funding constraints and staffing challenges mean that trade-offs are necessary, as schools cannot offer all courses and programs for all students. For example, there are ongoing challenges associated with offering 9th grade Ethnic Studies (per board policy) vs. other 9th grade courses within a typical six-period day, and limited resources to invest in professional development for teachers of the 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 and is a work-in-progress. 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 point to the need for schools to structure opportunities for students to develop and practice these skills before senior year. For the Khepera curriculum, we are continuing to inform schools and counselors that the courses fulfill A-G requirements in “B” English (Revolutionary Literature I & II), “C” History (World’s Great Men and Women of Color), “F” Visual and Performing Arts (Depth of Hip Hop), or “G” Electives (Mastering Our Cultural Identity), and that any qualified teacher with an appropriate credential is eligible to teach the course to all eligible students. These culturally relevant course options are not just for African American male students.|ACTIONS TO ENSURE ACCESS:  Some areas in which we have invested to increase access to a broad course of study include offering work-based learning embedded in academic A-G courses, continuing to offer Computer Science at all middle schools, expanding Ethnic Studies at more high schools with professional development and curricular support for these teachers, and expanding multilingual assessments to more schools, grade levels, and new languages.  Additional efforts have been made to successfully increase participation of underrepresented student groups (for example, Foster Youth) in Linked Learning pathways. We are seeking board policy approval for recommendations on how schools can create master schedules to ensure high quality Graduate Capstone Project experiences for all seniors, and increased implementation of the enrollment policy for dual language schools to ensure equitable access and language balances appropriate to program need.||2019-10-10|Met|2019
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 regularly offer AP Classes in Spanish, Calculus, and US History and we are adding an AP Computer Science as part of our Digital Media and IT Pathway. Many of our students take college courses at local community colleges. We aspire to offer additional electives like music, drama, and dance, but to do so will require more resources. 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 Instructional Assistants. 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 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 Instructional Assistants; 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.|One new action that has broadened the course of study at our school is the creation and development of a Digital Media and IT Pathway. Students take computer classes and digital arts classes and have access to work-based learning experiences. We now host an on-site computer repair program in the summer and year-round.|Our Information Technology and Digital Media pathway helps students develop the computational thinking practices of algorithm development, problem solving and programming within the context of problems that are relevant to their lives. Students are introduced to topics such as interface design, limits of computers and societal and ethical issues of software engineering. They also spend time learning about robotics, PC systems and how to build and troubleshoot computers all of which offer students hands-on learning experiences.  KEY SKILLS AND FEATURES  Computer organization and architecture, multimedia, programming, graphics and editing, Internet/web pages design, HTML, and designing and maintaining networks. The pathway provides offers field trips to leading technology companies and Bay Area universities, internship opportunities and more.|2019-10-16|Met|2019
01100170131581|Oakland Unity Middle|7|All students have equal access to our broad curriculum through the Summit Learning Platform: students with exceptional needs attend the same classes as other students with support from an Educational Specialist and Instructional Assistants.; African American and Latino and English Learners and socioeconomically disadvantaged students have access to all the same classes 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.|N/A|Our school budget is based on our enrollment which is limited by the site location. Our enrollment for the current year is 170 and our maximum enrollment for the current site is 180. If we were larger, we would be able to offer more options but we are confident that our students are experiencing high quality curriculum with the Summit Platform and that they are benefiting from our focus on developing their fundamental skills in preparation for the rigors of high school.|We have added a half-time Art teacher in response to student and parent interest and are very pleased with the response so far. We are also seeking a new facility that will allow us to have enough space to diversify our programming further.||2019-10-16|Met|2019
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 English Learner Progress and Reclassification.|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.||2019-10-23|Met|2019
27659616119663|Oasis Charter Public|7|The LEA is using a variety of tools to track the extent to which all students have access to in regards a broad course study. Given that our LEA is an elementary school that includes K-6, there are many courses that are given school wide. All the subjects including English Language Arts, Mathematics, Science, Social Studies, and Physical Movement. There is integrated and designated English Language Development at the school. The LEA also has on-going in-house and off-site professional development for all staff. The school has also developed a STEAM program for students. There is reading and math intervention pull-out groups to support students. We have weekly enrichment clubs around multiple subjects and there are after school clubs such as yearbook and Girls Scouts that support the LEA in providing a broad course of study for our students.|Based on the results of the courses measured by LEA's in-house benchmark assessments, all student have access to courses that are appropriate for them as determined by grade and need. Given that we are an LEA of one school, all student are enrolled in a broad course of study. Students who are identified as needed additional support based on the data results are the students that have access to intervention courses in ELA and mathematics.|At this time, based on the data, there are so significant barriers that are preventing LEA to provide access to a broad course of study for all students. The LEA can enhance the courses offered in student enrollment was higher. Given that the capacity of the school is no more than 250 students, the budget received from federal and state funds are much smaller in comparison to larger LEA's.|The LEA has a robust system in regards to offering a broad course of study but an area of growth for the LEA would definitely be investing is technology. Many of our classroom have one to one devices, but having more up to date technology such as interactive smart boards might make all the difference in the world for some student's ability to access the given course.|In the last several school years, the school has been working on monitoring and tracking data more effectively to use in decision making and to analyze in regards to access to broad course study.|2019-10-14|Met|2019
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.||2019-10-03|Met|2019
44698070110007|Ocean Grove Charter|7|All students in this LEA have access to a broad course of study through a diverse offering of instructional opportunities and materials for students in grades TK-12. Locally selected measures are compiled and tracked in the school’s Student Information System. These measures include the following: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, and a-g course participation.  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.  Our high school graduation requirements ensure every high school student takes a broad course of study.  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 that 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 (i.e. tutoring, targeted instructional materials etc.) to close the achievement gap.  Every spring 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 families allow for the development and subsequent revisions of a 4-year high school broad course of study for each student.     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 record logs.  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 Learning Lab. Additionally several school organized field trips are offered each month.  Students in grades 9-12 can select from a list of 100+ a-g approved courses, each with a syllabus specifically tailored for independent study.  Additionally, students can engage with others through online group discussions, community vendors, or through in person labs/classes at out Mobile Learning Lab. Currently, students are able to complete a CTE certification in 12 different career pathways and these courses satisfy the school’s “life skills”  The school’s guidance staff works individually with each student in grades 8-12 to help them design a broad 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 invited to 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. In addition to IEP services, special education students have access to classes offered by the Special Education staff in the subjects of English Language Arts, high school math, and transition life skills. All 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.  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 venues, 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, the school steps in. Whether it is necessary computer equipment or internet access, we are able to provide the technology that the individual student needs to be successful in our 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 be 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. Despite these barriers, because of the flexibility our school offers, all students have access to a broad course of study.|The school actively reuses curriculum through an online curriculum distribution process thereby providing even more value and material curriculum options for all students. This is an expanding program.  As driven by our LCAP, Title I funds and supplemental and concentration grant funds, have been used to expand offerings for STEM classes within our Mobile Learning Lab. The enrollment of high school students taking a-g science and the number of a-g labs has increased by 25% over the past year.    The school continues to use Low Performing Block Grant to provide students with focused instruction on ELA and math test preparation, intervention tutoring, and learning opportunities as they enter our school. In summer 2019 funds were used for a new offering of credit recovery summer school for high school students, to help students stay on track to graduate in four years.   For the 2018-2020 academic years, the school has placed a particular focus on math instruction for our students and within the faculty professional development program.  The “Math Initiative” program is focused on improving the mathematical mindsets of the students, teachers and families.  Students are learning to find joy in math and faculty are learning how to improve their interpretation of objective mathematics assessment data, be introduced to new instructional strategies, curriculum opportunities, and school programs.    For 2019-20 academic year, the school’s intervention program was expanded to become a part of a larger personalized student success plan, where every student, in conjunction with their teacher and parents, create goals to improve academic areas of weakness as identified through our internal assessment. The intervention program supports student learning in ELA and Math.  Additional resources, such as tutoring or supplemental curriculum, are used to provide targeted instruction.||2019-10-02|Met|2019
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 special needs, are monitored using the Aeries Student Information System.|Class schedules are reviewed for English Learners to ensure all are enrolled in core classes. For English Learners, the core includes English Language Development, in addition to English Language Arts.  Within the Special Education Department, the Special Education Information system (SEIS) Data System is utilized to ensure student programming and placement meet the needs identified within each Individualized Education Plan (IEP).  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 as homeless, to maintain continuity.|No barriers exist. All students have a broad course of study.|All students have a broad course of study.||2019-10-15|Met|2019
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 an 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 junior high as implemented a new master schedule which ensures all students are able to take an elective in addition to courses such as ELD, Dual Language Spanish, etc.|The new master schedule has eliminated any boundaries previously in place to allow students a broad course of study.  The district has also shifted enrollment procedures to allow equal access to dual-language programs for all incoming kindergarten students regardless of homeschool.|The district is in the process of implementing multiple changes this year and will be monitoring closely these changes to ensure improved access for students.  Procedures may need to be refined or adjusted.||2019-10-08|Met|2019
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 always 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 2019 was 85%, with English learners at 59%, students with disabilities at 56%, and Foster Youth and Homeless students at 59%. 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 40%, while English learners was 11%, students with disabilities was 9%, and Foster and Homeless was 25%.|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 Integrated ELD training for all Secondary Staff -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 -Monitor schedules for English Learners to ensure Equity in access -Hire additional Assistant PRincipals and Counselors to support academic, social emotional, and behavioral needs -Hire an English Learner Program Coordinator||2019-10-08|Met|2019
19648810136945|OCS - South|7|OCS South 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.||2019-10-29|Met|2019
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 200 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 200 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.  For the class of  2019, 86% of all graduates met their A-G Readiness rate and  there was a 66% A-G readiness rate for students with an IEP or 504 plan.|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 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.   For the 2019-20 school year, OCSA added a full time credentialed teacher that teaches study skills classes for English Learners and students with a 504 plan that need additional support.  Furthermore, the school continues to look for professional development opportunities for all teachers, especially in differentiation to support all student sub-groups.  Lastly, OCSA is piloting a Dual Enrollment course in our Digital Media Conservatory for the 2019-20 school year with Santa Ana College which will allow the students enrolled to earn dual high school and college credit for this course.||2019-10-30|Met|2019
19101996116883|Odyssey Charter|7|100% of 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 our charter petition. The student access to this broad course of study is tracked through our student information system 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.  School leadership works closely with families and staff to determine the appropriate course schedule for every student.  We are a single school site and therefore have no differences across schools.|There are no barriers preventing the school from providing access to a broad course of study for all students.|There are no revisions, decisions or new actions as 100% of students have access and enroll in a broad course of study.|Odyssey Charter School continuously evaluates and revises our master schedule and professional development to ensure all students have access to a broad course of study.|2019-10-29|Met|2019
56725200000000|Ojai Unified|7|Student rosters, master schedule, policies for prerequisites for course enrollment, Dashboard CCI indicator|Core classes offered at our traditional high school are all college prep with the exception of ELD and Special Education sections. This provides most of our students access to rigorous coursework. 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 7 at the middle school. There are 12 AP courses and 7 honors courses offered at the traditional high school. 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 students with exceptional needs.|One major barrier is that students are limited by scheduling conflicts. There is often only one section of specialized courses because of the small size of our schools. Another barrier to students enrolling in rigorous coursework is their lack of readiness as indicated by the CAASPP results in both ELA and math.|The district is piloting an online program called Edgenuity. Edgenuity offers a broad selection of courses and students can work independently at home or school on the program. This will allow students with scheduling conflicts to enroll in the courses they desire. We are establishing a Professional Learning Community (PLC) in order to focus on essential standards and to work in collaborative teams analyzing data to drive instruction. This will increase positive student outcomes in math and ELA so that more students can access rigorous coursework. Additionally, we have implemented the Sonday System in two of our elementary schools. This is a dyslexia approved research-based reading intervention program. This will enhance student readiness for more rigorous coursework.||2019-10-16|Met|2019
49708476051924|Old Adobe Elementary Charter|7|||||||Not Met|2019
49708470000000|Old Adobe Union|7|OAUSD 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 2018-2019 school year, 100% of OAUSD 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.|The only barrier preventing OAUSD from maximizing broad course of study offerings for 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.||2019-10-24|Met|2019
37683380123778|Old Town Academy K-8 Charter|7|||||||Not Met For Two or More Years|2019
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 all students’ needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in, a broad course of study based on the individual needs of each student.  Counselors meet with students and parents at the beginning of the year to identify student interests and educational needs.  The course of study is reviewed several times a year to ensure students are on track and making educational gains.|Olive Grove Charter School has not identified any barriers preventing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective choices, hands-on learning opportunities and CTE course offerings to better serve individual student interests.||2019-09-10|Met|2019
42772140138388|Olive Grove Charter - Buellton|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 all students’ needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in, a broad course of study based on the individual needs of each student.  Counselors meet with students and parents at the beginning of the year to identify student interests and educational needs.  The course of study is reviewed several times a year to ensure students are on track and making educational gains.|Olive Grove Charter School has not identified any barriers preventing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective choices, hands-on learning opportunities and CTE course offerings to better serve individual student interests.||2019-09-10|Met|2019
42772060138370|Olive Grove Charter - Lompoc|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 all students’ needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in, a broad course of study based on the individual needs of each student.  Counselors meet with students and parents at the beginning of the year to identify student interests and educational needs.  The course of study is reviewed several times a year to ensure students are on track and making educational gains.|Olive Grove Charter School has not identified any barriers preventing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective choices, hands-on learning opportunities and CTE course offerings to better serve individual student interests.||2019-09-10|Met|2019
42771980138362|Olive Grove Charter - Orcutt/Santa Maria|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 all students’ needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in, a broad course of study based on the individual needs of each student.  Counselors meet with students and parents at the beginning of the year to identify student interests and educational needs.  The course of study is reviewed several times a year to ensure students are on track and making educational gains.|Olive Grove Charter School has not identified any barriers preventing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective choices, hands-on learning opportunities and CTE course offerings to better serve individual student interests.||2019-09-10|Met|2019
42772220138396|Olive Grove Charter - Santa Barbara|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 all students’ needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in, a broad course of study based on the individual needs of each student.  Counselors meet with students and parents at the beginning of the year to identify student interests and educational needs.  The course of study is reviewed several times a year to ensure students are on track and making educational gains.|Olive Grove Charter School has not identified any barriers preventing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective choices, hands-on learning opportunities and CTE course offerings to better serve individual student interests.||2019-09-10|Met|2019
49708706066344|Olivet Elementary Charter|7|The Piner-Olivet Union School District (include Olivet 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. 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 2018-2019 year, 100% of the 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 challenges with funding 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.||2019-10-02|Met|2019
39103970120717|one.Charter|7|The one.Charter tools and measures used to ensure all students have access to and are enrolled in a broad course of study include a course catalog of offerings, the master schedule which details the daily offering of courses, and the use of a Student Information System (Promis) which is used to enroll students into course offerings.  All students have access to required graduation courses and based on individual college and career goals, have access to a variety of elective courses.  Students with exceptional needs have counselors and special needs staff evaluate their individual plans and with parental input, their course of study is determined.|An analysis of one.Charter course offerings, student schedules and student progress in credits earned for graduation demonstrates that all students have access to and are enrolled in a broad course of study. This is accomplished through a hybrid daily/independent study model.  Students are offered support in a classroom setting and can also access on-line curriculum outside of the classroom.|Given the geographic separation between school sites, the offering of extensive Career Technical Education (CTE) courses has been a challenge along with finding qualified teaching staff for potential CTE courses.|Based on an analysis of student academic and college/career readiness needs, one.Charter is in the process of expanding its Career Technical Education (CTE) and elective course offerings.  They are currently exploring on-line CTE course offerings, a partnership with the local community college to provide students access to CTE programs on campus, and hiring of additional CTE teaching staff, specifically in logistics and culinary arts.||2019-09-16|Met|2019
38769190132159|OnePurpose|7|All students at OnePurpose School (OP) enroll in a broad course of study appropriate for Kindergarten through Fifth grade 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.|OP will continue its work to ensure all students have access to and enroll in a broad course of study in 20198-20, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.||2019-06-11|Met|2019
36678190000000|Ontario-Montclair|7|Ontario-Montclair 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 2018-2019 year, 100% of Ontario-Montclair’s students had 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 LCAP available on the district website at www.omsd.net. 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.|Barriers preventing OMSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day. Continuing to support or expand before and after school programs and courses remove those barriers to ensure all students have access to a broad course of study.  OMSD offers several other courses and programs 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.|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 specific 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 an expanded 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, such as English learners, to access foreign language or visual and performing arts courses if their regular school day schedule does not have space for such an elective.  Expanded course offerings are being made available through the investment in Wellness, Arts and Technology Centers at De Anza and Vernon Middle Schools.||2019-10-17|Met|2019
19647336097927|Open Charter Magnet|7|All students are enrolled in, have access to and benefit from a broad course of study. This is indicated by our Misis student enrollment system and that 100% of our teachers are fully credentialed.|All students are enrolled in, have access to and benefit from a broad course of study. This is indicated by our Misis student enrollment system and that 100% of our teachers are fully credentialed. There are no differences across groups in terms of access.|There are no barriers to providing a broad curriculum to all students.|All students are fully accessing the programs that Open School offers.||2019-11-07|Met|2019
19642871996479|Opportunities for Learning - Baldwin Park|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 Student Activity Workbooks are created by the Curriculum team, which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2018-2019 school year all high school English courses, Integrated Math I, II and III, and Physical Science are aligned with Common Core or NGSS. In addition, the Biology course is continuing to be developed to be aligned to NGSS.  In addition, the Facilities Department ensures that our science classrooms are compliant with the wet lab requirements. OFL-BP also has online courses, which are facilitated by teachers through both APEX and Edmentum LMS platforms. Through APEX and Edmentum, students have access to over 45 core courses and 50 elective courses.  86% of the offered courses are UC A-G approved and 90% contain SDAIE inclusive practices or strategies.|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 the APEX and Edmentum LMS platforms. 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 and analyzed RenStar ELA and Math benchmark data. Teachers and center leadership analyze this data to determine what Direct Instruction courses need to be offered. Students are welcomed 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 Response To Intervention (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. OFL-BP 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 courses in the course catalog. Teachers will be equipped to provide individualized, standards-aligned instruction through access to Professional Development opportunities. 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 students participate in the A-G pathways. To address these particular needs, AP courses have been offered through APEX and Edmentum at all learning sites. The curriculum department has developed a universally accessed resource website for both paper-based and digital course ware.  These sites support both teachers and students in course completion.  They have also developed standards mastery tracking documents for all Direct Instruction classes.  OFL-BP implements subject specific PLC’s to analyze the data to drive course and curricular decisions in the Direct Instruction program.|Barriers preventing access to a broad course of study vary from school site, and is largely dependent on student demographics. For example, technology is needed to access APEX and Edmentum 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 Career Technical Education 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-BP 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 2019-2020 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 and RTI courses to support students in their academic growth and ability to complete basic course requirements.  Career Technical Education(CTE) courses have been piloted and implemented to provide an academic path for students who are not interested in a four year university pathway.  OFL-BP also implemented an Edmentum pilot to offer a broader variety of course offerings than the current online platform, APEX. Several English and Social Science courses were revised to meet the diverse needs of the OFL-BP learners||2019-09-24|Met|2019
30664646120356|Opportunities for Learning - Capistrano|7|OFL- Capistrano has a personalized model that focuses on academic support for all students to ensure they reach their post-secondary goals.  All students have equal access to the school’s entire program and are supported in the development of their own personal learning plans. Personal learning plans allow students to meet the requirements of graduation and prepares them 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.  OFL- Capistrano has open enrollment throughout the school year and students enroll at various times throughout the school year. Students come to OFL- Capistrano for various reasons and have unique academic needs that are approached with a personal plan. Upon enrollment, students meet with the Student Advisor and Teachers to ensure their success in our program and in reaching their goals.  Students that have been identified as holding IEP’s, 504’s, foster youth and English language learners work with general education teachers to support their needs as well as meet with specific specialized staff members such as a Special Education Teacher, English Language Specialist, School Psychologist, Student Advisors and even site leadership to support success in student’s goals.  The Student Activity Workbooks (SAWs) are created by the Curriculum Department  which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2018-2019 school year all high school English courses, Geometry, and Physical Science are aligned with Common Core or NGSS. In addition, Biology, and Algebra I and II are working to be aligned to NGSS and Common Core, respectively.  In addition, OFL Capistrano has a  science classrooms that is compliant with the wet lab requirements. OFL Capistrano offers online courses which are facilitated by teachers through both APEX and Edmentum LMS platforms. Through APEX and Edmentum, students have access to over 45 core courses and 50 elective courses.  86% of the offered courses are UC A-G approved and 90% contain SDAIE inclusive practices or strategies.|All OFL-Capistrano 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/digital curriculum through the APEX and Edmentum LMS platforms. All Core subjects are A-G approved curricula. Course offerings for the school year are driven by student data (i.e. course completion data and benchmark assessments). Teachers and center leadership analyze this data to determine what Direct Instruction courses need to be offered. Additionally, English Language Learners and Special Education students requiring differentiated instruction to support their learning have access to RTI curriculum through Accelerated Math, and Achieve 3000 courses. In addition, RTI curriculum is also available to 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 goals.  Students will receive support and instruction through individualized, rigorous curriculum and will be offered resources to positively affect their progression in core courses. OFL-Capistrano will maintain its level of change or higher on Level 3 ( standard) 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 time, the need to support more students through A-G coursework has led to OFL-Capistrano offering more AP courses through APEX. Curriculum Department has developed a universally accessed resource website for both paper-based and digital courseware.  These sites support both teachers and students in course completion. Our Curriculum Department has also developed standards mastery tracking documents for all Direct Instruction classes.  Both teachers and administrators use data to drive instruction and curricular decisions in the Direct Instruction program.|Barriers preventing access to a broad course of study vary, and is largely dependent on student demographics. Technology is needed to access coursework through APEX and Edmentum.  If students/ families don’t have access especially students identified as FRMP this may become an issue for students to access coursework on those platforms.   Another barrier to a broad course of study is transportation to participate in Direct Instruction courses. Depending on classroom space and school site schedules students might have issues with getting to the school site multiple times per week or even throughout the day. Direct Instruction course, tutoring support, CTE courses and experiential learning opportunities require additional attendance from the student. 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- Capistrano’s resources, such as field trips and student leadership. 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 an effort to increase access to a broad course of study for all students, OFL- Capistrano has added additional support staff.  A full time English Language Specialist, a second Special Education Teacher and Intervention Teachers have been hired and will provide targeted and focused support for our struggling students. OFL- Capistrano has created tiers of academic intervention to ensure that all students have the support needed to access the curriculum.   In addition, to the current platform utilized to offer the curriculum, Direct Instruction, Independent Studies and Apex, OFL- Capistrano has launched its Edmentum platform to provide additional courses and modality of learning for our students.  Edmentum, our digital curriculum platform, offers immediate feedback from teachers, built in learning tools, and integrated SDAIE  strategies.|N/A|2019-09-25|Met|2019
19644690128736|Opportunities for Learning - Duarte|7|Individualized learning paths are designed for each student to allow them to access the OFL - Duarte’s entire program to support their progress towards graduation as well as their pursuit of academic, personal and career goals.  All students meet multiple times a week with their mentor teacher to assist them in their participation in a rigorous, relevant, coherent standards-based curriculum that supports the achievement of the academic standards, the college and career readiness standards and the schoolwide learner outcomes.  Students may interact with subject area content using multiple forms of instruction by using paper texts and workbooks or online platforms for independent study, as well as small group instruction utilizing traditional direct instruction methods from a content area teacher.  The student activity workbooks are created by the schools curriculum development department that ensures CCSS alignment for the independent study specific designed curriculum.  As of the 2018-2019 school year all high school English courses, Integrated Math I, II and III, and Physical Science are aligned with Common Core or NGSS. In addition, the Biology course is continuing to be developed to be aligned to NGSS.  Notably, the LEA ensures that our science classrooms are compliant with the wet lab requirements. OFL - Duarte contracts with Apex and Edmentum LMS platforms which gives students access to over 45 core courses and 50 elective courses.  86% of the offered courses are UC A-G approved and 90% contain SDAIE inclusive practices or strategies.  Career Technical Education courses have been offered to students in the area of solar panel installation.|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 the APEX and Edmentum LMS platforms. All Core subjects are A-G approved curricula. Direct Instruction courses are offered in the core subjects of Math, English, and Science. The school’s leadership utilizes course completion data to determine which courses will be offered at each semester.   Additionally, EL and Special Education students are required to obtain differentiated instruction and support from English Learner Specialists and Special Education Specialists. In addition, Math Intervention Specialists use the research based intervention program Accelerated Math for students needing strategic and scaffolded support in math.  Furthermore, all centers have Math and English tutors which support students in these domains.  Credit completion towards graduation is accomplished through an overall reduction in absenteeism for all students and is measured on a daily basis. Students receive support and instruction focused on social-emotional development in order to increase graduation rates and better prepare students for their post-secondary pathways.  A few examples of such support include our Character Education course, Pathways experiential learning trips, and extracurricular sporting events.  In addition, Social Emotional Learning (SEL) activities are interwoven into the SGI (Small Group Instruction classes).   Students will receive support and instruction through individualized, rigorous curriculum and will be offered resources to positively affect their progression in core courses.   OFL-Duarte aims to 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, and subject focused PLC’s  Students will be offered additional specialized support and instruction to aid in their progression and completion of core courses. Such support exists in the form of English and Math tutors and Math Intervention Specialists.  Over the years the need to support college bound students has increased as more students participate in the A-G pathways. To address these particular needs, AP courses have been offered through APEX at all learning sites. In addition, the LEA established relationships with local community colleges which allowed students to take advantage of Dual Enrollment, enabling students to receive college credit.|Barriers preventing access to a broad course of study vary from school site.  For example, the Duarte school site is limited in the amount of students it can serve based on the centers physical size. In addition, the school site is limited in classroom space, so the amount of SGI class offering is limited.  In terms of resources, technology is needed to access APEX and Edmentum courses, which may be an issue for a center with a higher number of students identified as Free Reduced Meal Plan (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 Small Group Instruction courses. Often, SGI courses require additional attendance from the student. 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-Duarte’s resources.|In the 2018 -2019 school year we are able to adjust some of our teachers schedules to allow more flexibility in the number of independent study appointment times for students.  This also alleviated occupancy issues due to a small learning center.  In addition, we have trained more staff on Edmentum curriculum, to allow more students to take advantage of receiving instruction through a virtual or online modality. In addition, the school increased the number of English tutors at all learning centers, so students could access this resource more frequently.  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.|OFL Duarte teachers have access to our curriculum department's website.  This resource offers teachers support for both paper-based and digital courseware.   The curriculum departments  has also developed standards mastery tracking documents for all Direct Instruction classes.  Both teachers and administrators use the data to drive the schools course and curricular offerings in the Direct Instruction model  Additionally, students have the opportunity to earn their PE credits through our sports program, where students participate in volleyball, basketball, softball and soccer.|2019-09-24|Met|2019
19651361996263|Opportunities for Learning - Santa Clarita|7|OFL-WSH’s continues to implement personalized and guided learning format aligns with the school’s mission of serving the individual needs of each student. This continues to allow the academic program to meet the specific needs of each student in instruction and post-secondary goals. The instructional plan is developed during achievement chats and routinely refined throughout the year as the student’s needs and situations change. School counselors and teachers continue to closely evaluate external transcripts, course completion, and planning guides to assess student academic learning targets and graduation requirements. Retention rates and progression has improved due to the implementation of our Intervention Plan. Students are provided with individual planning guides which has proven successful with identifying agreed-upon goals and targets. Student academic tracking is completed and monitored through a student information software which allows instructional staff to plan appropriate course enrollment. In an effort to expand our digital curriculum offerings, we piloted the Edmentum platform. Due to the success of the pilot, we plan to implement the program in the coming school year. Upon enrollment, English Learners and students with IEPs are identified.  The English Language Development (ELD) Specialist and Special Education Specialist (SES) Teachers are contacted and become part of the assessment and instructional planning team.  Our ChildFind program allows us to identify students who are struggling. A self study team works collaboratively to identify targeted interventions to support the student. All English Language (EL) students work with the ELD Specialist multiple times per week in a small group setting. Additional resources include Achieve 3000. 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 continuously throughout the year. Students assessed as below grade level in math and English are immediately placed in intervention courses, such as Accelerated Math and Achieve 3000. 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.  The continued success of evaluating external transcripts, by the team, including, but not limited to Teacher, Counselors, Assistant Principal, EL Specialist, and SES Teacher, and establishing an individualized course of study based on the unique needs of the student has resulted in increased student progression. Planning Guides continue to be implemented 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. These  Planning Guides are provided to parents and students at enrollment and during achievement chats. Utmost importance is placed on fulfilling graduation requirements and creating a path for students to move them towards graduation and academic success. Students meet with their Teachers and Counselors 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. The direct instruction component has increased mastery of skills in each subject. AP courses are offered to interested students. All students are encouraged to participate in the experiential learning trips where elective credit is earned. WIOA partnerships continue to allow student access to post-secondary planning, life skills training and courses, and career path programs.   Student progress is monitored weekly to ensure students are on track for graduation and are following individualized set goals. Students are encouraged to self-regulate. The LEA provides resources such as, pacing guides in which, the students collaborate 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 which has increased 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, Counselors, 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 2018-2019 school year. Moving forward, intentional focus will be placed on English Learners monthly student progression and graduation rates.|Facility space has been the biggest barrier preventing a broader course of study.  Limited space has been a barrier to offering more SGI and CTE courses and the ability to increase student appointment times in length and frequency.  Finding qualified instructional staff has also been a barrier.  Transportation can also be a barrier for a student who wishes to attend a different learning program. 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 attend.|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 postsecondary resources. Moving forward, OFL-WSH will provide the Edmentum platform and direct instruction CTE courses. Upon enrollment, students will be clustered according to career path interests which will guide counselors, CPCs 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 offer more digital curriculum, with the full implementation of the Edmentum platform.  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.  CAAD, will be working on developing new courses to encourage greater academic options and broaden courses of study.   The student information database software will be used 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.||2019-09-25|Met|2019
01100170136226|Opportunity Academy|7|Opportunity Academy uses the following tools to track the extent to which all students have access to and are enroll in a broad course of study: 1. the school uses pre-assessment tools (GAIN, TABE, and MAP) to identify the students' academic levels in math and English language Arts; 2. the school uses the transcript of each student to determine grade level; 3. the curriculum is accessible via paper copies, PDF files, and on-line; 4. Each student completes a master agreement which identifies all the courses the student needs to take in order to graduate. Once the school has evaluated the needs of the students, students have several options to choose from in order to meet their needs including the use on OW an on-line curriculum, access to internship and job readiness training through the schools partnership with a workforce agency, access to academic tutors through the schools partnership with Next Step Learning Center, access to mental health services through Lincoln Family, access to job readiness training for young adults ages 16-21 with exceptional needs through the partnership with the Department of Rehabilitation.|All students have access to a broad course of study. The broad course of study includes CTE courses in Education and Training, Early Childhood Education, and Human Services. Moreover, all students have access to the on-line and paper curriculum depending on their preference. All curriculum is differentiated and scaffold to meet the students' needs. In addition to make sure that each student has a well round experience, students have access to internships, dual enrollment, and job readiness training. The selected tools that are used to identify the grade and academic level are used by all teachers and administrators. These tools help to identify which courses students will take. All courses taken lead to completion of a high school diploma|Opportunity Academy is a independent study program for young adults 16 and older. The school requires the state minimum of 130 credits to earn a high school diploma. Because of the unique nature of the program, students have access to a broad course of study, but most opt to only work on the credits they are missing in order to earn their high school diploma. Most of the students who are served are working or parenting  and are limited in the time they have available to pursue education after earning their high school diploma.|In order to make sure that students continue to have access to a broach course of study, AOA is going through a formal curriculum adoption process. As well, the school is still using on-line curriculum and paper copies so that students can study outside of the school setting. It has been necessary for the school to create designated tutoring labs for math and English. As well, the school as partnered with Next Step Learning Center who provides academic tutors. Moreover, the school continues to expand its blended learning model that allows for innovative approaches to curriculum access via Google classroom and writing and reading labs for English Language Learners||2019-10-15|Met|2019
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 45% minors and 55% 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.|OYA’s curriculum is primarily online. Many OYA students do not have access to computers and internet at their residences. For this reason, OYA is committed to providing technology to students.   OYA purchased additional student laptops and created a distribution process so that OYA students would have continual access to technology at home and at school.  In addition, fifty (50) internet devices were purchased to be used by students who do not have access to internet in their homes.   OYA professional development will focus on building blended learning instructional strategies to assist below grade level students in math and reading.  In addition, OYA will use blended learning block scheduling to build math and reading intervention strategies, and Study Skills periods for RSP students.  OYA’s uses a blended learning /cohort engagement model.  Students participate twice a week in a small group cohort facilitated by a teacher, para educator, and tutor.   Kickstarters are used at the beginning of cohort lessons to review previous skills and to engage students to work together as a group.  These weekly sessions allow students to join an interactive structured group setting with fully academic support.||2019-10-10|Met|2019
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.|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.|The high turn-over rate prevents us from providing Career Technical Education. Our students do not stay long enough for us to develop a CTE program. The credit needs of our students define the educational focus on state required coursework for high school graduation over a wider variety of courses. 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.|Optimist Charter will continue to provide additional courses through online learning for the few students who need and or elect to take courses outside of the core coursework required for basic and AB216 graduation. 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.||2019-06-03|Met|2019
19752911996016|Options for Youth San Gabriel|7|OFY San Gabriel provides instruction through the individualized learning model to provide students with the one-on-one attention that they need to be successful in their academics. This approach allows the teachers to differentiate instruction to each individual, providing them with resources that are tailored to fit the needs and goals for all students. A multidisciplinary team consisting of the Small Group Instruction Teacher, Independent Study Teacher, English Specialists, Math Interventionist, School Counselor and Administration work together to assess, evaluate and provide targeted intervention and support students.  The Team also reviews the transcripts and other related documents for incoming students to best inform a new plan of action and progress toward graduation and post secondary goals. Student plans are revisited twice a year through parent, student and teacher achievement chats. At this time student data from our benchmark assessment Renaissance STAR, current grades in all courses, and progress towards academic goals are all used to evaluate student growth and needs.  All stakeholders work together to update and/or develop planning guides designed to focus on goals and outcomes for the upcoming semester.  Regarding actual coursework, students are assigned 5 units of work for each semester of a subject matter. The students are given monthly and weekly goals to complete and attend regular appointments with their Independent Study teacher. During these appointments, students are provided with individualized instructional support to help provide additional clarity, understanding and support for the student in order for them to earn their credit for their school work. For students who are deficient in credits, they are encouraged to complete more than 4 units of work each month to catch up to their graduation cohorts.   The planning guide which was developed with the collaboration of the teacher and student is used as a roadmap to graduation. Students complete self-guided units of work which are Common Core standards aligned embedded with performance tasks. Moreover, the rigorous curriculum includes internet activities, essay writings, and various methods of assessing student learning and depth of knowledge. Students academic performance is tracked through a student information system and students are able to have live access of their grades and progress through the student portal.  Students who are identified as Foster, Homeless, Special Education, Migrant, Military and English Learners are quickly identified at the time of enrollment so that appropriate planning can commence with identified needs and resources.  Our Student Advisor meets with these students and families to ensure a comprehensive understanding of available resources for their students.|OFY San Gabriel offers a variety of courses of study within the program. Students have the opportunity to enroll in A-G courses which include foreign languages and science labs, which enable students to directly apply to four-year universities directly out of high school. Students have access to multiple modalities to curriculum, which include Student Academic Workbooks, Small Group Instruction coursework, APEX (Online coursework), and/or Edmentum (Online coursework) Courses. Each format broadens the list of courses that are offered to students which helps provide a larger list of electives that students may select from that captures their interest and/or cater towards their post-secondary goals.    In order to ensure access to a broad course of study for all students, we are adopting additional curriculum to serve our English Language Development student population.  The iLit Program will be piloted in all centers in the upcoming 2019-2020 school year.|The barriers that prevent OFY San Gabriel from providing access to a broad course of study for students can be based on economic and environmental factors. The online courses and activities must be done at the school site because some of the students lack access to a computer or a laptop as well having access to an internet provider. This limitation prevents students from completing courses through Apex and Edmentum. Additionally, students struggle to complete some of their courses and activities with limited access to Microsoft word, excel and powerpoint. Another limitation is having consistent transportation to school activities, functions, workshops and other academic offerings at other school sites. Another barrier is the small physical space in one of our school site which limits the availability to serve more than 10 students in a small group instruction class. We are exploring avenues to expand our college and career offerings in order to help students prepare for their post secondary options. The last barrier is finding qualified teachers especially ones that are credentialed in math, science and special education.|In order to ensure access to a broad course of study for all students, we are adopting additional curriculum to serve our English Language Development student population.  The iLit Program, by Pearson, will be piloted in all centers in the upcoming 2019-2020 school year.    Students with limited access to technology are able to borrow  laptops from their teacher and are provided with a list of locations that offer free internet such as the library, Mcdonalds and Starbucks. Students also have the flexibility to stay beyond their school appointments or schedule another day to come in to complete their assignments and use the resources that are unavailable at their residence. In regards to transportation, OFY San Gabriel strives to ensure transportation is covered for all activities. Bus tokens are available to students if they need to come more than their required appointment time.   The school piloted the online curriculum platform called Edmentum which encompasses a wide variety of courses including those with career and technical education.  These courses allow students to experience the pathways to the work force and post secondary education. Lastly, OFY San Gabriel has secured a bigger location to provide more space for instruction. The school aims to open the new school site at the start of the new school year.||2019-09-27|Met|2019
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 Student Activity Workbooks are created by the curriculum department, which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2018-2019 school year all high school English courses, Algebra 1, Geometry, Algebra 2, Integrated Math I, Integrated Math II, and Physical Science are aligned with Common Core or NGSS. In addition, the Biology course is continuing to be developed to be aligned to NGSS.  In addition, our facilities department ensures that our science classrooms are compliant with the wet lab requirements. OFY Acton also has online courses, which are facilitated by teachers through both APEX and Edmentum Learning Management System (LMS) platforms. Through APEX and Edmentum, students have access to over 45 core courses and 50 elective courses.  86% of the offered courses are UC A-G approved and 90% contain SDAIE inclusive practices or strategies.|All OFY Acton 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 the APEX and Edmentum Learning Management System platforms. 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 and analyzed RenStar ELA and Math benchmark 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 Response to Intervention (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 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 courses in the course catalog. Teachers will be equipped to provide individualized, standards-aligned instruction through access to Professional Development opportunities. 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 students participate in the A-G pathways. To address these particular needs, AP courses have been offered through APEX and Edmentum learning platforms at all school sites. The Curriculum Department has developed a universally accessed resource website for both paper-based and digital courseware.  These sites support both teachers and students in course completion.  They have also developed standards mastery tracking documents for all Direct Instruction classes.  OFY Acton implements subject specific Professional Learning Communities to analyze the data to drive course and curricular decisions in the Direct Instruction program.|Barriers preventing access to a broad course of study vary from school site, and is largely dependent on student demographics. For example, technology is needed to access APEX and Edmentum 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 Career Technical Education 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 ability to access all OFY Acton 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 OFY Acton was 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 support in the form of tutoring and RTI courses to support students in their academic growth and ability to complete basic course requirements.  CTE courses have been piloted and implemented to provide an academic path for students who are not interested in a four year university pathway.  OFY Acton also implemented an Edmentum pilot to offer a broader variety of course offerings than the current online platform, APEX. Several English and Social Science courses were revised to meet the diverse needs of the OFY Acton learners.||2019-09-18|Met|2019
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. The School Activity Workbooks (SAW) are created by the Curriculum Team, which works to ensure that all courses are aligned with the Common Core standards. As of the 2018-2019 school year all high school English courses, Integrated Math I, II and III, and Physical Science are aligned with Common Core or Next Generation Science Standards (NGSS). In addition, the Biology course is continuing to be developed to be aligned to NGSS.  The Curriculum Team ensures that our science classrooms are compliant with the wet lab requirements. OFY-SB also has online courses which are facilitated by teachers through both APEX and Edmentum Learning Management platforms. Through APEX and Edmentum, students have access to over 45 core courses and 50 elective courses.  The data indicates that 86% of the offered courses are UC A-G approved and 90% contain Specially designed academic instruction in English (SDAIE).|All OFY- San Bernardino 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 the APEX and Edmentum Learning Platforms. All Core subjects are A-G approved curricula. 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 current school site. Additionally, EL and Special Education students requiring differentiated instruction to support their learning needs have access to Response to Intervention (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- San Bernardino 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 students participate in the A-G pathways. To address these particular needs, AP courses have been offered through APEX at all learning sites. The Curriculum Department has developed a universally accessed resource website for both paper-based and digital coursework.  These sites support both teachers and students in course completion.  They have also developed standards mastery tracking documents for all Direct Instruction classes.  Both teachers and administrators use the data to drive OFY- San Bernardino course and curricular decisions in the Direct Instruction program.  Additionally, students have the opportunity to earn their PE credits through the OFY-San Bernardino sports program.|Barriers preventing access to a broad course of study vary from school site, and is largely dependent on student demographics. For example, technology is needed to access APEX and Edmentum 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 Career Technical Education (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- San Bernardino 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 2019-2020 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.||2019-09-19|Met|2019
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 Student Activity Workbooks are created by the Curriculum team, which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2018-2019 school year all high school English courses, Integrated Math I, II and III, and Physical Science are aligned with Common Core or NGSS. In addition, the Biology course is continuing to be developed to be aligned to NGSS.  In addition, the Facilities Department ensures that our science classrooms are compliant with the wet lab requirements. OFY-SJ also has online courses, which are facilitated by teachers through both APEX and Edmentum LMS platforms. Through APEX and Edmentum, students have access to over 45 core courses and 50 elective courses.  86% of the offered courses are UC A-G approved and 90% contain SDAIE inclusive practices or strategies.|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 the APEX and Edmentum LMS platforms. 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, Fast Forword 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 and expanding the number of courses available through online learning management systems. 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 students participate in the A-G pathways. To address these particular needs, AP courses have been offered through APEX at all learning sites. The Curriculum team has developed a universally accessed resource website for both paper-based and digital courseware.  These sites support both teachers and students in course completion.  They have also developed standards mastery tracking documents for all Direct Instruction classes.  Both teachers and administrators use the data to drive OFY-SJ course and curricular decisions in the Direct Instruction program.  Additionally, students have the opportunity to earn their PE credits through the OFY-SJ sports program.|Barriers preventing access to a broad course of study vary from school site, and is largely dependent on student demographics. For example, technology is needed to access APEX and Edmentum courses.  This will be more of a barrier for the students at the school sites that report a higher number of families who are identified as Free Reduced Meal Plan (FRMP), but may not be for a center with a lower number of FRMP families. Another barrier to a broad course of study is the increased need for transportation to participate in Direct Instruction courses. Often, the Direct Instruction courses require additional attendance from the student.  OFY-SJ offers Direct Instruction courses that operate four days per week, whereas the Independent study program requires the student to be on site for only two days per week.  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 experiential learning opportunities. Facility space is also a barrier preventing a broader course of study. Limited space has been a barrier to offering more direct instruction courses as needed and the ability to increase student appointment times in length and frequency.  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-SJ resources. Limited facility space also impacts students who have more social-emotional needs.  School counselors and psychologists often need more space to support students in a more private setting.|In the 2018-2019 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. The foundation of the intervention strategies is rooted in the communication and involvement of the student, parent/guardian and the teacher of record.  Ensuring that all stakeholders are on the same page leads to improved results.  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. We have a goal of staffing each of our schools with a teacher or tutor that can administer/facilitate our foreign language courses to help students fulfill the need to take two years to be A-G.||2019-09-20|Met|2019
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 schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished. The Student Activity Workbooks are created by the curriculum department, which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2018-2019 school year all high school English courses, Integrated Math I, Integrated Math II, and Physical Science are aligned with Common Core or NGSS. In addition, the Biology course is continuing to be developed to be aligned to NGSS.  In addition, our facilities department ensures that our science classrooms are compliant with the wet lab requirements. OFY Victorville also has online courses, which are facilitated by teachers through both APEX and Edmentum Learning Management System (LMS) platforms. Through APEX and Edmentum, students have access to over 45 core courses and 50 elective courses.  86% of the offered courses are UC A-G approved and 90% contain SDAIE inclusive practices or strategies.|All OFY Victorville 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 the APEX and Edmentum Learning Management System platforms. 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 and analyzed RenStar ELA and Math benchmark 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 Response to Intervention (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 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 courses in the course catalog. Teachers will be equipped to provide individualized, standards-aligned instruction through access to Professional Development opportunities. 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 students participate in the A-G pathways. To address these particular needs, AP courses have been offered through APEX and Edmentum learning platforms at all school sites. The Curriculum Department has developed a universally accessed resource website for both paper-based and digital courseware.  These sites support both teachers and students in course completion.  They have also developed standards mastery tracking documents for all Direct Instruction classes.  OFY Victorville implements subject specific Professional Learning Communities to analyze the data to drive course and curricular decisions in the Direct Instruction program.|Barriers preventing access to a broad course of study vary from school site, and is largely dependent on student demographics. For example, technology is needed to access APEX and Edmentum 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 Career Technical Education 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 Victorville 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 OFY Victorville was 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 and RTI courses to support students in their academic growth and ability to complete basic course requirements.  CTE courses have been piloted and implemented to provide an academic path for students who are not interested in a four year university pathway.  OFY Victorville also implemented an Edmentum pilot to offer a broader variety of course offerings than the current online platform, APEX. Several English and Social Science courses were revised to meet the diverse needs of the OFY Victorville learners.||2019-09-13|Met|2019
10623310000000|Orange Center|7|The District provided real-life experiences to students in many broad courses of study, in the form of field trips, elective course offerings in 5th-8th grade, specialized presentations, and out of district competitions. Orange Center's instructional technology coordinator provided students with 21st century skills by delivering lessons encompassing Computer Coding and 3d Printing to students.  All K-8 students have either an Ipad or a chromebook designated to them for use in their classroom. Purchase materials and supplies to support lessons and create STEAM learning labs (k-8), makerspaces (k-8), and allow students to extend their learning past the school day through Chromebook checkout system (6-8th grade) that will increase appropriate exposure to communication, collaboration and technology instruction for all students and staff. 1:1 technology purchases. The District will provide HQT with technology support in integration of technology into their lessons and provide technical support for technology equipment. OC will maintain an Instructional Technology Coordinator and Contract a FCOE Technology Technician.|The District will provide HQT with technology support in integration of technology into their lessons and provide technical support for technology equipment. OC will maintain an Instructional Technology Coordinator and Contract a FCOE Technology Technician.  The District provided real-life experiences to students in many broad courses of study, in the form of field trips, elective course offerings in 5th-8th grade, specialized presentations, and out of district competitions. Purchase materials and supplies to support lessons and create STEAM learning labs (k-8), makerspaces (k-8), and allow students to extend their learning past the school day through Chromebook checkout system (6-8th grade) that will increase appropriate exposure to communication, collaboration and technology instruction for all students and staff. 1:1 technology purchases. All K-8 students have either an Ipad or a chromebook designated to them for use in their classroom.|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 meeting grade level standards in ELA and Mathematics and that Orange Center serves a number of EL students.  Because of this need, 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 and continue to provide real-life learning experiences.|As a result of our review, we expect to have an increased academic achievement for all unduplicated students as measured by CAASPP ELA and Math 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.||2019-10-25|Met|2019
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, Visual and Performing Arts, and Spanish. 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.|While there are no barriers which prevent OCASA from providing access to a broad course of study for all students, we would be able to do much more with our programs and offer more options if our facilities didn’t limit our ability to provide those options.|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.||2019-11-01|Met|2019
30103060000000|Orange County Department of Education|7|Student transcripts are requested at enrollment for all students.  The teacher reviews the transcript to ensure the appropriate 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, Transition Specialists and Paraeducators are also available to support student access to a broad course of study, in alignment with their goals and academic needs.|All students have access to the core curriculum and electives required for graduation.  Career Technical Education (CTE) classes were held at several school sites in the 2018-2019 school year, and the option to attend CTE classes was open to all students. However, transportation remained a challenge. The LEA is currently in the process of developing and implementing a CTE program for all sites that would be accessible to all students within the next 3-5 years. For the 2019-2020 school year, our goal is to establish two CTE pathways:  (1) Building and Construction pathway at the Orange County Juvenile Hall, and (2) a Digital Media Arts pathway at the Harbor Learning Center site, serving students in both the ACCESS and the Special Education Division.  In addition, we plan to pilot Exploring CTE Labs through Paxton Patterson at five school sites.  Exploring CTE Labs will give students exposure to a broad range of career clusters by engaging them in hands-on activities and authentic problem-solving activities. Students will also have the opportunity to obtain industry certifications and engage in work-based learning experiences.  The Special Education Division has also developed an Agriculture and Natural Resources pathway.|A significant barrier is the current high number of school sites which makes providing equitable resources a challenge.  A restructuring plan is in process, which will relocate and, in many cases, consolidate school sites with a goal of maximizing resources and ensuring consistent accessibility to all courses of study.|The LEA is continuing to explore innovative ideas to ensure access to a broad course of study in alignment with the LEA’s mission of college and career readiness for all students. This includes continued growth in the use of technology to overcome any geographical or transportation barriers that may exist, providing students with alternative methods for accessing courses and demonstrating their learning.  LEA staff also benefit from targeted professional development opportunities on instructional practices that support and engage all learners, following the principles of MTSS that have become a foundation for our program. Recognizing the important connection between family engagement and student achievement, the LEA is continuing to provide more opportunities for families to actively engage in their students' academic goal setting and plans.||2019-10-16|Met|2019
30666700109066|Orange County Educational Arts Academy|7|All students at OCEAA have access to, and are enrolled in, the school's core Two Way Bilingual Immersion and arts program. In grades TK-8, English learners, Spanish learners, and students with disabilities learn all subjects together in heterogeneous classrooms, with the exception of designated ELD in which students are grouped by English proficiency level.|All students at OCEAA have access to, and are enrolled in, the school's core Two Way Bilingual Immersion and arts program. In grades TK-8, English learners, Spanish learners, and students with disabilities learn all subjects together in heterogeneous classrooms, with the exception of designated ELD in which students are grouped by English proficiency level.|NA|NA||2019-11-13|Met|2019
30103060134841|Orange County Workforce Innovation High|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-16|Met|2019
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: College & Career Readiness, education support systems and intentional design, engaging learning approaches, equitable student access, and excellence in academics and leadership. OUSD utilizes a variety of measures and tools to track our progress in implementing the state academic standards and ensure access and enrollment in a broad course of study for all.  Our goal is to increase the following for all students and sub groups: professional development focused on staff and student needs (including strategies for English learners, unduplicated subgroups, and individuals with exceptional needs), students at standard met and exceeded on SBAC in ELA and Math, students meeting A-G Requirements, students completing CTE pathways, students showing growth on local assessments, surveys of stakeholders, students in Expository Reading and Writing Courses (ERWC), students completing AP/IB classes and dual enrollment, number of co-teaching sections in secondary and inclusive learning in elementary, number of students participating in visual and performing arts, students being classified as GATE, classroom walkthroughs & Instructional Rounds, and various focus groups/task forces input. After analyzing data for areas of need, professional development plans are created to help teachers and administrators increase student performance for all subgroups.  This year we have professional development focused on co-teaching, inclusion, academic discourse, assessment, GLAD, AVID, meeting the needs of students with disabilities, mathematics, writing, cultural relevancy, and more.|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, 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 Strategic Planning process in early 2019 to hear from stakeholders and discuss the district vision, mission and priorities.  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:  • Increase in the number of students being classified a Career Technical Education (CTE) Pathway Completer from 427 in 2016-2017 to 524 in 2018-2019  • Increase in the number of students enrolled in CTE courses, from 6,092 in 2016-2017 to 7,152 in 2018-2019 • Access to new pathways such as Construction, Performing Arts, and Digital Audio • Creation of an Early College at Orange High School • Access to new CTE Academies at each high school • Facilitation of AVID at all school sites • Expanded dual enrollment 639 courses taken by 477 students • Wide variety of AP course offerings including our first cohort of AP Research graduates • Expanded Inclusive Schooling • Olive Elementary designated as AVID Showcase school Our greatest areas of need include the following: access to rigorous, standards-based core curriculum and aligned interventions for our students with special needs and strategic targeted interventions in the area of Mathematics for all K-12 students. We are addressing these needs.  For example, secondary special education teachers have been working on unit guides that support students in accessing core English language arts curriculum.  Secondary math teachers have also received training and coaching support to meet the needs of all students in their classes. Elementary is receiving professional development to increase academic discourse during math instruction which supports increased rigor in question types.|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 a “Fixed Mindset.” In regards to Mathematics, we are working to foster the belief that we can develop abilities through effort and hard work.  The Mathematical Practices support the development of a growth mindset. When you have a growth mindset, you do not give up but instead try new strategies if something does not work. Similarly, the Mathematical Practices ask students to persevere through problem solving. We have also faced the challenge of breaking down systems and structures that may have worked in previous years yet, are now not what is needed to meet the high expectations of today’s academic standards. We have, however, made strides towards the teaching environment that is needed to prepare our students for careers of the future.  Classrooms are now more collaborative and students are tasked with being able to communicate their reasoning. We have also seen an increase with students with special needs being included in general education settings with supports. District Instructional Specialists and TOSAs have been working with teachers to support all students’ access to curriculum and success meeting their grade level standards.  This is especially important for our English learners and students with exceptional needs. Another challenge that OUSD faces is a limited number of substitutes.  The district has a robust professional learning plan yet, we are limited in its execution as we cannot secure the number of subs needed for full implementation. To address this, OUSD has been offering trainings on non-work days and after work hours. Instructional Specialists and TOSAs have also been pushing into classrooms to support and coach teachers to meet the needs of all students.|OUSD is fully committed to meeting the needs of all students through a Multi-Tiered System 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. As mentioned previously, OUSD went through a comprehensive Strategic Planning process during the last year. In order to provide our students with the Orange Unified EDGE, we are committed to Excellence in academics and leadership, Dedicated and engaged communication, Genuine wellness and safety, and Effective utilization of fiscal capital. We continue to work at fostering a growth mindset with an emphasis on meaningful, productive interactions and practices that create equitable, high-quality learning opportunities. We are focused on providing our students the opportunities to acquire information, demonstrate knowledge, and engage with the content in an inclusive learning environment that supports the needs and celebrates the strengths of all students. Mathematics continues to be an area of growth for OUSD.  OUSD is working to move teachers and students from a fixed mindset to a growth mindset in the area of mathematics through high quality professional development and on-going coaching support.  Teachers have received professional learning in the areas of academic discourse and formative assessment. Through academic discourse students can interact with the content and collaborate with each other, so they can better understand the content and be able to communicate their learning.  Teachers are also working in professional learning communities to analyze data, align curriculum, design instruction, and reflect on lessons that have been implemented. At the secondary level, district support staff have been working with special education teachers to plan units of study that utilize the district core adopted ELA curriculum, MyPerspectives, and connect to IEP goals. This allows our special education students, those in co-taught general education classes and those in special day class, to have full access to rigorous, relevant, standards-based curricula and enables all of our teachers at a school site to collaborate and participate in PLCs and PD that are meaningful.  District support staff also worked with representatives from our secondary schools to create and pilot common ELA benchmark assessments.  These assessments can help guide teachers to plan instruction that will meet all students’ needs. The goal is to ensure that the focus in on high achievement for all students.  We have also put great focus on the need for all teachers to implement small group instruction to fill the identified gaps in learning.||2019-10-17|Met|2019
43696330000000|Orchard Elementary|7|The Orchard School District engages in a continuous cycle of improvement and review of the broad course of study that students are given access to. The course of study is evaluated and identified areas of needs are addressed.|Orchard is a one school district. Progress over time to the board course of study is determined by student enrollment and student needs. School climate needs identified social emotional learning supports and the middle school art class was introduced as a means of widening the scope of the broad course of study. Likewise, when student enrollment determined the need for additional English Language Development support, the class was introduced to support those needs.|Orchard School District has identified that the main barriers for the broad course of study is the student enrollment size and fiscal long term sustainability. Orchard School District works to use available school resources to provide students with a broad course of study despite those barriers.|The broad course of study for students is assessed regularly to ensure student access. Should there be new actions, the Orchard School District works towards the implementation of those new actions as part of the Local Control and Accountability Plan (LCAP) process.|The criteria for broad course of study has been met.|2019-10-22|Met|2019
49709614930319|Orchard View|7|OVS is a TK-12 Independent Study Charter School that uses multiple measures to track that all students have access to and are enrolled in a broad course of study. All coursework is aligned to the California State Standards. Students in grades 9-12 have access to a full course of study that meets the UC and CSU requirements. The Supervising Teachers, the College and Career Counselor, and the Director use multiple measures depending on grade level to track that all students are being served including but not limited to: Standards Aligned Report Cards, Transcripts, CAASSP Data, Master Agreements, Writing Rubrics, approved a-g classes, and schedules.|All Orchard View teachers have appropriate credentials for their teaching assignments. All students in each grade level have the same access to all classes and standards aligned textbooks. The math department reports its math placement policy for students in grades 8-12 and gives the appropriate assessments to students to assure appropriate math placement. The school uses ELA and Math assessment tools to identify and provide students with appropriate resources to support their individual learning needs. All students have access to grade appropriate, math tutorials and online support programs. All students in grades 10-12 have access to school supported Dual Enrollment classes at the local community college.|All students have access to a broad course of study. The school's independent study model provides students with flexibility and choice in how they receive instruction. Dual enrollment at the community college allows students access to advanced course work and CTE classes and expands the scope of what a small school can provide. Through the WASC continual improvement model, OVS works collaboratively with the school community to identify resources, develop onsite classes and find community opportunities to enhance the independent study model.|OVS monitors its program closely to ensure that all students receive access to a broad course of study. Based on data and the WASC process the school has added additional humanities based classes and events, expanded the Math enrichment program, increased STEM activities and resources, and is currently working to expand opportunities for students in PE.||2019-10-10|Met|2019
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 89 percent of graduating seniors met the requirements in 2018-2019. 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. A final way to consider course access is concurrent enrollment.  OAHS has offered up to eight courses in which students are concurrently enrolled at Allan Hancock College and receive college credit when the course is completed. The required ninth-grade course PROD 301 offers concurrent enrollment, so all OAHS students have the opportunity to accrue college credit by the end of their first year of high school.|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 79 percent and 89 percent in the past five 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.||2019-10-09|Met|2019
42692600000000|Orcutt Union Elementary|7|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.|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 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.|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.|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.||2019-10-09|Met|2019
12629680000000|Orick Elementary|7|Orick School District uses staff surveys, staff collaboration, LCAP goals and actions to ensure all students including students with disabilities, have access to the full array of subjects identified in Ed. Code  appropriate for their grade.|Orick School District uses staff surveys, staff collaboration, LCAP goals and actions to ensure all students including students with disabilities, have access to the full array of subjects identified in Ed. Code  appropriate for their grade.  The process of adopting new materials has begun, with English Language arts in beginning implementation phase, Mathematics and Science in an exploratory phase, History, World Language Visual and Performing Arts and P.E  in full implementation phase.|Orick School District is a small, necessary, rural school. The barriers are distance from professional learning opportunities and decreasing funding.|Orick School District has a new Superintendent/Principal. LCAP goals and actions align with funding professional learning opportunities and new core content aligned instructional materials.||2019-10-10|Met|2019
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 specialist 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 Education, 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 a 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 the 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 the 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 language 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 a recommendation for accelerated classes. 7. Focus on science instruction and consistent delivery of FOSS science across all K-5 sites||2019-10-07|Met|2019
11754810000000|Orland Joint Unified|7|The district uses the master schedule as well as a class scheduling procedure to ensure that all students in every grade span have access to a broad course of study and supports appropriate for unduplicated student groups and individuals with exceptional needs.|All students have access to the classrooms and courses necessary for them to advance appropriately throughout the systems.  There have been no differences noted in either access to or enrollment in any OUSD course.  OUSD continuously evaluates programmatic options to assess whether additional class or programs are feasible additions to the existing course of study.|There are no barriers preventing OUSD from providing access to a broad course of study.  The variety of courses may be limited because of the size of the district, however, OUSD has an excellent range of coursework from which students and parents may select.|OUSD continuously evaluates programmatic options to assess whether additional class or programs are feasible additions to the existing course of study.  Existing options include traditional, online, alternative and advanced courses or programs.||2019-10-15|Met|2019
36678270000000|Oro Grande|7|Oro Grande Elementary provides students in grades TK-6 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-6 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.||2019-11-06|Met|2019
04615070000000|Oroville City Elementary|7|OCESD utilizes middle school master schedules in its Student information System to ensure 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.|Students from all groups, including unduplicated pupils and individuals with exceptional needs, in Grades 6-8 have equal access to and are enrolled in English/language arts, mathematics, science, social science, visual and performing arts, and physical education, as demonstrated by the master schedule.|Funding and constraints on the master schedule could be barriers, but, at this time, students have access and are enrolled in a board course of study.|OCESD will continue to work on master schedule options to maintain student access to a broad course of study.||2019-10-16|Met|2019
04615150000000|Oroville Union High|7|All students have access to the entire course catalog when selecting classes.  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 88.8% for all students on the 2018 California School Dashboard. OUHSD has been exploring ways to increase the Graduation Rate for Students with Disabilities which was 56.5% on the 2018 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 each VAPA course section 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 make it difficult for students to take music and Spanish or a CTE course and an AP course. OUHSD is exploring options to give students flexibility in meeting graduation requirements.|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.|OUHSD uses student data to revise and improve courses in order to ensure that students are given opportunities to access high school level math, English and science curriculum.  OUHSD has been focusing on improving student engagement as a way to improve all California School Dashboard Indicators.  OUHSD is also using co-teachers in targeted classes to assist students in accessing the curriculum.|2019-10-16|Met|2019
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.|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 schedule reflects an emphasis on A-G 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 has not identified any barriers to providing 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, included 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. If immunization challenges arise, the School Operations team identifies barriers to immunizations and supports families, as needed.||2019-11-01|Met|2019
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 experience.|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.||2019-10-30|Met|2019
54720250000000|Outside Creek Elementary|7|Being a school of 100 students, Outside Creek provides 100% of students including unduplicated students opportunities to attend experiential learning events including science, drama, music, and art events. Outside Creek tracks the extent of access by keeping count of students who are enrolled in a broad course of study.|Because Outside Creek is a single-site school district with 100 students, all student have access to all the broad course of study programs offered.|One barrier is if parents do not want their children to participate in broad course of study activities when a broad course of study includes an school activity, event, or field trip.|Outside Creek continues to look for broad course of study activities that fit within the school budget and resources.||2019-10-03|Met|2019
14632970000000|Owens Valley Unified|7|All 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. Owens Valley High School teachers regularly monitor student progress toward graduation requirements and keep track of student grades on a regular basis, and communicate with parents as needed. One high school teacher is designated as the guidance counselor, and this teacher regularly attends training related to high school coursework and state requirements. At the high school level, progress reports are issued in 6-week intervals and teachers regularly enter student grades into the Schoolwise grade book, which is also accessible by parents.   Elementary school teachers conduct formal parent-teacher conferences once per year and informal conferences throughout the school year as needed. 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, in all grade levels, to ensure that these students have the opportunity to succeed in their coursework and have access to the broadest possible course of study.|We measure the access to a broad course of study by the percentage of students who are taking college coursework and the enrollment numbers for our elective courses. In 2018-19, 100% of our seniors were enrolled in courses at the community college, and 21% of our students in grades 9-11 took at least one community college course. 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, Apex and 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 is pursuing additional elective options to be taught by our teachers and will continue to partner with our local community college, Cerro Coso, for the purpose of increasing the number of dual enrollment courses that are offered to our students.||2019-10-09|Met|2019
41104130135269|Oxford Day Academy|7|As a small school, we have a set course of study for all students; there is minor variation available (eg, taking Spanish at our local community college or online) but it is not possible for students to select a combination of courses that would take them off-track from a four-year graduation. All core courses are A-G approved, such that any student who graduates from our school is eligible for UC/CSU admissions. Our small size also allows us to complete a 1:1 transcript review with all upperclassmen. These systems collective ensure all students (including typically underserved student subgroups) are able to engage in a rigorous, robust course of study that will prepare them for high school graduation, college, and career.|As mentioned above, we are a small, single-site school. We are also a new school, now in its third year of operations. As such, we have 100 students grades 9-11 and will add a grade 12 in the 2020-21 school year. This means we are still finalizing our full course of study, but have identified what those courses will be, who will teach them, and when they will be made available to students.  Our school is designed to accelerate the learning of all students, and any student who graduates from our school will have access to a fully-approved A-G course load. We are confident that this course load is broad in depth and interest, and academically sound in preparing adaptable, critical young minds.|Our biggest challenge is that we are so small-- with only 100 students, it can be difficult to offer a wide variety of courses and topics. We also have a large Newcomer population and are working to build a more comprehensive set of systems and supports for that student sub-group.|We have undertaken considerable fundraising initiatives to hire supplemental staff. This allows us to offer more variety in courses, smaller class sizes, and high levels of 1:1 and small group advising. As we grow into our full operational size in 2020-21 and beyond, we will have a large enough student body to support this staff on state funds; if we are successful in securing additional philanthropy, we will hire more staff to maintain the small class sizes and frequent advising that students currently experience.||2019-10-07|Met|2019
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. Middle school students are also able to choose different electives, which may include band, ASB, PAL, Engineering, and art. 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. Additionally, the inclusion of middle school elective courses for all students in grades 6-8.||2019-10-30|Met|2019
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. Middle school students are also able to choose different electives, which may include band, ASB, PAL, Engineering, and art. 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. Additionally, the inclusion of middle school elective courses for all students in grades 6-8.||2019-10-30|Met|2019
56725380000000|Oxnard|7|In order to ensure that student's in the Oxnard School District have access to and are enrolled in a broad course of study, the Educational Services department monitors master schedules for all schools and works with schools to build the proper courses.  In addition, Ed Services department provides schools with a content allocation plan for all of the biliteracy school to ensure all schools have built correct courses into their daily schedules.  School principals request and collect schedules for all teachers and monitor implementation of standards with regular classroom visits and benchmark assessments.  In some cases, 7th period has been added in order for students in Dual Language classes in middle school to receive both Spanish content and an elective.  This year, the district is redesigning its master schedules for middle schools to ensure that all English Learners receive both ELD and an elective course.|All school master schedules are developed in the same manner and all students are receiving standards based instruction across all content areas.  There are no differences in student access. 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  Science, Math, 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 only identified barrier is for students who require ELD but also require an elective.  This year, our middle schools implemented and AVID Excel program that has been formatted with the ELD standards so that Long-Term EL have both ELD and an Elective.  Moving forward the district is re assessing the master schedules so that all EL students have both ELD and an Elective course.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 new action that will be implemented is to move middle school schedules to 7 required periods instead of 6 periods so that all students have electives, DLI students have Spanish and another elective and EL students have ELD and an elective. 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 offered the program at one of the comprehensive middle schools.||2019-10-23|Met|2019
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.|OUHSD is identifying an area of concern in the two out of five (orange) on the English Language Arts Indicator and two out of five (orange) on the Mathematics Indicator. Although the Suspension Rate is four out of five (green), when looking deeper we find our African American students and English Learners are ranking one out of five (red). The suspension rate potentially impacts the access of these specific subgroups in their ability to learn due to not being in class. For African Americans 10.6 were suspended at least once which is an increase of 1.8%. For English Learners 9.1% were suspended at least once which maintained from the previous year.|The District’s Differentiated Assistance plan for Suspension Rate includes the continuation of services from a Site Intervention Specialist at each campus, a full implementation of MTSS as well as targeted academic, social and wellness interventions for students and assistance to families. District's analysis of course offerings, student schedules and teacher feedback revealed a need for more support in better providing service for the district's largest student group, English Learners. A professional development series was created to support English Learner teachers with the goal of them being able to better engage and support their English Learner students. The professional development series was titled, Increasing Academic Literacy and Engagement. This was provided in all core subjects: English, Math, Science and Social Science. Further development of this series will be updated based on feedback received and best practices for the disciplines. With these new actions in place and continued implementation we hope to continue ensuring access to a broad course of study for all students.||2019-10-30|Met|2019
45699710135830|PACE Academy Charter|7|All students have access to a broad course of study as evidenced by their enrollment in PowerSchool courses that are aligned with CA course codes.  All teacher assignments are verified through a credential analyst; PACE has 0 misassigned teachers.  The district meets requirements for sufficiency of instructional materials.|All students have access to, and are enrolled in, a broad course of study.|N/A|N/A||2019-11-06|Met|2019
45700940000000|Pacheco Union Elementary|7|Each site utilizes the District student information system (Aeries) for the Master Schedule as a tool to track student access to broad course of study.|As a small two school District, all District students have full access to and are enrolled in a broad course of study.|Aeries master schedule shows no barrier for providing a broad course of study for all students.|N/A||2019-10-08|Met|2019
37680490136416|Pacific Coast Academy|7|We use a variety of tools to track enrollment and progress of all students in a full course of study.  For example, we review the number of courses available in and course enrollment/completion in the following areas: A-G/CSU, AP, college level, CTE, and courses beyond the four core classes (math, ELA, social studies, and science).  Further, we analyze course enrollment and completion according to subgroups, including unduplicated student groups and individuals with exceptional needs served. We also analyze student grades, transcripts, individual education/graduation plans, and requests by parents.|Generally speaking, there are no differences across student groups related to access to and enrollment in a broad course of study. Teachers and administrators collaborate to provide all students, including those in unduplicated student groups or with exceptional needs, the opportunity to learn and master the knowledge and skills necessary.  This includes individualized academic support, as identified by a review of data to identify strengths/needs.  We are working towards increasing the number and variety of CTE, A-G, and AP courses allowing for increased student enrollment in a full course of study.|We continue to increase the number of course options associated with the Dashboard College Career Indicator as well as student enrollment in and completion of these courses.|In response to the results of our local measures, we began focusing on College and Career Indicator alignment. In particular, we are focused on increasing student enrollment/completion in CTE pathways, Advanced Placement courses, and A-G/CSU aligned courses.||2019-10-24|Met|2019
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.||2019-10-28|Met|2019
44104474430252|Pacific Collegiate Charter|7|Because a broad course of study is required for graduation, we ensure that all students have access to, and are enrolled in, a broad course of study as part of our regular course registration process.  Students are given a form with course offerings which require them to select a broad range of study.  Students whose enrollment does not seem to meet the required breadth are flagged and the registrar or academic advisor meet with the student in order to ensure that the student selects a broad course of study.|100% of students, including students from all student groups, and students with exceptional needs, are enrolled in a broad course of study at Pacific Collegiate School.  The course offerings are designed to ensure that all students not only can meet but exceed the course requirements necessary to enter the University of California system.  In order to graduate, students must have taken four years of high school English, including one AP English course, three years of high school social studies, including AP World History and AP US History, three years of high school math, including Algebra I, Algebra II and Geometry, three years of high school science, including AP Biology, and must complete a foreign language up through level 3, and three years of fine arts.  Enough sections are provided to ensure that the courses can be offered with 25 or less students per section.  Support classes are available for students with exceptional needs in order to access this rigorous course of study.|While all ELL students at PCS are currently appropriately placed with teachers who are certified to teach ELL students, and all ELL students have access to a broad course of study, we currently have some teachers on staff who will need to be CLAD certified in order to ensure that all ELL students have access to a broad course of study in the future with appropriately certificated teachers.|The school will be informing those teachers who need CLAD certification of the need to update their credentials and will be providing support in developing a program to procure CLAD certification. The expectation at PCS is that all teachers will be CLAD certified.||2019-10-02|Met|2019
23655576116669|Pacific Community Charter|7|1. 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 2018-19 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).|2. 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 met the highest level of accreditation in the 2018-19 WASC review, getting awarded accreditation for six years, through the 2024- 25 school year. 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.|For the 2019- 2020 school year, the Pacific Charter School High School Program has expanded its on-site, on-line course options to include Algebra, Geometry, and Biology.||2019-10-23|Met|2019
44697810000000|Pacific Elementary|7|While this question is more applicable to larger institutions, PESD easily tracks student access to our programs through program design and master scheduling.  All students in a given grade have the same program and experience the same curriculum.  The only noteworthy difference is that we have two instructional programs: our regular 5-day/week program and our Independent Studies (IS) program, which is a hybrid homeschool program. But aside from the main difference that IS attends school 3 days/week and homeschools 2 days/week, the students in both programs have the same access to special programs like music, Life Lab, and Food Lab.|All students, preschool-4th grade, participate in the Life Lab garden-based science program.   All students in the 5th-6th-grades participate in Food Lab, the kitchen-based, elementary CTE program.  All students in 3rd-6th-grades participate in the drama program. All students in a given grade receive the same instructional program unless that program is modified by an IEP or 504.|There are no noteworthy barriers to providing students with equal access to a broad course of study except that more funds would enable us to offer more to all students.|We are always investigating providing more job-specific professional development to instructors of Life Lab, Food Lab, drama, and music.||2019-10-15|Met|2019
27661340000000|Pacific Grove Unified|7|Pacific Grove 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 via data from SIS Illuminate, Calpads, and DataQuest. For the 2018-2019 year, 100% of Pacific Grove 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 PGUSD students in grades TK – 5 are enrolled in a broad course of study. Both elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-5. All elementary students have access to visual and performing arts within the regular school day in addition to computer science classes.   All PGUSD secondary students have access to a broad course of studies within their school offerings. The middle school offers a comprehensive visual and performing arts course selection. For example students have access to Symphonic Band, Chamber Orchestra, Concert Band, String Orchestra, and Jazz Band/Combo within and after the school day. Additionally, students also engage in STEAM (Science, Technology, Engineering, Art, Math) through their science class and instructional wheel in 6th grade. Other courses offered include Leadership, Home Economics, Nutrition, Advancement Via Academic Determination (AVID), and Computer Video Bulletin. Students who require additional supports are offered transition English and Math classes, learning center, and study halls to support student academic achievement.   Every year the high school presents the course bulletin for board approval and all courses are evaluated to ensure students have access to offerings that are approved A to G as well as a variety of Honors, AP (Advanced Placement) and Career Technical Education (CTE) Industry Pathways. Every year the high school increases its CTE pathways to increase its variety. Examples of pathways include:Design & Media Arts Industry, Information and Communication Technologies Industry (college Dual Enrollment), Software & Systems Development, Health Science & Medical Technology, and Hospitality,Tourism & Recreation. Other College Dual Enrollment classes are offered as part of the Capstone projects for CTE completion. All courses offered at the high school  are A to G approved for CSU/UC except for AVID (9, 10, 11), Leadership, Physical Education, and the Transitional Special Education program for students age 18-22.|Barriers preventing PGUSD USD from maximizing broad course of study offerings to all students include a lack of time during the regular school day, and a small staff size.|Based on a need to increase students successfully graduating with A to G completion, the LCAP identified increasing counseling hours to support students. In response to supporting students to be successful in high school, a freshman academy program is implemented via all freshman Geography and AP Human Geography classes as well as a 10 grade intervention class for math and English Language Arts as well as two math support classes. We are also planning to increase dual enrollment classes with our local community college as well as adding capstones to some of our CTE pathways as well as expanding more internship opportunities for students in our community.||2019-04-25|Met|2019
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.|Students in grades 9-12 have flexibility in course selection and enrollment but limited to Advanced Placement courses in ELA grades 11-12, Social Science grades 10-12, Math Statistics and Calculus, and Environmental Science.   Enrollment leads to completion of high school graduation requirements college, career and community ready.  All 9th grade students (100%) are enrolled in CTE (Public Safety-Law) courses, math, science, and ELA.|All students have access to a broad course of study in grades 9-12. All 9th grade students (100%) are enrolled in a CTE pathway course (Law and Society), math, ELA, and science.  Students in grade 10-12 (100%) are enrolled in Advanced Placement social science, students in grades 11-12 (100%) are enrolled in Advanced Placement ELA.  Students are placed appropriately through progression in math courses from Algebra I through AP Calculus and AP Statistics.  Students in grades 9-12 may also access World Language (Spanish) and VAPA (Art)|There are ongoing analyses of student pre-registration procedures and recommended student placement guidelines to ensure equitable access to a broad course of study available for students. Although PLA is limited by its size, students are placed accordingly in a proper progression of VAPA, CTE, Honors, and Advanced Placement courses meeting high school and A-G requirements.||2019-10-22|Met|2019
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. Academy and Homeschool TK-8 students have access to several elective or thematic courses on site, in addition to all core courses. Homeschool boxed set includes integrated for ELA, history, and science. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment.|Students are identified by a diagnostic assessment as well as formative checks throughout the school year. Students are identified and supported through the MTSS process and assigned intervention(s) as appropriate. Interventions include small group instructional, parent trainings, and may include learning center courses for homeschooled students. All homeschooled students are provided with a Chromebook, and academy students have access to on-site computers to ensure that all students have complete access to a broad course of study. This includes intervention, remediation, and acceleration supports.|As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study.|The LEA has implemented a diagnostic system that identifies student needs and provides appropriate scaffolding for students below grade level. This will ensure that all students have the skills for high school level courses.  In addition, Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards.||2019-12-12|Met|2019
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.||2019-10-08|Met|2019
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.||2019-10-10|Met|2019
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.|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 new science curriculum, 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.||2019-10-21|Met|2019
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 c?omplete 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 grade book, report cards, attendance tracking, and data tracking reports. Beyond SchoolWise, Pacific View Charter also supplements with multiple measuring tools utilizing, APEX, Google education, 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 grade book that all teachers use. This guidebook offers an online student and parent portal that allows parents to track the progress of students to live and communicate with their student’s teachers. At both sites, students have access to supplemental digital tools via chrome books. Every student has access and user-accounts to Chrome Books during the 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 is able to set specific targets for individual students including special populations. CAASPP allows teachers and students to 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 to our families. Google education allows staff to collaborate and share best overall practices throughout the schools creating emails and shared webspace 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, the program has built-in tools for students with disabilities including speech to text dictation and text to speech read-back. At the MARC only, a Digital online CA standards-based curriculum is offered through APEX. The entire site is a Digital Jr/Sr High School. APEX creates scope and sequence for each student at the high school allowing students to work independently or as a class with a 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 grade book?.|• 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. This has been fixed for the 2019-2020 year and on. • No foreign language graduation Requirement, therefore, students do not fulfill A-G requirements for CSU/UC as a graduate. This is a new requirement for all students starting the first semester of 2019-2020 and on. • Mental Health and Adverse Childhood Experience (ACEs) symptoms with limited county counselors and school finance support is an ongoing barrier. • Being a credit recovery alternative education type school, special needs students might find the digital curriculum cumbersome. As APEX is schoolwide, the ?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 are conducted through Renaissance 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 needs students, the school still offers minimum access to textbooks and printing functions within the school. At the start of 2019, the MARC continued to use APEX for curriculum but changed from the APEX grade book to the SchoolWise grade book that allowed even greater differentiation to special populations. Teachers maintained access to the supplemental curriculum by posting assignments within the Google Classroom in combination with the SchoolWise grade book. During the 2018-2019-year, admin required all incoming freshmen 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 opportunities for 11th graders and 12th graders at community college and instituting a digital A-G foreign? language class.||2019-10-08|Met|2019
41689320000000|Pacifica|7|The locally selected tool Pacifica School District is using to track the extent to which all students and student groups 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.||2019-10-30|Met|2019
19647336018642|Pacoima Charter Elementary|7|Pacoima Charter School utilizes the school-wide SIS system (Aeries) to track analytics relative to student enrollment in a broad course of study. Moreover, PCS’s student population is 100% Title I status, inclusive of English Learners, students with exceptional learning needs, etc. PCS 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. All English Learners engage in both designated and integrated English Language Development (ELD) daily.  PCS also has an extended day ELD program for English Learners students in grades 4-5th.|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 robotics as means for enhancing the core Science curriculum and as a way of exposing all students to critical 21st century skill sets and knowledge.|No barriers exist, as a matter of policy, that would block access to a broad course of study for all students at Pacoima Charter School.|Pacoima Charter will continue to ensure that 100% of students have access to broad course of study by monitoring reports generated by Aeries and instructional programs. As well as monitor  the  implementation of supports designated for students with exceptional learning needs and English learners.||2019-06-14|Met|2019
44697990000000|Pajaro Valley Unified|7|Pajaro Valley Unified School District partnered with The Education Trust-West and conducted an Educational Equity Audit, to determine the broad course offerings, students served and outcomes.  Additionally, for elementary schools, principals collect individual teacher schedules and conduct periodic walkthroughs to monitor the implementation of the approved schedules to ensure all students have access to a broad course of study.|All Pajaro Valley Unified students have access to a broad course of study.  PVUSD Early Education Center implements a rigorous   curriculum that includes both academic outcomes and social-emotional learning.  As a result, 82% of the Pre-K students are identified as kindergarten ready.   Over the last three years, we have partnered with El Sistema and Save the Music Foundation to increase and strengthen our music programs in the elementary schools.  In addition, every elementary school has a VAPA teacher assigned that works with groups of students.  All Middle schools have a music teacher assigned to increase the arts offerings. At the three comprehensive high school, there is a rich variety of coursework offering A-G courses and online course offerings through e2020 or edgenuity.  English Learners and students with special needs were underrepresented in both taking and passing UC/CSU A-G courses. Student enrollment in UC/CSU A-G coursework sequences ranged from 32 percent to 66 percent across the three comprehensive high schools.|In middle school, the traditional six period day provides challenges to ensure students are receiving instruction based on their individual needs as well as given the opportunity to access enrichment classes. At the high school level, some schools offered multiple sections of low level courses or singletons which lock their schedules from accessing other courses. Additionally, having a limited number of complete CTE pathways created barriers.|For middle and high school, a committee reviews each schools master schedule to look at student access to all courses, to ensure that students have time to take the courses they need and that they recieve any necessary support. Starting with the class of 2023, PVUSD graduation requirements are the UC/CSU A-G requirements. This will ensure that all  students, including English Learners and students with special needs enroll, learn and achieve in a rigorous curriculum.  Additionally, a CTE coordinator position was created and hired to build out the CTE Signature pathways for each high school.||2019-10-23|Met|2019
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.|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. We have identified additional funding sources for teachers to develop and provide enrichment opportunities within or outside of the regular school day, but we would like to continue to expand these opportunities.||2019-11-13|Met|2019
19647336018634|Palisades Charter Elementary|7|Access to a Broad Course of Study (LCFF Priority 7)  The 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.|At the elementary levels, LAUSD adopted a new progress report card in Fall 2017 that teachers, principal and central office staff can use to monitor student access.  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). For all grade levels,  In addition,|One barrier to LAUSD providing access in accelerating the performance of English Learners and students with disabilities (SWD) so these students can participate fully in all general education courses and English Learners are required to receive designated English Language Development time to improve their academic language skills. Students with Disabilities, receive IEP determined additional supports, and in some cases through Special Day Program courses, that may limit their access to a broad course of study. Another barrier is the enrollment-based resource allocation to schools.|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. School assessment results provide LAUSD with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction. In Fall of 2019, a new Whole Child dashboard will be released for teachers and in Winter of 2020, a new Whole Child dashboard for principals will be released to support using data to drive instructional improvement and student learning.||2019-10-24|Met|2019
19647331995836|Palisades Charter High|7|||||||Not Met|2019
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. Students also have Mathematics, Science courses that include Health Science, PE, and an Elective course.  Our electives include: 6th Grade Wheel (Spanish, Robotics, Beginning Gardening, Study Skills), World Language: Spanish, AVID, AVID XL, Robotics, Advanced Robotics, Broadcasting Panther News, Foods, Advanced 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, Color Guard Workshop, JV Color Guard, Advanced Color Guard, Sports Exploration, Dance, Intermediate Dance, and Advanced Dance..  Additionally, we have extra support classes such as READ 180, Intro Humanities and Intro Math, along with our Special Day Classes for students with exceptional needs. We also have enrichment core classes such as Compacted Math and Enhanced Math.|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.  The biggest barrier we have is limited time and students in remedial classes.|PDCMS offers “ZERO PERIOD” in PE courses allowing students in AVID or remedial classes the opportunity to take an elective course of their choice.||2019-10-02|Met|2019
30664236027379|Palm Lane Elementary Charter|7|Palm Lane uses Illuminate SIS to track student enrollment in classes.  Students also have access to robotics classes and art classes during the school week on a rotating basis.  The rotation schedule ensures that all students have equal access to these additional programs.|All students in grades TK-6 have access to the same core subjects, as well as enrichment classes in Art, Robotics, and STEAM.|There are no barriers preventing access for all students to a broad course of study.|Because all students have access to a broad coarse of study, no plans for revisions, decisions or new actions are being considered at this time.||2019-10-14|Met|2019
33671730000000|Palm Springs Unified|7|Palm Springs Unified School District utilizes multiple reporting structures to monitor student access and enrollment in a broad course of study.  Reports are available to sites through the Synergy Student Information System, providing updates of the current status of enrollment, attendance, and course access.  Queries and customized reports are developed and made available in response to new or refined inquiries.   Additional reports are generated through multiple data systems and reviewed by district departments and school sites to monitor course access and completion.  In 2018-2019, PSUSD implemented use of an internal data tool designed to track student progress towards meeting UC/CSU entrance requirements at the time of high school graduation.  Professional development was conducted with counselors in using the tool and modifying scheduling practices to further promote access to a broad course of study.  Monitoring structures are in place for English Learners in order to receive supports for language acquisition, and verification that students with exceptional needs are provided appropriate services.   CALPADS reporting is reviewed as part of evaluating course distribution and verifying that enrollment information is accurate.  Elementary physical education minutes continue to be monitored through reporting forms and schedule verification at each school site.  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.  In 2018-2019, fine arts programs were conducted at all elementary sites, varying in content and interaction type by grade level and in conjunction with community organizations and resources.  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.  Access was increased to credit recovery options using online course offerings, allowing students to retake courses as needed to meet graduation and/or UC/CSU eligibility requirements.  Enrollment reports indicate that student ethnicity group distribution mirrors overall district rates in most courses content areas, which is consistent with prior findings.  Differentials in enrollment rates in secondary Special Education course sections were present, where African American students were proportionally overrepresented in 2018-2019.  Career Technical Education offerings are present at all comprehensive high schools, with transfer opportunities for students wishing to attend an academy or pathway located at another site.  English Learners (ELs), Special Education students, and advanced learners 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.  Dual Immersion sections are currently available at one elementary site, with program expansion to additional locations under review.  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.  Student transportation was provided as needed to ensure access to specialized programs.  PSUSD offers Gifted and Talented Education (GATE) programs at all elementary schools, and honors courses at all middle schools and high 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 strives to remove access barriers in order to provide learning that propels students towards meeting their full potential.  The district implements structures designed to support students in attaining educational goals and to monitor progress to that end.  PSUSD has historically concentrated instructional efforts on ELA and mathematics instruction at the elementary school level.  As part of the implementation of the PSUSD Instructional Map, renewed focus has been placed on the implementation of science instruction, however professional development is still needed to equip teachers and schools with the needed tools in order to meet the expectations of the NGSS. 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 requirement completers and other students.  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 barriers related to chronic absenteeism impact student outcomes.  PSUSD experiences high rates of chronic absenteeism, with schools ranging from 5.6% to 28.6% in the 2017-2018 academic year (per CDE DataQuest).  School connectedness, perceptions of school safety, and the perceived availability of support are compounding factors, further extending barriers that must be overcome through district, school, and community efforts.  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 continues to pose 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, afterschool 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.  Focus on a-g requirement completion has been supported using new reporting tools developed to assist high school counselors and administrators in ensuring that students have access to and complete a-g coursework.  This includes monitoring course availability at all sites, open transfer policies, and concurrent enrollment opportunities for online coursework through the district’s Desert Learning Academy.  In addition, the district’s CTE Director position has changed to include a focus on college and career readiness, expanding the role to develop additional systems and programs that allow students access to various postsecondary options.  Courses have been added for 2019-2020 to improve and support college and career readiness, including AP Computer Science at the high school level and access to Spanish courses in the middle school setting.  PSUSD offers opportunities and programs for college readiness, such as AVID and dual and concurrent enrollment courses through a partnership with College of the Desert.  Program awareness continues as 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.  The district implemented the “Mission Graduate” program for English Learners, working to ensure that EL students have access to needed supports to complete high school graduation requirements.  Once Special Education students reach the age of 16, transition plans are 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.  Social-emotional learning and school culture surveys continue to be administered 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.||2019-10-22|Met|2019
19648570125377|Palmdale Aerospace Academy|7|The Palmdale Aerospace Academy is a single school site serving grades TK-12. During the generation of the middle/high school master schedule, all students are given the opportunity to suggest courses based on interests, which will be evaluated by a dedicated team from administration, counseling, and student equity to ensure that we are offering a comprehensive course selection. The goal of the master schedule team is to build a robust schedule of classes that will not only engage students but ensure that a broad range of study can be taken by all, including our students who would normally face barriers to access, such as our Special Education, English Language Learner, and Socioeconomically Disadvantaged populations. At each marking period, counselors carefully monitor student progress through the student information system, and any students who are struggling academically are offered the opportunity to recover courses in a 7th-period credit recovery class. This ensures they can recover needed credits without sacrificing their future opportunities to take other courses of interest.|All students have access to and are enrolled in a broad course of study by virtue of the programs and graduation requirements at The Palmdale Aerospace Academy. At all grade levels, every student has enrolled in a STEM course with Project Lead the Way curriculum. Additional supports include resources such as textbooks, online programs, and push in and designated support are available to our undesignated pupils and students who have exceptional needs. At TPAA, all students have access to technology. In grades 6-12, the ratio of tech to students is 1:1, ensuring that students are able to access a variety of online programs and textbooks. In classes wherein only physical textbooks are available, all students have access.|At this time, TPAA does not have barriers preventing access to a broad course of study for all students. TPAA will continue to be reflective and responsive to ensure that students in all grade levels, unduplicated pupils, and individuals with exceptional needs are served.|TPAA will continue to be responsive to the needs of its students and provide the necessary materials and resources to all students.||2019-11-12|Met|2019
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    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. (via Williams audit)  PSD uses their Student Information System to review class schedules 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 2018-19 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 had 4 Dual Immersion sites in 18-19 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 relatively 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.|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.|2019-08-20|Met|2019
43696410000000|Palo Alto Unified|7|All students in grades K-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.|PAUSD uses 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.|Barriers preventing PAUSD 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, collaborated to identify alternative options for targeted and supplemental intervention that limit access to a broad course of study. The district created afterschool and Saturday programs to be able to provide intervention outside the school day in order to provide students with greater access to a broad course of study.||2019-10-22|Met|2019
33671810000000|Palo Verde Unified|7|Palo Verde Unified School District utilizes the following local measures to track the extent to which all students have access to a broad course of study: Aeries Student Information System, School Master Schedules, Student Course Offering, Student Transcripts, and Class Size Reports.|Elementary: All Elementary Students in Grades TK-8 participate with Physical Education standards taught by a credentialed teacher using  SPARK curriculum. All students in grades 6-8 have access with Visual & Performing Arts through a credentialed music teacher teaching the Music content standards - all 6th grade students access the music exploration wheel class at each elementary school and all 7th and 8th grade students have the opportunity to select elective band class as one of their elective classes.  High School:  All 9th grade students are enrolled in the yearlong Freshman Seminar class to support all 9th grade students in being college and career ready. The Freshman Seminar teachers are trained in the Get Focused Stay Focused program and the Career Choices and Changes curriculum. The curriculum supports students developing their education and career plan.  CTE courses are currently offered in the following areas for all students in grades 9-12: agriculture, business, computer science, media production, and culinary arts. 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.|Students in grades 9-12 that have not successfully completed their high school graduation requirement classes - the students must repeat the classes until they successfully complete the class for credit; this limits students accessing a broader course of study.|The high school master schedule has been designed so that it is student needs centered. Intensive acceleration classes in math and reading are being offered as well as strategic support math and ELA classes. All 9th grade students are enrolled in the yearlong Freshman Seminar class to support all 9th grade students in being college and career ready. Course offerings have been expanded for all grades and students have more access to courses and more support through the master schedule design.||2019-10-15|Met|2019
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 and English Learner coordinator review weekly lesson plans to ensure 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. Access is enhanced by multiple extended learning opportunities specific to students needs to accelerate learning and assure that students have success in the broad curriculum. Success is monitored by teachers and administration and parents are consulted in the remediation/acceleration process. 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.||2019-10-09|Met|2019
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 of study to graduate college and career ready. Students are provided with an online course offering handbook (posted for 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.|PVPUSD continues to look into various course offerings, 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 as a result of limited funding. Examples of extended offerings are in the areas of Arts, Media, and Entertainment, Engineering and Architecture, Information and Communication.||2019-10-23|Met|2019
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).||2019-10-22|Met|2019
35675200000000|Panoche Elementary|7|The extent to which all students have access to and are enrolled in a broad course of study is measured by the teacher/principal and the Panoche school board.|Panoche is a one school district with a current enrollment of 4 students. The LEA employs one individual who is responsible for teaching all grade levels, as well as filling the role of principal and teacher. With input from the school board and parents, the LEA has determined that a broad course of study is being offered at Panoche School.|Barriers that exist that may prevent the LEA from providing access to a broad course of study for all students include the following: -Location: Due to the school's rural location, it is often difficult to obtain services from outside individuals. Panoche is lucky to have a music instructor that travels to the school weekly. -Limited amount of qualified instructors: Because of the unique location and size of the district, Panoche only employs a single individual. As such, broad course of study is limited by the matter of the absence of a variety of individuals with specific strengths and subject qualifications. The current teacher holds a BA in Liberal Studies with a minor in American Sign Language, allowing the LEA to offer students a course in this language. Professional development that would provide training in presenting alternative courses of study is limited due to location and time constraints/lack of substitute teachers.|Online professional development opportunities for Panoche's sole employee are currently in the  research and exploration phase. If PD opportunities can be located in an affordable, web-based format, the LEA could increase staff qualifications and offer additional courses of study.|Panoche Elementary is a one room school serving all students, K-8, in a single classroom setting with one teacher. As such, individual courses are not reported, but rather, a single self contained class for each grade level that has students currently enrolled. Each grade level is presented with a broad course of study within the self contained class setting. In addition to California Common Core State Standards aligned courses of study in core subjects (ELA, math, science, and history/social studies), students at Panoche Elementary also receive weekly lessons in art, music, technology, and American Sign Language.|2019-10-14|Met|2019
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.  Data cycles and learning academies are being implemented in the new year, supported by instructional aides, teacher supports, and school leadership.||2019-09-19|Met|2019
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 Niños 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.|We have adopted EL Education as our English Language Arts curriculum; through this program, we are providing consistent alignment on standards and establishing greater equity for grade-level access for English Learners.||2019-09-19|Met|2019
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 a variety of enrichment opportunities in order to ensure that students are given the range of educational experiences.||2019-09-19|Met|2019
50712090112383|Paradise Charter|7|Pupils are enrolled in courses of required subject areas.  Each grade level is housed is a self-contained classroom.  Annual reviews are done on all course enrollment records per student.  Students with needs are exposed to the same course of study as the other population of the school.  A "push in" model is used for students that need additional guidance with the program.  Reports and teacher presentations serve as notification to our board on the extent in which students have access.|Paradise Charter has only one grade per class.  Everyone has access to the same course of study.  All students are given the opportunity to succeed in a broad course of study.  Those students that have needs will still be accessing the same course of study, but with additional help in the classroom.|The school does not have barriers that would prevent students access to a broad course of study.  We have programs in place to allow everyone access, and if a student is struggling with the course of study modifications or accommodations would be set in place.|Our board at Paradise Charter has ensured that all students enrolled have access to a broad course of study.  Our standards are very high and appropriate for our students.  The board believes the school's primary focus is on meeting the State Standards.  The learning philosophy is grounded in the belief that all students can learn and all students will learn.  The vision of our school is that students will be motivated in a learning environment rich with active and engaging curriculum, relevant to the students and their lives.||2019-03-13|Met|2019
04615316112999|Paradise Charter Middle|7|Tools for Quarterly and semester report cards, master schedule, elective course offerings, and weekly staff meetings which often focus on what is being delivered to students across curriculums. The resource teacher is part of the team. The focus of serving students with exceptional needs is to allow them full access to the broard course of study.  The RSP staff works to "push in" to classrooms.|We are a single school LEA.  Our local measures confirm that all PCMS students are exposed to a broad course of study.|Very few barriers have been identified.  Given the flexibility in the way the LEA develops  a broad course of study, the team feels very uninhibited in creating a program that reaches all students.  One ongoing challenge that has been identified is in supporting EL students.  The community and surrounding communities include very few EL students which means expertise in this area is lacking.|The area where the LEA feels most challenged is in supporting EL students.  The team continues to brainstorm ways to support EL students and their families.  The philosophy is to expose the student to the entire course of study that all students participate in.|PCMS is entering year 25 of serving middle school students in the community of Paradise.  Offering all students a broad course of study has been a focus as staff and parents and students work together to continually refine the program offered.  Last year our goal, based upon prior student/staff/parent surveys,  was to enhance VAPA opportunities for our students.  A new choir director was hired to establish a program to serve all interested students.  The program took flight but due to the Nov. 8 camp fire and subsequent changes in location and need, along with our choir director having to move, we were unable to continue.  Through the efforts of the local school district's band director multiple students from our school were granted the opportunity to join the middle school Paradise district band.  The art program was actually expanded and vocal performance and guitar classes were also filled up in our elective program.  Considering the challenges families and staff faced in  2018/19, the overall reflection is that the school was able to expand and enhance VAPA opportunities for students.  The school was honored to be recognized as a California Distinguished School in 2019.  State testing data showed a strength in educating students from economically disadvantaged homes.|2019-10-22|Met|2019
50712090000000|Paradise Elementary|7|All pupils are enrolled in a broad course of study for all required subject areas.  Each grade level is in a self contained classroom.  Annual reviews are done on all course enrollment records per student and class.  Students with needs have the same access to the course of student like everyone else.  The "push in" model is used for extra help and monitoring.  There are times when students may have accommodations or modifications to better serve their needs.|Paradise Elementary has only one grade per class.  Everyone has access to the same course of study.  All students are given the opportunity to succeed in a broad course of study.  Those students that have needs will still be assessing the same course of study.|Paradise Elementary School does not have barriers that would prevent all students from having access to the broad course of study presented at Paradise.  We have programs in place for our struggling students.  We have a "push in" model for assistance and monitoring and modifications for those that work at a slower pace.|The board at Paradise Elementary School has ensured that all students enrolled in this school will have access to a broad course of study.  Our standards are very high and appropriate for our students.  The board believes the school's primary focus is on meeting the State Standards.  At the beginning of each school year, our Superintendent/Principal holds a Board Retreat to educate our board on how the school has done on state testing and meeting the State Standards. They are given a breakdown of subjects and skills and the percentage of students that exceeded, met, nearly met, and not met standards.||2019-03-13|Met|2019
04615310000000|Paradise Unified|7|Desegregating and analyzing data for undpulicated student groups and students with disabilities based on: Course enrollment data Course completion data Cal Pads data AP enrollment, completion and passage rate data CST data iReady data ElPac data EAP data A-G Completion data CTE Pathway enrollment and completion data High School graduation rate data|All students in PUSD are enrolled in a broad course of study. Data is desegregated and closely monitored and analyzed to ensure that all students are receiving the curriculum and courses they need. We are slowly closing the gap on our unduplicated students. Special Education students are being closely monitored by case managers to ensure that they are receiving a full and robust curriculum.  Last year prior to the fire our data "told us" that middle school students (6-8) were not receiving the same access to the curriculum. (One small school, one large school). After having several parent input meeting we made the decision to close the smaller middle school and transport all 6-8 grade students down to the larger middle school to ensure they had the same opportunities (a wide array of electives) as the students "up the hill".  This parent-driven and school board supported the decision to ensure all middle school students receive a broad-based education that was working well until Nov 8th. Now that we are a Paradise Jr/Sr. High School it is working even better, as middle school students are able to take advanced courses and have even a broader base of electives to choose from.|At this time our data is not indicating that we have barriers preventing students from accessing a broad course of study. What we are not able to offer in a classroom setting (due to size) we are able to offer on-line through our edmentum program. We provide teachers as coaches to help students navigate and successfully complete their Edmentum courses.|We have moved students to a larger campus with a greater selection of courses.  We have contracted with Edmentum on-line to ensure students have access to a board course of study. We have contracted with our local community college and university to ensure students have access to their high school programs. (Concurrent Enrollment).  We have applied for and received CTEIG grants to expand our CTE programs.|Student achievement data guides all of our discussions, brainstorming, and decisions.|2019-10-15|Met|2019
58727360121632|Paragon Collegiate Academy|7|Paragon Collegiate Academy 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. One such tool is our annual surveys that are sent to students, parents/guardians, as well as staff. These surveys provide valuable information for administration and the governing board to use for decision making. Additionally, Paragon Collegiate Academy (PCA) uses the NWEA MAP assessment in Math, English, and Science. PCA students take these assessments multiple times per year and results are analyzed to track student progress towards the learning goals in all courses of study. Another method Paragon uses to track student access to a broad course of study is curriculum assessments. All students in each grade level are enrolled in the same classes and participate in the same coursework in English, Math, Social Studies, Science, Visual and Performing Arts, Health, and Physical Education. Additionally, students receive instruction in creative writing, gardening, and other specialized topics of study based on faculty and staff interests and abilities.|100 percent of students at Paragon Collegiate Academy are enrolled in a broad course of study. As a small, one-school district, with one class per grade level, all students enrolled in the grade level will be enrolled in English, Math, Social Studies, Science, Visual and Performing Arts, Health and Physical Education. Students who need additional support to access the curriculum are provided support through para educators and special education staff in a least restrictive environment appropriate to their individual situation.|Paragon struggles to continue to provide professional development to teachers and staff in every area of the broad course of study. We would like to provide professional development opportunities in Social Studies, Science, Visual and Performing Arts, as well as Health and Physical Education to continue to improve techniques and teaching methods in these areas.|Paragon hopes to retain staff members, thus lowering the need for additional professional development in certain areas. With the retention of staff members, focus on other courses of study could be implemented and provided to staff. We are hopeful that we can move in this direction this year and in ongoing years.||2019-11-07|Met|2019
19648730000000|Paramount Unified|7|Paramount Unified School District analyzes students’ access and participation in courses that reflect a broad course of study with reports showing course enrollment overall and for student groups.  Grades are used to analyze progress by course and classroom for students overall and student groups in grades 6-12.  This analysis will be expanded to include data showing student group enrollment in specific courses in grades 6-12, including Accelerated Math, Advanced Placement, CTE and AVID.  District staff and principals monitor progress with these reports, which are provided by the Research and Evaluation Office.|All K-8 students have core courses in Language Arts, math, science, social science and PE.   In addition to academics, K-5 students participate in structured PE, music, dance and art.  Music is offered during the school day by district music teachers and after school through the Harmony Project, a service included in the LCAP.  To provide English Learners greater access to AVID, AVID Excel, an elective for 7th and 8th grade that teaches AVID strategies and provides structured language support, is offered at each middle school for long term English Learners.  To increase access to general education curriculum for students with disabilities, co-teaching has recently been expanded to include students formerly assigned to self-contained SDC classes.   CTE, A-G and AP courses are open to all students and Odyssey High School, a STEM high school is open to all 9th and 10th grade students.    After analyzing how student groups are represented in AVID and advanced math, there is equitable representation of Hispanic students.  However, there is a gap in representation of African American students in accelerated math classes in grades 6-8 and AP math courses in high school.  The data shows African American students are represented in AVID--a college preparation elective-- but there is a gap in participation in math.|After analyzing student group enrollment in specific courses in middle and high school, we need to identify the factors that may prevent African American students from being included in challenging math courses.  These discussions and input from focus groups of students will inform our understanding of what may prevent students from participating in specific courses.|Reports on student group enrollment will be discussed with principals to identify what we can do to increase enrollment in courses for African American students and other groups who are underrepresented, beginning in elementary school.  PUSD is committed to continuing to find new ways to increase representation of student groups in all courses.||2019-10-14|Met|2019
10623640000000|Parlier Unified|7|Parlier Unified School District annually measures progress to the extent that students have access to, and are enrolled in, a Broad Course of Study.  In grades 1-6, PUSD utilizes the following measures to define a Broad Course of Study: • All students have access to Board approved instructional materials • All students have access to PE Instruction which meets and exceeds the required minutes • Teachers receive professional development in the English Language Arts, Math, Science, Social Science, and ELD • Students have music and choir available at the elementary level • Teachers receive professional development in Early Literacy, Cognitive Guided Instruction for Math, Technology, and the Arts In grades 7-12, PUSD utilizes the following measures to define a Broad Course of Study as: • A Course Catalog that provides students with several opportunities to meet the A to G requirements • Pathway coursework for students in grades 9th-12th grade that include Ag Mechanics, Ornamental Horticulture, Ag Science, Medical Services, Media Arts, Education, Public Services, Programming/STEM, Regional Programs Emergency Response, and Regional Programs Transportation • Pathway coursework for students in grades 7th and 8th grade in Agricultural Sciences and Medical Terminology • Certifications Courses such as Ag. Welding, Construction, & Fabrication, Medical Terminology Pre-CAN, Digital Video Production, Criminal Justice and Crime Scene Investigation, Urban/Rural Firefighting, Wild land Firefighting, Flight Science/Aviation Maintenance, and Automotive Service and Maintenance • Music, Choir, and Band for 9-12 grade students  Parlier Unified utilizes class rosters, master schedules, surveys, individual learning plans, course offering catalogs, and other digital student data tools to assure all students have full access to a broad course of study.|Parlier Unified School District assures that all students enrolled in the district have full access to a broad course of study.  Students at the elementary level (K-6th grade) are registered to teachers that are responsible to provide in-depth instruction in all content areas, including P.E.  Students at the elementary level also have full access to participate in music terminology and choir.  For instructional materials, teachers have inventory lists of all board approved core textbooks in their classrooms.  Textbooks and instructional materials are inventoried so that instructional materials are replaced in a quick and efficient manner so that students have all their textbooks from the beginning to the end of the school year.  At the secondary level, librarians keep an electronic system to inventory all course textbooks, including supplemental materials.  The technology utilized at the secondary level to inventory books allows the site to replace damaged or lost textbooks efficiently so that students have access to core instructional materials at all times.  Counselors and administration also utilized our student information system, Illuminate, to track records, grades, assessment results, classroom assignments, and class schedules.|One of the challenges Parlier Unified has identified, as a barrier is the mobility status of our Migrant students who follow the seasonal crops with their families.  The district has a total of 543 Migrant students.  As a result of the high mobility, this group of students has interrupted schooling that makes it difficult for PUSD to provide them with full access to coursework needed to graduate from high school or attend college.  One of the ways the district is addressing this issue is to provide them with opportunities to receive before, during, and after school interventions.  Migrant students also have access to a Migrant Counselor who specializes in addressing their schedule needs.|As a result of this challenge, Parlier Unified has placed a major focused on providing this group of students with access to Cyber High or Edugenuity, which are credit recovery platforms.   Students are also recommended for additional one-on-one support daily after school.   Students will also be required to meet with their regular and Migrant Counselor to monitor progress towards high school graduation and/or A-G requirements.  At the elementary level, the homeroom teacher ensures that all students, K-6th grade, have their textbooks assigned to each student in their classroom and lesson plans will reflect courses taught.||2019-10-22|Met|2019
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.||2019-10-15|Met|2019
19648810000000|Pasadena Unified|7|- 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. - Course development and monthly meetings to reflect, refine and monitor student coursework - Feedback documents from teachers and subject area lead with respect to content, sequencing, and assessment - Use of SIS to monitor student enrollment in specific programs/courses of study - 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 studies. 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: - Dual Language Immersion Programs - Academies - AP/IB courses - Honors courses - Visual and Performing Arts - Concurrent enrollment - Dual Enrollment  - Math Academy  - CTE courses|Core subject area courses are offered at all schools, 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.|- Partnering with the Enrollment office to ensure appropriate placement at the school where the course is available - Increasing number of highly trained teachers at each site via hiring and professional development - 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 2018-2019 year, 100% of Unified School District's students had full access to a broad course of studies as defined by the 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 study 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.||2019-10-24|Met|2019
34674210132019|Paseo Grande Charter|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, 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 science, physical education courses and VAPA. The courses with the fewest students enrolled were foreign language, ELD 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, VAPA is low. • Exceptional need students were enrolled in tutoring o YES – enrollment is evident and high in Mathematics and  ELA. This is the first year of implementation, so there is no difference overtime to report until the 2019-20 annual data is analyzed.|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 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.||2019-10-22|Met|2019
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 2018-19 school 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 the regular school day and the elementary VAPA magnet school and the elementary Dual Immersion magnet school offers additional course offerings based upon the focus of the school. 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 CTE 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 post-secondary 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 funds to support Priority 7.||2019-10-08|Met|2019
37754160139451|Pathways Academy Charter - Adult Education|7|Course lists, a-g course list, master agreements, report cards, and transcripts will be used to monitor student enrollment a broad course of study with emphasis on monitoring students completion of grade level and graduation requirements.|All students have access to enrolling and participating in a broad course of study. There are currently no differences or barriers in any student group to be enrolled in a broad course of study.|There are no barriers to enrolling and participating in a broad course of study for all students.|N/A||2019-10-10|Met|2019
19753090134585|Pathways Academy Charter Adult Education|7|Course lists, a-g course list, master agreements, report cards, and transcripts will be used to monitor student enrollment a broad course of study with emphasis on monitoring students completion of grade level and graduation requirements.|All students have access to a broad course of study. There are currently no differences in any student group to be enrolled in a broad course of study.|There are no barriers.|N/A||2019-10-10|Met|2019
49707306120588|Pathways Charter|7|Pathways uses our student information system as well as associated google tracking sheets to monitor student course loads. The Guidance Coordinator and Principals review course loads each semester.|One benefit of independent study is that most of our coursework can be offered in a variety of delivery models making all coursework accessible to all students. Our A to G and CTE coursework is largely accessible to all students through learning center classes, online courses or advisories and local community colleges.|Some of the barriers to expanding our offerings are the limitations placed on Pathways by the UC system in regards to delivery of A to G coursework as well as the credentialing requirements for CTE.|Pathways is constantly looking for ways to expand our course offerings. Currently we have a committee working on expanding electives especially in CTE with a target of opening a Culinary and COnstruction Pathway. We are also piloting new online A to G providers including Silicon Valley High School.||2019-10-16|Met|2019
36750440112441|Pathways to College K8|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||2019-10-15|Met|2019
50712170000000|Patterson Joint Unified|7|Our current student information system has analytics built-in.  Administrators can run quick reports in order to see what courses are being taken by what group of students.  This tool allows us to monitor access to broad course of study for all grade level spans, student groups and individuals.|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.  Since last year, English courses have been better aligned to provide access to English Learners.  We have also explored math options so that students can complete 3 yrs of a math requirement in order to meet A-G.|TK - 5 : student have access to all core subjects as reflected on the MASTER Schedule - TK - 5 English Learner group is monitored - ELD is offered during a time that is not CORE instruction Music is on a rotation schedule for All 3 - 5 grade students 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 all available to all students|We will continue to review the ELD placement in order to determine the success specifically for our Long Term English Learners. We will continue to review the demographics of the students who are accessing AP courses to ensure equal representation.  We have to build additional filters for the analytics program in our student information system in order to continue to monitor student group and individual access to all courses.||2019-10-07|Met|2019
19647336058267|Paul Revere Charter Middle|7|||||||Not Met For Two or More Years|2019
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 provides 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.||2019-10-17|Met|2019
56725530139592|Peak Prep Pleasant Valley|7|Each student is enrolled through an orientation specialist who reviews their files and courses (a counselor will also review the high school transcripts). In addition, we have an instructor who reviews the home survey to make sure that unduplicated student groups are appropriately placed. Furthermore, each student is assigned a teacher and a mentor that will guide the student and review their courses and progress. This will allow for the student and family to have a support system and make sure the student has their appropriate resources needed for success.|We are a virtual school where our curriculum in online. All students participate virtually and have access to all curriculum that will meet their needs including, but not limited to, remedial courses, basic courses, standard courses, and H or AP courses. Once enrolled, they have access to the full curriculum and assignments.  In addition, students that are in unduplicated groups will have access to additional instructional needs that have been allocated for them.|At this time, the only barrier foreseen is that, at times, all information/data is not self-reported or files are not provided at the time of enrollment. However, the teacher  or mentor are in balance to help monitor the needs of students and identify if there are needs to be met or a different curriculum/course is needed for a specific student.|We will continue to provide checks and balances to ensure our students are set up for success. In addition, we will add a survey for parents to make sure they are appropriately being served. The data/results will allow us to see if there are any gaps or needs that need to be filled. We will review the results and respond appropriately.||2019-10-29|Met|2019
15636280128504|Peak to Peak Mountain Charter|7|||||||Not Met For Two or More Years|2019
12629840000000|Peninsula Union|7|We have multiple checks and balances for ensuring that all students have access to a broad course of study. These include, administrative review each trimester of each students academic access and progress, professional development to support classroom teachers in monitoring full access for all students, ongoing professional development for employees around both school culture and standards aligned instructional strategies,  board review through the curriculum adoption process, and networking support through relationships with neighboring districts and our county office of education.|We are a single school district with 44 enrolled students, all of whom have access to a broad course of study. Our three classrooms are all taught by qualified teachers, and our SPED program is run by individuals credentialed for their areas of study. We have annual and trimester based review processes to ensure that educational resources are being used equitably. These include board review of adopted materials, training for staff, and administrative review of instructional delivery.|N/A. Our school is able to provide access to a broad course of study for all students.|Based on the feedback from our middle school students, we are increasing activities on campus to provide them opportunities to be engaged leaders on our campus.||2019-10-08|Met|2019
29768770000000|Penn Valley Union Elementary|7|||||||Not Met|2019
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||2019-11-12|Met|2019
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 Walk-through 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 continue to be the limited availability of qualified teachers, difficulty informing parents of incoming students about the new DLI program and difficulty in recruiting native speakers into the program|The district 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. Ensured Academic coaches and administrators were bilingual at the DLI site. We are continually providing professional development to current DLI teachers.||2019-10-10|Met|2019
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; Dual Enrollment College courses for grades 10-12, A-G Tracking, Transcript analysis, 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 from 4,259 in 2017-18 to 4,390 in 2018-19 on 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 had an increase in student participation in Advanced Placement  (AP) courses, Dual Enrollment college courses, and improvement in A-G completion by 5.1%|PUHSD did not encounter any barriers that prevented providing access to a broad course of study for all students.|Modified Actions and Services include:  2.1 Provide expanded opportunities for remediation, acceleration and enrichment to college and career readiness.   2.2 Provide opportunities and support for high school students to take college level coursework.   2.3 Provide expanded opportunity for students to participate and complete CTE pathways.   2.4 Provide funding, training and support to build and maintain a comprehensive counseling program to support college and career readiness.   2.5 Provide training and support for students to develop the CCR skills necessary for success in high school and postsecondary education.   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.||2019-10-16|Met|2019
43771150137059|Perseverance Preparatory|7|We were not open in the 2018-2019 school year, however we will administer a survey in the 2019-2020 school year.|We were not open in the 2018-2019 school year, however we will administer a survey in the 2019-2020 school year.|N/A|N/A||2019-11-14|Met|2019
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 the current curriculum at Petaluma Accelerated Charter, all students from 7th- 8th grade has 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.||2019-11-12|Met|2019
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 in compliance with the English Learner Roadmap and updated Education Codes pertaining to English Learners.||2019-11-12|Met|2019
21102152130102|Phoenix Academy|7|||||||Not Met For Two or More Years|2019
45701690136440|Phoenix Charter Academy|7|||||||Not Met|2019
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.  For the 2018-19 school year, internat data indicates 97% of all PHS graduates complete their a-g requirements. This is the same amount reported on the state's data website for 2017-18.  In reviewing student subgroups and students with exceptional needs, we find that 89% of PHS graduates with disabilities completed their a-g course requirements.  Though not as high as the overall completion rate, it is much higher than the 2017-18 state of California average student at 41% (gen ed and students with disabilities average across the state) and 11% of statewide student with disabilities rate.|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.   Students with severe disabilities who are not in full inclusion models participate in "Homebase" courses which are not A-G approved.|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.||2019-10-10|Met|2019
06616140000000|Pierce Joint Unified|7|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 study for students.|For grades TK-5, students are in self-contained classrooms in which they received instruction in all subject areas. Physical Education and music instruction are provided to these students by a PE teacher and music teacher. Students in grades 6-8 each have English, math, social studies, science, and PE. Band is available to students wanting to take the class. English Language Development is offered to all English Learners at all grade levels. Spanish is available to students in the eighth grade. Students in grades 9-12 have all required courses to meet graduation requirements, including four years of English. In the 2018/19 school year, all freshmen were placed in Math 1 or higher. In addition to the core content areas, students have access to numerous Career Technical Education Courses in the areas of agriculture and business. Spanish is offered as a foreign language choice. Drama and music are available at the high school level for fine arts.|One barrier to providing a broad course of study to our high school students may be that a student may need to be enrolled in a support class for math or English which means that the student has a limit on the number of elective courses to take because of the support class. Another barrier at the high school level for course access for students is when a student is a Long-Term English Learner. These students are still in need of English Language Development classes which takes other class options away from their schedule. The variety within that broad course of study may be more limited due to the size of our high school and not being able to offer a lot of different classes.|By placing all high school freshmen in Math 1 or higher and assigning a math support class to those who need it, students will have a greater chance of completing a-g math requirements allowing them to be eligible for the state college system upon graduation. Math has previously been the gatekeeper for student eligibility to the state and UC college systems. A new English Language Development Curriculum has been purchased for grades 6-12 to enhance instruction and increase the Reclassification rates of Long-Term English Learners.||2019-10-17|Met|2019
10623720000000|Pine Ridge Elementary|7|The LEA enrolls students in courses using our Student Information System, SchoolWise. All students in a grade level take the same course so there is no chance that a student will not be enrolled in a broad course of student. All students including unduplicated student groups and individuals with exceptional needs are fully mainstreamed and miss no course offerings. When trimester report cards are printed, they are reviewed by the classroom teachers, the Resource and Intervention Teachers, and the Principal to ensure all students are both enrolled in a broad course of student and are passing their classes.|All students are offered the same broad course of study. There are no discrepancies across sites or student groups. This has been the practice for many years. The only exception is that Grade 7-8 students do not have access to a World Language course such as Spanish.|Due to the LEA's remote and rural location, it is difficult to hire a qualified Spanish teacher.|The LEA is looking at online instructional vendors such as Edgenuity to determine if it can offer Spanish for Grades 7-8 online in the future. It needs to consider the vendor fee, the certificated instructor who will facilitate the class, and the time/location in the class schedule to provide it.||2019-10-09|Met|2019
49708706113492|Piner-Olivet Charter|7|The Piner-Olivet Union School District (which includes POCS) 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 2018-2019 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.||2019-10-02|Met|2019
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 2018-2019 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.||2019-10-02|Met|2019
27660680134254|Pinnacle Academy Charter - Independent Study|7|||||||Not Met For Two or More Years|2019
16639906010557|Pioneer Elementary|7|For the elementary school sites in Pioneer Union Elementary School District, grade level weekly schedules are reviewed to ensure all students have access to a broad course to study. For the middle school, Illuminate, the online student information system, is used to oversee student scheduling, ensuring access and enrollment in a broad course of studies.  Reports are created within Illuminate based on grade level, unduplicated students groups, and individuals with exceptional needs.|After a review of the measures and tools in item 1, Pioneer School District has determined that most of our students have access to and are enrolled in a broad course of study. 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. Some differences noted are scheduling constraints at middle school for students in certain subgroups and their access to electives. A wide 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 computer instruction, 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 primary barrier for the English Learner students and Students with Disabilities is the limitations of the schedule for both multiple support classes and additional elective classes. 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.|Based on student academic performance results, review of the tools listed in item 1, and analysis of our curriculum and professional development plans, the district has intensified its focus on Math instruction for the 2019-2020 school year by working on math pacing guides and providing professional development in math instruction best practices. Additionally, the district is preparing for a science curriculum adoption by working with the county office of education and forming a science adoption team of teachers at multiple grade levels. With the strengthening of the District’s Multi-Tiered System of Support (MTSS) and its Response to Intervention (RtI) systems, the District will review and ensure that those students receiving additional supports still have access to a broad course of study.||2019-10-09|Met|2019
16639906110233|Pioneer Middle|7|For the elementary school sites in Pioneer Union Elementary School District, grade level weekly schedules are reviewed to ensure all students have access to a broad course to study. For the middle school, Illuminate, the online student information system, is used to oversee student scheduling, ensuring access and enrollment in a broad course of studies.  Reports are created within Illuminate based on grade level, unduplicated students groups, and individuals with exceptional needs.|After a review of the measures and tools in item 1, Pioneer School District has determined that most of our students have access to and are enrolled in a broad course of study. 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. Some differences noted are scheduling constraints at middle school for students in certain subgroups and their access to electives. A wide 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 computer instruction, 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 primary barrier for the English Learner students and Students with Disabilities is the limitations of the schedule for both multiple support classes and additional elective classes. 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.|Based on student academic performance results, review of the tools listed in item 1, and analysis of our curriculum and professional development plans, the district has intensified its focus on Math instruction for the 2019-2020 school year by working on math pacing guides and providing professional development in math instruction best practices. Additionally, the district is preparing for a science curriculum adoption by working with the county office of education and forming a science adoption team of teachers at multiple grade levels. With the strengthening of the District’s Multi-Tiered System of Support (MTSS) and its Response to Intervention (RtI) systems, the District will review and ensure that those students receiving additional supports still have access to a broad course of study.||2019-10-09|Met|2019
20102072030229|Pioneer Technical Center|7|Math and ELA diagnostic assessments to support areas of academic weaknesses for all students. Students have access to Odysseyware online courses to increase offerings and intervention supports, along with other credit recovery options in progress toward program completion and graduation.  An academic counselor is on site to meet with students for counseling in the areas of academics as well as social/emotional needs. The PTC registrar provides updated transcripts for students completing coursework within 2 weeks of the date of completion. An RSP teacher meets with students as required by IEP goals and student needs. Courses are assigned to keep students on track to graduation with their home district.|2. Course offerings across school sites are similar, as students are assigned courses relevant to grade level and graduation requirements of home district. Students also have opportunities for credit recovery through textbooks or online courses from Odysseyware. Diagnostic assessments prescribe lessons to reduce academic gaps and increase access to standards-aligned grade-level curriculum.|3. Barriers continue to be the various schools and districts that feed into the LEA; however, the independent study model allows for individualized grade-level appropriate courses, and online courses to minimize those barriers and provide greater learning opportunities for advanced or struggling students.|4. Pioneer Technical Center staff implements diagnostic assessments and student results help diagnose and provide necessary support to increase students’ academic achievement. Data from diagnostic assessments is used to guide instructional practices and discuss support students require for greater academic success. PTC staff uses WASC focus groups as instructional support committees to ensure mission of the school and professional development are aligned to student achievement.||2019-10-08|Met|2019
04733790000000|Pioneer Union Elementary|7|As a small rural school all student groups (unduplicated student groups and individuals with exceptional needs) have access to all courses of study based on grade spans.|We are a one school district, we have only one school site.|Our only barrier would be our school site and that we are in a rural area.|We have expanded our VAPA program by receiving a grant to create an art room, add new curriculum, buy instruments all students can learn to play and implemented quarterly school performances.||2019-10-23|Met|2019
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, ELA intervention and elective course offerings including band instruction, STEM and VAPA at the middle school.  Staff at the elementary school use benchmark assessments and common trimester assessments to identify students for Tier I and Tier II interventions.  All students at the elementary school participate in one hour of What I Need (WIN) rotation focusing on targeted literacy and mathematics instruction in small groups.|All students in grades preschool-5th 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 Necessary Small School 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 elective class per trimester, classes provided include Instrumental Music/Performing Arts, STEM and Visual Arts.|Due to the small population and the number of teachers to serve our population, we are limited to what elective 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 activities to include more STEM and VAPA instruction.||2019-10-10|Met|2019
16639900000000|Pioneer Union Elementary|7|For the elementary school sites in Pioneer Union Elementary School District, grade level weekly schedules are reviewed to ensure all students have access to a broad course to study. For the middle school, Illuminate, the online student information system, is used to oversee student scheduling, ensuring access and enrollment in a broad course of studies.  Reports are created within Illuminate based on grade level, unduplicated students groups, and individuals with exceptional needs.|After a review of the measures and tools in item 1, Pioneer School District has determined that most of our students have access to and are enrolled in a broad course of study. 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. Some differences noted are scheduling constraints at middle school for students in certain subgroups and their access to electives. A wide 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 computer instruction, 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 primary barrier for the English Learner students and Students with Disabilities is the limitations of the schedule for both multiple support classes and additional elective classes. 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.|Based on student academic performance results, review of the tools listed in item 1, and analysis of our curriculum and professional development plans, the district has intensified its focus on Math instruction for the 2019-2020 school year by working on math pacing guides and providing professional development in math instruction best practices. Additionally, the district is preparing for a science curriculum adoption by working with the county office of education and forming a science adoption team of teachers at multiple grade levels. With the strengthening of the District’s Multi-Tiered System of Support (MTSS) and its Response to Intervention (RtI) systems, the District will review and ensure that those students receiving additional supports still have access to a broad course of study.||2019-10-09|Met|2019
39686760111336|Pittman 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 of study 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 and content-centered. 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).|All students have access to a broad course of study, as all core courses are taught at each site.|On January 22, 2019, the Stockton Unified School Board unanimously approved Board Policy CSBA Policy BP 6146.1 High School Graduation Requirements. The policy increases expectations and aligns high school graduation and the UC A-G Requirements. To ensure that all students take college preparatory courses and have the option of applying to a wide range of colleges and universities, students must meet these requirements with a D or better in order to earn a high school diploma. 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 for is available to all students. For example, multiple measures are used for student placement recommendations including grades, and interim and summative assessments.||2019-10-22|Met|2019
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 and Course Catalogues, course enrollments, course completions, on-track for graduation, A-G participation, AP enrollments, WASC study data and other related data. and 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 our 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 as compared to the state).|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, as of 2017-18. 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. With a demonstrated commitment to VAPA, including through a local Parcel Tax fund, the district has expanded access to VAPA across sites, and is rolling out a new music curricula - Quaver.  Further, school site plans seek to address issues of equity and access based on data and through evidence-based practices.|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 even further, from 7 pathways to 13 from 2017-18 to 2018-19 and has grown enrollments in relevant CTE courses from 57 sections in 2017-18 to 68 sections in 2018-19. 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. Based on recent training counselors are doing more to help 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 secured external funding to provide Coordination of Services Team (COST) facilitators at all school sites, to facilitate staff and service provider reviews of academic and behavioral warning indicators for students, in consultation with parents, in order to provide targeted 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.|Public and Board presentations and review of tools and indicators with regard to access to a broad course of study has not been limited to a single presentation.   Multiple presentations that support this indicator include Board resolutions on sufficiency of instructional materials; growth of CTE Pathways; curricula adoptions; expanded and summer learning; credit recovery; COST/CARE Team; Multi-Tiered Systems of Support; board policies and reports around Courses of Study; etc.  Our online Board presentations can be found at this web address and can be searched by keywords:  https://go.boarddocs.com/ca/pittsburg/Board.nsf/Public#  Some keyword searches relevant to access to a broad course of study include:  Personalization CTE Sufficiency of Instructional Materials LCAP LCAP Contracts Cycle of Inquiry Summer Learning Credit Recovery Interventions and Supports for Ds and Fs Adoptions Learning Communities for School Success MTSS Vision 2027 Evening School Courses of Study School Counseling  Aside from these many public presentations/reviews of the status of porgrams and issues relevant to access to a broad course of study, key summaries and references are also provided in our June 2019 LCAP Presentation and our Oct 2019 Local Indicators presentation.  Starting in 2019-20 these two presentations will happen together in late Spring of the school year.|2019-06-05|Met|2019
49708390138065|Pivot Charter School - North Bay|7|Pivot Charter School uses multiple online curricula across its grade spans which allows the school to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a broad course of study for each grade span and all student groups. All students have access to computers in order to fully access the curriculum when they are at the school site and are loaned computers if they do not have one at home so they can continue to access the curriculum once they leave the school site. All students’ records are evaluated several times a year in order to ensure that students are enrolled in a broad course of study and are on track to promote or graduate. All grade level curriculum provides courses in the four core content areas as well as electives, PE, and extracurricular studies. Additional, supplemental curricula is being implemented to help students with gaps in knowledge. Students with Individualized Education Programs work with their Education Specialists or with other service providers regularly to address their specific needs.|Elementary students access core coursework online and additional coursework while attending the on-site program at the resource center. While the elementary program is a “homeschool” type program, the elementary teacher is able to supplement the online curriculum with projects, group work, and topics not covered by the curriculum at the resource center. However, students are not required to attend the on-site program so some students do not participate in the supplemental site based program. If these homeschool student do not have a parent or guardian at home who will work with the student on a regular basis, and if they do not attend the supplemental resource center, they can fall behind and their ability to access the curriculum can be limited. Parents are trained before the school year starts and throughout the year on the implementation of the curriculum. A credentialed teacher monitors each student’s work daily, but if the parent is not interested in working with the student at home, this can affect the student’s ability to access the full curriculum.   Middle school students access core coursework online. All middle school students have access to a broad course of study including core courses, remediation and electives.  Additional supplemental courses and activities are also offered through the supplemental, voluntary 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 on-site educational offerings.   High school students access core coursework online. All high school students have access to a broad course of study including core courses, remediation and electives.  Additional supplemental courses and activities are also offered through the supplemental, voluntary 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 on-site educational offerings. Pivot Charter School offers high school students a wide variety of courses that span the CTE, technology, and VAPA categories, as well as A-G and Advanced Placement courses. The teachers at Pivot Charter School also encourage concurrent enrollment at local community colleges and help students navigate the enrollment process at those schools.  Students may access their online courses anywhere there is internet access and through many tools such as computers, tablets and phones. Pivot provides one-to-one access to laptops at the resource center and loans computers to students who do not have access to computers once they leave the resource center.|Elementary students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent at home who is working with the student on a daily basis. Parents are oriented about the requirements of the program and trained to implement the curriculum prior to classes beginning. They also receive ongoing training throughout the year regarding the content or technological requirements of the program, but Pivot recognizes that some parents do not realize the commitment needed to work with elementary students in an independent study/homeschool program. Elective courses offered through the curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s “homeschool” students. Field trips are offered to all students and participation in these field trips is another way to create excitement around attending the on-site program at the resource center, as well as a way to promote socialization.  Middle school students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent at home that is monitoring the student’s daily engagement. Students can work through the online curriculum on their own and work virtually with a credentialed teacher through video conferencing if they are in need of academic support, but some students are not willing to participate in that capacity. It is those students who have the greatest barrier to accessing the curriculum. The elective courses offered through the curriculum, and at the resource center, helps provide a broad course of study to all of Pivot Charter School’s students. Field trips, clubs, and workshops are offered to all students as well.  High school students that don’t attend the resource center program have the greatest barrier to accessing a broad 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. 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, Learning Lab, IS Core Advancement, and others. Offering credit for these courses encourages students to participate in a broader course of study.||2019-06-08|Met|2019
37737910138222|Pivot Charter School - San Diego II|7|Pivot Charter School uses multiple online curricula across its grade spans which allows the school to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a broad course of study for each grade span and all student groups. All students have access to computers in order to fully access the curriculum when they are at the school site and are loaned computers if they do not have one at home so they can continue to access the curriculum once they leave the school site. All students’ records are evaluated several times a year in order to ensure that students are enrolled in a broad course of study and are on track to promote or graduate. All grade level curriculum provides courses in the four core content areas as well as electives, PE, and extracurricular studies. Additional, supplemental curricula is being implemented to help students with gaps in knowledge. Students with Individualized Education Programs work with their Education Specialists or with other service providers regularly to address their specific needs.|Elementary students access core coursework online and additional coursework while attending the on-site program at the resource center. While the elementary program is a “homeschool” type program, the elementary teacher is able to supplement the online curriculum with projects, group work, and topics not covered by the curriculum at the resource center. However, students are not required to attend the on-site program so some students do not participate in the supplemental site based program. If these homeschool student do not have a parent or guardian at home who will work with the student on a regular basis, and if they do not attend the supplemental resource center, they can fall behind and their ability to access the curriculum can be limited. Parents are trained before the school year starts and throughout the year on the implementation of the curriculum. A credentialed teacher monitors each student’s work daily, but if the parent is not interested in working with the student at home, this can affect the student’s ability to access the full curriculum.   Middle school students access core coursework online. All middle school students have access to a broad course of study including core courses, remediation and electives.  Additional supplemental courses and activities are also offered through the supplemental, voluntary 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 on-site educational offerings.   High school students access core coursework online. All high school students have access to a broad course of study including core courses, remediation and electives.  Additional supplemental courses and activities are also offered through the supplemental, voluntary 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 on-site educational offerings. Pivot Charter School offers high school students a wide variety of courses that span the CTE, technology, and VAPA categories, as well as A-G and Advanced Placement courses. The teachers at Pivot Charter School also encourage concurrent enrollment at local community colleges and help students navigate the enrollment process at those schools.  Students may access their online courses anywhere there is internet access and through many tools such as computers, tablets and phones. Pivot provides one-to-one access to laptops at the resource center and loans computers to students who do not have access to computers once they leave the resource center.|Elementary students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent at home who is working with the student on a daily basis. Parents are oriented about the requirements of the program and trained to implement the curriculum prior to classes beginning. They also receive ongoing training throughout the year regarding the content or technological requirements of the program, but Pivot recognizes that some parents do not realize the commitment needed to work with elementary students in an independent study/homeschool program. Elective courses offered through the curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s “homeschool” students. Field trips are offered to all students and participation in these field trips is another way to create excitement around attending the on-site program at the resource center, as well as a way to promote socialization.  Middle school students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent at home that is monitoring the student’s daily engagement. Students can work through the online curriculum on their own and work virtually with a credentialed teacher through video conferencing if they are in need of academic support, but some students are not willing to participate in that capacity. It is those students who have the greatest barrier to accessing the curriculum. The elective courses offered through the curriculum, and at the resource center, helps provide a broad course of study to all of Pivot Charter School’s students. Field trips, clubs, and workshops are offered to all students as well.  High school students that don’t attend the resource center program have the greatest barrier to accessing a broad 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. 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, Learning Lab, IS Core Advancement, and others. Offering credit for these courses encourages students to participate in a broader course of study.||2019-06-08|Met|2019
04614240137828|Pivot Charter School North Valley II|7|Pivot Charter School uses multiple online curricula across its grade spans which allows the school to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a broad course of study for each grade span and all student groups. All students have access to computers in order to fully access the curriculum when they are at the school site and are loaned computers if they do not have one at home so they can continue to access the curriculum once they leave the school site. All students’ records are evaluated several times a year in order to ensure that students are enrolled in a broad course of study and are on track to promote or graduate. All grade level curriculum provides courses in the four core content areas as well as electives, PE, and extracurricular studies. Additional, supplemental curricula is being implemented to help students with gaps in knowledge. Students with Individualized Education Programs work with their Education Specialists or with other service providers regularly to address their specific needs.|Middle school students access core coursework online. All middle school students have access to a broad course of study including core courses, remediation and electives.  Additional supplemental courses and activities are also offered through the supplemental, voluntary 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 on-site educational offerings.   High school students access core coursework online. All high school students have access to a broad course of study including core courses, remediation and electives.  Additional supplemental courses and activities are also offered through the supplemental, voluntary 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 on-site educational offerings. Pivot Charter School offers high school students a wide variety of courses that span the CTE, technology, and VAPA categories, as well as A-G and Advanced Placement courses. The teachers at Pivot Charter School also encourage concurrent enrollment at local community colleges and help students navigate the enrollment process at those schools.  Students may access their online courses anywhere there is internet access and through many tools such as computers, tablets and phones. Pivot provides one-to-one access to laptops at the resource center and loans computers to students who do not have access to computers once they leave 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 if they do not have a parent at home that is monitoring the student’s daily engagement. Students can work through the online curriculum on their own and work virtually with a credentialed teacher through video conferencing if they are in need of academic support, but some students are not willing to participate in that capacity. It is those students who have the greatest barrier to accessing the curriculum. The elective courses offered through the curriculum, and at the resource center, helps provide a broad course of study to all of Pivot Charter School’s students. Field trips, clubs, and workshops are offered to all students as well.  High school students that don’t attend the resource center program have the greatest barrier to accessing a broad 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 they had no options for elective courses and only had access to the core courses. 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, Learning Lab, IS Core Advancement, and others. Offering credit for these courses encourages students to participate in a broader course of study.||2019-06-08|Met|2019
33103300137836|Pivot Charter School Riverside|7|Pivot Charter School uses multiple online curricula across its grade spans which allows the school to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a broad course of study for each grade span and all student groups. All students have access to computers in order to fully access the curriculum when they are at the school site and are loaned computers if they do not have one at home so they can continue to access the curriculum once they leave the school site. All students’ records are evaluated several times a year in order to ensure that students are enrolled in a broad course of study and are on track to promote or graduate. All grade level curriculum provides courses in the four core content areas as well as electives, PE, and extracurricular studies. Additional, supplemental curricula is being implemented to help students with gaps in knowledge. Students with Individualized Education Programs work with their Education Specialists or with other service providers regularly to address their specific needs.|Elementary students access core coursework online and additional coursework while attending the on-site program at the resource center. While the elementary program is a “homeschool” type program, the elementary teacher is able to supplement the online curriculum with projects, group work, and topics not covered by the curriculum at the resource center. However, students are not required to attend the on-site program so some students do not participate in the supplemental site based program. If these homeschool student do not have a parent or guardian at home who will work with the student on a regular basis, and if they do not attend the supplemental resource center, they can fall behind and their ability to access the curriculum can be limited. Parents are trained before the school year starts and throughout the year on the implementation of the curriculum. A credentialed teacher monitors each student’s work daily, but if the parent is not interested in working with the student at home, this can affect the student’s ability to access the full curriculum.   Middle school students access core coursework online. All middle school students have access to a broad course of study including core courses, remediation and electives.  Additional supplemental courses and activities are also offered through the supplemental, voluntary 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 on-site educational offerings.   High school students access core coursework online. All high school students have access to a broad course of study including core courses, remediation and electives.  Additional supplemental courses and activities are also offered through the supplemental, voluntary 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 on-site educational offerings. Pivot Charter School offers high school students a wide variety of courses that span the CTE, technology, and VAPA categories, as well as A-G and Advanced Placement courses. The teachers at Pivot Charter School also encourage concurrent enrollment at local community colleges and help students navigate the enrollment process at those schools.  Students may access their online courses anywhere there is internet access and through many tools such as computers, tablets and phones. Pivot provides one-to-one access to laptops at the resource center and loans computers to students who do not have access to computers once they leave the resource center.|Elementary students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent at home who is working with the student on a daily basis. Parents are oriented about the requirements of the program and trained to implement the curriculum prior to classes beginning. They also receive ongoing training throughout the year regarding the content or technological requirements of the program, but Pivot recognizes that some parents do not realize the commitment needed to work with elementary students in an independent study/homeschool program. Elective courses offered through the curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s “homeschool” students. Field trips are offered to all students and participation in these field trips is another way to create excitement around attending the on-site program at the resource center, as well as a way to promote socialization.  Middle school students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent at home that is monitoring the student’s daily engagement. Students can work through the online curriculum on their own and work virtually with a credentialed teacher through video conferencing if they are in need of academic support, but some students are not willing to participate in that capacity. It is those students who have the greatest barrier to accessing the curriculum. The elective courses offered through the curriculum, and at the resource center, helps provide a broad course of study to all of Pivot Charter School’s students. Field trips, clubs, and workshops are offered to all students as well.  High school students that don’t attend the resource center program have the greatest barrier to accessing a broad 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. 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, Learning Lab, IS Core Advancement, and others. Offering credit for these courses encourages students to participate in a broader course of study.||2019-06-08|Met|2019
49708390120584|Pivot Online Charter - North Bay|7|||||||Not Met|2019
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 district wide, 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.||2019-10-08|Met|2019
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.|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.  When comparing data for the past two years,  Honors and VAPA course offerings has increased by 39 sections (Honors) and eight (VAPA).  In 17/18, it was noted that there were no World Language classes at one of the middle schools.  This has now been remediated and all middle schools have World Language offerings which has resulted in increased enrollment for the following student groups: English learners (ELs), Students with Disabilities, and Socio-Economically Disadvantaged (SED).  Additionally, an analysis of the data for this grade span revealed the number of Unduplicated Pupils (UPs) enrolled in VAPA courses has increased by 162 students.  When comparing high school trends on enrollment data over the past  two years, we noted the following trends among our unduplicated population enrollment in our AP, IB, and A-G courses: :  An increase among unduplicated enrollment by 2% was observed in all HS Advanced Placement courses The unduplicated enrollment in International Baccalaureate  classes remained constant  We noted a significant increase of 36.2% among unduplicated enrollment in A-G courses|Students at the secondary level with impacted schedules have more limited options when choosing from the available course offerings. Students who are not enrolled in Algebra 1 by the 9th grade have more limited access to available courses when compared to their peers who are enrolled in the Algebra 1 by 9th grade. Our intensified focus on math instruction to prepare students to enroll in Algebra 1 by 9th grade is addressing this barrier.|PYLUSD will examine the following practices and activities to promote enrollment across all student groups  Continued Increasing enrollment of English Learners in AVID courses  - Explore alternatives for students with impacted schedules - Continue offerings of world language at all Middle School Sites - Collaborate to share best practices to ensure all student groups are enrolled in a broad course of study - Build awareness and capacity among staff and parents through the offerings of Love and Logic trainings -  - Focus on vertical Articulation PLC meetings among teachers, with an emphasis on the placement of diverse student group populations in all courses - Explore reclassification rates among Middle and High School students - focusing on whether limited vocabulary development among 4th grade English Learners and above is preventing students from advancing. Our focus on English language acquisition and related instructional norms will assist in this goal.||2019-10-08|Met|2019
31750850137927|Placer Academy Charter|7|Because of our small school population (350 students), tracking our student enrollment in classes and courses of study in an uncomplicated process.  Students are identified and tracked through the master schedule and Aeries.  Teacher credentialing and teacher assignments are also tracked through Aeries.  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 with general education students without variation to experiences or curriculum unless specifically indicated through an IEP.|Using the master schedule, Aeries, and teacher assignments, PAC is able to identify and track all students and placements throughout the school year.  The small school population ensures that students in each grade level are taught the same curriculum and that 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 general education students and differentiation takes place within the classroom at the direction and instruction of the credentialed teacher.  Additionally, students receive support in accessing the curriculum from the Learning Center.  Courses of study are aligned with the 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, PAC has been able to ensure equal access to the required courses of language arts, math, social science, science, visual and performing arts, health, physical education, and other courses that prepare them for college and career readiness.  Because our school is K-8, we are working to integrate college and career readiness in language arts, math, social science, and science curriculum. We also offer visual and performing arts and Spanish instruction to all of our students.|In response to the results that have been analyzed by the school, very few revisions will need to take place.  Students are provided cutting-edge technology including iPads for K-1 and Chromebooks for each student in grades 2-8.  The main area of focus that school has identified is more purposeful integration of college and career preparedness throughout the main curriculum.||2019-10-22|Met|2019
31103140000000|Placer County Office of Education|7|Placer County Office of Education 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 secondary students have access to the same broad course of study.|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 and is placed in the appropriate courses.|Regular analysis of enrollment helps to inform PCOE as it makes decisions related to course offerings and using LCFF Supplemental and Concentration funds to support Priority 7.  PCOE will continue to broaden CTE course offerings and enrichment options and provide Cyber High to support students in earning A-G requirements.||2019-06-13|Met|2019
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 K – 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. Pathways Charter School provides Career Technical Education courses and 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 of 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 career exploration and 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.||2019-06-13|Met|2019
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.||2019-10-30|Met|2019
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.  Moreover, PUHSD analyzes the Dashboard data and each site develops plans to address any concerns presented in that data.  Specifically, all sites are expected to have 100% College and Career readiness.  This initiative and expectation promotes all students being involved in a broad course of study. PUHSD has begun the process of collecting predictive data and on-going data to help identify student needs earlier.  This involves developing a systematic approach to gathering and analyzing student outcomes through our information technologies.|All of the PUHSD comprehensive sites offer 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 sections to 73 across the district and hopes to increase that number in the future.  Outside of the core content areas in 2019, PUHSD had over 100 CTE courses, over 20 AP courses, 19 VAPA courses, and 38 art courses.   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 support 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 the 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.  However, due to declining enrollment throughout the district, we have had to limit sections.  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 courses 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.  Over the last couple of years, 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.  Another focus has been analyzing our graduation requirements and modifying them to ensure our students have the best opportunity to take an appropriate breadth of courses.||2019-10-15|Met|2019
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 at all school sites.|There are barriers to continuing to grow our Broad Course of Study.  Those barriers include, time in the school day, tightening budget and staffing.|Markham revised their Master Schedule for the 2019-20 school year to allow additional course opportunities for students.||2019-10-16|Met|2019
24658130000000|Plainsburg Union Elementary|7|Students will have access to a broad course of study as measured by the master schedule including unduplicated students and students with exceptional needs.|Plainsburg Union Elementary School District is a single school district in a rural setting. We are a small K-8 school with all self-contained classrooms. Even though we are small in size, here at PUESD we do not let that hinder the services and opportunities that we offer to our students.|Given our small school size we do offer combination classes to students. This would be a limitation to our broad course of study. However, as a staff, we work together to make sure that all students are engaged and are receiving all the instruction that is needed.|Currently Plainsburg Union Elementary School District is providing professional development in the area of the Next Generation Science Standards with assistance from Merced County Office of Education to our teaching staff. PUESD strives to make sure that all staff has the information, material and assistance they need when asked to roll-out a new program.||2019-10-30|Met|2019
19647336018725|Plainview Academic Charter Academy|7|Plainview Academic Charter Academy uses a new progress report card to monitor student access and the completion of a broad course of study. Special needs students also access the progress report card system while on the alternative curriculum. Teachers certify that the appropriate number of minutes of physical education are met through the use of their plan books, by logging in the minutes on the LAUSD website, and by adding grades to the progress report card. Finally, Plainview offers a wide variety of arts education, which is also graded on the progress report card system.|Plainview Academic Charter Academy is a school-wide Title 1 school. Our student population is comprised of social-economically disadvantaged, English learners, homeless students, and foster students. Our school offers all our students a broad course of study, such as the arts, math, ELA, science, PE, hands on technology, and history.  All students have access to the school library and participate in the Reading Is Fundamental program which provides free books for students' home library.|At Plainview, all students have access to the broad course of study.|Plainview is using the LAUSD’s new Schoology program to ensure that parents have access to student academic grades in a timely manner. Los Angeles Unified School District has developed and implemented the Parent Portal.  All parents can register and have access to their child's attendance, standardize test results, and academic grades.||2019-10-28|Met|2019
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 2019 school year gave a score of 93.75%.|The self evaluation tool for the 2019 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.||2019-10-03|Met|2019
11626380000000|Plaza Elementary|7|Plaza School District s a small, rural K-8 district with 204 kids enrolled.  With only one small class per grade, ensuring all students have access to, and are enrolled in, a broad course of student is easily identified through informal observations, as well as utilizing Williams Uniform Complaint reports quarterly.|All students have access, including all student groups.  The District has only one, small rural K-8 site.|There are no barriers identified.|The District will continue to maintain a broad course of study.||2019-10-17|Met|2019
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.||2019-10-08|Met|2019
29663730000000|Pleasant Ridge Union Elementary|7|Pleasant Ridge Union School District reviews course offerings annually that school offers for all students. One of the tools given to students in grades TK to 2nd grade measures their skill ability is Education Software for Guiding Instruction(ESGI). 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 and AR Star Assessment. These assessments are given three times a year to measure student's growth in English and Math content area. When students have not met or exceeded grade-level standards then teachers will reteach, support in a 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 a 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. Students will be provided with targeted instruction that will ensure continuous annual growth. The MTSS will ensure all students will have the ability to access the adopted core curriculum as well as any newly adopted support programs at the elementary school level.||2019-09-10|Met|2019
56725530000000|Pleasant Valley|7|In order to assess student access to a broad course of study based on these criteria, PVSD examined data from site master schedules, the Q Student Information System, and elementary school enrichment and intervention schedules.|The examination of master schedules, data in our student information system, and enrichment/intervention schedules at the K-5 level, demonstrates that students have access to a broad course of study. Middle school students have access to a wide array of elective offerings.  For the 2019-2020 school year, comprehensive middle schools provide scheduled intervention opportunities.  Students have access to music programs throughout the campuses.  A tutoring program for students who need additional support is available on all campuses. Campuses are allocated increased funds to support tutoring opportunities based on unduplicated student counts. There are some differences in the elective courses and math course offerings at the middle school level. Four of the schools with 6-8 enrollment offer access to Career Technical Education (CTE) exploration based on writing proposals through the county CTE program.|Due to their larger size, the comprehensive middle schools have more elective offerings as well as a wider range of math course offerings than K-8 schools. K-8 school course offerings are more limited as a result of the staffing and fiscal constraints that are part of efficiently running a smaller program. Additionally, the CTE pathway exploration was voluntary, and one of the comprehensive middle school campuses did not to participate in the model.|Last year, PVSD piloted a learning center model at a K-5 campus. Based on the success of the pilot, the district is working towards further scaling this model.  This requires additional training and clear systems of data analysis to measure program impact.  Principals will continue to receive training on developing their master schedules to support student needs.  In the 2019-2020 school year, support classes were built into schedules at the comprehensive middle schools and at one of the K-8 campuses.   Campuses are working to continue their CTE course offerings with the expansion of related after school opportunities and electives.||2019-10-17|Met|2019
40687910000000|Pleasant Valley Joint Union Elementary|7|As an elementary school, all students have access to the core subject - language arts, mathematics, science, social studies, physical education, and art. In addition, all students, beginning in kindergarten regularly use a one-on-one Chromebook in their classroom. They are used for assessments, assignments, and creative lessons.|All sixty students are enrolled in stand-alone classes that provide the full range and broad course of study. In addition, the school provides enrichment in arts and physical education as a supplement to that course of study.|Providing access to world languages is not something that the school/district is able to provide at this time.|None at this time.||2019-10-09|Met|2019
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. Where they learn how to read music, sing, and play musical instruments. 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 ongoing for 2019-2020 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 annual stage productions such as, “The Lion King,” 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 Zoo, College, Science Center, Farm, Fairs 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 prevent us from expanding our broad course of study to include performing arts and additional on stage performance opportunities.|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. The Band, Shield and Color Guard will participate in multiple events throughout the year.  The school has restructured its schedule to include more opportunities for music throughout the week for our students. In addition, the school has added a choir class for students in 5th-8th grade. The district has partnered with outside agencies, Olinga, Green Bronx Machine, and Foodlink to bring real world agriculture experiences in the classroom as well as a STEM component.  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.||2019-11-12|Met|2019
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 science (once a week for grades 1-3 and twice a week for grades 4-5), 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, world 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 are disaggregated by unduplicated/high needs 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 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 69% Latino students and the Extended Day Program consists of 25% 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 high needs groups (ie. students who are English Learners, Socio-Economically Disadvantaged, Foster or Homeless) and students with disabilities are underrepresented in 9th grade Honors and higher level math courses, in World Languages and in Advanced Placement Courses for all subjects. In addition, the District has chosen completion of A-G Courses as a measurement tool for Access to a Broad Course of Study.  These College Entrance Requirements are a sequence of high school courses that students must complete (with a grade of C or better) to be minimally eligible for admission to the University of California (UC) and California State University (CSU). In PUSD, percentages for students of color have shown an increase from 2017-2018 to 2018-2019 with the exception of Asian students.  Students who are Socio-Economically Disadvantaged and Students with Disabilities also showed an increase in the number of students taking A-G courses.  English Learners showed a decrease. Enrollment for Career Technical Education (CTE) reveals that English Learners and students with disabilities are underrepresented in these classes. Each of these student groups showed an increase in the number of students enrolled in CTE during 2018-2019.  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 high needs 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 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.  Currently, a number of staff actively participate in math workshop cohorts with the Silicon Valley Mathematics Initiative (SMVI) partner.  Systemic follow up support is provided to our teachers by our Math Integration Specialist.   Intervention and Integration Specialists are assigned to each school with the task of increasing 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 (MTSS) 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.||2019-10-22|Met|2019
32669693230083|Plumas Charter|7|PCS  offers equal access to program options for all students, unduplicated students, and students with exceptional needs.  PCS  offers a range of programs and courses including six CTE Pathways, three comprehensive online curriculum providers (Odysseyware, Edgenuity and eDynamic), on site courses at all learning centers, concurrently enrollment with the local community colleges, and other independent study options.  Students who enroll with PCS can choose also from a variety of program options that include center based programs, hybrid programs and independent student programs.  PCS has an A-G approved course list that includes a variety of core, elective and CTE courses.   Comprehensive course and program options include access to a board course of study (English, Social Science, foreign language, physical education, science, mathematics, visual and performing arts, career technical education and driver education), utilizing center based courses, online courses, traditional IS courses, and community college courses.  The measure for tracking students enrollment in the course options is through the school's student information system.  All courses enrolled in and completed by all students are recorded in this system.|Plumas Charter School is one school that serves three distinct communities.  All of the course options listed above are consistently available to all enrolled students.  The differences in course enrollment that are noticeable is that student enrollment in online and college courses does differ by site.  The access to the options is there for all students, but the options are not utilized in the same way across sites.  Namely more students in the Quincy centers participate in the online classes and in the concurrent enrollment classes.  This is mostly due to the internet connectivity being challenging at sites other than Quincy, and the fact that the community college is in Quincy, and a minimum of 30 miles away for the other centers.|As mentioned above, the barriers identified that may prevent students from accessing the various course options are internet connectivity and distance.|The internet connectivity challenge is due primarily to the geography of the region, and is not within our control.  Annually we do seek to update portions of the network equipment, as well as to increase the number of devices available for student use.  The transportation challenge is mitigated by the college, in that they provide public transit bus passes to all students.  Students who live in communities other than Quincy are sometimes hesitant to take classes at the college because of the time it takes to travel, as well as the hazardous road conditions in the winter.  This is not in our direct control.||2019-10-28|Met|2019
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.||2019-11-13|Met|2019
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.||2019-10-17|Met|2019
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.||2019-11-13|Met|2019
23655990000000|Point Arena Joint Union High|7|||||||Not Met|2019
09619600000000|Pollock Pines 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 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.||2019-10-08|Met|2019
19647336018774|Pomelo Community Charter|7|Our school site uses a progress report to monitor student participation in a broad course of study, including Language Arts, English Language Acquisition, Math, Science, Health, and Social Studies -- each of which include multiple strands and sub-categories.  Physical education is monitored using a certification process that guarantees a minimum amount of minutes per week on a monthly basis, and at-risk reports in all categories, including English Learners, ascertain access to the standards and to multi-tiered levels of support for all students. DIBELS, SBAC, ELPAC, CST, performance tasks, and grade-level assessments provide formative and summative information that helps teachers address the needs of a diverse student body. The Arts Equity Index documents access to instruction in the arts, and Pomelo prides itself on offering enriched music, dance, theatre and visual arts standards-based instruction to every single student.|Our school is currently using a progress report card that can be accessed online to monitor student access and completion of coursework, testing and enrollment history, and all aspects of a student's academic profile, including services in either Special Education or Gifted and Talented Education. EL progress dashboards  are used to monitor reclassification progress, course enrollment, grades, and EL proficiency exams.  Through mainstreaming and careful scheduling, Pomelo ensures equitable access to all enrichment and academic learning opportunities.|Pomelo struggles to identify a barrier to providing access to a broad course of study for all students, as this is part of our charter document and is therefore a priority for us as an academic organization.  One potential barrier could perhaps be in accelerating the performance of EL students with disabilities;  these students are required to receive designated and integrated EL instructional time to improve academic language skills, as reclassification remains a challenge due to learning differences. Occasionally, sudents with disabilities are required to receive additional supports through special day programs that may limit their access to a broad course of study.|Pomelo will continue to implement multi tiered systems of support to ensure all students have access to a broad course of study. Administrators and staff will continue to use data and digital tools to monitor student enrollment and achievement in all subject areas. We will continues to concentrate resources and supports for student groups whose students perform below district wide average on state assessments, and to educate and reach out to parents and guardians to ensure their involvement in their child(ren)'s course of study.|Pomelo prides itself in providing a broad course of study to all of our students, regardless of grade level, EL classification, or special education services. We continue to provide multi-tiered systems of support at the school level to address the needs of all learners and to ensure that all students have access to a broad course of study.  Tier 2 and Tier 3 supports continue to be developed in ELA and math, as the core instructional materials adoptions for these content areas was completed in 2018.  All students at our school site have access to and participate in all enrichment activities provided, which include all content areas. We build teacher capacity through collaboration and professional development, encourage innovation and pedagogical research, and urge all students to progress and learn and develop to their fullest potentials by participating in all activities, events, and projects.|2019-10-17|Met|2019
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 Q (our student information system) and the CDEs Subject Course Areas Report (found in Dataquest). Additionally, we use our data systems to help disaggregate course access by ethnicity, Language Proficiency, Family Dynamic (Homeless, Foster) and Students with Disabilities. We collected data from 2017-18 and 2018-19 to draw comparisons.|For the 2018-19 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. Additionally, PUSD had expanded its Art and Robotics programs throughout the district for both elementary and secondary schools. The number of students involved in these 2 programs continues to grow by more than 10% every year. In the Arts program, where the focus is grades 4-6, students are learning both content and art to increase their academic engagement. In Robotics, geared to both elementary and secondary, students are deeply immersed in STEM strategies and collaborative strategies.|As to what are some of the 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.|PUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. This is something that has been continuing over time. 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.||2019-10-16|Met|2019
15637190000000|Pond Union Elementary|7|Pond school utilized the following key questions to examine the access to a broad course of study.  These questions were recommended on the CDE website and created by  California State PTA:www.capta.org/lcff?l Board Course of Study Access 1 What classes are currently being offered to our students? Do we provide a broad course of study to all students to ensure student success? 2 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? 3 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? 4 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? 5 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? These questions were discussed and evaluated by all staff, parents and stakeholders.|All students including unduplicated students are enrolled in English, Mathematics, Social Studies, Science, Health and Physical Education and music classes.  Visual and performing arts are systematically integrated into core content classes.  Seventh and eighth grade students also have Career Technical education.  Pond is a one school district so there are no differences across school sites.|The barriers or challenges occur due to the small school size that makes it difficult to engage all students in music/performing arts course of study.  Pond has built up instrumental musical instruments to assess in this area.  Students are engaged in all areas due to individual effort of teachers and stakeholders in creating flexible scheduling to address a broad course of study. All students are including unduplicated students and individuals with exceptional needs.|Pond has recently adopted Science and Social Students text and support materials and aligned to standards.  All staff have developed supplementary materials and assessment to ensure access by all students.  Access is also enhanced due to programs like AVID which trains teachers to making learning comprehensible for all students.|Pond staff members meet twice a year, at the beginning and end of year, to analyze and evaluate the course of study based on the California State PTA:www.capta.org/lcff?l criteria listed above.  Courses are adjusted and supported during this process.|2019-10-08|Met|2019
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 2018-2019 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.||2019-10-17|Met|2019
19647330107755|Port of Los Angeles High|7|The Individualized Academic Plan allows POLAHS to map out a 4-year academic plan for each student  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, along side an academic counselor. 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 strategically alters 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. POLAHS implements CCSS aligned courses in all required subject areas, and all students have full access to a broad course of study, including unduplicated students and students with exceptional needs.|Port of Los Angeles High School students have access to all courses on campus, including CTE pathways, regardless of socio-economic status, special needs or English Learner status.  Students and their families are a part of the planning process when scheduling and 4-year academic planning occurs.  All students are enrolled in an Intro to CTE course, during their freshman year.  This allows students to be exposed to the various pathways on campus and decide if they would like to make a two year CTE pathway commitment and earn a certification in a vocational skill of interest.    Enrollment Data 2018-2019 (total CTE enrollment: 211 students)  Total # of EL Students in CTE: 5/26 EL students  Total # of SPED students in CTE: 34/84 students with IEPs Total # of Low-Income students in CTE: 180/211   Higher level courses are also available to all students.  Enrollment is determined by skill level, teacher recommendation and student support teams, when applicable.  Enrollment Data 2018-2019 (total AP/Honors enrollment:  Total # of EL students in Honors/AP:  0/26 EL students Total # of SPED in Honors/AP:  2/84 students with IEPs Total # of Low Income students in Honors/AP: 197/364|EL and SPED populations on campus are relatively small and therefore do not reflect a significant measurable percentage of students enrolled in a broad course of study.  Our English Learner population is approximately 2%. Our SPED population is approximately 9%. Additionally, singular courses often cause scheduling conflicts with courses needed|POLAHS students are mainstreamed for all courses, with the exception of 3 support and functional skills courses designed for students with special needs.  POLAHS has implemented clustering both students with disabilities and English Learner students in "Focus" General Education classes. These clusters are created in Biology, English, Math and History. These courses are taught by a General Education teacher and supported by an additional adult (teacher or aide) who provides 40-120 minutes per week of extra support.  Additionally, POLAHS's EL Coordinator is able to support these classes, often resulting in a 3:25 teacher-student ratio. POLAHS has also implemented a Reading Intervention course that helps students improve their Lexile scores and access to Common Core State Standards.   POLAHS offers Academic Support and Math Lab as an elective for students with special needs. In this class, students develop their basic academic skills and address needs in study habits and organization. Additionally, students who are working towards a Certificate of Completion are enrolled in functional skill courses, which include ELA, Math, and Science, and Community Based Instruction.||2019-10-09|Met|2019
54755230137968|Porterville Military Academy|7|Porterville Military Academy (PMA) follows the same district guidelines. PUSD/PMA will establish a process to ensure all elementary and middle school students will participate in college and career activities, linking academics to career interest through assessment of the PUSD Graduate Outcomes interest inventories and enrollment in career exploration electives. PUSD/PMA tracks CTE/Elective class rosters by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. All students including subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless have access and the opportunity for enrollment in CTE/Elective classes. CALPADs reports course enrollment and the College and Career Dashboard Indicator reports provide the data in which all students have access to and are enrolled in a broad course of study. Additionally, PUSD/PMA continues to increase 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 Seal of Biliteracy criteria.|All middle school students including English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless are provided with personalized learning and transition plans that provide opportunities 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 is gathered from the 7th grade students once the career interest inventory survey is completed.|PUSD/PMA will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests.|PUSD/PMA will increase A-G opportunities (UC/CSU Entrance Requirements), Technology, Arts, and Link Learning. Link Learning provides students opportunities to explore career pathways by providing real world application and inspiring students to excel in their education across all core subject areas. PUSD will provide a wide array of elective classes to increase student engagement and motivation in elementary and middle school grades. PUSD will establish academic interventions, transitional programs, mentoring, and after school activities to support students' connectedness to school. PUSD will Increase and support Linked Learning in elementary and middle schools.  PUSD will continue to conduct career interest inventory in middle school grades.||2019-10-24|Met|2019
54755230000000|Porterville Unified|7|PUSD will establish a process to ensure all elementary and middle school students will participate in college and career activities, linking academics to career interest through assessment of the PUSD Graduate Outcomes interest inventories and enrollment in career exploration electives.PUSD tracks CTE/Elective class rosters by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. All students including subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless have access and the opportunity for enrollment in CTE/Elective classes. CALPADs reports course enrollment and the College and Career Dashboard reports provide the data in which all students have access to and are enrolled in a broad course of study. PUSD will continue to increase 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 participating in the Dual Immersion Program and maintained the enrollment of subgroups for 2018-2019. Additionally, PUSD continues to increase 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 Seal of Biliteracy criteria.|All middle school students, including 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 provide 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 is gathered from the 7th grade students once the career interest inventory survey is completed.|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 (UC/CSU Entrance Requirements), Technology, Arts, and Link Learning. Link Learning provides students opportunities to explore career pathways by providing real world application and inspiring students to excel in their education across all core subject areas. PUSD will provide a wide array of elective classes to increase student engagement and motivation in elementary and middle school grades. PUSD will establish academic interventions, transitional programs, mentoring, and after school activities to support students' connectedness to school. PUSD will Increase and support Linked Learning in elementary and middle schools.  PUSD will continue to conduct career interest inventory in middle school grades.||2019-10-24|Met|2019
41689810000000|Portola Valley Elementary|7|During the 2018-19 school year the District created a data collection sheet.  This internal document helped us to track enrollment in courses and proficiency in those courses.  We look at both self contained classrooms (K-5) and middle school courses (6-8).  We have continued this practice during the 2019-2020 school year using course selection and enrollment at the middle school level to complete the data collection sheet.|Analysis of our current data indicates that 100% of K-8 students have access to and are enrolled in English Language Arts, Mathematics, History/Social Studies, Science and PE.  This includes students who are second language learners and students with exceptional needs.  In grade K-5 100% of our students are enrolled in Spanish and in grades K-6 100% of our students are enrolled in Visual and Performing Arts.  In 7th and 8th grade, 91% of our students enroll in Visual and Performing Arts.  Currently 75% of our grade 6 students are enrolled in Spanish; an increase of 10% from last year  and 54% of our 7th and 8th grade students are enrolled in Spanish; an increase of 4% from last year . This data also indicates that currently 7th and 8th grade students who have IEPs are not enrolled in Spanish.|In our middle school grades, there are several elective options available to students so our 7th and 8th grade students are able to choose from a variety of courses for their electives.  By the time a student reaches 7th and 8th grade it is hoped that he/she has found an area of interest to engage them.  We have noted that in 7th and 8th grade there are currently no students with IEPs enrolled in Spanish.  The barrier limiting these students from enrolling in foreign language is based on scheduling constraints due to an additional study skills course offered to help them to be successful in their academic coursework.|Each year, at the middle school level, the district looks at the prior year's course offerings in order to develop the master schedule. Students fill out course selection sheets with their preferences for electives.  Decisions on which elective courses are offered are made based on the preferences of the students.  This allows us to offer a broad course of study that is of high interest to our students.  We will continue to provide an appropriate level of additional support that allows all student groups and individual students to get help to meet grade level standards.  Such offerings include Reading Recovery in grades K-1, Leveled Literacy Intervention in grades 2-6 and study skills in grades 7-8.  We also offer small group math intervention support in grades 1-3, while credentialed middle school math teachers push in to math classes in grades 4-5 to co-teach and/or take small groups to support  instruction.  Students with exceptional needs continue to be supported with appropriate modifications to curriculum and instruction by Special Education teachers and paraprofessionals who work in general education classrooms.  Finally, a "flex" period has been added to the 4-8 school day to allow students to connect with one consistent teacher throughout the year and receive any support they may need with homework or assignments.|An emphasis on Project Based Learning at all grade levels affords students the opportunities to participate in projects that are authentic in nature and allow for students to determine their own learning goals.  The use of technology enhances the instruction at all levels and in all subject areas.  Both schools have STEM programs.  At the K-5 level students attend STEM class weekly.  The instruction supports our literacy program as well as our Social Emotional Learning concepts.  All of our students in grades K-8 participate in regularly taught Social Emotional Learning lessons.|2019-10-23|Met|2019
23738660000000|Potter Valley Community Unified|7|The LEA uses data from CALPADS regarding CTE program completers, A-G completion rates, and graduation rates.|The LEA has added additional courses at the high school for dual enrollment  and has added an additional CTE pathway.   At the Junior and Senior high school level, a Spanish course and an agriculture course has been added to the curriculum.|The LEA would like to increase the dual enrollment opportunities and can only do so with appropriately credentialed staff approved by the community college.|The LEA will continue to employ an academic advisor to create and monitor four year plans for all students.||2019-11-13|Met|2019
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 various student groups including our students with exceptional needs.|In our elementary schools, all students have access to core academic curriculum as well as 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 2019 it was reported that 78% of our graduating seniors completed A-G courses. More of our high school students are completing a Career and Technical Education (CTE) pathway than in previous years. While more of our students are taking Advanced Placement courses each year. In addition we offer a wide range of elective courses including pathways in STEM, visual and performing arts, and AVID.|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.|At our middle school sites, staff is exploring strategies to provide all students access to self-selected electives. This is an issue for students who are in need of taking academic support classes. Currently, we are in the process of providing more of our students with disabilities access to core general education courses through our Specialized Academic Instruction (SAI) model that is now being piloted at three of our schools - one elementary, one middle, and one high school as well as at 7 other elementary, middle, and high school SAI cohort schools.||2019-10-10|Met|2019
19647330127936|PREPA TEC - Los Angeles|7|Students have access to a broad course of study where students are taught with standards aligned instructional materials. The master schedule at Prepa Tec Los Angeles is built to ensure that all students at all grade levels (6-8) 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.|Prepa Tec Los Angeles' 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.|Prepa Tec Los Angeles 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.|PTLAMS 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 Middle Years Programme to ensure students have opportunities to access books at a variety of text complexity levels for literacy development and research.||2019-10-08|Met|2019
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 Paws period (similar to advisory) class was created to provide support and assistance to all students, including Special Needs students.  In addition, on-Line class periods are offered to enable students to take make up credits and take other on-line courses|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 part of the students’ graduation requirements.  In addition, this year students enroll in IB Diploma Programme courses beginning in 11th grade,|2019-10-08|Met|2019
37683383731189|Preuss School UCSD|7|The Preuss School UCSD uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to staff, students, parents, and other stakeholders.  Its mission is to prepare students for a four-year university and teachers use UC/CSU requirements to guide the student course of study. The mission is guided by Student Learning Outcomes (SLOs), formerly identified as Expected Schoolwide Learning Results. The advisory/University Preparatory course uses SLOs for its content standards.  All students are enrolled in a de-tracked curriculum.|The Preuss School UCSD has determined a basis to measure students’ progress through the use of formative and summative assessments, which include class work, homework, quizzes, tests, projects, writing assignments, presentations, performance tasks, portfolios, projects, and exhibitions.  The School collects and reviews results received from the California Department of Education Testing and Accountability, AP, SBAC-CAASPP, ACT, and SAT. Board members receive these results via the principal’s report given at board meetings. Teachers evaluate student performance using summative data and make decisions about student’s need for remediation, re-teaching or additional tutoring.  The Preuss School’s mission is to prepare students for admission to four-year colleges and to see these students graduate from four-year colleges.  Important measures of this are students completing a-g courses, four-year college acceptance rates, four-year college enrollment rates and four-year college graduation rates.|The Academic Advisory subcommittee of the Board serves to support all matters related to the instructional program of the school to ensure the education program is consistent with the school’s mission statement.  Membership includes board members, non-board members, faculty, staff and administrators. The LEA has not identified any barriers to a broad course of study for all students.|LEA will continue to monitor access to a broad course of study.  For example, Mandarin is a subject recently added, which may become an Advanced Placement course, AP Chinese Language and Culture.||2019-06-06|Met|2019
43693856046486|Price Charter Middle|7|Cambrian uses the district the following tool to track the extent to which all students have access to, and are enrolled in, a broad course of study: - Instructional Program Data - Track Physical Education Minutes  - Powerschool Master Scheduling|In reviewing school and grade level data for the 2018-19 school year all elementary students had access to a broad course of study as outlined by  CA Ed Code 51210.  In reviewing student schedules and associated data for the 2018-19 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i) with the following exceptions:  - Nutrition elective class at Price Middle School  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.|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.|- All sites are implementing the new ELA/ELD Curriculum for Grades PK-8.  - CSD will continue to explore and pilot various science curriculum, review the social studies framework and the VAPA standards and resources. - CSD will continue the implementation of STEAM at all sites. - CSD will continue to offer a variety of options for World Language and Career and Technical Education courses in grades 7-8.  Review and potentially revise the master schedule to include elective choices for significant student groups. 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 of working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive 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 regularly and instruction is adjusted accordingly. This meets the state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes.||2019-10-02|Met|2019
39754990102384|Primary Charter|7|The curriculum has uniform tests embedded in the courses offered.  These results are compared across each classroom teaching that curriculum. Leaders observe in each classroom to ensure adherence to curriculum sequences and maps. Testing at the start of the year is re-administered throughout the year to ensure progress.|All students in Primary Charter have access to all aspects of the curriculum.  Students not only have access to the academic curriculum but are also part of the enrichment program which gives students involvement in music, art, and PE as well as Spanish instruction.  ELL students are given support with a EL coordinator designated for the school and a resource teacher who supports those with IEPs.|There are no barriers|Primary Charter believes and data indicates that there are no obstacles to a broad access to curriculum and enrichment as well as support for all students.||2019-10-14|Met|2019
11626460000000|Princeton Joint Unified|7|PJUSD is a very small school district where data analysis can be done for each student.  We frequently and consistently analyze enrollment and success of students in each class.  A part of this reflection is to look at the individual student and then to look for trends by other student or student group identifiers.  This micro view provides a clear image of student opportunities and successes. There is no need to discuss average students when you can discuss each of the actual students.|Our result thus far is that a broad course of study is available to all students and the success rates show that students from every group can and do succeed.  We have one elementary and one Jr/Sr high school.  Therefore, there is no discrepancy between schools at any given level.|We are able to provide access to a broad course of study for all students.  Declining enrollment and associated funding presents some real issues in the pursuit.  There are areas that could improve.|Elementary: Our most significant implementation in the past year is the addition of SEL curriculum and interim assessment software at the elementary.  Improving the learning atmosphere and the teachers ability to assess and customize remediation assignments are important pieces of our elementary plan. Jr/Sr High: We have introduced some remediation options for students to make up missing units and “catch up” with their cohort that will allow them to access the whole schedule.  Previously, some students would not be able to access the whole schedule due to failing grades in previous years.|MET|2019-10-17|Met|2019
36678763630993|Provisional Accelerated Learning Academy|7|||||||Not Met|2019
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 bilingual 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 2019-20 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.||2019-10-17|Met|2019
36678760109850|Public Safety Academy|7|Currently, Public Safety Academy serves a diverse student population comprised of 5% White, 90% Hispanic, 1% Asian, 4% African-American, and 0% 2+ Races, where approximately 90% Socio-economically Disadvantaged; 9.5% Students with Special Needs, 12.5% 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 a 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.||2019-11-14|Met|2019
19647330133298|PUC CALS Middle School and Early College High|7|Both PUC Schools middle and high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PUC Schools’ high schools use PowerSchool’s Power Scheduler tool to develop the master schedule which tracks the schools’ course offerings, including the dual enrollment college courses.  All PUC high school students who are on our traditional high school diploma graduation pathway meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements.  PUC Schools offer a variety of courses that include UC approved “a-g” courses, support classes for students needing extra academic support, as well as college level courses that include: Advanced Placement (AP) and/or dual enrollment courses through our Los Angeles Community College District colleges.    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.  Overall course path sequences are monitored to ensure students are provided a broad course of study in preparation for college, career and life readiness.|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.  PUC School and 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 an individual transition plan in support of their needs and future career and higher education goals.   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.    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 AP 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 Los Angeles Community College Districts’ 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 & Deputy Superintendent of Instruction will continue to work with the PUC School Site Leader to ensure 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 on the expansion of dual enrollment courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes in one area, as well as Career Technical Education (CTEs).||2019-10-23|Met|2019
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 & Deputy Superintendent of Academics will continue to work with the PUC School Site Leader to ensure 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.||2019-10-23|Met|2019
19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|7|Both PUC Schools middle and high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PUC Schools’ high schools use PowerSchool’s Power Scheduler tool to develop the master schedule which tracks the schools’ course offerings, including the dual enrollment college courses.  All PUC high school students who are on our traditional high school diploma graduation pathway meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements.  PUC Schools offer a variety of courses that include UC approved “a-g” courses, support classes for students needing extra academic support, as well as college level courses that include: Advanced Placement (AP) and/or dual enrollment courses through our Los Angeles Community College District colleges.  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 pathway that is 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.  Overall course path sequences are monitored to ensure students are provided a broad course of study in preparation for college, career and life readiness.|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.  PUC School and 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 adjusted courses and an individual 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 AP 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 as they are our only school that has adopted a 100% early college model.  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 Los Angeles Community College Districts’ 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 be provided with courses that best support the goals of the individual student's IEP.  As a result there may be some shifts in course offerings in support of the student's individual needs.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent & Deputy Superintendent of Academics will continue to work with the PUC School Site Leader to ensure 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 on the expansion of dual enrollment courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes in one area, as well as Career Technical Education (CTEs).   Career Technical Education (CTE) Pathway Completion – Currently PUC Schools’ high schools do not offer CTE courses.  Students have the opportunity to take CTE courses via dual enrollment partnerships with the Los Angeles Community College District’s schools.||2019-10-23|Met|2019
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|7|PUC high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PUC Schools’ high schools use PowerSchool’s Power Scheduler tool to develop the master schedule which tracks the schools’ course offerings, including the dual enrollment college courses.  All PUC high school students who are on our traditional high school diploma graduation pathway meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements.  PUC Schools offer a variety of courses that include UC approved “a-g” courses, support classes for students needing extra academic support, as well as college level courses that include: Advanced Placement (AP) and/or dual enrollment courses through our Los Angeles Community College District colleges.    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.  Overall course path sequences are monitored to ensure students are provided a broad course of study in preparation for college, career and life readiness.|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.  PUC School and 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 an individual 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 AP 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 Los Angeles Community College Districts’ 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 & Deputy Superintendent of Instruction will continue to work with the PUC School Site Leader to ensure 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 on the expansion of dual enrollment courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes in one area, as well as Career Technical Education (CTEs).   Career Technical Education (CTE) Pathway Completion – Currently PUC Schools’ high schools do not offer CTE courses.  Students have the opportunity to take CTE courses via dual enrollment partnerships with the Los Angeles Community College District’s schools.||2019-10-23|Met|2019
19647330112201|PUC Excel Charter Academy|7|PUC middle schools use PowerSchool Scheduler for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool is used 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 studies being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent & Deputy Superintendent of Academics will continue to work with the PUC School Site Leader to ensure 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.||2019-10-23|Met|2019
19647330129593|PUC Inspire Charter Academy|7|PUC middle schools use PowerSchool Scheduler for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool is used 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 Inspire 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 Inspire 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 studies being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent & Deputy Superintendent of Academics will continue to work with the PUC School Site Leader to ensure 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.||2019-10-23|Met|2019
19647330102442|PUC Lakeview Charter Academy|7|PUC middle schools use PowerSchool Scheduler for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool is used 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 Lakeview 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 Lakeview 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 studies being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent & Deputy Superintendent of Academics will continue to work with the PUC School Site Leader to ensure 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.||2019-10-23|Met|2019
19647330122606|PUC Lakeview Charter High|7|PUC high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PUC Schools’ high schools use PowerSchool’s Power Scheduler tool to develop the master schedule which tracks the schools’ course offerings, including the dual enrollment college courses.  All PUC high school students who are on our traditional high school diploma graduation pathway meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements.  PUC Schools offer a variety of courses that include UC approved “a-g” courses, support classes for students needing extra academic support, as well as college level courses that include: Advanced Placement (AP) and/or dual enrollment courses through our Los Angeles Community College District colleges.    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 a modified PUC Course pathway or an accommodated Course pathway that is 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.  Overall course path sequences are monitored to ensure students are provided a broad course of study in preparation for college, career and life readiness.|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.  PUC School and 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 adjusted courses and an individual 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 AP 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 as they are our only school that has adopted a 100% early college model.  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 Los Angeles Community College Districts’ 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 be provided with courses that best support the goals of the individual student's IEP.  As a result there may be some shifts in course offerings in support of the student's individual needs|To ensure students are offered a broad course of study, PUC Schools’ Superintendent & Deputy Superintendent of Academics will continue to work with the PUC School Site Leader to ensure 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 on the expansion of dual enrollment courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes in one area, as well as Career Technical Education (CTEs).   Career Technical Education (CTE) Pathway Completion – Currently PUC Schools’ high schools do not offer CTE courses.  Students have the opportunity to take CTE courses via dual enrollment partnerships with the Los Angeles Community College District’s schools.||2019-10-23|Met|2019
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 & Deputy Superintendent of Academics will continue to work with the PUC School Site Leader to ensure 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.||2019-10-23|Met|2019
19647330133280|PUC Nueva Esperanza Charter Academy|7|PUC middle schools use PowerSchool Scheduler for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PowerSchool is used 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 Nueva Esperanza 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 Nueva Esperanza 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 studies being offered.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent & Deputy Superintendent of Academics will continue to work with the PUC School Site Leader to ensure 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.||2019-10-23|Met|2019
19647330119974|PUC Santa Rosa Charter Academy|7|||||||Not Met|2019
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|7|Both PUC Schools middle and high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.  PUC Schools’ high schools use PowerSchool’s Power Scheduler tool to develop the master schedule which tracks the schools’ course offerings, including the dual enrollment college courses.  All PUC high school students who are on our traditional high school diploma graduation pathway meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements.  PUC Schools offer a variety of courses that include UC approved “a-g” courses, support classes for students needing extra academic support, as well as college level courses that include: Advanced Placement (AP) and/or dual enrollment courses through our Los Angeles Community College District colleges.    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 a modified PUC Course pathway or an accommodated Course pathway that is 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.  Overall course path sequences are monitored to ensure students are provided a broad course of study in preparation for college, career and life readiness.|As a charter school, at PUC Triumph 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.  PUC School and 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 adjusted courses and an individual 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 AP 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 as they are our only school that has adopted a 100% early college model.  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 Los Angeles Community College Districts’ 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 be provided with courses that best support the goals of the individual student's IEP.  As a result there may be some shifts in course offerings in support of the student's individual needs.|To ensure students are offered a broad course of study, PUC Schools’ Superintendent & Deputy Superintendent of Academics will continue to work with the PUC School Site Leader to ensure 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 on the expansion of dual enrollment courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes in one area, as well as Career Technical Education (CTEs).   Career Technical Education (CTE) Pathway Completion – Currently PUC Schools’ high schools do not offer CTE courses.  Students have the opportunity to take CTE courses via dual enrollment partnerships with the Los Angeles Community College District’s schools.||2019-10-23|Met|2019
19647336120471|Puente Charter|7|The PUENTE enrollment process serves as our way to collect data on other subgroups including, but not limited to, foster youth and students who are homeless. Our contract relationships with special education service providers, Total Education Solutions and Comprehensive Therapy Associates provide the ready availability to assist with the mental health needs or those experiencing other significant challenges, and tracking is documented on Welligent. We also monitor the progress of these students by analyzing student achievement data for all students and subgroup utilizing our ongoing formative assessments and the norm-referenced CCSS-aligned MAP assessment. PUENTE’s instructional services offer intentional supports to the needs of our socio-economically disadvantaged students and their families, which comprises a significant percentage of our school population, as identified through the Free and Reduced Lunch Program application. We provide an instructional design with programmatic and curricular elements that promotes strong academic achievement and supports for any gaps. Specifically, our focus on intensive literacy instruction ensures our students receive a myriad of supports through our comprehensive approaches including targeted assistance with one-to-one support from our paraprofessionals, ability groupings, and work station anchor activities. PUENTE serves its EL students in accordance with all applicable state and Federal laws and regulations including administering the ELPAC assessment to inform student language proficiency. Our PUENTE students in other subgroups such as Standard English Learners, Foster Youth, and Homeless Youth are immediately identified through our registration and enrollment process. Our trained staff identify students in these subgroups and we communicate directly the support and services we will offer with our individual families. We partner with and solicit services from other institutions and agencies based on individual student need, including social service and legal agencies. The administrative and instructional team reviews student data of students to ensure our school services are providing a comprehensive all-subject education that meets their needs and supports high achievement and positive personal development.  Students who enroll will have access to the PUENTE team of caring professionals who believe every child can succeed.  Foster youth are welcomed in our vibrant learning environment and supported by our defined mission and commitment to serve the unique needs of each individual. Through our educational program, foster students will also have access to support services that will focus on their emotional wellbeing, including our current contracted services. We recognize that students in foster care may require special mental health services because of issues in their home life and therefore, our Dean of Engagement will ensure that these students are provided the identified and necessary supports.|Student achievement data is disaggregated annually to clearly identify the academic performance of students by numerically significant subgroups including but not limited to ethnicity, gender, English Learner, socio-economically disadvantaged students, and students with disabilities. Using the inclusion model, all students receive block scheduling instruction in their self-contained grade-level classrooms. Student promotion to the next grade level was 100% for academic year 2018-2019, and a reclassification rate of 35% was achieved. Common Core mastery rate, school wide, was above 60 % in English Language Arts and Mathematics.Suspension & Expulsion rate was 0%.|PUENTE Charter School serves inner city elementary school students in our vibrant Boyle Heights / East Los Angeles community, located east of downtown Los Angeles. 98% of our PUENTE students are Latino and 72% are English Language Learners. 85% of our families qualify for Free or Reduced Price Lunch, and 8% of students in need of support with Special Education services (based on internal data). 90% of residents living in our target service area speak Spanish as their primary language at home, and less than 10% speak English (factfinder.census.gov). To ensure perceived barriers are not realized, the tiered approach to supports and strategies utilized by the PUENTE instructional team is a systematic approach to provide intentional interventions of intensity as a response to students’ individual needs. It is based on the frequent monitoring of student progress and the use of assessment data, and is implemented in collaboration with our school team. Decisions about the course of action is always on the basis of evidence derived from monitoring student achievement.|The PUENTE community of parents, instructional team members and administrative staff continually persevere with the commitment to excellence in support of achieving the meaningful and supportive relationships we have with our young students, each other and the community at large. A traditionally underrepresented community like Boyle Heights benefits from an inclusive school community and access to excellent educational resources. In solidarity as a unified educational community, we are continually assessing and responding to our student and family needs based on the dialogue with our community and data review, something we as a school community are continuing to strengthen.||2019-06-13|Met|2019
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.||2019-10-22|Met|2019
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.|All teachers have been trained in how to implement a writer’s workshop with all students. All teachers are receiving ongoing training with the focus on the mathematical practices. 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. All teachers who teach science will participate in a district-wide NGSS curriculum pilot, with the goal of adopting new science curriculum beginning 2020. Master schedules are also checked to ensure a broad course of study and equity for all students.||2019-10-14|Met|2019
10623800000000|Raisin City Elementary|7|Raisin City has a K-5TH self contained setting and a 6th-8th Junior High setting, and an a Resource Specialist Program for students with Special Needs. Our Master Schedule ensures that all students have a broad course of study, which addresses all students having access to all subject matter courses.|Raisin City has a K-5TH self contained setting and a 6th-8th Junior High setting. All K-5th students have access to all subject matter, including RSP for those students with Special Needs. All students are given the opportunity to take extra curricular opportunities in visual and performing arts and vocational opportunities for 6th-8th grade.|The only barrier is the limited technology broadband that exists in the town of Raisin City. Our students do not have the same opportunity to have access to technology, other students have in other school districts.|The District will look into grants available to provide Hot Spots for students to gain access to technology, to provide a broader course of study, through programs available online.||2019-10-14|Met|2019
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 91.6%, a decrease of 1.5% increase over the previous year. As noted on the CA Accountability Dashboard, unduplicated students, Hispanic students and students with exceptional needs demonstrated increased change over the all student group. The percentage of English Learners graduating increased 6.9% over the previous year, socio-economically disadvantaged decreased by 0.8%, and students with disabilities increased 4.6%.|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, Foreign Language, VAPA and CTE/Applied Arts. Students in grades 7-8, at this time, do not have access to to a comprehensive Health course. 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 comprehensive Health course offered.|Ramona Unified will investigate the addition of a Health course at the middle school level.||2019-10-10|Met|2019
37683120000000|Rancho Santa Fe Elementary|7|Rancho Santa Fe School District measures the extent to which students have access to a broad course of study including the programs and services provided to unduplicated students and students with exceptional needs through the use of classroom and master schedules and administrative walkthroughs and observation.|All students have access to, and are enrolled in a broad course of study.|None exist.  All students in elementary school receive the same access to curriculum and instruction.  At middle school, we have core curriculum and elective choices.  We ensured that our EL coordinator at middle school explained the elective choices that students had to our EL students and they were enrolled in classes in the same way as all other students.|We will continue the practices that have ensured access to a broad course of study for all students.||2019-10-10|Met|2019
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 Site Administrators helps ensure that students are receiving access to all required coursework.|Upon registration at Juniper Ridge Elementary School, 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 with the exception of foreign language.  The District has initiated a course for students to take a foreign language through an online provider.  The provider is also used occasionally to meet Ed Tech courses for our older students.|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 wide variety of coursework.  With only one teacher and our small student population, a wide variety of courses is difficult to achieve.  The District will work with our stakeholder groups to brainstorm ways to meet student needs during the LCAP process this coming year.|The district will continue to monitor and track student access and enrollment in a broad course of study.||2019-04-10|Met|2019
41689990000000|Ravenswood City Elementary|7|We are a K-8 LEA in which 95% of the students are unduplicated. We used passing grades (grade of C or better - or meeting standards or more) as a proxy for student access to course content. We presented a disaggregated summary of student access to the Board of Trustees|Since we're a K-8 district and all of our schools are Title I - School Wide Program - all students are experiencing the same access to enrollment in courses. Students have the opportunity to access their grade appropriate, adopted curricula on a daily basis.  However when we analyze data of student grades with a grade of "approaching" or letter grade "C" in a course to indicate minimum access, we find that our students in K-5 have a more substantial range of access than our middle school students.  We also find that students with disabilities need further support to access the course of studies (across subjects) at the same level as other students.|Barriers External to School: Racism Capitalism  Lack of Societal Empathy Gentrification  Poverty Trauma Parent Education Level  Within School: Racism Staffing - retention, turnover, openings Uneven training via in-depth multi-year PD and coaching|Strategies planning in response to our data around a broad course of study include: - Ongoing, focused professional development, coaching, and feedback for teachers - Instructional Leadership training & coaching - Curriculum adoptions and training: next area of focus includes NGSS-aligned curriculum - Staffing Strategies - how to better recruit & retain highly qualified, credentialed teachers in all areas - Exploring how to provide accelerated content to middle school students who show that they are ready to be challenged.||2019-10-24|Met|2019
20652760000000|Raymond-Knowles Union Elementary|7|The LEA reviews curriculum each year to be sure all students have access to and are enrolled in a broad course of study. The LEA examines the curriculum and materials to be sure they are appropriate and that there is enough for all students in all grade spans, unduplicated student groups, and individuals with exceptional needs.|Our LEA is a one school school district. All students at our one site have access to to a broad course of study|NA|NA||2019-11-19|Met|2019
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 and physical education, as well as enrichment clubs on a variety of subjects for grades 5-8. REACH strives for full inclusion of all students in its general education classrooms with a multi-tier system of support using instructional aides and a resource specialist who provide in class, as well as one to one, or small group interventions. 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 also 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 also 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 uses SBAC Interim Assessments 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.||2019-10-17|Met|2019
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. Board approved instructional materials. 3. Monitored lesson plans which include a breakdown of minutes and standards covered. 4. Pacing guides. 5. Student access to 30 minutes of PE a day. 6. Access to art instruction. 7. Teacher professional development in project based learning, whole brain teaching, trauma informed & restorative practices. 8. School administration and teacher leaders conduct classroom observations. 9. Feedback to all teachers from school administration.|Single site. No differences exist.|Universal access.|N/a||2019-10-28|Met|2019
01611430138552|REALM Charter|7|||||||Not Met For Two or More Years|2019
52716390000000|Red Bluff Joint Union High|7|The LEA measures the progress of students in all student groups through the following:  Aeries Analytics is a data extraction tool embedded in the Student Information System that administration and counselors use to track the progress of students towards a-g completion, graduation requirements, CTE two-year course sequence, Least Restrictive Environment (LRE), attendance, and other important metrics.  The LEA participates in CAASPP assessment, ACT, and other state and local assessment in monitoring student group achievement.  The LEA has three leadership teams that analyze this data and makes recommendation for governing decisions.|Red Bluff High School District offers a variety of courses based on student need.  The district requires a two-year CTE pathway course completion in order to graduate.  This is in addition to the state graduation requirement.  Students are provided a course request in the Spring that includes courses in Math, English, Social Science, Science, Physical Education, CTE courses, Designated classes for students with disabilities, Electives, Agriculture, and Interventions.  Every student is offered placement in a-g courses, and also have the option for courses that are not college prep, but still qualify for the district's graduation requirement.  Students with disabilities have a continuum of services that encourages and promotes inclusion while working towards a high school diploma.  English Learner students are provided core instruction in an inclusive setting while being provided designated supplemental instruction based on their level of English acquisition.  Results of the California Dashboard are shared regularly with the Leadership Teams and staff to help determine if changes are needed to meet the needs of the students.|The district continues to work on barriers for students with disabilities, English Learners, and foster youth.  One of these barriers is that the district is a high school only district with many different elementary school feeder districts.  Our district is working to improve relationships with the feeder districts in order to make the transition to the high school a smoother one.  We have also implemented a number of intervention programs to our 9th and 10th grade students in order to prevent the deficiency of credits that may result in a transfer to an alternative program.  Finally, being a rural high school presents barriers such as transportation, communication, and limited internet access at home.|The district is working more collaboratively with its feeder districts.  This last year, Red Bluff High School implemented Spartan Success classes to struggling 9th and 10th grade students as a support class to help them stay on  track towards a high school diploma.  The school also implemented a math intervention program that is staffed by two math interventionists that push-in and pull-out to support students in need of math intervention.  All of our EL students are enrolled in a standard or college prep English course as well as receiving designated English Language Development.||2019-10-17|Met|2019
52716210000000|Red Bluff Union Elementary|7|The District uses the following measures and tools to track student access or enrollment in a broad course of study:  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 4th-8th have access to music classes. Students in 6th-8th have access to a variety of electives including courses on Career and Technical Education topics.  All students in grades 3-8 have 1:1 computing.  Access to arts instruction in the classrooms is available to students based on individual teacher offering, schedules, and integration of the arts in the curriculum.|Some of the barriers to providing access to a broad course of study to all students are: 1) Teachers specialized or credentialed in the Visual and Performing arts and; 2)Time to provide the instruction during the school day.|The district participated in a Visual Arts and Performing Arts (VAPA) grant which allowed at least one teacher per site to be trained in the VAPA standards and provided funds to purchase arts materials supporting the standards.|After-school offerings provide additional opportunities and include choir, music, dance, sports, and public speaking.|2019-10-08|Met|2019
45699710135848|Redding Collegiate Academy|7|Enrollment in a broad course of study is evidenced through student schedules in PowerSchool.  PowerSchool also contains identifying information, including student demographics.|All students are enrolled in a broad course of study.|N/A|N/A||2019-11-06|Met|2019
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||2019-06-25|Met|2019
45699480134122|Redding School of the Arts|7|Redding School of the Arts utilizes Aeries.net to track all students, including unduplicated student groups, and individuals with exceptional needs access and their assignment to broad course of study.   Courses are identified with course numbers associated with grade and subject.  Report cards in grades kindergarten through three uses a recommended standardized based report card ensuring that all students have access to a broad course of study during the year. In grades four through eight, using Teacher Gradebook, report cards are linked to the Aeries.net ensuring student class assignments and that they meet the board course of studies assigned to the student annually.|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 standalone subject.  Students in 7th-8th grade are enrolled and have access to English Language Arts, Math, Social Science, Science, Visual and Performing Arts, Mandarin as a Foreign language, 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.  Two thirds of the school population is enrolled in our mandarin foreign language program which utilized the state standards for foreign language standards.|The mission of the school is to prepare students academically for high school and beyond, have daily exposure to visual and performing arts, be multi-cultural and multi-lingual and encourage a healthy lifestyle. Therefore the identified Middle School barriers at RSA include: students already attend an extended day making it difficult to expect all students to participate in Physical Education, Mandarin, and daily visual and performing arts courses. An introductory Mandarin course was not offered in 2018-19 for the middle school students; however, 1/3 of the advanced mandarin students participate in foreign language courses.  It is noted that 2/3 of the students participate in Physical education course.|To ensure access to a comprehensive and broad course of study for Middle School Students,  two elective courses, introductory Mandarin class and physical education, will be offered during the spring of 2020.||2019-06-25|Met|2019
45104540132944|Redding STEM Academy|7|The locally selected measures Redding STEM uses to track the extent to which all students have access to, and are enrolled in, a broad course of study, are school bell schedules, schedules, and calendars. These measures tell a story that all students have access to California Standards Aligned Language Arts, Math, Science, History, PE, and elective courses in Maker Space.|All students in all grade levels have access to, and are enrolled in, a broad course of study. There are not sub groups where this is not accurate.|No barriers.|No changes.||2019-10-09|Met|2019
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 elementary and secondary principals and was administered with in collaboration with their leadership teams.|ELEMENTARY- 77.3% of respondents agreed that RUSD students in grades K-6 are enrolled in a broad course of study. In a student group analysis, respondents felt that 62% English Learners; 62% Economically Disadvantaged; 72% of African American Students; 74% of Hispanic Students; and 68% Students with Disabilities have access to or are enrolled in a broad course of study.   SECONDARY- 60.3% of respondents agreed that RUSD students in grades 7-12 are enrolled in a broad course of study. In a student group analysis, respondents felt that 54% English Learners; 57% Economically Disadvantaged; 72% of African American Students; 70% of Hispanic Students; and 48% Students with Disabilities have access to or are enrolled in a broad course of study.|ELEMENTARY- Teachers with ‘closed mindsets,’ funding for arts and physical education, large class sizes, outdated technology and resources, not enough instructional time, GATE Identification criteria, inconsistent instruction, not enough choice, communication and awareness of programs, internet access at home, un-to-date curriculum, and access to STEAM are barriers that the LEA face to providing access to a broad course of study for all students.   SECONDARY- Communication of programs and recruitment, funding, equity of course availability, large class sizes, need for more CTE courses and career pathways, lack of course offerings for Middle School Students, working technology, a better least restrictive education model for special education, need for more parent involvement, transportation, lack of choice, and staffing restrictions are barriers that the LEA face to providing access to a broad course of study for all students.|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. Finally, there needs to be better communication to stakeholders on the different types of offerings that are available.||2019-10-22|Met|2019
19753410000000|Redondo Beach Unified|7|The locally selected measures and tools that the Redondo Beach Unified School District employs to track the extent to which all students have access to and are enrolled in a broad course of study are as follows: the district's Power School student information system (SIS), SIS Performance reports, a-g enrollment reports, CA Dashboard College Readiness data, yearly DataQuest data on course enrollment, AP enrollment, AP exam results, honor course enrollment and completion data, district counseling team graduation plan data and tracking via Naviance. Data measurements are disaggregated and analyzed by grade span, unduplicated student groups, and students with exceptional needs.|All students in the Redondo Beach Unified School District have access to and are enrolled in a broad course of study, based on the district's locally selected measures and monitoring tools.|The Redondo Beach Unified School District has not identified and does not have barriers preventing the District from providing access to a broad coast of study for all students.|The RBUSD will continue to track all student enrollment in courses using our student information system, monitor access by counseling teams and administrators, and make adjustments to master scheduling as necessary to continue to ensure open access and enrollment in a board course of study. RBUSD continues to look to expand additional course offerings to further CTE pathways, partnering with local community colleges to provide college and career opportunities, and to further meet the needs of individual students, including those with disabilities.||2019-10-25|Met|2019
23656152330413|Redwood Academy of Ukiah|7|As a small college preparatory charter school, all students at Redwood Academy are enrolled in a broad course of study designed to meet the University of California's a-g requirements.  The school uses data from both PowerSchool (the school's student information system) and Calpads to track student enrollments and completions.|As a small college preparatory charter school, all students at Redwood Academy are enrolled in a broad course of study designed to meet the University of California's a-g requirements.  Because the LEA consists of only one school site, there are no differences in access or enrollment in.|The only barrier to access is the result of the school's small size and, subsequently, limited class section offerings, whereupon a student may need a particular class at a particular grade level that cannot be offered in combination with the other necessary classes at that grade level.|At present, there will not be any revisions or new actions.  Data for 2018-19 shows 95% of Redwood Academy graduates successfully completed all necessary a-g coursework required for four-year university entrance.||2019-10-15|Met|2019
41690050000000|Redwood City Elementary|7|The RCSD ensures that our students have access to all Broad Course of Study by scheduling all these course in our student information system power school. Principals are asked to confirm that all students have access to a broad course of study that includes English Language Development.|100% of our students have access and are enrolled in a Broad Course of Study.|No barriers.|100 % of students are enrolled in a broad course of study.||2019-10-23|Met|2019
12626790137653|Redwood Coast Montessori|7|On-going oversight and review by WASC. Interim assessments provided by CAASPP.|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 math 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 been using the CAASPP interim assessments to identify areas that need to be addressed for each individual student with a particular focus on developing math skills.||2019-10-09|Met|2019
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. Our students in grades K-5 participate in STEAM class four days a week for 40 minutes, PE with a credentialed teacher and music instruction. Students in grades 6-8 participate in elective classes that include Spanish, Ukalele, and automotive maintenance. All students participate in project based learning. 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.|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.|This year our schoolwide focus is writing instruction across the curriculum. We have two mentor teachers and the Director supporting improved and increased writing instruction in every grade level.||2019-10-08|Met|2019
21654250000000|Reed Union Elementary|7|Students in grades K-5 are served through self-contained grade level classrooms that provide a broad course of study.  In grades 6-8, all students are assigned to core academic classes in English Language Arts, Social Studies/History, Mathematics, Science and PE, which follow California Content Standards and Frameworks. Middle school students additionally choose from a number of elective choices including Spanish, Art, Music, Drama, Leadership, Robotics, etc.  Students needing additional support are provided a Strategies class as one of their electives, taught by a highly qualified teacher to support their continued growth in the content area.  Class schedules and rosters track students assignment in district courses and supplemental programs.  Students with exceptional needs are assigned to a broad course of study in their self contained classroom that focuses on ensuring IEP goals are met, and through inclusion with grade span peers in art, music, PE, library, and other programs.  All student engage in social-emotional learning programs.|Students in grades K-5 are served through self-contained grade level classrooms that provide a broad course of study.  In grades 6-8, all students are assigned to core academic classes in English Language Arts, Social Studies/History, Mathematics, Science and PE, which follow California Content Standards and Frameworks. Middle school students additionally choose from a number of elective choices including Spanish, Art, Music, Drama, Leadership, Robotics, etc.  Students needing additional support are provided a Strategies class as one of their electives, taught by a highly qualified teacher to support their continued growth in the content area.  Class schedules and rosters track students assignment in district courses and supplemental programs.  K-5 students are provided Art, PE, Library, Music, as well as Spanish in grades 2-5.  These are supplemented by social-emotional learning programs.|There are no barriers to providing a broad course of study for all students.|All students have access and are scheduled in a broad course of study.||2019-10-15|Met|2019
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/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 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.  Based on RMCHS’s master schedule and the Reedley College course catalogue (dual enrollment program), students have multiple options for CTE courses, electives, visual and performing arts, and intervention and support courses to support students in their dual enrollment coursework.  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 there are times when a student may struggle in dual enrollment college courses.  When students have failed a college courses more than two times, they may no longer have permission to enroll in any additional college courses, as their GPA’s put them on academic probation with the college.  This creates a barrier for students that desire to take college electives or CTE courses.|RMCHS is committed to better aligning dual enrollment college course offerings for students to ensure that the courses they take align with a specific college pathway of their interest, rather than students selecting random courses.  In addition, the RMCHS counseling team is focused on early identification of students struggling in college coursework to minimize the barrier that arises when a student has failed more than 2 college classes.   In addition, RMCHS is focused on providing intervention/support periods for juniors and seniors here on our campus to give them ample opportunities to get support on college course work as needed.||2019-10-22|Met|2019
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.||2019-10-17|Met|2019
16739320000000|Reef-Sunset Unified|7|Reef-Sunset Unified School District (RSUSD ) 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, there 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 there are no barriers preventing the LEA from providing access to the new courses in a broad course of study for all students. This school year RSUSD, via LCAP funding, has added a new full-time Career Technical Education (CTE) Assistant Principal to focus on all CTE pathways.  This position is to make sure students have access to a broad course of study as well as to expand future pathways.||2019-10-17|Met|2019
19647330101683|Renaissance Arts Academy|7|a. All RenArts students participate in an open classroom with accelerated academics, mixed-age instructional groups, integrated curriculum, and disciplined arts training. b. 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. c. A shared curriculum and schoolwide arts participation create a cohesive culture that supports success for all students. d. Multi-year instructional framework acknowledges “jagged growth” patterns and provides students multiple opportunities to access concepts, build skills, and contribute to the learning community. e. All RenArts graduates complete University of California A-G requirements. Coursework includes math, science, history, English and Latin every year for every student. f. All graduates complete a CTE pathway. g. Arts curriculum includes music or dance focus, plus music theory, sight singing, percussion, movement lab, and visual aesthetics every year for every student. h. 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. i. 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. j. 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. k. Every student is enrolled in a comprehensive performing arts program and receives 8.5 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.|a. 100% of students, including all subgroups, have access to, and are enrolled in, a broad course of study. b. 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 15% Special Education. c. 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. d. Measurable arts outcomes include: i. 100% of RenArts students participate in high-level training both during the school day and in the after school conservatory program ii. 100% of RenArts students participate in at least 1 annual performance.  iii. 96% of RenArts parent/guardians attend at least 1 performance each year. iv. 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. v. 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 RenArts expands in enrollment, the school leadership will 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 16 years: a. Academic inquiry, close observation, and collaborative analysis of program elements, student response, and measurable performance data; b. Organizational relationships and interactions with foundations, institutions of higher education, international arts organizations, and community partners; c. Faculty, student, board and community self-reflection focused on RenArts’ mission, vision and goals.||2019-10-15|Met|2019
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, RUSD C&I Audit, 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.||2019-10-08|Met|2019
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 services and 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, and this dashboard data can also be disaggregated by student subgroups. 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 assistant principal, Targeted Student Populations (TSP) Advisor, 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 requirements for physical education minutes for students based on our 4x4 master schedule. 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 were completed in 2018. Reseda Charter High School has also invested over the past three years additional resources 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 Tiers 2 and 3 supports for students with disabilities, 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 an integration advocate and a full-time administrator over special education.||2019-10-29|Met|2019
19647330131870|Resolute Academy Charter|7|Resolute Academy implements a comprehensive course of study for all students. All students have access to English, Math, Science and History courses as well as three non-core classes including Physical Education, Art and High School Placement. Scholars also receive Math Intervention and Reading Intervention twice per week. Students also receive health education throughout their physical education course.|All students are enrolled in a broad course of study as described above. Resolute Academy is a single site operator.|Not applicable.|Resolute Academy spent last year reviewing and evaluating college-ready curriculum. In June of 2019, Resolute Academy purchased Wit and Wisdom, Amplify Science, DBQ and History Alive! These curricular resources have been instrumental in supporting Resolute teachers as they teach the common core state standards. This curriculum also ensures that all scholars have access to a broad course of study that is academically rigorous and appropriately challenging.||2019-10-09|Met|2019
36678500000000|Rialto Unified|7|Rialto USD continues to work with two separate agencies, Transcript Evaluation Services (TES) and Riverside County Office of Education (RCOE), to externally analyze the number of students expected to meet A-G compliance based on course taking patterns. TES provides each comprehensive high school campus with a database and reports that allows counselors to further disaggregate student data and monitor student progress in real time. During the 2018-19 school year, RCOE provided tools for counselors and administrators to ensure a master schedule is created that reflects student needs. The high school graduating class of 2023, created a 4 year planning tool to help them self-evaluate their future course of study. Education Services notified parents to discuss the 4 year plan with their student, prior to their high school orientation and enrollment.|Overall, progress has been made over time. Students identified as meeting A-G increased by approximately 3.5% and our male students of color increased by 2% from the previous year. We are continuing to build school site capacity to use the data collected from external and internal evaluation measures to identify students who are 2 or less courses deficient in meeting A-G.   Additional analysis has been conducted to ensure proportionality across comprehensive high schools. Practices have been initiated to reduce disproportionality. These practices include: students who are eligible for a modified schedule must be A-G compliant; online A-G courses are now available; the current course catalog was analyzed to identify courses that should be rewritten to increase the number of A-G offerings; and Early College Credit enrollment was increased. Rialto USD has identified the following student groups as focus areas for this local measure: African American, English Learners, Students with Disabilities, and McKinney-Vento identified students.|The following barriers have been identified: a unified and collaborative timeline that guides students placement based on internal and external data; clear expectations about how data informs student course placement; clear expectations on how data informs counseling advisement; and continuing efforts by site and district administration to monitor overall progress.  An additional barrier is that students entering high school underperforming 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.  Finally, increasing collaboration with Informational Technology to provide timely and accurate reporting remains a goal.|Rialto Unified School District has decided to continue: utilization of TES database services; employ a full time Counselor on Special Assignment (COSA); annual development and refinement of student created 4 year plans; and implement evidence-based student course placement. Furthermore, in response to the barriers mentioned, Rialto USD will: increase collaboration between Informational Technology, site counseling departments, and Education Services to provide timely and accurate reporting; initiate discussions about a unified and collaborative timeline that guides students placement based on internal and external data; develop clear expectations about how data informs student course placement; develop clear expectations on how data informs counseling advisement; and support efforts by site and district administration to monitor overall progress.||2019-10-23|Met|2019
52716540000000|Richfield Elementary|7|Locally selected measures used to track the extent to which all students have access to, and are enrolled in, a broad course of study for all students include governing board guiding principles, administrative tracking, input from various groups withing the school community including but not limited to teachers, paraprofessionals, School Site Council and District English Language Advisory Committee.|With the exception of teacher discretion related to a wide variety of school and PTO funded enrichment related educational field trips, each classroom at RESD implements all state mandated educational core curriculum with up to date and relevant state and locally adopted curriculum.  Additional funding is also provided to classroom teachers beyond regular "consumables" to vastly enrich our programs in each grade level and also for each student group to ensure a broad course of study.|One item that could be considered a "barrier", depending on certain criteria would be that we are "self contained" in grades 6,7,8.  Withing this model there are pros and cons.  The cons or "barriers" are that no grade level teacher is themselves an expert on individual subjects such as ELA, Math, Science or Social Studies.  On "departmentalized" campuses students would rotate to specialist teachers in each of these areas.  However, in the self-contained model, our teachers are better able to implement integrated units to link the various disciplines, show connections and help build meaning across a wide variety of subject matter.  One other potential barrier is collaboration time.  RESD's current release time on minimum days results in up to a one hour difference for collaboration time when compared to other local schools.|RESD will explore various instructional minute reviews in order to provide alternative release times to increase time for teacher collaboration and Professional Learning Community implementation.  RESD will blend the above mentioned exploration with a review of possible alternatives for a departmentalized approach for various subjects in grades 6-8.||2019-11-13|Met|2019
54720820000000|Richgrove Elementary|7|In order to monitor the students that have the opportunity to engage in a broader course of study we keep student counts on those enrolled in certain courses.  Richgrove is over 95% Hispanic/Latino with over 65% considered low-socioeconomic.  With that said all of our students qualify for all of our programs.  With our daily roll call and student information system we are able to track how many and which students are enrolled in broader course of study. The majority of offerings our in our middle school.|Richgrove is a one school district so there are no comparisons across schools in our district.  We currently have added some new courses to our junior high electives that allow us to offer more to our students.  The majority of our broader courses are in the junior high as it offers a period for electives. This elective period is 35 minutes at the end of the day that our Kinder through 6th grade classes do not have.  Our elementary students have less offerings.  They do include music, primary language instruction, in class art, science and history.  Their is ample technology in the elementary classes.   Once those students reach junior high added to that list are Lego Robotics, Home Economics, Advanced PE, 3D printing, Comic Books Lit and one period of Career Pathway lessons that is open to 8th graders.  All students are tracked via attendance and class enrollment.|The only true barrier we have is that we are a small school with only so many teachers authorized to teach electives in areas of interest.  We are also limited in time in the elementary school as their day is shorter than the junior high.   We have also not been able to attract a staff member in the area of violin to teach this course. Funding has not been a concern but some of our staff also lacks the time to teach after school courses.|Richgrove School has made it a point to fund music staff, instruments, and for fine arts.  We also fund expansion in curriculum for students taught in primary language.  Technology is also funded very well as it is the umbrella for robotics, 3D printing and virtual reality equipment.  We also fund in the hopes of finding new staff to assist our elective courses.   Professional development is also planned for in these areas so staff that has an interest in an elective can attend trainings needed. After school and summer school is also funded to allow for offerings that are not a part of the base curriculum.  As interest grows in these courses we add funding as needed.  We also allow for our staff to take a survey from students to see what is of interest as well as bring in their own ideas.  Parents have also requested different offerings via our parent survey feedback.||2019-10-10|Met|2019
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 grades 7th-8th, including an intervention course in ELA and Math to increase academic and language support. Zero Period PE (7th-8th) was created for students to access Career Technical Education Courses.    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 has currently implemented a Dual Language Immersion program that will support access to a foreign language.   Project Lead the Way has been expanded to a third site, and GATE is implemented at all school sites. Access to the Visual and Performing Arts is currently limited due to staffing availability and facilities at all locations, especially elementary sites. Career and Technical Education is offered through a grant in collaboration with Kern High School and is provided to students in grades 7th-8th. Also, the unavailability of the state-adopted curriculum in Science 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 LEA provided Professional Development in support of the Next Generation Science Standards.|The LEA 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 has started a Dual Language Immersion program in Kindergarten.||2019-10-14|Met|2019
07617960126805|Richmond Charter Academy|7|We provide all of our students with a common core aligned curriculum in English, History, Science, and Mathematics.  All students have also enrolled in P.E.  Our EL students have designated ELD minutes each day to support the learning.  Our IEP students are provided services through push in and pull out, depending on their IEPs|All of our students have access to the same curriculum.|Our master schedule does not provide much space for electives.|Since our elementary school is a feeder school in our charter system, our teachers have access to our students' grades and test scores through vertical alignment meetings and our grading system.||2019-10-23|Met|2019
07617960129643|Richmond Charter Elementary-Benito Juarez|7|Each grade level follows state-required minutes for mathematics, ELA, ELD, science and physical education.  For Mathematics, ELA, ELD, science and physical education, we follow a common core aligned curriculum.  We also provide extra support for our ELL students through designated ELD minutes.  Our IEP students are served accordingly through push in and pull out.  All of our students also receive an enrichment visual arts class.|Students are placed into homerooms by grade level.  Each homeroom builds in the necessary minutes for mathematics, ELD, ELA, Science, and Physical Education.|Finding teachers for additional enrichment classes.|We are following our common core aligned curriculum with fidelity to ensure that students are receiving grade-level lessons on a daily basis.||2019-10-23|Met|2019
07617960110973|Richmond College Preparatory|7|RCP’s  self-contained day-program includes English Language Arts, Social Studies/History, mathematics, science, visual and performing arts, health and physical education, and English Language Development for English Learners.    Curriculum maps are aligned to Common Core State Standards (CCSS) and are reviewed annually; unit plans for all subjects identify: the core vocabulary, forms, and functions of language required for English Learners to both access and demonstrate knowledge of the content; teaching of personal qualities across grade levels and subject areas; coordination of the Student Success Team that monitors students not making adequate progress and provides student and family interventions as needed; annual professional development for teachers before, during, and after the school year, including dedicated days for understanding and implementing the CCSS, deepening knowledge on language development, and developing instructional strategies for supporting English Learners and other student subgroups.    RCP uses the NWEA Measures of Academic Progress to determine students’ strengths and weaknesses and then provides intervention in the classroom with small group and individual tutoring, as well as after-school programs in the areas of need.  Saturday school is another tool the school has implemented to support student learning and growth.   It is RCP’s responsibility to identify and refer students who have or may have exceptional needs that qualify them to receive special education services and work cooperatively with providers to meet those needs. RCP implements District and Special Education Local Plan Area (SELPA) policies and procedures to ensure timely identification and referral of students who have, or may have, such exceptional needs. A pupil is referred for special education only after the resources of the regular education program have been considered and, where appropriate, utilized.|Based on the tools described above, all of RCP’s students have access to, and are enrolled in, a broad course of study. The school ensures this by providing the additional opportunities below:    Over the past three years Richmond College Preparatory (RCP) has shifted our focus to building 21st Century workforce skills in our student body, to encourage curiosity about technology and self-confidence. RCP is committed to offering a range of courses that will prepare our students for college and career. Our students work with real things (models, hands-on projects, gardens, etc.) as much as possible. This constructivist approach to teaching and learning is the basis of our educational program. Constructivist schools provide academically rich, rigorous environments that foster achievement, especially in underachieving students, and enable children to build a solid foundation for success as adults.   During the After-School program we offer a variety of classes: Kaleidoscope,  through which 6th through 8th-grade students created their own board games; Fashion & Etiquette, in which students learn to exhibit grace, confidence, and respect for themselves and others; Music Production, in which students learn various levels of the music business from its history to writing songs and performing; Science, in which students learn the working of motors, how a battery works, robotic principles, and how to construct buildings. Students then design as well as have peer interaction about how and why their projects work; Game Design, in which students experience, through hands-on interaction, the concepts, and the process of professional game design; Jui-Jitsu, in which students learn the art of self-defense with an emphasis on safety, discipline, and skill development; Makerspace teaches students visual communication through drawing from varying perspectives, sketch modeling, and material studies, emphasizing safety practices as students are taught to use manual and power tools. Makerspace includes Gravits, graphic design software which teaches students to communicate with a laser cutter to produce their designs; Sports, in which students develop physical skills, discipline, and teamwork along with competition. This class offers age-appropriate organized sports for grades 3 through 8. Some of the team sports are Tug of War, Kick Ball, Softball, Basketball (organized girl and boy teams/games against other schools), Soccer (organized girl and boy teams/games against other schools), LaCrosse, Archery, Golf, and Tennis.|Currently RCP doesn’t offer any world language classes. We have faced challenges with both staffing and additional elective and finding time in the school day to add an elective without replacing existing electives.|RCP is working to provide a future elective world language class in Spanish.   In response to the results of our locally selected tools and measures, RCP has implemented the following programs:    Last year, Middle School students began to take theater and fine arts through the Museum of Children’s Arts (MOCHA) residency program. They also can take a  photography class as an elective. Each course, reflective of student interest surveys, strengthens their artistic prowess through introductory and intermediate skill building that results in public display of their work in exhibitions at our after-school showcases, submission of their work to be displayed at the MOCHA, or in galleries of local coffee shops. Theater performances are presented in the fall and spring at RCP.   Two years ago, RCP began offering year-round Elementary students music lessons three times a week, in collaboration with the East Bay Center for the Performing Arts.  At the close of the school year, students perform for parents and the community at the Center.   Last year, RCP introduced mural making to the Middle School students to show our students how a mural can convey a message, build community, be fun, be a source of pride, and allow for the expression of many ideas. The final mural which the class created was installed on the school walls.||2019-10-29|Met|2019
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 STEAM, 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.|Two years ago, 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. Also every spring, we develop a survey to administer to both the parents and students.  One or more questions on the survey, refer to electives.  The questions are do you like the current electives and what electives would you like to see added.||2019-11-14|Met|2019
15756301530500|Ridgecrest Charter|7|||||||Not Met|2019
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, Career Technical Education (CTE) and pathway programs, concurrent enrollment, SAT/ACT participation rates, student surveys, electives offered and participation in extracurricular 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 programs focuses at other campuses. All courses such as Career Technical Education (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 student groups such as English Learners, Hispanic, and Low Socioeconomic students, 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 Career Technical Education (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 English Language Development support to our English Learners 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 Career Technical Education (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 evaluate our 2019-20 LCAP and plan for continuous improvement.||2019-10-17|Met|2019
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 2018-2019 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None||2019-11-12|Met|2019
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 2018-2019 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None||2019-11-12|Met|2019
15735440000000|Rio Bravo-Greeley Union Elementary|7|The district utilizes each school site's master schedule within the student information system and pre-built data verification written course requirements 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 are served. For students identified with specific needs a team meets to make the appropriate recommendations for those students.|Being a small school district RBGUSD has great local control in keeping access and enrollment offering a broad course of study for all students. Rio Bravo Elementary, TK-4, utilizes Universal Access time, to provide a structured intervention system of supports. This maintains all student receive CORE instruction and that instruction is not interrupted. The UA provides the additional support times for all students based on their individual needs. Rio Bravo-Greeley School also makes use of Universal Access time for their 5th grade who are also self contained. At Rio Bravo-Greeley School, grades 6-8, students are enrolled in various classes to expose them to a broad course of study. Interventions, enrichment, and systems of support are provided during the day as well as during elective time.  For students identified with specific needs a team meets to make the appropriate recommendations for those students.|Based on the use of master scheduling within the student information system and pre-built data verification written course requirements the district does not have any identified barriers preventing the LEA from providing access to a broad course of study for all students. Along with the work of the student information system remains the collaborative work of the human element to meet and regularly discuss access. Again, students identified with specific needs a team meets to make the appropriate recommendations for those students.|Based on tool and measures stated above the LEA is confident in our implementation to ensure access to a broad course of student for all students. The district will continue to grow Universal Access time and continue to improve out continuous improvement progress as we continue to strive for meeting the needs of all students.||2019-10-14|Met|2019
12630080000000|Rio Dell Elementary|7|The LEA has many ways of tracking student groups and needs. The district uses Schoolwise and CalPads to make sure that all students are enrolled in a broad course of study as well as appropriate programs, such as free and reduced lunch, special education, or homeless. Students are tested initially in 4th grade  to determine if they are eligible for our GATE program. GATE students attend a separate field trip once a year and have other in school opportunities throughout the year.|All students TK-8 participate in a "Walk to Read" Program. This program divides all students based on ability level into reading groups. The students then divide into groups and get targeted reading instruction for 30 minutes a day for 4 days a week in that specific targeted area of need. We also have a school counselor who develops mindfulness lessons and delivers weekly lesson to all students.  In our TK-3rd grade classes are self contained for all subjects. Students who need additional support in the RTI program or if the qualify in the special education program. All TK-3 classrooms also have instructional aides that provide more small group instruction for students.  In grades 4th and 5th classes are self contained for the core subjects of reading and math. They break up into cohorts for instruction in history, social science, and technology. Every classroom in this grade level also has an instructional aide who can work with students in small group as well as support through the RTI program.  Grades 6th through 8th rotate through block schedules of language arts, math, science, history, pe and an elective. There are also instructional aides in every classroom and an RTI program.|With the declining enrollment of the district it has been challenging to continue to have the programs that we do to support students when the funding is not there. It also has been a difficult to not have combo classes in the primary grades. We however have been able to maintain instructional aides in every classroom and an RTI program.|This year an "elective" was added for students in grade 6-8th. This class is called PACE (Pride in School, Academics, Community, Enrichment)||2019-11-13|Met|2019
56725610000000|Rio Elementary|7|Rio School District has expanded the program of study for all students by   1) completing full implementation of a Dual Immersion school k-8 where by the time students are 8th graders take the AP - Spanish and Culture Exam and where 2 years ago more than 95% of 8th graders pass the AP Exam.  2) Opened up a new STEAM Academy School where students are engaged in daily STEAM activities. School will be in full implementation in one more year.  3) Rio School District provides Art classes at all sites.  4) Rio School District provides music programs at all sites  5) Rio School District provides a Summer School Academy for all students to attend  6) Rio School District provides an English Language Learner Summer Academy   7) Rio School District provides an extended day program for students with exceptional needs at all sites and have the freedom to attend other sites programs - as their choice.|Rio School District provides  access to a course of broad study to all students at all sites. Art, Music, STEAM classes and the after school programming are available at all 9 sites in the Rio School District. Students and their parents have options to enroll in schools of their choice. The master schedule is one of the tools to monitor student enrollment at sites and analysis of the master schedule are done in order to monitor student enrollment as well as male/female ratios enrolled in classes in order to ensure a balance for all children.|Rio School District local and state results show positive trends. Local results from parents and from students as well as state results show that student achievement has increased over the last 4 years and more than 80% of students and parents reported as being happy with the educational programming Rio School District offers to their children.|Rio School District is always monitoring offerings to the school community it serves and there is a need for Rio School District to expand special programming for students in the dual immersion program. During the 2019-2020 school year, Rio School District and the school community is engaged in the exploration of an additional program and an additional school site where a dual immersion program is available to the community.  Additionally, Rio School District continues to monitor all programming and re-aligning of resources for specific programming which leads to student engagement and student achievement.||2019-06-26|Met|2019
39685850122580|Rio Valley Charter|7|Rio Valley Charter School tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings and Master Agreements for course selection to analyze 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 PowerSchool identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2018-2019 year, 100% of Rio Valley Charter School's students had full access to a broad course of study as defined by the California Board of Education.|All RVCS students in grades TK-5 are enrolled in a broad course of study. We offer access and enrollment in the six areas identified by the state of California as a broad course of study for grades 1-5. All elementary students have access to visual and performing arts within their Master Agreement.  All RVCS middle school students have access to a broad course of studies within their Master Agreements. Students in grades 6-8 have access to a comprehensive, student driven, visual and performing arts course selection. For example, students may choose to play an instrument, take voice or acting lessons. Other courses offered include languages, art, dance and music. Students who require additional supports are offered individual tutors, direct online support, and ESL supports to support student academic achievement. High school courses are presented for board approval and all courses are evaluated to ensure students have access to offerings that are approved A to G as well as Career Technical Education (CTE) Industry Pathways. Each year, RVCS increases its CTE pathways to support all learners.  Examples of pathways include: Veterinary Medical Applications, Floral Design, and Small Engine Technology.  Students may also participate in college Dual Enrollment classes are offered as an option for all students over the age of 16 (per community college guidelines). For the 2019-2020 school year RVCS has partnered with Delta Community College to offer elective classes at its Lodi site. All core subject matter offered (math, ELA, Science and Social Studies) have an A to G approved option for CSU/UC.|Barriers preventing Rio Valley Charter School from maximizing broad course of study offerings to all students include 1.Limited time in a typical school day for students to take additional courses. 2. Limited to community opportunities and/or online offerings with a non-site based school. A regular analysis of enrollment in a broad course of studies helps to inform RVCS as it makes decisions on offerings and using the LCAP as a planning and budgetary tool to support Priority 7.|In response to the results of our CCI on the California School Dashboard, Rio Valley Charter School plans to increase the amount of courses offered through Delta Community College, and also to ensure that access to these classes is available to the students at all three of the RVCS sites.||2019-10-23|Met|2019
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 off 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 stuents with exceptional needs are offered access to a broad course of study, as verified by CALPADS.|For a small high school of 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.||2019-10-07|Met|2019
19647330136994|Rise Kohyang Elementary|7|Rise Kohyang 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 will measure success through state tests. Each student has access to core curriculum consists of English, Mathematics, Social Sciences, Science, Visual and Performing Arts.|At Rise Kohyang 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 Rise Kohyang 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 Rise Kohyang Elementary School, the school will offer a variety of exposure opportunities through field trips, robust after school programming, and student assemblies.||2019-10-28|Met|2019
19647330133868|Rise Kohyang High|7|Rise Kohyang High School l 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 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 Rise Kohyang High School, including such classes as Physical Education, 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.||2019-10-28|Met|2019
19647330124222|Rise Kohyang Middle|7|Rise Kohyang Middle School l 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, 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.||2019-10-28|Met|2019
09618380129965|Rising Sun Montessori|7|The Montessori Framework and Curriculum, when properly and fully implemented, offers students a full complement of hand-on materials from which to build abstract learning.  This "concrete to abstract" approach, where students learn by collaboratively doing is the foundation for "access to a broad course of study."   At the beginning of each school year, each student's academic skills are assessed at the beginning of each year, and a customized work plan is put in place for each student based on their individual abilities.  RSMS uses Montessori Compass to track and monitor the student progress and lessons.  Renaissance Learning provides STAR testing for English Language and Math, and Albanesi provides a Montessori-specific assessment for beginning and end of grade level skills. Rising Sun has one “all staff” and one “lead teacher” each per month where teachers collaborate, bring concerns or questions to administrators or special education instructors.  Teachers can also discuss other student concerns, initiate documented RTII plans and receive professional development from the Head of School, our Curriculum Coordinator, or other outside speakers and programs. Finally, RSMS provides a broad offering to students with exceptional needs in a fully integrated environment.  All students work in multiple-grade span classrooms (e.g. 1st, 2nd, 3rd grade together or 4th, 5th, 6th together) which further facilitates positive peer-to-peer learning opportunities.|RSMS is a fully inclusive, hands-on, contructivist education program which implements the Montessori methodology and materials to ensure that each student learns through meaningful experience.  All students (both general education and special education) participate in the same program in the same environment.  Push-in and pull-out support is available for a variety of learning exceptions as well.  Our Program Specialist has many years of Montessori training and experience and uses the same materials, program and practices when implementing pull out services for students with exceptions.  Montessori Compass is a software program implemented by all classroom teachers.  MC allows teachers to enter the Montessori Lessons, by title and by subject and grade area, and MC will provide a list of all California State Standards which the teacher has met by teaching that lesson.  This program assures families and faculty that standards are being fully met, and that the Montessori Method is what is driving the meeting of those standards.|Using the tools and implementation programs identified above, RSMS has no currently identified barriers to students having access to a broad course of study.  Student attendance can improve, and parents can schedule family vacations outside of the school calendar days.  RSMS is working on improving student attendance by continuously improving our communication strategies with (especially new) parents.|RSMS will continue to emphasize the importance of attendance for parents who are new to Rising Sun.  Rising Sun serves a diverse parent community with many different cultural approaches to education.  We have initiated a new program this year with all incoming parents to assist them in making appropriate decisions regarding their student's attendance at RSMS.||2019-06-07|Met|2019
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 access to Odysseyware allows for our program to individualize courses to meet each student's needs and to provide broad access regardless of how many students need the same course.  This is consistent across all three ROPCHS sites.|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.|Next steps will include the possibility of dual enrollment for our students who qualify to enroll in college courses.  This is being examined with local colleges and community colleges to see if a remote option can be offered.||2019-10-01|Met|2019
57726940131706|River Charter Schools Lighthouse Charter|7|All students at Lighthouse Charter School (LCS) 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 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.|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 or enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions required.|LCS will continue its work to ensure all students have access to and enroll in a broad course of study in 2019-20, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.||2019-10-07|Met|2019
34674130000000|River Delta Joint Unified|7|River Delta USD uses the Aeries Student Information System and Dataquest on California 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 Language 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 partnered with WestEd's Comprehensive 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 individualized 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.||2019-10-08|Met|2019
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.|As we have not identified any current barriers to ensure access to a broad course of study, we will continue with on-going practices.  We will continue to search for programs to enrich the offerings we have on site to provide a rich, robust education K-8 for our students.||2019-10-22|Met|2019
28662666113302|River Middle|7|||||||Not Met|2019
49708470119750|River Montessori Elementary Charter|7|Local 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 include the Montessori curriculum and hands-on didactic materials aligned with Common Core State Standards and Next Generation Science Standards and inherent diagnostic progress measures,Individual Learning Plans (ILPs) for each student, University of Oregon easyCBM, IXL, local assessments such as Characteristics of Successful Learners, Transparent Classroom, a Montessori-Common Core aligned, lesson and student tracking system. Lessons and assessments are facilitated by dual-credentialed teachers, with credentials in both Montessori pedagogy and California CTC requirements.|All student have access to, and are enrolled in, a broad course of study through the Montessori curriculum aligned with CCSS and NGSS.  Students are supported individually with the aforementioned measures and tools to regularly assess their individual progress as well as per state expectations and provide supports accordingly.|Although there are no barriers preventing the LEA from providing access for all students, challenges for students include individual challenges in learning, self-regulation concerns, when acquiring a second language, and trauma experience.  RMCS is very interested in adding more offerings in Personal Development, Foreign Language, Performing and Visual Arts, and Physical Education, as well as off-campus field trips with experts in the fields of physics, environmental sciences, social justice, etc., and counts on fundraising to build on the solid broad course of study offered by the school.|To ensure that all students receive a broad course of study, revisions and new actions include a new program of Common Core curriculum and additional staff to ensure that students who struggle with a learning challenge, and/or are acquiring a second language, and/or who have experienced or are experiencing trauma, receive additional lessons, support, and practice in their area of struggle from teachers, support staff, and on-line programs.  RMCS has increased fundraising programs to add additional programs in the Visual and Performing Arts, Social Justice, and Environmental Studies.||2019-10-23|Met|2019
23656150115055|River Oak Charter|7|River Oak Charter students, including all students subgroups, unduplicated students, and students with exceptional needs, will have access to and enroll in our academic  and educational program as outlined in the charter petition.Annually, 100% of students, including all student subgroups, unduplicated students, and students with exceptional needs, will have access to and enroll in all core and non-core content areas available.|All students are enrolled in their correct grade and have access to all of the extra classes such as music, art, physical education, gardening, plus the standards that are taught during their daily Main Lesson.  Math classes for grades 6-8 are leveled. All academic content areas will be available to all students, including student subgroups, at all grade levels.|With the Waldorf program, there is no barrier to students receiving access to a broad course of study for all students.  Staff will be sing the "Public Waldorf Schools and the Common Core Standards: The Alliance for Public Waldorf Education Recommendations for the Appropriate Placement of Common Core Standards into Waldorf Inspired Programs as their guide.|River Oak Charter School has implemented the California State Standards  to their course of study .Staff will be sing the "Public Waldorf Schools and the Common Core Standards: The Alliance for Public Waldorf Education Recommendations for the Appropriate Placement of Common Core Standards into Waldorf Inspired Programs as their guide.||2019-10-21|Met|2019
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 150 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.|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.|2019-10-03|Met|2019
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. Academy and Homeschool TK-8 students have access to several elective or thematic courses on site, in addition to all core courses. Homeschool boxed set includes integrated for ELA, history, and science. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment.  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.  Academy and Homeschool TK-12 students have access to several elective/thematic courses and CTE pathways on-site and online, in addition to all core courses. Homeschool boxed set for TK-8 includes integrated for ELA, history, and science.|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. In addition, administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.  Many dual enrollment college courses as well as CTE courses are available online. The school has improved access to a broad course of study by expanding online options include LOTE (e.g. Rosetta Stone and ASL) to ensure that students in all programs have access to the full body of courses offered by the LEA. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs.|As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study.|The LEA has implemented a diagnostic system that identifies student needs and provides appropriate scaffolding for students below grade level. This will ensure that all students have the skills for high school level courses.   The school adopted Rosetta Stone as an option in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study.  The LEA expanded student access to live teaching. Students have access to live seminars with single subject specialists on a weekly basis via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network.   Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards.||2019-12-12|Met|2019
37681893731072|River Valley Charter|7|Due to the small number of unduplicated students in relation to the entire student body, services for said students are also available for the entire student body. This includes the following: GradeSlam tutoring program, which provides 24 hour access to live online tutoring for all students. Primarily this program is targeted to students with limited opportunities to commute to campus and/or to find academic help outside of the classroom. College tours, AP/SAT/ACT fee waivers and coverage programs, which provide opportunities for low income students to take advantage of these academic opportunities regardless of their financial situation. Scheduled meeting with the school counselor are aimed at creating academic plans to ensure students are provided support that they may not have access to at home or off campus.|River Valley is committed to being a college preparatory School.  In addition to college preparatory courses, however, advanced placement and honors courses are also offered for high achieving students.  All courses offered at River Valley meet the A-G requirements. The school also has many I.E.Ps. in place to accommodate a variety of students with special needs. With the exception of some honors and advanced placement courses that have prerequisites, all students have access to each course that is offered at River Valley. Within the curriculum are tasks which require students to use critical problem solving skills, work cohesively in a group, and communicate effectively and dynamically in class presentations.  River Valley encourages students to enroll in local Community College courses to broaden their course of study,  and on-campus curriculum is continually being evaluated for changes and additions to the program that will benefit the students' course of study.|The barriers preventing RVCS from offering a greater variety of courses are a lack of physical space in which to offer instruction, and the limited number of courses that can be offered in the day. Being such a small school, RVCS understands these limitations, and is constantly seeking remedies in order to offer more courses.|In recent years, RVCS has added a number of on-campus courses that provide students with a broad course of study. This will continue as the LEA sees the need and interest in educational trends. RVCS would like to implement more online courses and joint ventures with local Community Colleges in order to continue to broaden the access to academic ventures for students.||2019-10-17|Met|2019
50755560113852|Riverbank Language Academy|7|Riverbank Language Academy utilizes local benchmark assessments to track student progress throughout the school year.  Additionally, data from state assessments and other norm referenced tests (CAASPP, ELPAC, NWEA, APRENDA) is also analyzed and utilized to monitor student achievement and progress and establish appropriate supports.|All students at Riverbank Language Academy have access to a rigorous course study through our dual-immersion program.  Through our student tracking progress as a school we have identified mathematics as an area of improvement; students that have not made significant progress as identified by local data, are receiving additional support in mathematics.|All students are provided width access to a broad course study.  In order to provide additional supports to more students, the school would have to hire more staff.|For 2019-2020 an additional math support program was created for fourth to eight grade students that were not meeting grade level standards.|Students at Riverbank Language Academy continue to increase percentages of students achieving proficiency in English and Spanish as indicated by CAASPP data throughout the years; students are exceeding state averages in English Language Arts and meeting state averages in mathematics and they are able to do this in English and Spanish.|2019-10-16|Met|2019
50755560000000|Riverbank Unified|7|The district has identified the following measures as indicators of access to a broad course of study, including but not limited to school master schedules, developed through AERIES, course offerings including CTE, AP, and A-G offerings at the secondary schools and language immersion classes in grades 1-6. Results of course completion and graduation rates are considered to examine the effectiveness of student completion and access to the course of study.|Full inclusion to the course of study is applied for all programs at the elementary schools in the district. Students in all secondary schools also have full access to course offerings and course of study.  Course offerings are established as the demand for course study increases.    The master schedule of Riverbank High School reveals a broad course of study that includes 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 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, electives are a quarter of the school year, thus students are exposed to all electives offered.  The electives are Drama, Life Skills, Art and Technology.  The elementary school sites have music as an extra curricular offering taught by a music teacher in grades 2-5 while classroom teachers provide music instruction for TK-1.  Classroom teachers consistently embed art in core curriculum.  Students with exceptional needs have access and participate in all classes as deemed appropriate through their individual learning plans.  Offering additional electives and ensuring all students have an elective at Cardozo Middle School is significant progress that has taken place over the last four years.  The ability to hire a music teacher is progress that originated through the LCAP Stakeholder engagement process.  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.|The district has worked diligently to collaborate effective strategies that support the removal of  barriers and support strategies for access to all course of study for all students.  An example of this effort has been the implementation of additional English Language Learner Resource Assistants, to create access for all English Learners to participate in all core classes.|The District maintains an ongoing process of improvement, reflection and needs assessment through a discussion and inclusion of all stake holders.  The discussions are related to next steps to create alignment between the middle and high school CTE program offerings.  The high school is in the process of adding a CTE pathway for Health in collaboration with local health professionals.  The high school is also working to partner with the local community college programs to create seamless access to post secondary programs for the students of Riverbank USD.||2019-11-05|Met|2019
10754080000000|Riverdale Joint Unified|7|Site leaders set the schedules and review each one to ensure student 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 access to a broad course of study.  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 for all students includes 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 with students with exceptional needs.  Across the district, opportunities to expand core instruction minutes in the general education setting were brought to attention.  While students with exceptional needs were in general education programs, discussions through IEP teams and meetings could allow for greater inclusion with these programs.|While all students in RJUSD have access to a broad course of study, barriers were discovered with two student groups, students with exceptional needs and newcomer students in the high school EL program.  Although the term barrier is used, it was actually a restraint in time that was discovered for students with exceptional needs in general education programs.  Students with exceptional needs were not prevented from access to a broad course of study, but the ability to expand their time was not being fully utilized.  RJUSD had been following a pull-out model for services with this student demographic.  However, the addition of a push-in approach for students with exceptional needs would help to maximize their time in a general education setting. Newcomer EL students in the high school program were placed in a two year intensive language program to support their proficiency in English.  It was discovered however that this placement in the program limited newcomer EL students for UC/CSU: A-G compliance to attend a four year university.|In addressing recognized barriers, RJUSD expanded the redesign of a pull-out/push-in model to provide services for Special Education students in their core instructional programs in grades TK-12.  The design of a pull-out/push-in model will maximize core curriculum exposure to students with exceptional needs based on IEP student determined needs.  With the increased presence of students with exceptional needs in the general education classroom, increased opportunities for professional learning will take place.  These professional learning opportunities, focusing on students with exceptional needs will occur on a quarterly basis throughout the 2019-2020 year.  Courses in the EL Program at the high school were revamped to meet the approval and earn the distinction of becoming an A-G course.  The revamping of the EL two year intensive language program will go into effect in the 2019-2020 year.||2019-10-09|Met|2019
33103300000000|Riverside County Office of Education|7|RCOE Alternative Education utilized Aeries course scheduling reports to analyze student enrollment in courses. Course approval forms were 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, were enrolled in UC a­g approved core academic courses based on their age and credit completion. The graduation status report was used to monitor grade-­level course completion of the courses in order to meet the required 200 credits for high school graduation. All 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 included the use of the RCOE Prospectus, Course Reference Guide, and the course approval form to ensure that students were enrolled in a broad course of study. No barriers were identified in preventing RCOE from providing access to a broad course of study for all students.|In Alternative Education, all 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 in preventing RCOE from providing access to a broad course of study for all students. Technology was used to overcome any geographical barriers across sites. RCOE implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. RCOE Alternative Education provided English learners with challenging curriculum and instruction that maximized the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitated student achievement in the County Office of Education's regular course of study.   All students were scheduled in courses to meet the RCOE high school graduation requirements with specific attention to their individual preferences and college/career goals. Teachers provided standards-­based instruction in ELA, ELD, mathematics, history/­social science, science (NGSS), visual and performing arts, and world languages. Teachers continued the implementation of Universal Design for Learning (UDL) and Thinking Maps in the classroom. Teachers in Community school and Court school implemented service-­learning projects in history/social science and science, and students completed personalized, interest-based projects. These project-­based, service-­learning opportunities incorporated interdisciplinary ELA, mathematics, social studies, sciences, and college and career readiness.|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:   Enrollment in a full course load of courses that are part of the standard instructional program.   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.||2019-10-02|Met|2019
19647336018923|Riverside Drive Charter|7|Riverside Drive Charter adopted the new LAUSD progress report in Fall 2017 that teachers and administrators can use it to monitor student access to and completion of a broad course of study.  The District requires teachers to use a Learning Management System to track and monitor grades. Parents have access through a parent portal.  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 support are identified using various reports in the MiSiS and MyData systems.|At Riverside Drive 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 garden/science, drama, and computer lab confirm that all classes have equity to the programs.  All students have equal access to the drama and computer lab experience.|One barrier to Riverside Drive 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 drama and the garden/science program.|Riverside Drive Charter continues to work collaboratively with our PTA to hold fundraising events which provide the school with the income for these programs.  In addition, Riverside Drive Charter is seeking out partnerships and grants.  Riverside Drive 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.||2019-10-30|Met|2019
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.||2019-11-06|Met|2019
33672150000000|Riverside Unified|7|Riverside Unified School District (RUSD) uses its student information system (Aeries SIS) to track progress in meeting Priority 7 standards.  This is done 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 Aeries and with other RUSD customized computer applications identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2018-2019 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). All RUSD students in grades TK – 6 were 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 had dual enrollment agreements in place with the Riverside Community College District that significantly increased student access to the opportunities to take college credit bearing courses. While some schools offer specific pathways 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.|RUSD had previously identified Visual and Performing Arts (VAPA) as an integral part of a broad course of study and made it a District priority. To support and grow the program the Board of Education asked that a comprehensive plan be drafted and presented for consideration. The VAPA Plan was approved by the Board in the 2017-18 school year. Efforts to expand the VAPA program across RUSD in 2017-18, as outlined in the RUSD VAPA Plan, could not be fully accomplished due to insufficient funding. Therefore, in Spring 2018 the RUSD Board of Education approved an increase in funding for VAPA to increase options for students district-wide. Finally, barriers preventing RUSD from maximizing broad course of study offerings to all students also include a lack of time during the regular school day.|In 2018-19, RUSD 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 significantly enhanced the VAPA offerings at all district schools, including offering art appreciation, dance, theater, choral music, and 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. To meet the challenge of time, a solution was piloted within our seven middle schools through the offering of a seventh period during the instructional day. This solution made possible the offering of additional extension, exploration, and intervention courses for our students in grades seven and eight.||2019-10-15|Met|2019
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 2018 - 19 school year, students had access to visual and performing arts courses and career and technical education courses.|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. A world language course was added to the master schedule for the 2019-2020 school year.||2019-10-24|Met|2019
50712330121525|Roberts Ferry Charter School Academy|7|Students are enrolled in courses of required subject areas. Each grade level is housed in a self-contained classroom. Annual reviews are done on all course enrollment records per student. Students with needs are exposed to the same course of study as the other students but with differential standards if needed. A "push in" model is used as we have many qualified teacher aides at the school.|Roberts Ferry Charter Academy has only one grade per classroom. Everyone has access to a broad course of study. All students are given opportunity to succeed in a broad course of study. Those students that have needs will still be accessing the same course but with additional help in the classroom.|The school does not have barriers that would prevent students access to a broad course of study. We have programs in place to allow everyone access, and if a student is struggling with the course of study modifications or accommodations would be set in place.|Our School Board at Roberts Ferry School District, has ensured that all students enrolled have access to a broad course of study, Our standards are very high and appropriate for our students. The Board believes that all students can learn and all students will learn.||2019-11-12|Met|2019
50712330000000|Roberts Ferry Union Elementary|7|Students are enrolled in courses of required subject areas. Each grade level is housed in a self-contained classroom. Annual reviews are done on all course enrollment records per student. Students with needs are exposed to the same course of study as the other students but with differential standards if needed. A "push in" model is used as we have many qualified teacher aides at the school.|Roberts Ferry Elementary School has only one grade per classroom. Everyone has access to a broad course of study. All students are given opportunity to succeed in a broad course of study. Those students that have needs will still be accessing the same course but with additional help in the classroom.|The school does not have barriers that would prevent students access to a broad course of study. We have programs in place to allow everyone access, and if a student is struggling with the course of study modifications or accommodations would be set in place.|Our School Board at Roberts Ferry School District, has ensured that all students enrolled have access to a broad course of study, Our standards are very high and appropriate for our students. The Board believes that all students can learn and all students will learn.||2019-11-12|Met|2019
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.||2019-10-24|Met|2019
43104390125781|Rocketship Academy Brilliant Minds|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
43104390125799|Rocketship Alma Academy|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
07616480137430|Rocketship Delta Prep|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
43104390123281|Rocketship Discovery Prep|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
43104390131110|Rocketship Fuerza Community Prep|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
07770240134072|Rocketship Futuro Academy|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
43104390120642|Rocketship Los Suenos Academy|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
43104390113704|Rocketship Mateo Sheedy Elementary|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
43694500123299|Rocketship Mosaic Elementary|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
41690050132076|Rocketship Redwood City|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
43104390133496|Rocketship Rising Stars|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
43104390119024|Rocketship Si Se Puede Academy|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
43694500128108|Rocketship Spark Academy|7|We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance data trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out systems. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study.|As mentioned, our inclusion approach to education and carefully-constructed set of tools ensures that all students have access to a broad course of study. This is true across all student groups, including students with disabilities, English Language Learners, Socioeconomically Disadvantaged students, and all other subgroups. This philosophy has been a core tenet of Rocketship from the start, and we are proud that this is true each year.|There are no specific barriers preventing students from achieving access to a broad course of study, since all students are integrated into our general education classrooms and school day. While some students with exceptional needs are pulled out for additional services as described in their IEPs, we are always mindful of ensuring their IEPs still give them access to a broad course of study.|We will continue to implement new structures to ensure our ability to provide a broad course of study continues to grow. For instance, Rocketship recently hired a full-time Adaptive Physical Education Specialist on staff to ensure that students with special needs are still able to access physical education in their regular schedule.||2019-10-28|Met|2019
54720900000000|Rockford Elementary|7|Rockford 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 Rockford is enrolled in and has access to the broad course of study. Access is enhanced by multiple extended learning opportunities specific to students needs to accelerate learning and assure that students have success in the broad curriculum. Success is monitored by teachers and administration and parents are consulted in the remediation/acceleration process. In addition, Rockford has an after-school intervention program that is run throughout the year.  There are classes offered 2 days a week for academic enrichment for struggling and accelerated learners.  Rockford also offers electives such as Spanish, Drama, Choir, Robotics, Video Broadcasting, and Music.|No barriers preventing Rockford from providing access to a broad course of study for all students have been identified.|Rockford 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.||2019-10-10|Met|2019
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.|All Rocklin Academy students are enrolled in a broad course of studies.|No barriers have been identified at this time which would prevent students from accessing a broad course of study at any of the Rocklin Academy schools.  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.|Continue to support students with the actions/services identified in the 2019-2020 LCAP Conduct local Parent Engagement surveys to inform and direct decisions for the 2020-2023 LCAP Conduct Student Engagement surveys (California Healthy Kids) to monitor progress and inform decisions for the 2019-2020 LCAP update and the new 2020-2023 LCAP Complete the submission process for the CA School Dashboard by the November 1, 2019 deadline||2019-10-21|Met|2019
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.|All Rocklin Academy students are enrolled in a broad course of studies.|No barriers have been identified at this time which would prevent students from accessing a broad course of study at any of the Rocklin Academy schools.  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.|Continue to support students with the actions/services identified in the 2019-2020 LCAP Conduct local Parent Engagement surveys to inform and direct decisions for the 2020-2023 LCAP Conduct Student Engagement surveys (California Healthy Kids) to monitor progress and inform decisions for the 2019-2020 LCAP update and the new 2020-2023 LCAP Complete the submission process for the CA School Dashboard by the November 1, 2019 deadline||2019-10-21|Met|2019
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.|All Rocklin Academy students are enrolled in a broad course of studies.|No barriers have been identified at this time which would prevent students from accessing a broad course of study at any of the Rocklin Academy schools.  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.|Continue to support students with the actions/services identified in the 2019-2020 LCAP Conduct local Parent Engagement surveys to inform and direct decisions for the 2020-2023 LCAP Conduct Student Engagement surveys (California Healthy Kids) to monitor progress and inform decisions for the 2019-2020 LCAP update and the new 2020-2023 LCAP Complete the submission process for the CA School Dashboard by the November 1, 2019 deadline||2019-10-21|Met|2019
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 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 2019-2020 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.||2019-10-16|Met|2019
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 and 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 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 status, 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 2018-2019, data shows 67.1% of students are accessing and completing a broad course of study across the district, representing a 4.2% decrease from 2017-2018. 58.2% of Rocklin High School students, 78.6% of Whitney High School students, and 0% of Victory High School students are accessing and completing a broad course of study. There are gaps between the performance of our numerically significant subgroups and all students - 35.3% socio-economically disadvantaged and 3.7% of students with disabilities are accessing and completing a broad course of study according to this measure.  The gaps indicated provide a continued opportunity for RUSD to critically look at students’ experiences, collect data, and develop improvement cycles that result in meaningful change. Progress over time will continue to be measured going forward.|The District established a secondary work group during the 2017-2018 school year to identify the root causes and barriers to all students having access to and enrolling in a broad course of study and meeting UC/CSU entrance requirements.  Some of the barriers the team identified include students who are in special education who take basic and support courses that do not meet A-G qualifications, as well as some students who are struggling with completing a second year of World Language. The same barriers continued during the 2018-2019 school year, while a team worked to implement the results from the workgroup.|Over the 2018-2019 school year, results from this work group were implemented and teams continued participating in Improvement Science workgroups to identify and enact possible interventions that can improve student access and success in A-G courses. Rocklin Unified is continuing to explore implementing a co-teaching model for college preparation courses provided by general education and special education teachers to support students with disabilities. In addition, students are now automatically enrolled in a second year or World Language and enrolled in a needed A-G course during their 12th grade year.  The District continues to explore best practices for teaching World Languages, particularly for students who struggle with language processing. The District will be initiating a work group to look into priority course selections, interventions, and counseling supports for students coming out of 8th grade who are at-risk. Finally, the District school sites are continuing to explore ways to support students who are taking Integrated 1 Mathematics as 9th graders and strategies to improve interventions at the middle and high schools.||2019-10-16|Met|2019
45752670113407|Rocky Point Charter|7|Rocky Point Charter administrator 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. Data collected is based off the information collected through locally selected tools and measures that identifies differences across school site and student groups.  The data is reviewed by teachers and support staff.  Students have access to newly adopted curriculum in math, language arts, and Project Lead the Way,.|100% of 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, engineering, sports and more.|No barriers exist|Rocky Point Charter will focus on building more science, math and writing programs in the future to strengthen its existing program.||2019-10-15|Met|2019
43693936046668|Rolling Hills Middle|7|||||||Not Met|2019
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. The California Department of Education DataQuest website is another source of data for monitoring enrollment trends.  Grades TK-5: Self contained TK-5 elementary classes are developed with an intentional method in which the demographics of classes reflect the demographics of the school. All students, which 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 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 or AVID, which provides: college and career readiness skills, growth mindset development, and skill development in technology applications.|Romoland School District monitors enrollment trends in Grades 6-8 STEM, VAPA, AVID, and LOTE. Since all students have access to an enrichment elective, elective demographics are on par with schoolwide demographics. Enrollment data from 2018-19 indicate that females are more heavily enrolled in the arts, LOTE (including AP Spanish), and AVID. Males are more heavily enrolled in STEM courses, including computer science. Continued enrollment analysis and adjustments will be applied.|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 6-8 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.|4. 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.  Grades 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 Grade 6 AVID and AVID Excel; LOTE was expanded to include AP Spanish for grade 8 students. Additionally, there was an increase in the number of Computer Science classes offered.||2019-10-08|Met|2019
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.|Our EL students receive 150 minutes of designated ELD weekly and integrated ELD is implemented in all classrooms throughout the instructional day. All teachers have been trained in how to implement a writer’s workshop with all students. All teachers are receiving ongoing training with the focus on the mathematical practices. 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. All teachers who teach science will participate in a district-wide NGSS curriculum pilot, with the goal of adopting new science curriculum beginning 2020.||2019-10-14|Met|2019
10622406006712|Roosevelt 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 continue to receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly and integrated ELD is implemented in all classrooms throughout the instructional day. All teachers have been trained in how to implement a writer’s workshop with all students. All teachers are receiving ongoing training with the focus on the mathematical practices. 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. All teachers who teach science will participate in a district-wide NGSS curriculum pilot, with the goal of adopting new science curriculum beginning 2020.||2019-10-14|Met|2019
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.||2019-10-08|Met|2019
49709040000000|Roseland|7|Our locally selected tools include:  • Review of class schedules, report cards, and PE minutes • Review of district action plans/agreements as related to various subject matter • Review of Student Achievement Time agendas as 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 language arts, 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 services outside of the general education classroom. 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. 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. Integrated and Designated ELD are 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 and or social-emotional 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.|The district has made substantial progress over the past few years in 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.||2019-10-16|Met|2019
49709040101923|Roseland Charter|7|Roseland Charter utilizes a variety of tools when measuring students ability to access a broad course of study for the middle and high school grades.  Master schedules are analyzed to ensure a variety of course offerings that include electives, AVID, art, PE, and AP classes.  The charter uses the data tracking system, Schoolwise, to track progress, 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. All upper grade level students utilize Naviance, an online program, 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.  For the high school, the barriers  are primarily the factors that affect the electives and/or career pathways offered compared to those at larger comprehensive schools.  Barriers for the high school include facilities, equipment, funding, and staffing.|The charter school’s LCAP includes the goal of providing a well-rounded education with access to a robust and engaging curriculum, enrichment, technology, and extracurricular activities.  This goal includes plans to implement the new science standards; provide additional funds for classroom budgets for supplies and services for enrichment; 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.||2019-10-15|Met|2019
19649310000000|Rosemead Elementary|7|Rosemead School District uses a process of analyzing the Student Information System 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 2018-19 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. 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.  One of the strengths in Rosemead School District is that we have received the Arts Education Collective’s Arts Advancement Grant the past three years which has allowed all of our students in our four elementary schools to have resident artists offered schoolwide in every TK-6 classroom to build the capacity of our teachers with their students in formal arts integration and instruction.  Next year, our districtwide goal for arts integration is to begin building teacher and student capacity to integrate Science Technology Engineering Arts Math (STEAM) into content areas PK-8.|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.|An exciting addition to offering a broad course of study for the 2019 school year was the Rosemead School District started a Dual Language Immersion (DLI) Mandarin Pre-School program at one of the elementary schools, Encinita.  The goal for next year is to start two DLI Mandarin Kindergarten classrooms to develop world language skills.   The District has also written grants to increase funding for the visual and performing arts and was recently awarded $45,800 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.||2019-10-17|Met|2019
01612590131896|Roses in Concrete|7|||||||Not Met For Two or More Years|2019
31669100000000|Roseville City Elementary|7|School counselors and administrators schedule all students. These educators review student transcripts, iReady data, state assessment data, and teacher feedback to ensure that all students are placed in rigorous, engaging classes. School counselors spend time, analyzing the measures mentioned above, specifically for unduplicated students. The counselors use the data to work with students to make appropriate course placements. The counselors also work with families to assist them in understanding their child’s course placement and opportunities at the feeder high schools. For example, this partnership has helped RCSD students in better understanding the State Seal of Biliteracy and the requirements.|The Roseville School District utilizes multiple data points and evidence 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. For example, all middle school counselors analyze multiple measures, including face-to-face conversations with unduplicated students, to ensure students are placed in courses that are both rigorous and interesting. Other considerations are based on student interest surveys, site data collection, and input from teachers and parents. Annually the district surveys the parents and students to measure the level of satisfaction regarding the current course offerings, as well as gathering suggestions 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.RCSD staff meets regularly with neighboring districts, including the high school feeder district, to ensure that our courses clearly align with pathways such as Career Technical Education opportunities. RCSD is having joint meetings with the high school district in 2019-2020 to ensure that all students with exceptional needs are enrolled in the most rigorous and engaging course of study and have the necessary supports for success.|Along with culture, professional development, credentialing, and finances have been barriers that RCSD is slowly eliminating. The Local Control Funding Formula (LCFF) in combination with the Local Control Accountability Plan (LCAP) has provided an ongoing cycle of goal setting, planning actions, funding the actions, and using data to track progress. The LCAP, with feedback from constituents, has assisted in identifying barriers as well as addressing them with clear goals.|The district has increased the Multi-Tiered System of Support (MTSS) at sites. Through the MTSS lens, the district as begun addressing the needs of unduplicated students, addressing access and equity concerns, as well as providing more direct services to students. This work has included adding, deleting, and modifying coursework in our schools to provide more rigorous and relevant coursework to our students. This work consists of the following: 1) RCSD is providing seventh and eighth-grade students an opportunity to take pre-Advanced Placement (pre-AP) Social Studies courses in our middle schools. Teachers, in these pre-AP courses, have spent their summer vacation in pre-AP mandatory training throughout the United States. Money was necessary to train teachers and also pay for their travel expenses. 2) There is now a solid Career Technical Education (CTE) Program at each one of our middle schools. These CTE courses connect to high school course pathways. Grant funding supported the growth and expansion of CTE in RCSD. 3) In the past, the Gifted and Talented Education (GATE) qualifying tests were the only measure used for placement in coursework such as Advanced ELA. We are now beginning to look at multiple measures, including student interests, to place or provide options for students to take appropriate coursework. 4) RCSD has also expanded the World Language program at all middle schools as a response to overwhelming parent feedback. The district worked hard to find, interview, and hire hard to come by World language teachers.||2019-10-03|Met|2019
31669280000000|Roseville Joint Union High|7|The RJUHSD reviews local measurements related to graduation rate, UC a-g rates, and International Baccalaureate/Advanced Placement enrollment and Career Technical Education Program of Study (CTEPOS). The graduation rate is reviewed because of its correlation to the Dashboard and its demonstration of our current Tier 1 indicator (Tier 1 meaning what every student is expected to have as a base academic program). The UC a-g rates serve as an indicator because of its relationship to our goal of having all students College, Career and Life ready. We believe that every student should have the option to attend a California state university upon graduation from the RJUHSD. Students become eligible for UC/CSU attendance only if they complete an a-g program of study. The IB/AP indicator for student access to the broad course of study relates to the intentional efforts made in the RJUHSD to provide a college level academic experience with accompanying levels of support. Students who complete an IB or AP course while in high school increase their ability to obtain a college degree. Lastly, our CTE Programs of Study are intended to develop and cultivate career related habits and skills found in the workplace. Collaboration, creativity, applied critical thinking are foundations for life long success. We believe by focusing on theses measurements and closing gaps with key cohorts in these areas we will accomplish our goal of meeting every student's needs.|The current state of access for all students is varied by each school site. The areas of measurement we use to determine access are graduation rate, UC a-g course completion rates, and International Baccalaureate and Advanced Placement enrollment. The differences in graduation rates for underrepresented students and students with disabilities are the most significant across the RJUHSD. The graduation rates at our schools for the 2019 school year are: Adelante-60%, Antelope HS-95%, Granite Bay HS-96%, Independence HS-42%, Oakmont HS-97%, Roseville HS-88%, Woodcreek HS-94%.  The UC a-g rates are; Antelope HS-69%, Granite Bay HS-79%, Independence HS-10%, Oakmont HS-67%, Roseville HS-52%, Woodcreek HS-65%. The enrollment in IB/AP courses are: Antelope HS-533 students testing with 292 receiving a passing score, Granite Bay HS-947 students testing with 741 receiving a passing score, Oakmont HS-550 students testing with 321 receiving a passing score, Roseville HS-423 testing with 263 receiving a passing score and Woodcreek HS-567 students testing with 412 receiving a passing score. The gaps between schools are evident and are more challenging as you examine data at each site related to underrepresented students and students with disabilities. Work is being done and plans are being developed to address these issues.|One key barrier to providing access is the lack of a comprehensive district plan to specifically address the issues contributing to guaranteed access. Partnerships with various experts and organizations are influencing current efforts to improve services for students in today's cohorts but more detailed and robust plans are being formulated for future implementation.|The RJUHSD embarked on an ambitious plan to reorganize and restructure its governance framework and implemented a Continuous School Improvement process based on Dr. Victoria Bernhardt’s work in, Data Analysis for Continuous School Improvement.  The CSI process was conducted through most of the 2018-2019 school year as a district and has continued on as a site based process for the 2019-2020 school year. The district is intentionally working on implementing processes and structures to address areas of growth - such as engaging stakeholders of underrepresented students. The CSI process is one example of this effort. Another example is our partnership with the National Equity Project. Over fifty staff members from throughout the district are participating in a year long training cycle that focuses on addressing problems of practice at the site. This work is bolstered by strategies and techniques that are more inclusive and attentive to all stakeholders. Seeing our own organization through an equity lens and ensuring that all people are seen and all voices are heard. The RJUHSD has a long history of success that has, at times, served as a hindrance to addressing the needs of all students and stakeholders. The work with the National Equity Project is providing staff the tools to examine current practices and ways to change them to include and engage all students and families. Another recent partnership the RJUHSD has begun is with renowned author and advocate Katie Novak. She is a prominent voice in Universal Design for Learning (UDL). This approach to teaching and learning recognizes that each student learns in their own way. Teachers, equipped with UDL knowledge and skills, can design learning experiences that serve all students in a more personalized manner. English Learner students and students with disabilities can engage in all classroom settings that employ UDL techniques. The RJUHSD has also partnered with Jo Boaler and Youcubed from Stanford University to address our challenges in mathematics. We recognize our underrepresented students have the greatest difficulties in mathematics and we believe learning math can be a gateway to success for many of our students. Examining content, assessment practices and engaging students in their own learning is critical to our success in mathematics. Lastly, the district is partnering with Dr. Trish Hatch, author of, Hatching Results, The Use of Data in School Counseling. The intent with the Trish Hatch partnership is to implement a Multi-tiered System of Support for all students.|The RJUHSD recognizes that to address how we authentically engage parents, students and community partners we must see significant change in our system and processes. The work with Continuous School Improvement, National Equity Project, Katie Novak, Jo Boaler & Youcubed and Trish Hatch are all examples of our approach to fundamentally change how we operate. We expect that once these elements of change permeate our district, we will improve the lives of all our students. Especially those who have been historically underrepresented and those with special needs.|2019-10-22|Met|2019
21654330000000|Ross Elementary|7|The District uses Aeries and grade level/department level data reviews to ensure 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.|The Ross School District sees no current barriers in providing student access to a broad course of study for all students.|The District will continue to offer the current approach to providing students access to and enrollment in a broad course of study.||2019-10-14|Met|2019
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.||2019-10-14|Met|2019
21750020000000|Ross Valley Elementary|7|The Ross Valley School District uses report cards, the master schedule, and individual student schedules to ensure that all students have access to a broad course of study.|Along with the core curriculum areas of ELA, mathematics, history/social science, science, Ross Valley School District students have access to a robust educational experience in art, music, and physical education. At the middle school level, students can additionally elect to take courses in engineering, technology, and world language. 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.|At the middle school level, finding ways for students to have access to core curriculum support (academic workshop and math and ELA support) as well as enrichment and elective offerings requires careful hand scheduling of individual students.|The Ross Valley School District will continue to ensure that all students have access to a broad course of study by carefully scheduling specialists (art, music, physical education) and interventions (resource, tier two math and English language arts).||2019-10-15|Met|2019
14633050000000|Round Valley Joint Elementary|7|Because we are a small elementary school with limited enrollment, all students are offered the same opportunities to a broad course of study and to extra curricular and enrichment opportunities. Our Schoolwise Student Information System is used to track enrollment at each grade level.|Because we are a small elementary school with limited enrollment, all students are offered the same opportunities to a broad course of study and to extra curricular and enrichment opportunities. All unduplicated student groups and individuals with special needs are served in the mainstreamed classes, receiving the same instruction, with classroom modifications as needed, as every student. Instructional aides support all students in the classroom or small group settings.|There are no barriers preventing the LEA from providing required access to a broad course of study for all students. Funding can limit the extent of extracurricular and enrichment courses that are available.|The LEA continues to provide professional development opportunities to teachers and instructional aides to improve their craft of teaching and to keep abreast of current teaching trends and practices, ensuring all students have access to a broad course of study.||2019-10-16|Met|2019
23656070000000|Round Valley Unified|7|Every year we are audited by the county office to make sure we have all the materials available for our students. Every year we take a look at our curriculum and make sure every students has access to the books and technology available.|Every student has access to a chromebook. Our curriculum is a hybrid of printed material and digital material so every student has access to both. Every student has access to the curriculum which is aligned to the California State Standards.  Our K-5 ELA material is HMH Journeys and 6-12 ELA has HMH Collections and everybody K-8 has go-math as the curriculum. High school has HMH Algebra I ad II curriculum and every student at HS is using California State adopted curriculum and is enrolled in classes that will lead to a high school diploma.|I don't believe we have any. Our biggest issue is with our El population. We are getting every year more and more students who have no or limited English entering our schools. We currently have two EL teachers who work with our newcomers and help them learn the language so they can start accessing the curriculum like their peers. We have bilingual aides at each school which greatly helps our students succeed in school.|We have started an specific EL program t the HS for our newcomer populations so one period a day they focus only on English language acquisition. At the Elementary school we have identified the students who need support with the language and they are pulled daily for language acquisition support. We also have the Elementary EL teacher meeting with the parents of EL students every morning for 15-20 minutes to educate them on how to support their children.||2019-10-21|Met|2019
19734520000000|Rowland Unified|7|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 2018-2019 school 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 for continued expansion during the 2019-2020 school year. Funding for these offerings comes from the LCAP.||2019-10-10|Met|2019
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 and Applied Arts. The graduation requirements at Sac High are the A-G requirements for admission to UC/CSU Schools so the school offers a range of A-G approved courses at all levels.  The 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 career focused courses. St. HOPE Public Schools, the organization that manages Sac High, approved a  Course of Study Policy in 2018-19 that outlines elementary and secondary courses of study and also prevents discrimination and separation in school courses and activities.|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.||2019-10-30|Met|2019
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 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 is key to this effort.|The baseline data collected for this initial report on Course Access included disaggregated enrollment from the 2018-19 school year. The data show that inequities in access are exhibited in Advanced Placement and A-G on-track status for these student groups: English learners, Students with Disabilities, Hispanic/Latino students, African American students, and Socioeconomically Disadvantaged students. Each of these student groups comprises a disproportionately small percentage of the cohort (AP enrollment, A-G on-track status) relative to its percentage of the total SCUSD student population.  English Learners - 19% of SCUSD students – represent 4% of AP enrollment and 7% of students on-track for A-G completion.  Students with Disabilities – 14% of SCUSD students – represent 1% of AP enrollment and 4% of students on-track for A-G completion.  Hispanic/Latino students – 39% of SCUSD students – represent 30% of AP enrollment and 33% of students on-track for A-G completion.  African American students – 14% of SCUSD students – represent 7% of AP enrollment and 11% of students on-track for A-G completion.  Socioeconomically Disadvantaged students – 71% of SCUSD students – represent 53% of AP enrollment and 61% of students on-track for A-G completion.    Career Technical Education pathways exhibit more equitable access across student groups, with most focal student groups approaching or eclipsing their relative proportion of the overall district population.  An area for focus is English Learners, who at 19% of SCUSD overall, make up 13% of the CTE enrollees.    The 2018-19 results for CTE, AP, and A-G on-track status did not include any broad trends in either a positive or negative direction.  The results were generally similar to those from 2017-18, indicating the continued need to focus on equitable outcomes for the focal student groups, particularly in AP enrollment and A-G on-track status.|Past barriers cited included the need for access to challenging material in elementary and middle school.  This remains an identified barrier in the respect that all students and students within each student group need be consistently challenged within a standards-aligned context to ensure that they are prepared to take on the later challenges of Advanced Placement coursework and a robust A-G curriculum.  An additional set of barriers that has been elevated in priority and visibility are the systems in place that drive student course placement and eligibility.  The course placement context from which SCUSD is currently emerging is one in which significant gaps existed in districtwide standards.  For Advanced Placement and other college preparatory courses there were frequently site or instructor-specific placement criteria being applied.  These served as gatekeepers to student access and, as is often the case where gatekeeping exists, the impacts were felt disproportionately by underrepresented student groups.  As described below, significant work has been done to raise awareness, identify root causes, develop strategic actions, and implement policies to address this barrier.  This is work the district is currently undergoing and as it moves from the development/initial implementation phase to full implementation and sustainability with monitoring, it is expected that the data for AP and A-G on-track status will improve for all students, and in particular those student groups who currently show disproportionately low outcomes.|SCUSD is continuing the efforts detailed last year that include centralized systems and processes for academic counselors to conduct regular student schedule reviews and address identified student scheduling needs in a timely manner.  The A-G counseling benchmarks set across the district provide a rubric against which counselors and students can understand progress toward completion of the full course sequence.  This process was designed to specifically benefit unduplicated student groups and students with exceptional needs as they have continued to have disproportionate outcomes in these measures over time.    The work initiated in 2018-19 and continuing in the current year is principally directed at standardizing placement and eligibility criteria for college preparatory and Advanced Placement courses.  This has included standard district criteria for mathematics and science courses and the use of standard College Board criteria for AP placement.  These processes differ significantly from the prior context in which individual school sites, departments, or instructors set criteria of their own choosing.  The district is also making efforts to standardize course titles, eliminating extraneous course designations that have little impact on course content but do effectively track students into separate groupings.  The district has also convened staff to collaboratively develop course placement criteria for English Learners to ensure that they are consistently enrolled in schedules that include both the appropriate Designated ELD instruction as well as keeping them on-track for graduation and providing opportunities for A-G completion.  Similar work has begun and continues at the middle school grade levels.  District and school site staff are working collaboratively to review and revise placement and eligibility criteria for middle school mathematics, science, and GATE coursework.  Overall, the district recognizes that the recent efforts at standardizing placement/eligibility criteria and developing robust, centralized counseling systems are just the beginning of a much larger effort to eliminate barriers and decrease the opportunity and access gaps that exist in the system.||2019-10-17|Met|2019
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 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 in a departmentalized setting.|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.||2019-10-15|Met|2019
57726940124875|Sacramento Valley Charter|7|All students have access to a broad course of study, K-8, including unduplicated and individual with exceptional needs. Students participate PE, Arts, and World Language Punjabi course in addition to ELA, Math, Science, Social Science, computer, and technology.|All student groups have shown a significant progress in a broad course of study that is indicative of their equal access to the curriculum and activities.|We believe in removing all barriers that hamper academic, emotional and personal growth of our scholars.|English Learners and special need students have multi-level support in the classroom and outside the classroom. All stakeholders are involved in meeting individual needs of scholars.|Parents are involved through PTO in creating a safe and productive climate. Parents partner with teachers and administration in understanding challenges and providing solutions as needed.|2019-10-23|Met|2019
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 55.6% in 2017-18). The cohort graduation rate for all students (92.4%) is higher than Orange County (89.9%) and California (87.3%). In 2017-18 3,417 students were enrolled in a CTE Pathway, including 2,565 CTE Participant, 660 CTE Concentrator, and 221 CTE Capstone. AP exam results have increased for the past 3 years in the number of students (1,888 to 2,140), number of exams taken (3,048 to 3,648), number of exams passed (2,282 to 2,879), 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 10/17/2019 Board Meeting and the data collected for the report: go.svusd.org/a-a||2019-10-17|Met|2019
37754160139378|Sage Oak Charter - South|7|Course lists, a-g course list, master agreements, report cards, transcripts, 4-year graduation plans, post graduation plans. We can view these items based on individual students or defined student groups (unduplicated, ethnic, socio-economic, special needs).|All students have access to enroll in a broad course of study. There are currently no differences or barriers in any student group to be enrolled in a broad course of study.|There are no barriers.|None at this time.||2019-10-10|Met|2019
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 -State Test Results 3-8 and 11 grades-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 . Yes,100% of classrooms will continue to implement content and performance standards for all students including ELLs and students with special needs. Yes,100% of students will have access to a broad course of study in subject areas described in section 50210.  Graduation rates are also tracked as a measure to make sure that all of our student groups are receiving a high school diploma based on the rigorous coursework and 250 credit requirements (excluding any student who might have an IEP that are working towards a certificate of completion within the district).|The district has made continued progress in increasing opportunities and access for all students. With strong overall standardized test scores, the focus to increase the access for our Latino population drives our mission in upper-level coursework, which is promoted by the AVID program. All students have access to a board course of study. Hispanic students in SHUSD have increased enrollment in AP classes from 41 students in 2017-18 to 50 students in 2018-19 as well as their white counterparts from 65 students to 83 students. Early Assessment Progress scores for the ability to take college-level math are remaining low and a focus area for the district. What we do notice is that for a student who did not score a Met or Exceeded on the CAASPP in 11th grade, many are receiving a "C" or better in a college-approved level of math for 12th grade which will exclude students from having to take a math remediation class in college.|Many students in St. Helena Unified fit into more than one sub-group of an ELL, socioeconomically disadvantaged, and/or special needs. Anyone and/or combination of sub-groups place these students at-risk of academic struggles due to language barriers, special needs, and environmental obstacles. In Fall 2018, the California Accountability Dashboard identified these sub-groups as performing in the "Yellow" range for ELA achievement which was an increase in scores from the year before for EL, SWD and SED sub-groups.  Conversely, Math achievement declined on the 2018 dashboard from the year before for EL and SWD which placed them in the "Orange" range on the dashboard. Not progressing in mathematics at the same rate as grade-level peers places any one of these subgroups at risk of not reaching higher-level course work at the upper grades of high school.  Strategies provided in 2018-19 started the process of intentional planning and creating supports for our unduplicated student populations, within the school day and with after school intervention, online personalized learning platforms, summer school, and additional language support.|The following supports are provided or planned: 1. Continued building the Professional Learning Community (PLC) structure TK-8 in order to use multiple measures to inform instruction and provide interventions sooner 2. Continued the professional development of staff in language acquisition to assist with lesson planning to support all students to achieve academic success 3. Maintained enrollment with open access to Advanced Placement classes in all subgroups 4. Increased opportunities for dual enrollment and/or industry certification standards 5. Continue to meet or exceed the University of California and California State University graduation requirements 6.  Increase the number of students who are ready for college coursework based on the Early Assessment Program (EAP) results in English and Math by providing additional support within the school day 7. Increase the number of students who received the Golden Seal of Merit diploma and the Seal of Biliteracy 8. Increase the number of students who complete a CTE pathway or program of study 9. Continue the process of creating a multi-tiered system of support (MTSS) plan and lastly provide in school and afterschool supports to assist in helping Long-Term English Learners (LTEL) become reclassified before entering high school to allow for additional course options and pathways.|The percentage of students who entered 9th grade for the first time in the 2013-14 school year, who received a high-school diploma within five years of entering ninth grade, this includes students who graduated in four or five years, had an overall graduation rate of 94.1% for 2018-19 which is very good.  Our Hispanic and Socio Economically Disadvantaged (SED) sub-groups also increased in their graduation rates.  Our Hispanic increased by 1.7% to 90.7% and our SED increased by 6% to 92%.  The focus to increase access for our Hispanic population drives our mission in upper-level coursework, which is promoted by the AVID program.  Hispanic students in SHUSD have increased enrollment in AP classes from 41 students in 2017-18 to 50 students in 2018-19 as well as their white counterparts from 65 students to 83 students. 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 remaining low and a focus area for the district. SHUSD is committed to challenge and support all students|2019-10-10|Met|2019
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 changed the 6th grade schedule adding a homeroom class.  During homeroom, band and orchestra students attend music classes two times per week allowing all 6th grade students to access the music program.  This information will be reported to the board at a regularly scheduled Salida USD Governing Board meeting at the October 15, 2019 board meeting.||2019-10-15|Met|2019
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).||2019-06-17|Met|2019
27661590000000|Salinas Union High|7|Our district graduation requirements reflect the courses outlined in Ed Code related to this priority.  Accordingly, we use graduation rates and monitor students on track for graduation.|Our graduation rates have remained relatively strong, especially at the comprehensive schools.  We do have gaps, however, across different student groups.  Rates for all students and student groups are predicted (official 2019 rates not released as of this submission) to decrease, with students with disabilities decreasing more relative to the others.|English learners and students with disabilities take additional support classes that makes it more challenging to access some of the upper level classes. Additionally, teachers need continued support on how to meet the diverse needs students they serve as we continue to mainstream students with diverse needs.|We provide extra staff- English Learners (EL) Specialists, EL Clerks, para professionals, case carriers, etc.- to support students access to and success in grade level standards.  We continue to provide targeted professional development to teachers and staff to more effectively meet the diverse needs of our students.||2019-10-29|Met|2019
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. Given the school's small size, all students follow a similar course of study at each grade.|All students have access to a broad course of study and are enrolled in appropriate courses.  Each grade has between 1 and 2 classes and each class follows the same broad course of study including core academic subjects and enrichment classes.|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.||2019-12-05|Met|2019
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. Currently, Samueli Academy serves over 529 students in grades 9-12; of which 68%% Socio0economically Disadvantaged, 10% English Language Learners, 7.2% Students with Disabilities, and 1.3% Foster Youth.  Our student body is comprised of 84% Hispanic, 9% White, 3.5% Asian, 0.5% African-American, 1% Filipino, and 3% 2+ Races.  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 Courses (Design Pathway, Engineering Pathway), Foreign Language, Fine Arts, Concurrent Enrollment (College credit) and complete an internship, as part of the school’s high school graduation requirements. There are no differences in 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.||2019-10-22|Met|2019
27661670000000|San Antonio Union Elementary|7|Each year, an annual inspection is done to ensure all curriculum and materials are updated to make sure there are enough for our students.|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 Art Instruction Teacher Professional Development in the English Language Arts Teacher Professional Development in Mathematics Teacher Professional Development in Science|Potential barriers would be lack of funding for a broad course of study for all students.|Realizing that our students need skills to be prepared for a future world of work, new actions would be addressing this skills gap by providing opportunities for students to focus on strengths/passions, public speaking, and social/emotional learning.||2019-11-12|Met|2019
27661750000000|San Ardo Union Elementary|7|All students, including unduplicated students and students with exceptional needs, were given access to a broad course of study.   All students had access to the broad course of study due to the small size of the school. The administrator monitored the broad course of study by maintaining a list of programs provided. All students are provided the same course of study due to the fact there are only five classrooms in the school.  Students are not separated into different classes based upon academic criteria.  All of the students in kindergarten receive the same course of study.  This is the case for each grade level.  Students with IEP's were given support in the content area by a resource teacher and mainstreamed in the general education classroom for access to the broad course of study.|Again, all students are provided the same broad course of study due to the fact there are only five classrooms in the school.  Students are not separated into different classes based upon academic criteria, school sites, or student groups.  All of the students in kindergarten receive the same course of study.  This is the case for each grade level.|There are no barriers preventing the LEA from providing access to a broad course of study for all students.|No actions need to be taken at this time.||2019-11-13|Met|2019
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 English Learner. 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.|Three 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.||2019-10-10|Met|2019
35675380000000|San Benito High|7|San Benito High School has identified 10 indicators of success within our Strategic Plan to measure student achievement and growth. These indicators are a part of regular reports to school staff, administrators, and board members that are used to guide local decision-making. The indicators that measure a broad course of study are as follows:  AVID Indicator- Our AVID indicator shows that 75% of AVID seniors are graduating meeting the UC/CSU requirement to apply to a 4-year University. This exceeds the general population of 39% UC/CSU requirements met. Additionally, 91% of all AVID students are enrolled in a rigorous course (Advanced, Honors, Advanced Placement).   Graduation rate- SBHSD has approved a policy to align the graduation requirements with the a-g sequence of courses for the University of California and California State University admission. Currently (17-18) our graduation rate is at 91.3% which is 8% above the state average at 83%.   Based on the California Data Dashboard, the College and Career Indicator increased by 11.4% and is in the green range. The indicator shows 52.7% of the cohort as "prepared" with only one student population group in the red. SBHS has two graduation pathways: the University pathway (a-g) and Career Technical Education (CTE). Extensive work has been done to complete all CTE pathway courses with an Introductory course, Concentrator course and Capstone course with most courses a-g approved.|The San Benito High School District Board of Trustees has approved a policy to align the graduation requirements with the a-g sequence of courses for the University of California and California State University admission beginning with the class of 2020. The graduation requirement adoption includes a college and career pathway that students may opt into at the beginning of their sophomore year. This pathway allows students to pursue a career pathway through either our Career Technical Education (CTE) or Visual and Performing Arts programs. Our academic goals are aligned with a focus on “Rigor, Relevance, Inclusion, and Relationships.”   SBHSD students have open access to a total of 21 honors and Advanced Placement opportunities in all core content areas, as well as in the Visual and Performing Arts. Not only does San Benito High School place high importance on academic achievement, there is also a wide spectrum of courses, which allow students to develop their creative abilities within our CTE and Visual and Performing Arts programs. Career training is extensive with 9 career sectors and 13 different pathways.   San Benito High School provides programs for students with disabilities funded by federal, state, and local funds. These programs include special day classes for students who are severely disabled, emotionally disabled, and students needing a modified academic setting. The programs also include the resource specialist support program for students who are completely or partially mainstreamed into the general education program. Some students participate in co-taught classes in which approximately 1/3 of the students having IEPs. There are two teachers, one general education, and one special education, in each co-taught classroom. The resource classes have begun to phase out as we implement an inclusion program, full inclusion is expected by 2020.   The services listed in the goals for all students include students with disabilities who are completely or partially mainstreamed into the general education program. Extensive overlaps occur within our unduplicated count and our students with disabilities population. As a result, students with disabilities who are completely or partially mainstreamed into the general education program are also included in the actions listed for all students.|Based on the California Data Dashboard, Special Education students were identified as below standard (red indicator) in both Academic Performance and College and Career Indicator. Due to these two red indicators, SBHS has worked collaboratively with the San Benito County Office of Education on Differentiate Assistance (DA) with Improvement Science methods. The team has met six times to find the root cause of the below-standard measurements and implement a plan of action.  Based on the California Data Dashboard, the English Learner Indicators show movement from orange in 2017 to yellow in 2018 in both ELA and Math SBAC scores. Based on these measures, the District has determined that the English Learner Program will continue to be a focus.   Both the Special Education Program and the English Learner Program will continue to work on developing supports through the MTSS system.|The SBHS team has participated in a comprehensive self-assessment tool called the Fidelity Integrity Assessment (FIA) within the MTSS training. This self-assessment examined our current school and district practices to inform areas of strength and areas of need. The results yielded a need for an MTSS administrative lead to effectively implement all areas of intervention and work collaboratively with our cousneling team.||2019-10-22|Met|2019
36678760000000|San Bernardino City Unified|7|Locally selected measures and/or tools are used within the 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 and specific program needs.  Tools used as students transition to the secondary level are 9th grade placement recommendations for math and ELA based on district criteria flowcharts and a 6-week check-in on placement. The PSAT was implemented with all grade 8-10 students as well as SAT School day for all 11th graders to support appropriate course placement and college readiness. Completion of the UC/CSU requirements is used to monitor students being “on track” for completing the  requirements for college admission. Also used to monitor progress are student transcripts, student 4-year plans, Career Pathway completion, AP/IB exam success, and graduation review. An A-G monitoring tool was provided to sites to monitor student progress. For the 2019-20 school year, a data protocol will be put in place using the A-G monitoring tool. English Learner Programs Department provides oversight and monitoring of students identified as English Learners. Coursework has been identified to serve the needs of these students. Monitoring tools include the Summative ELPAC, TELL and Spanish language benchmarks, EDL early literacy assessments, and English Language Portfolios. Language fluency guidelines assist with student reclassification and progress monitoring. Elevation was added to monitor EL progress and ensure that students are identified for reclassification. Individualized Education Plan (IEP) is used as a means of ensuring Special Education 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. Working on Real Careers (WORC) program at secondary sites provide students opportunities to develop job skills and student internships.   Advanced learners are identified through district GATE testing annually in grade 2 and then as requested.  GATE student identification, state tests, and local assessment scores can also be used to determine  student participation in advanced learner programs in elementary and honors/advanced coursework in secondary schools. All secondary students had access to Career Pathway (CTE) opportunities.  Student access and enrollment data were monitored with class rosters, Carl Perkins reporting through AERIES, and CALPADs reporting.  Through the analysis of this data, schools and district level personnel were able to monitor student participation in CTE courses.|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 beginning in grade 3 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 which was expanded to additional middle schools.  Within the high school course of study, students of color were identified as not being equally represented in AP/IB classes. In response, a cohort group of AP/IB teachers began the Equal Opportunity Schools professional development focusing on cultural relevance, social/emotional contexts, and how to provide supports to students. This program will be expanded to additional schools for the 2019-20 school year. 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. Counselors are focused on encouraging students of color to participate in rigorous course work. Next steps will be to monitor AP/IB testing participation. 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. Specific district staff are dedicated to support and monitor participation in pathway opportunities. During the 2018-19 school year work began to analyze participation rates of high school African American and Special Education students in pathways. These student groups have access, yet their participation rates are less than other student groups within the school district. A task force will be convened to develop strategies to increase participation by these student groups for the 2019-20 school year. 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 Learners (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. Increasing access to a variety of coursework will be studied through a work group in 2019-20.|Awareness of class/program availability and student academic achievement have been identified as barriers to all students accessing a broad course of study.  Because of the variety of programs offered at schools across the district, families may not be able to access these programs because of limited space and/or location of school.  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, Long-Term English Learners and African American students. SBCUSD is committed to all students having access to Career Technical Education experiences. A challenge has been ensuring students with special needs have the same access, specifically those that may require additional assistance from school special education personnel.|Effort is made to ensure all students have access to a broad course of study. We have a shared focus on improving first instruction, mastering grade level standards in English language arts and mathematics for all. Through our Community Engagement Plan, stakeholders have identified priority student groups: African American, Special Education, and English Learners for which additional supports are being provided.   Professional development around first instruction has been a focus and will continue for the 2019-20 school year. Continued efforts have been made to better align course offerings to A-G requirements. A closer look at the course of study will be focused around the parity of enrollment in accelerated programs. Next steps will be to monitor student participation in high achieving courses with an emphasis on students remaining within these programs. Reclassifying English Learners (EL) as soon as they are ready is a priority. Our goal is to have students reclassified within five years if entering at an Emerging Level of English Language Development. Each school site has an English Language Facilitator (ELF) to ensure that our EL students are placed and monitored. Ongoing monitoring of designated and integrated English language development is a priority. A Latino Task Force was created and will continue in 2019-20 to identify strategies to help our Latino students meet grade level standards. The African American Task Force worked to identify evidence-based instructional practices offering the greatest promise for increased results for this student group. Opportunity Gap Specialists are assigned to schools with higher numbers of African American students to advocate, support and monitor the progress of these students.  The Superintendent’s Student Advisory Group provided insights into the needs of our high school students through the sharing of powerful student voices and will continue for the 2019-20 school year. As a result of data analysis on student participation within the Career Technical Education (CTE) courses, a Task Force will be deployed for the 2019-20 school year to increase student participation in the CTE coursework, focusing on African American and Special Education students. Restructuring and improving service delivery models for our Special Education students is providing greater integration and access for some of our most at-risk learners. Close examination of IEP goals, success indicators, and student achievement assisted district leaders in determining how to best provide the supports needed for our Special Education students to fully access a broad course of study. Through the transition plan, efforts are made to ensure specific course of study options are addressed for these students. Our district continues to improve the monitoring systems and tools utilized to ensure equitable student access to a broad course of study including access to world languages and career technical opportunities.||2019-10-15|Met|2019
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, 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 2018-19 school year, students earned nearly fifty thousand credits. Over thirty thousand credits were earned in core courses (English, History/SS, Science and Math), while the remaining 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 16.3% and 20.6% 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. In addition, our SBCSS Curriculum Team is constantly reviewing new curriculum and piloting new and innovative programs to share in our diverse classroom settings. 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.||2019-10-07|Met|2019
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 indicated that all students have access to a broad course of study, however, the students requiring additional support courses as designated by their IEP or the English Learner acquisition level at the middle school were not provided access to History-Social Science and Science.  For the 2019-20 school year, a new master schedule was developed by the site to provide students access to all core content courses, support sections and elective courses such as Visual and Performing Arts, Applied Arts and Foreign Language.|The current master schedule does not permit students in 7th and 8th grade who have not attained English language proficiency or students with disabilities to access a board course of study.|The need for an equitable master schedule was revealed and will be developed and implemented. Tracking of course access will occur through the District's student information system.||2019-11-13|Met|2019
41690216112213|San Carlos Charter Learning Center|7|We are a single site, independent Charter School with less than 400 learners. All learners–our kindergarten through eighth grade–have access to all of our classes. As such, a specific tool to measure the inclusion of learners in the different classes is not necessary for us to gauge inclusion. Our tools are really the structure of our program, our philosophy towards inclusion and learner choice, and observation.|In the upper grades where there are several options for different math pathways, learners self-select which pathway they want to participate in. We have an inclusion-focused special education program, where we maximize the time that learners with IEPs spend with the general education peers. These decisions are made in consultation with team members, learners, and parents.|Our biggest barrier is insufficient funding for additional staffing. We could provide more individualized support if we were able to hire more inclusion and intervention staff.|This year we are implementing a small "program within a program" for our SpEd learners that needed a more consistent and predictable environment for part of the day. All of these learners (five) spend a significant of their day in the general ed classrooms for different core content areas as well as the elective program.|As a small school environment, reflection and revision is on on-going process. As an independent charter school, we are able to make adjustments or try new things quickly to better meet the needs of our learners.|2019-10-09|Met|2019
41690210000000|San Carlos Elementary|7|SCSD annually performs an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Specifically, emphasis is being placed on increasing the percentage of students from typically underrepresented student groups in advanced mathematics courses, and access to all subject areas for students with exceptional needs.|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, while the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs increased this year, it was still 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.  This will be the focus of our work for the bulk of this school year at all schools. There is also a need for work around equity at all schools, and this work has only begun at the middle school level.|The math placement criteria and related pathways were clarified and communicated to incoming fifth grade parents last spring in person and were posted on each school’s website. SCSD will continue to place an increased emphasis on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school. We are also undergoing an analysis of our Special Education teaching models in conjunction with the teachers union to better understand and clarify the use of each model moving forward.||2019-10-24|Met|2019
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: NWEA MAP data, suspensions and expulsions, field trip attendance data, 8th grade 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.  These courses range from high school level math and language arts to a study hall to support students with special needs.  Occasionally, students with special needs 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 during a study hall elective.  At times, students who are dis-regulated cannot attend core inclusion opportunities and are presented with options and access points to support them in their learning.  The diversity of courses are created to support, inspire and engage a diverse group of learners.|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 recognizes that a focus on teacher practices to support English Learners within our integrated approach.  We also are working to enhance the designated EL practice this year.  These actions and expenditures are documented within the LCAP.  Our professional learning has focused on specific grade level, tier 2 interventions to support EL’s.  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.||2019-11-12|Met|2019
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 a school counselor and student-support specialist), reading and mathematics assessments, a career/interests survey, and, when needed, a review of their IEP (by a 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 facilities), Community Schools (serving students who have been expelled or referred from their districts, social services or probation), San Pasqual Academy (serving foster youth at a residential facility), and Monarch School (serving students impacted by homeless). Each CDS code enhances our orientation/transcript review and scheduling process in ways that best meet the needs of their student population. For example,  San Pasqual Academy is long-term, and there is a stronger college-going culture, where a full A-G courseload en route to admission to a 4-year university is offered. In our Court Schools, we have a shorter term placement and so in addtion to A-G approved courses, students are exposed to a wider range of CTE options, including graphic arts and fire science. At Monarch, the emphasis is greater on social-emotional learning thus all high school students have annual access to social-emotional learning courses, in addition to a full A-G courseload. Finally, our community schools, due to their size and shorter terms are limited in their Foreign Language and Science Labs of A-G.  However, the strategies offered are more flexible such as Independent Study, which allow students to personalize their learning experience based on their future plans  while offeing more opportunities for A-G courses.|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 students transiency (movement between sites), 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 through consistency in curriculum and professional learning focused on stronger instructional strategies. 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 a broad range of needs that would preclude them from being heavily involved in their school program and thus missing out on the opportunities for them to maximize their time.||2019-10-09|Met|2019
37754160138651|San Diego Mission Academy|7|The school is new this year.   Each student receives a credit evaluation based on past school transcripts immediately upon enrollment. This credit evaluation guides and prioritizes student course placement to ensure an accurately assigned broad course of study. 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 2019-2020.  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, and 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 science and physical education courses. The courses with the fewest students enrolled were foreign language, ELD 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, VAPA is low. • Exceptional need students were enrolled in tutoring o YES – enrollment is evident and high in Mathematics and ELA. This is the first year of implementation, so there is no difference overtime to report until the 2019-20 annual data is analyzed.|The nature of our program is to serve students through a personalized, online learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through online delivery model with virtual teacher instruction and tutoring supports.  Students receive exactly what they need in the way of immediate and timely 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 category for curriculum is in non-core courses, as many of our students enrolled have successfully completed these graduation categories and/or are greatly deficient in their core areas (for this reason, we prioritize core coursework and carefully plan a course path). There is access to foreign language courses such as Spanish and French, as well as a-g electives.   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.  For this reason, all staff continuously monitor progress, update, and adhere to a graduation plan that is created for students upon enrollment. All students are enrolled in Computer Literacy as their first course (if this requirement has not yet been completed) so that each student has the tools necessary to work in a digital, online environment. It is required that all students complete a career readiness course and/or participate in a career counseling and exploration workshop to ensure their preparedness for post-secondary success. Ensuring that students are enrolled in the correct coursework that meets their post-secondary goals, and targets their recovery of core credits and timely graduation is a priority for this school year.||2019-10-15|Met|2019
37682130119560|San Diego Neighborhood Homeschools|7|||||||Not Met|2019
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 district measures career technical education course taking and outcomes for myriad student groups and all high schools in the district. These analyses reveal no marked differences across student groups or schools. Similarly, the district analyzed course taking in visual and performing arts and found no marked differences among most student groups; however, participation by a few groups (English learners, students with disabilities, and foster youth) was lower than most others.|• Insufficient state funding precludes providing the desired level of non-core programming. • Repeating core courses in high school limits some students’ ability to take elective courses.|Action steps are detailed in the District’s 2019-20 LCAP Action Plan, Goal 2.||2019-10-29|Met|2019
37682130123224|San Diego Virtual|7|SDVS ensures that all students have access to the online curriculum, Edmentum, 24 hours a day, seven days a week. With this in mind, all students in need are loaned portable laptops to access the curriculum, bus passes for students to attend areas where Wifi access is available if needed, precise four year graduation plans created from counseling staff, as well as constant individual monitoring for unduplicated student groups and students with exceptional needs. SDVS provides Coordinator positions closely monitoring these groups, assisting teachers on implementation and effectiveness throughout the school year.|Although SDVS is an online high school, it closely monitors where students reside, ensuring that access to curriculum, online instruction, one-on-one tutoring at nearby community locations, and timely feedback are given to students in their local residential locations, providing every opportunity to be successful in an online learning environment at SDVS.|The barrier that would prevent access to a broad course of study for all students at SDVS is whether the student will seek out Wifi access if it is not available at their residence. Although SDVS provides many options to receive the access (libraries, local fast food chains, etc.), there can still be a barrier of transportation for the student. SDVS does offer bus passes for students in need to gain access to Wifi, but it can still be a barrier for students if students do not take advantage of the transportation provided. SDVS provides every opportunity for the student to be successful in this program, and will continue to work with students to ensure they receive access to the curriculum.|SDVS continues to provide students in need with laptops and bus passes in order to gain access to the curriculum. In the 2018-2019 school year, many home visits and parent meetings were conducted to strategize with families on better engagement for students. At time of publication, for the 2019-2020 academic school year, SDVS is observing more students engaged, better access to curriculum and effective online teaching utilizing Web 2.0 tools such as web conferencing, online meetings, and one-on-one tutoring at community locations.||2019-11-01|Met|2019
37679830134890|San Diego Workforce Innovation High|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-16|Met|2019
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, International Baccalaureate and Honors course enrollment, as well as results of the College and Career Indicator on the CA School Dashboard. Throughout the year, counselors conduct transcript 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 90 credits more than the CA state minimum requirements, and students must complete 70 elective credits to fulfill local graduation requirements. 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, College and Career Indicator (CCI), CSU/UC A-G eligibility rates: SDUHSD students continue to graduate at a significantly higher rate (96.2%) than the state (87.3%) or county averages (86.3%) for all students and student groups. A review of multi-year cohort graduation rates indicates that English Learners (82.3%), socio-economically disadvantaged students (89.5%), Hispanic/Latino students (90%), and students with disabilities (83.5%) graduate at lower rates when compared to the district average (96.2%). Although the most recent cohort graduation rates (2017-18) indicate lower graduation rates for these students, each student group reports 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, Hispanic/Latino students, and socio-economically disadvantaged students.   SDUHSD and all comprehensive district high schools reported a CCI in the “Very High” range during the fall 2018 dashboard release. Further review of CCI results by student group revealed lower CCI rates for English Learners (29.6%), socio-economically disadvantaged students (56.2%), Hispanic/Latino students (56%), and students with disabilities (33.9%).   SDUHSD students report high rates of UC/CSU eligibility with 80.3% of students meeting A-G course requirements. A review of multi-year UC/CSU eligibility rates indicates that English Learners (29%), socio-economically disadvantaged students (57%), Hispanic/Latino students (58.5%), and students with disabilities (39%) demonstrate lower rates when compared to the district average. Although the most recent UC/CSU eligibility rates (2017-18) indicate lower rates for these students, each student group reports a higher rate than the county and statewide averages for their peers.  CTE and Advanced Placement course enrollment: SDUHSD has expanded CTE course options and pathways over the last few years. As a result, course enrollment has remained high with over 5,000 students enrolled in CTE pathway 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.   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 his or her choosing with guidance from counselors and teachers. There are no closed honors or other tracks. For all students, and specifically for 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 including credit recovery for 11th/12th grade students who are credit deficient , math remediation and bridging between courses, and English Language Development. Additionally, counselors meet regularly with students to complete 4 or 6 years plans and the district continues to improve and expand CTE pathways as well as STEM courses.||2019-10-10|Met|2019
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. Out of 697 students entering Kindergarten from our pre-K Centers we found 59.4% demonstrating Readiness for Kindergarten. 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 2018 Fall CA Dashboard reports that our Grade 3-8 and 11 students on average are 5.9 points above meeting standard in ELA (an increase of0.3 points) and 9.1 points below meeting standard in Mathematics (a decrease of -2.1 points). 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 our students advance into high school up to 50% enroll in a World Language class and approximately 25% enroll in CTE classes. Their successful journey through high school is demonstrated by our Adjusted Cohort Outcomes as reported by CDE DataQuest. Our 2018-18 Graduation Rate was 85.5% (an increase of 1.1%) with 59.7% of the graduates UC/CSU Ready. In addition, the Fall 2018 CA Dashboard reports that for the College/Career Indicator 55.2% of our students are rated as Prepared (a drop of 2.4%). Foster Youth, English learners and African American students lag far behind their peers in this measure.|In Fall of 2018, we held a data forum with the community to review key measures from 2017-18. We continue to resource efforts to improve the delivery of ELD frameworks across all schools. We therefore also prioritized employing top talent and creating conditions for staff to do their best work. The conversations that were held with stakeholders this year highlighted rising expenditures. 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.|SFUSD works to better ensure the success of our historically underserved student populations. English Learners: Ensure implementation of the ELD across our schools; rigorous instruction; identification and placement of English learners; access to effective language pathways; appropriate staffing and professional development; parent/guardian communication and outreach; 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 policies and programs to enhance and target 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: Students with IEPs are first and foremost, general education students who need additional services and supports; decisions about student services are based on students’ 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; supports to address truancy, high school graduation, and school discipline.|SFUSD and SFCOE report their local measures as one unit based on the operating structure for these LEAs.|2019-10-15|Met|2019
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. Out of 697 students entering Kindergarten from our pre-K Centers we found 59.4% demonstrating Readiness for Kindergarten. 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 2018 Fall CA Dashboard reports that our Grade 3-8 and 11 students on average are 5.9 points above meeting standard in ELA (an increase of 0.3 points) and 9.1 points below meeting standard in Mathematics (a decrease of -2.1 points). 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 our students advance into high school up to 50% enroll in a World Language class and approximately 25% enroll in CTE classes. Their successful journey through high school is demonstrated by our Adjusted Cohort Outcomes as reported by CDE DataQuest. Our 2018-18 Graduation Rate was 85.5% (an increase of 1.1%) with 59.7% of the graduates UC/CSU Ready. In addition, the Fall 2018 CA Dashboard reports that for the College/Career Indicator 55.2% of our students are rated as Prepared (a drop of 2.4%). Foster Youth, English learners and African American students lag far behind their peers in this measure.|In Fall of 2018, we held a data forum with the community to review key measures from 2017-18. We continue to resource efforts to improve the delivery of ELD frameworks across all schools. We therefore also prioritized employing top talent and creating conditions for staff to do their best work. The conversations that were held with stakeholders this year highlighted rising expenditures. 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.|SFUSD works to better ensure the success of our historically underserved student populations. English Learners: Ensure implementation of the ELD across our schools; rigorous instruction; identification and placement of English learners; access to effective language pathways; appropriate staffing and professional development; parent/guardian communication and outreach; 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 policies and programs to enhance and target 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: Students with IEPs are first and foremost, general education students who need additional services and supports; decisions about student services are based on students’ 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; supports to address truancy, high school graduation, and school discipline.||2019-10-15|Met|2019
19752910000000|San Gabriel Unified|7|To meet State Priority #7: Access to a Broad Course of Study, San Gabriel Unified School District (SGUSD) used qualitative and quantitative data to review course offerings, class schedules, and school schedules.  The District also uses the California Longitudinal Pupil Achievement Data System to analyze course offerings and access to a broad course of study.  Also, SGUSD's Student Information System identifies access and enrollment for grade spans, unduplicated student groups (English learners, low income, and foster youth), and students with disabilities.|In the 2018-2019 academic year, San Gabriel Unified School District had 100% of students with full access to a broad course of study as defined by California Education Code 5120 and 51220(a)-(i).  All 5 of SGUSD's elementary schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6.  The seven areas include: English, mathematics, social sciences, science, visual and performing arts, health, and physical education.  All 3 SGUSD's secondary schools for grades 7-12 offer access to English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. While some of our secondary sites offer different pathways and programs within a course of study all secondary students have equal access to college and career pathways, A-G requirements, and courses within their area of interest.  At the elementary level, students can access some courses, such as the music immersion program, dual language immersion, STEM and enrichment classes within and outside of the regular school day.|The San Gabriel Unified School District works collaboratively with all stakeholder groups to identify barriers and provide equity and access to all students K-12.  SGUSD's Student Information System (Aeries), family surveys, and the California Longitudinal Pupil Achievement Data System are locally selected measures that identify barriers.  State priorities and different student learning needs require district educators to examine creative ways to provide more flexible scheduling and embedded time during the school day.  Additionally, flexibility in scheduling, before and after school opportunities, allow SGUSD students to receive additional supports and enrichment opportunities for academic success. Lack of access to computers and internet access in the home of some students has been identified.|At the secondary level, SGUSD addresses barriers by offering a variety of opportunities including Dual Enrollment through local community colleges, summer school courses taught by SGUSD teachers and local community colleges, and credit recovery classes. SGUSD continues to strive to provide additional supports to English learners without disrupting their ability to achieve A-G and Career Technical Education (CTE) Pathways.  To ensure access, academic counselors will continue meet with students to develop course schedules to ensure students have the language supports needed, are on track to graduate, and are prepared for college and career.  At the middle school level, intervention summer school supports unduplicated student groups to develop mastery of State standards and ensure access to A-G and CTE Pathways upon matriculation to high school. The LEA will now provide free internet access in the home and laptop computers to take home for students in need.|To achieve State Priority #7, SGUSD engages in regular analysis of enrollment in broad course of study.  Analysis in courses helps to inform the district as it makes decisions on offerings and using Local Control Accountability Plan Supplemental and Concentration funds.|2019-10-29|Met|2019
33672490000000|San Jacinto Unified|7|San Jacinto 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 Aeries 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. 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.  SJUSD utilizes a Schoolzilla Data and Visualization platform, which provides regular reports of student progress towards meeting a-g eligibility requirements in high school as well as enrollment participation by student groups.|SJUSD 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 course content areas. English Learners (ELs), Special Education students, and advanced learners (including gifted and talented students) are serviced at all school sites within SJUSD.  English Learners participate in Integrated and Designated English Language Development structures to support language needs, moving toward English Proficiency.  SJUSD 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.  A co-teaching model of inclusion has begun at secondary levels with SAI classes pushing into General Ed classes to gain curricula exposure to the common core state standards. For advanced learners, SJUSD offers Gifted and Talented Education (GATE) enrichment at all elementary schools, and honors courses at all middle schools. A variety of specialized programs are available, including on­line education, Dual Language Immersion, International Baccalaureate, Career Technical Education, Advancement Via Individual Achievement (AVID), Science, Technology, Engineering and Math (STEAM), Junior Reserve Officer Training Corps (JROTC), instrumental/vocal music, athletics, and the performing arts.|Given the results of the locally selected measures SJUSD was able to identify that students with disabilities reflected a lower enrollment rate to CTE course when measured against other student group populations. SWD students had an average enrollment of 10.0% in the following Career Technical Education courses that were monitored using the Course Enrollment report from Schoolzilla: Law Enforcement, Emergency Medical Technician, Intro to Medical Profession, Forensic Science, and Culinary Arts.|SJUSD will continue to strive to ensure each and every student has access to a broad course of study that will not only promote but also provide opportunities for students to be college and career ready. SJUSD will continue to identify systems and opportunities to provide access for students with disabilities to gain enrollment into CTE courses. As part of the process, a review of the current CTE pathways courses available is also a part of the system. Identifying if the pathway to college and career readiness through CTE courses is clear for all students and that the designs of the pathways adhere to students' needs to persist and complete.||2019-10-08|Met|2019
33672496114748|San Jacinto Valley Academy|7|SJVA develops electronic 4-year academic plans using the school information system Aeries.  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. This year we have initiated a partnership with California College Guidance Initiative ran by College Next. This partnership will allow our student to have access to a multitude of information that will guide them to their desired career pathway. Furthermore, this site will allow for students to have access to their completed course work in the form of a transcript. The students will be able to see how they are progressing in their A-G completion and know if they have met the minimum requirements for CSU admission.|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, Aviation, 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 Biliteracy 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.||2019-10-24|Met|2019
39103970121723|San Joaquin Building Futures Academy|7|The San Joaquin Building Futures Academy tools and measures used to ensure all students have access to and are enrolled in a broad course of study include a course catalog of offerings, the master schedule which details the daily offering of courses, and the use of a Student Information System (Promis) which is used to enroll students into course offerings.  All students have access to required graduation courses and based on individual college and career goals, have access to a variety of elective courses.  Students with exceptional needs have counselors and special needs staff evaluate their individual plans and with parental input, their course of study is determined.|An analysis of San Joaquin Building Futures Academy course offerings, student schedules and student progress in credits earned for graduation demonstrates that all students have access to and are enrolled in a broad course of study. This is accomplished through a hybrid daily/independent study model.  Students are offered support in a classroom setting and can also access on-line curriculum outside of the classroom.|The main barrier to offering a broad course of study for all students is having only two instructional staff on campus.  This limits the ability of the school to offer an extensive elective program that meets the needs of the diverse student population.|Based on an analysis of student academic and college/career readiness needs, San Joaquin Building Futures Academy is in the process of expanding its Career Technical Education (CTE) and elective course offerings.  They are currently exploring on-line CTE course offerings, a partnership with the local community college to provide students access to CTE programs on campus, and hiring of additional CTE teaching staff, specifically in logistics and culinary arts.  They are also in the process of joining a larger charter program which will provide more opportunities to enroll in and offer a broader course of study.||2019-09-16|Met|2019
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. After enrollment, counselors and teachers meet with students regularly to review transcripts and credits needed for graduation.  During the start of the 2019-20 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 is identified as an area of need and is included in the 2019- 20 LCAP. Providing additional access beyond PLATO to health, P.E. visual and performing arts, and world languages courses, continues to be an area of growth.|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 2019-20 LCAP intentionally reflects the need to address this challenge, and increase access to CTE pathways for all our students.|Program-wide math curriculum was adopted in 2016-17, English Language Arts/ELD curriculum in 2017-18, History Social Science curriculum in 2018-19, and Next Generation Science Standards curriculum is currently being reviewed with the support of our SJCOE STEM leaders with an anticipated adoption in 2020-21. The course catalog for the one.Programs was revised in 2018-19 and continues to be updated annually. The course catalog reflects a board course of study, including A-G courses offered through PLATO, and includes core content courses and elective courses, as well as some CTE courses. We are continuing to look for new ways to provide more access to CTE courses for students and are planning to hire additional CTE instructors during the 2019-20 school year.  During the 2019-20 school year, all teachers created Specific, Measurable, Attainable, Relevant, and Timely (SMART) professional learning goals to improve student outcomes. Increasing student proficiency in math and reading, improving student writing, designing and implementing project-based learning, and offering intentional workshops for students are just some of the professional learning goals that teachers are working on. All teachers identified measurable student outcomes to monitor progress towards achieving their goals. In addition, the SJCOE has collaborated with SJCOE Educational Services staff, WestEd, and PBL Works to help support teachers while they work towards meeting their professional learning goals.||2019-10-16|Met|2019
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 use 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.    Students with exceptional needs have access to accommodations that increase access, understanding through instructional, digital and technology application support structures.  SJCA has made sure all programs have broad strategies that can meet the diverse, unique needs of our students.  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 in all student learning.  All classrooms grades K-2 have a 1:2 iPad ratio.  All classrooms grade TK-5TH have 1:1 iPads access, 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 software: 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.    Our tools and locally selected measures give us the ability to identify the barriers preventing us from providing access to a broad course of student for all students.  An internal barrier is maintaining the ongoing cadence of data monitoring across all grade levels.  Often, it is easy to focus on grade-level performance and lose sight of long-term trends that reveal opportunities.|To address the barriers, we have purchased a program, EduClimber, that allows us to consider a variety of factors that could inhibit greater access to the broad course of study for all students.  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.||2019-10-09|Met|2019
43694274330676|San Jose Conservation Corps Charter|7|||||||Not Met|2019
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. In response to the results of the tool or locally selected measures, what revisions, decisions, or new actions will the LEA implement, or has the LEA implemented, to ensure access to a broad course of study for all students?|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.||2019-10-17|Met|2019
34674473430758|San Juan Choices Charter|7|Choices Charter School uses internal enrollment data, counselor and teacher feedback, and student feedback to monitor access & enrollment of students in a broad course of study. We monitor a-g course enrollment, progress toward a-g completion and graduation requirements, and 12th grade progress toward graduation throughout the year. LCAP and WASC data are analyzed and used to guide adjustments to student access to a broad course of study.|Since our 2013 WASC visitation, Choices has been committed to adding additional courses and electives to provide the broadest possible course of study for students as possible. Despite our small size, Choices teachers pursue new ways to involve all students in a wide range of core and elective classes. It is unusual for a small independent study program to offer the diversity of classes that we do, but through creativity and determination our VAPA courses include drawing & painting, piano, guitar, percussion, choir, and film & video production. Additionally, we offer: Spanish and French; robotics; art history, keyboarding, computer applications, child development, and others. Many of our elective courses are a-g approved, as are our multiple offerings in Advanced Placement courses. Over the last few years, we have expanded our AP offerings to six different subject areas.  Key Findings – Access to Advanced Level Courses: The number of AP course offerings has increased from two to six in the last 3 years.  Key Findings – Access to Advanced Level Courses: There are no barriers of entry to honors and AP courses. Key Findings – Commitment to Expanding Offerings: Since our WASC visit in 2013, Choices on average has developed and added at least one new course each year.|No barriers exist at this time. What cannot be provided through our own course catalog and teaching staff, we are able to "outsource" students to other online curriculum providers. No student is ever denied the opportunity to challenge themselves in different courses.|Choices Charter has implemented an open-course policy that allows any student to access any course they wish, provided they have completed prerequisites. CCS will continue this practice as new courses are added to our catalog of offerings.||2019-10-22|Met|2019
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 2018-19 school year, 95.1% of students overall were enrolled in a broad course of study.  This varied somewhat by student group: foster youth (82.0%), low income (82.2%), English learners (78.0%), homeless youth (84.7%), and students with disabilities (79.4%).  For middle grades (6-8) during the 2018-19 school year, enrollment in English, math and science ranged from 96.1% to 99.8%).  Enrollment in social science was 93.1% of students, below the established target.  For high school grades (9-12) during the 2018-19 school year, enrollment met the established targets for English (96.2%), math (81.6%), science (75.8%), physical education (60.1%), world language (49.5%), and visual and performing arts (47.0%).  Enrollment for social science was below the established target (77.1%).|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.|Data on Board Course of Study is included in the LCAP Annual Report in Goal 1 which was approved by the Board of Education on June 25, 2019. The minutes from the Board meetings can be found at https://www.sanjuan.edu/Page/361|2019-10-22|Met|2019
01612910000000|San Leandro Unified|7|San Leandro USD's goal is to ensure that ALL students graduate college and career ready. The district plan is to ensure that all have access to and become successful in broad course of study. The district’s measurement tools are as follows:  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 the core. In addition, district and site administrators verify that all students have access to all core subjects as well as Physical Education and Arts.  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. In addition, site administrators and secondary counselors provide course catalog to students ensuring a variety of Career Technical Education, World Languages, Physical Education and Visual and Performing Arts courses are offered. 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.|SLUSD ensures that 100% of our students at the elementary level 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. All elementary teachers 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 an 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 have been recently revised to provide students with several opportunities to meet the A to G requirements and be able to apply to different universities. These 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. Students have the opportunity to complete a Career Technical Education Pathway or take a variety of course options that prepare them for future careers and for college. Additionally, we have a total of 449 sections 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 grades 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.|San Leandro USD 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 initiative for Goal 1 is to provide standards-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 performance-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 integrates 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 inspires and supports students to attend public and/or private colleges by establishing a 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 to 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. USD has operationalized career education pathways at the high school level ensuring each pathway has work-based learning and a capstone project in each pathway, increased the number of dual enrollment course offerings, and increased the number of internships programs during the school year and in the summer program.||2019-10-08|Met|2019
01613090000000|San Lorenzo Unified|7|San Lorenzo Unified School District continues to focus on ensuring graduating 12th grade students are A-G eligible based upon having access to and successfully completing a broad course of study.  In 2018-19, 41.9% of grade 12 students met A-G requirements.  In terms of student groups, 27.4% of African-American students, 35.1% of Latinx students, 1.4% of English Learners, 8.0% of Students with Disabilities, and 38.9% of Socio-economically Disadvantaged students met A-G requirements. Additionally, our district strives to increase the number of students enrolling in Advanced Placement courses.  During the 2018-19 school year, 25.0% percent of grade 10-12 students within the district were enrolled in at least one AP course.  In terms of student groups, 13.4% of African-American students, 19.0% of Latinx students, 0.9% of English Learners, 3.6% of Students with Disabilities, and 22.5% of Socio-economically Disadvantaged students were enrolled in at least 1 AP course. San Lorenzo Unified had 48.4% of grade 10-12 students enrolled in a CTE course in 2018-19.  In terms of student groups, 42.6% of African-American students, 45.8% of Latinx students, 22.1% of English Learners, 58.6% of Students with Disabilities, and 45.5% of Socio-economically Disadvantaged students were enrolled in a CTE course.|As noted in our A-G and AP course enrollment/completion summary, we continue to see disproportionality in terms of which students are A-G eligible and/or enrolled in AP courses.  Although East Bay Arts High School has limited AP course offerings due to its size, students may take such courses at our other 2 comprehensive high schools.  We continue to work toward ensuring all student groups, including African-American, Latinx, English Learners, Students with Disabilities, and Socio-Disadvantaged students are enrolling in A-G and AP courses.|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.  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.  Additionally, 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 and East Bay Arts High School now has two teachers certified with a CTE credential.  To create the CTE pathway, San Lorenzo HS added a CTE course, Advanced Criminal Justice.||2019-10-15|Met|2019
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 complete pathways with capstone classes, and two others with introductory and concentrator courses, 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. In 2018-19 we completed a Federal Program Monitoring process that helped us add to our supports for EL students in particular.  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 education 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).  Skills Mastery around power standards has been implemented at the high school to help to bring all students to minimum mastery levels in math, with intervention opportunities offered for all courses to provide more instruction and additional opportunities for mastery.  SLVMS has rolled out a program that mirrors the mastery model and intervention strategies at the high school.|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.  Our CTE pathways also include opportunity to participate in Future Buisiness Leaders of America to help students build career skills.||2019-10-16|Met|2019
27661830000000|San Lucas Union Elementary|7|These are the tools the LEA uses to track equitable access to education for all students from all subgroups: review of statewide test scores, review of District benchmark diagnostic scores; tracking of where 8th grade graduates place into reading and math upon entering high school; weekly teacher/administrator discussions to ensure all student needs are met (when needs of individual students arise from these discussions, Student Study Teams, parent conferences, and interventions and accommodations may result); ongoing parent engagement activities; weekly academic success shout outs.|LEA is a single school site, located in a rural area. Students are all educated in general ed, with students with special needs receiving additional supports through Resource Specialist Program. A visit from the county SELPA during the 18/19 year found the program the LEA put in place for a student with Down Syndrome was impressive and demonstrated dedication to ensuring equitable access for students with special needs. English language learners receive language acquisition support in class. Over 90% of student body is economically disadvantaged, so the school does a lot to provide students with outside of the classroom learning experiences (field trips, art lessons, music lessons, gardening program). There is an Afterschool Education and Safety program designed to support students by providing after school healthy child activities until 6pm every day, free to parents. School  dedication to students in unduplicated student groups is reflected in statewide test scores, where the subgroups are on par with their peers in both English Language Arts and Math. A majority of San Lucas students go on to the high school and place straight  into the high school level Reading and Math subjects without summer school or freshman year placement in the intervention program.|At this time, the LEA provides access to a broad course of study for all students. The barrier that prevents the LEA from engaging students to fullest extent possible is the small staff. The school is not funded for enough teachers to have one teacher per grade level. Rather, students are taught in multigrade classrooms that can include anywhere from two to four grade levels in a single room. While the classrooms are not typically large groups of students, the span of multiple grade level standards and the span of maturity is complex and varied.|LEA is always looking into creative ways to schedule class subject instruction, identify curriculum programs that overlap the grade level standards, and contracted individuals to provide lessons in non-core subject matters. For the 19/20 year, a media truck is visiting the campus from the county office, which is teaching the visual and performing arts standards, using technology. Student writing has already been observed in classroom samples to have benefitted from this program.||2019-10-22|Met|2019
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.||2019-10-15|Met|2019
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 implemented student and parent portal access in Aeries to allow for tracking of attendance, 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.||2019-10-03|Met|2019
37737910000000|San Marcos Unified|7|The District tracks the following six data points to determine progress of the extent all students have access to and are enrolled in a broad course of study: 1.  percent of students meeting A-G requirements;  2.  number of students enrolled in CTE courses;  3.  number of students enrolled in AP courses;  4.  percent of students passing at least one AP test;  5.  English learners' grades at the secondary level; and  6.  percent of students with disabilities accessing core in the general educations setting specific amounts of time.|Data is based on 2018-19 school year.   Percent of students meeting A-G requirements:   63% of all students (+2% from last year);   46% of students from low-income families;  11% of English learners.   Number of students enrolled in CTE courses: 2522 (+172 from last year)   Number of AP courses taken by students: 3486 (+1371 courses from last year):   1145 students from low-income families (+407);   65 English learners (+2).   Percent of students passing at least one AP exam: 75%  1455 out of 1942 this year (1272 students out of 1693 students last year)  English learners' grades in courses:   38% pass all classes with a C or better grade (-11% from last year);   67% pass with a D or better grade (-12% from last year).   Redesignated Fluent English Proficient students' grades in courses:   79% pass all classes with a C or better grade (+16 from last year);   84% pass with a D or better grade (-1 from last year).   Students with special needs accessing core in a general education setting:  59% of students with special needs in general education setting > or = 80% of their day; 88.22% of students with special needs in general education setting > or = 41% of their day.|Barriers the District has identified include the following: graduation requirements are not fully aligned to A-G requirements; grades of English learners may be contributing to the low number of English learners meeting A-G requirements;  AVID was available to support students enrolled in more rigorous courses yet some English learners and students with special needs were provided support in specialized classes;  secondary students do not currently have a long-term plan; there are limited options for students to receive college credit or to recover credits.|Graduation requirements are more closely aligned to A-G requirements and new math courses have been added for students to meet the requirements; the majority of CTE classes are now A-G approved and pathways are more clearly established;  AVID continues to support students enrolled in more rigorous courses; Co-taught classrooms have increased across the district to support students with special needs with access to a broad course of study; English learner coordinators at the high schools and one middle school support effective EL practices and support EL families; a counselor on special assignment (COSA) is conducting an A-G and CTE audit for the District and researching flexible credit options;  counselors are engaging in a series of workshops to develop District-wide comprehensive counseling practices which will include a six-year plan for all secondary students;  Dual Enrollment courses are offered through a partnership with Palomar and the District is engaging in plans for an Early Middle Years College.  At the elementary level, coaches at each site are working with staff to strengthen Tier 1 instruction and provide differentiation within the classroom.  Credentialed music and physical education teachers are employed for each elementary school.    Staff from all schools, K-12, are involved in a year-long partnership with the San Diego County Office of Education to focus on English learner (EL) practices across the system.  The work includes shadowing ELs, empathy interviews with ELs, professional development around integrated and designated ELD implementation,  pedagogy to scaffold instruction and develop academic language, data analysis, and culturally responsive teaching.  An EL Master Plan will be produced as a result of this work.||2019-10-15|Met|2019
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 identifies 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. Additionally, student access based on their language level or the needs identified in their Individual Education Plan (IEP) may also prevent them from enrolling in a course.|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. Additionally, teachers are being provided professional learning in the area of Universal Design for Learning in order to increase access for all learners.||2019-10-22|Met|2019
41104130000000|San Mateo County Office of Education|7|Because SMCOE's Court and Community programs ultimately serve a small number of students ( approximately 150 - 300 per year), each student's data is reviewed carefully when he or she starts into one of our schools. Our counselors and transition specialists, data entry personnel, and office staff, as well as the principal and/or the vice principal are often involved in the decision making for each student's course load. Transcripts, assessments, State data systems, and conferring with the home school for each student is part of the process. All students, all grade levels, unduplicated status, and exceptional needs students, all go through a similar process. It is imperative that we have all options of courses available to all students so that all students can advance during the time that the student is with us, whether that is a few days, a few weeks, a semester or a year.|Each student in the Court and Community program is unique. Determination of courses is dependent upon their educational history and assessment data. Students have access to a full range of all course offerings: including all subjects, all graduation requirements, online courses for credit recovery or acceleration and college level courses.  Because SMCOE utilizes a combination of courses for all students, there is no difference between campuses. Our goal is to make sure each student has access to all available curriculum and instruction services needed for success.|Our Student Information System tracks all student progress. In addition we utilize other tools like the California Career Zone for student career interest. We work with five high school districts and thus, must understand all transcript information. In addition we utilize MAP assessments to determine more information about educational needs and gaps. While we have access to all courses, we are likely more suited for instruction for remediation or grade-level course work. That said, occasionally a student wants to accelerate and while we have access to courses that allow for this, instructionally this is difficult. Thus I would suggest that it is a barrier.|Our biggest change is working to bring common-core and State adopted materials into the Broad Course of Study. For many years the Court and Community programs utilized independent study. However, over the last few years, we have shifted to traditional materials with a recognition that all teachers then must be able to teach to all levels within the materials. However, this shift has helped push us to have a broader course of study for all students.||2019-10-16|Met|2019
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. What follows is a summary of results related to A-G completion among seniors in the class of 2019 as well as AP/IB course-taking among our student groups: - SMUHSD has shown a 2% increase in overall A-G Readiness from 2015-19 - In addition, SMUHSD has seen a 35% increase for Latino students in A-G readiness from 2015-19 - The SMUHSD has seen a 30% increase among Economically Disadvantaged students in A-G readiness from 2015-19 - Overall rates of student AP/IB test-taking rose in 2018-19, over 2017-18 - Differentials among subgroups persist, but some improvements among Latino and Low-income students and while 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 is investing in a variety of strategies to address its needs related to Access to a Broad Course of study. Improved scope and sequence of school counseling experiences as well as continued work to provide PD to teachers to better differentiate for students in all classes.||2019-10-24|Met|2019
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 differential access.|Overall, our students have excellent access to a broad course of study. Two significant challenges to a broad course of study were identified. First, our district has a diverse set of schools, many of which have specific learning themes or approaches (e.g., dual language immersion, international baccalaureate, or Montessori). To implement the learning approach, trade-offs occur that can shape student access: at some sites typical course offerings are reduced or eliminated. Therefore, students attending one site might have access to a course where other students at a different site might not have that access.  A second identified challenge is students who are receiving 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 have different access to the content or courses their peers receive. We did not find this practice to interfere 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 for identified students.|There are time and 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 effort 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.||2019-10-24|Met|2019
49708056051858|San Miguel Elementary|7|The school uses a variety of tools to track the extent to which all students have access to and are enrolled in a broad course of study.  The Wonders program is common core aligned and used to instruct, track progress, and monitor learning of English language arts skills and English language development for students who are learning English as their second language.  Similarly, the Math Expressions program is aligned to common core state standards and is the primary tool used for instruction, to track progress, and monitor learning in the area of mathematics for all students.  California Science and California Vistas social studies programs continue to be used with all students, as well, however the district plans to pursue a new science program in 2021 and a new social science program shortly thereafter.  Other areas of study are locally and collaboratively designed by teachers using related state standards for guidance.  All students K-6, including unduplicated student groups and students with disabilities, have access to the grade level broad course of study.  Additionally, enrollment in the broad course of study of each student is maintained in the district’s student information system as well as the district’s electronic assessment database.  Locally determined measures to track progress include Accelerated Reader, Dynamic Indicators of Basic Early Literacy Skills, Degrees of Reading Accuracy, Writing Sample, and Trimester Benchmark Assessments.|All K-6 students have access to and are enrolled in the broad course of study that corresponds to their grade level.  Students who may struggle with grade level access to their course of study, such as English learners and students with disabilities, are provided scaffolds, such as accommodations and intervention support, to enable access to skill or concept.  These scaffolds are gradually removed as students become better able to meaningfully access their course of study.  Currently, approximately 9% of students require scaffolds as a result of disability and approximately 9% require scaffolds due to learning English as a second language.  These figures represent a slight reduction in students requiring scaffolds to support access to broad course of study compared to the year prior.|Access is provided for all K-6 students, however for students for are English learners, lack of the cognitive-academic English language proficiency appropriate to their grade level hinders access and progress.  Also, lack of English support in the home for schoolwork or homework hinders progress for these students.  Moreover, for many English learner students, lack of parental knowledge of school processes and expectations can be a barrier for student access to course of study in content areas.  For students with disabilities, the type and level of severity of disability can impede their access to the course of study.|In order to support access to English learner students, the schools have implemented before & after school homework clubs, a summer school program to front load learning for English learner, and an increase in parent education workshops in Spanish.  This is occurring in tandem with intervention supports during the school day.  For students with disabilities, inclusion training for general education teachers will be implemented.  Also, enhanced staffing to support student will be fully trained in positive behavioral support, inclusive practices, and in supporting modified instruction.  As appropriate, IEP teams may determine an alternative course of study to be appropriate for specific students with moderate-severe disabilities.||2019-12-04|Met|2019
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 2018-19 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 Civics. Students are also offered a variety of courses after school in the arts.||2019-10-10|Met|2019
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 6th through 8th grades, all students have access to and enroll in each of the three exploratory wheel offerings.  Students take one section of the wheel each trimester.  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 Creative Gardening, Code Studio, and Spanish, while those in Wheel 3 enjoy Globetrotters (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.  For the 2019/20 school year, students in need of support may receive assistance through the Opportunity Hour program and will not hinder their participation in exploratory classes.      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, students receive science and music instructional via teachers specifically credentialed in those areas.|Time and schedule constraints are the biggest barriers in ensuring every child received what every child requires.  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, students with special needs, 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 kindergarten students with additional academic needs, 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 participation in these programs.    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 making progress towards closing the achievement gap.||2019-10-08|Met|2019
13632140000000|San Pasqual Valley Unified|7|In order to track the extent to which all students have access to, and are enrolled in, a broad course of study, San Pasqual Valley Unified School District annually analyzes course offerings, student transcripts, master schedules, and certification of teachers.  These items are analyzed to ensure that courses are being offered that provide a broad course of student, and that students have multiple opportunities in the schedule to participate in these courses.|Elementary School:  Students at the elementary school have access to music, art, physical education/health, and computers above and beyond their core content subjects.  All students are provided access to these courses at least twice per week, if not more.  The subject not currently provided to elementary students is a world language, with the exception of the Quechan Language class being taught during the after school program.  Middle School:  The middle school has built a master schedule that allows all students access to both intervention and enrichment.  These enrichments include music, art, drama, computers, Associated Student Body, yearbook and more.  Students regardless of language and or exceptional needs are enrolled in enrichment and intervention courses. English Language Development is taught at at time that does not conflict with a broad course of study.  Students are offered PE/Health daily.  Students are not offered a foreign language at this time.  High School:  The high school has built a master schedule that allows all students access to both intervention and enrichment.  These enrichments include music, art, drama, computers, Associated Student Body, yearbook, agriculture, foreign language and more.  Students regardless of language and or exceptional needs are enrolled in enrichment and intervention courses. English Language Development is taught at at time that does not conflict with a broad course of study.  Students are offered PE/Health daily.    The broad course of student is the most limited in the alternative setting.  Students in alternative education do not have the same elective offerings as those students on the comprehensive campus.|San Pasqual Valley Unified School District is a small rural school district.  Retaining teachers who teach a foreign language, and who  can also teach other subjects has been difficult.   The current staff is not credentialed to teach foreign language.|SPVUSD will continue to review local data to ensure that students have access to a broad course of student, and will continue to investigate ways in which foreign language can be offered at the elementary and middle school level.||2019-10-08|Met|2019
21654580000000|San Rafael City Elementary|7|San Rafael City Elementary District 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. Some locally selected measures like, Fountas and Pinnell as well as Reading Inventory progress monitor which students have access to a broad course of study.|San Rafael City Elementary District provides access to all students TK-8 through a broad course of study. 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 learners 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 K-5 professional development in writing workshop has deepened our implementation of the writing CCSS, by developing a crystal-clear vision of engaging, rigorous, and responsive teaching and learning in a balanced literacy model. In grades 4-8, teachers have developed common core units. All students have access to math, science, P.E., social studies, English language development, health and the arts. SRCS has worked on increasing electives to middle school English learners. PD continues to focus on supporting teachers in instructional strategies that support access and deepening common core units.  Instructional rounds were used at a site level to support a professional culture among colleagues. Leadership teams identified high leverage problem of practice that exists within the instructional core, shared strategies that address this, and chose a course of action to address the problem of practice.|In some cases, students struggling with language acquisition have faced barriers to a broad courses of study; however, we have made great strides in developing programs that better support our Newcomer English learner students so that they have greater access to the English-based content in all areas of study. SRCS has teachers providing additional, focused English support for our newcomers. Through outside consulting support, SRCS is continuing to develop a comprehensive newcomer program framework that articulates program procedures, expectations, practices, and outcomes. Teachers have also had numerous professional development opportunities provided to ensure that their students have integrated ELD in all of their courses, including three days of professional development support for our newcomer teachers.|San Rafael City Elementary District is in the process of reviewing and revising our TK-5 supports for newcomer students. The work is centered around how to best support newcomer students who have been in the country one year or less, and taking a deeper look into site and district systems and how they are being used to best support our students.||2019-11-04|Met|2019
21654660000000|San Rafael City High|7|In San Rafael City High SBAC Interim Assessments (for grades 9, 10, and 11) and SBAC Performance Tasks (for grade 11) are administered in the fall to help familiarize students with SBAC and drive instructional practices through the analysis of data trends, which result in guiding teaching staff in determining the extent to which all students have access to a broad course of study. Other measurements include: Reading Inventory, report cards, class schedules, the master schedule, and data that is department specific.|San Rafael City High has increased access to all students in broad courses of study with a common focus on preparing all students for success in post-secondary opportunities in college, career, and community directed by the school leadership teams. These programs include Advancement via Individual Determination (AVID), College of Marin Promoting and Supporting Success (COMPASS), college access partnerships, and counseling/college and career centers that provide all students, including first generation college bound students, the necessary help and support so that they are college and career ready upon graduation. Of the 2,800 students we have in San Rafael City High District, nearly 300 students participate in our AVID Program. San Rafael City High District is working toward school-wide implementation of AVID by shifting the college readiness practices into all classrooms. San Rafael high schools offer a full range of extra and co-curricular courses and programs in the art, music, drama, athletics, leadership, and community service. All students have access to college prep courses, (including those fulfilling UC A-G requirements). Students choose from a wide variety of English Language Arts, math, science, social science, world languages, physical education, and visual and performing art courses.|In some cases, students struggling with language acquisition have faced barriers to a broad course of study; however, we have made strides in developing programs to better support our Newcomer English Learner students so that they have greater access to college career readiness courses. For example, pathways have been developed so that Newcomer and English Learners have access to all courses, as well as electives. Professional development is focused on increasing the academic performance of EL students. Teachers have also had numerous professional development opportunities provided, so that all students have integrated ELD in all of their courses. San Rafael comprehensive high schools participated in the CALLI Math Project to increase math literacy across the school and create plans that are based upon evidence and needs of students. Demo lessons and materials support teachers as they integrate any new discourse strategies into their lesson(s) and entire departments engaged in instructional rounds as an integral part of Professional Development Teams. Sites are committed to strengthening the partnership between the ELD teachers, Academic Counselors, and Adult Education to discuss academic support opportunities.|San Rafael City High has created a number of programs that help ensure all students have access to a broad course of study. For example, there has been an increase in the amount of CTE courses/pathways offered at both comprehensive high schools. In addition, there has been a steady increase in the Advanced Placement program, which includes increased access for traditionally under-represented students. The Newcomer Adult Education Program offers a viable pathway for a diploma for older immigrant students, reducing the dropout rates. The high school district continues to refine the policy language and processes to guide the transition of students into the Newcomer Adult Education Program. Implementation of the Graduate Profile in all grades and content areas has begun the process of clearly defining skills and attributes San Rafael high schools are seeking for all graduates. Lastly, San Rafael high schools have also created opportunities for students to exercise their voice, not just in the decision making process, but taking direct action on behalf of their learning education. Programs such as Link Crew, Student Government, Peer Resources, and Student Voice are all ways in which students add perspectives and talents to expanding access to a broad course of study for themselves and their fellow students.||2019-11-04|Met|2019
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, program and pathway 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 2,200 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, 832 students enrolling in Athletic Physical Education (PE), 202 students enrolling in Marching Band PE and 269 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 52 Career Technical Education (CTE) pathway courses offered in our district. About 100 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.  Currently six elementary schools and all grade 6 students taking an elective wheel from two middle schools participate in the California High Integrated Maker’s Education (CHIME), which introduces students interested in STEM to their course and program options in technology, computer science, 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 151 students participate. In addition, there are four 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.  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.||2019-10-29|Met|2019
37683790000000|San Ysidro Elementary|7|The San Ysidro School District has implemented the Instructional Design and Data Reflection Model for the past 4 years. This model allows the district to model the effectiveness of  the alignment of the adopted materials to the California Content Standards and classroom instruction. Following is a brief explanation for the model: Instructional Design: Alignment of Grade Level Instruction with Common Matrices of Instruction LEA Common Assessments based on the Matrices @ 4-6 week intervals for ELA & Math ELA Instructional Practices 2.5 hour Instructional Block ELA Instructional Design Word Study (30 Min) Direct Instruction of Target Standard (30 min) Center Rotations with Guided Reading (60 min) Writing (30 min) Designated ELD (45 min) Math Instructional Practices  75 minute Instructional Components of Math Block  Daily Fluency Practice (15 min) Direct Instruction (60 min) Include: Visualization, Real World Problems, & Explanation of Problem Solving Data Reflection Sessions:  Teachers meet every 4-6 weeks for ELA & Math to reflect on Assessment Data from LEA Common Benchmarks by Grade Level with Principal. The sessions begin with a review of student data to determine the progress that the grade level and individual teachers are making with student instruction and learning. There is a specific DRS Protocol  that principal walk through with their teachers to analyze the data and determine evidence based best practices to carry forward into the next unit of instruction. Based on these conversations, each grade level determines agreements on which instructional practices they will implement for the next instructional cycle.|In the SYSD all students in the elementary schools have access to the same curriculum and course of study. All teachers have been trained in the adopted materials. Some principals request additional training based on local assessment results. This practice has been working for the district as we have increased   7% in ELA CAASPP scores and 9.62% in Math CAASPP. The SYSD has two middle schools that vary in size and population, however their teachers receive the same training as it pertain to the CORE instruction.  Currently all middle school science teachers in the district are piloting new NGSS curriculum.|The LEA's biggest challenge is chronic absenteeism. Another area of need for our students is mental health and supporting students with trauma and violence.|As  previously mentioned the LEA's  focus is to strengthen our students' academic and social emotional skills while supporting the families in several areas. Because of this focus the district applied and was awarded the Promise Neighborhood grant. Promise Neighborhoods is a United States Department of Education program authorized under the Every Student Succeeds Act. The Promise Neighborhoods program is based on the experience of programs such as the Harlem Children's Zone.The program's mission is to improve educational outcomes for students in distressed urban neighborhoods, rural neighborhoods, and Indian tribes.  This grant in conjunction with community agencies, the District Attorney’s Office, San Diego Law Enforcement, and neighboring Community College allow our district to provide support in the areas of mental health, Positive Behavior Intervention System, Restorative Justice, Crime Prevention, parent workshops, and student academic support.  These support systems as well as teacher training will allow more students to have access to a broad course of study.||2019-10-28|Met|2019
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.||2019-10-22|Met|2019
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 targeted 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 World Language, CTE, and VAPA courses. Some English Learners and Students with Disabilities have access but limited enrollment in World 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.||2019-10-22|Met|2019
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. SAUSD has extended the day for all TK & K students at all elementary sites. Extended-Day Kindergarten includes ample opportunity for both active and quiet activities with an integrated, experiential, and developmentally appropriate educational program. In addition, social emotional curriculum has been provided for all Kindergarten and TK classrooms using the Second Step Program. The district has continued to reinforce conceptual understanding in mathematics through the use of Irvine Math Project professional learning.  These learning opportunities help teachers enhance math lesson quality and student learning in our classrooms for grades K - Algebra 2. In English Language Arts, SAUSD continues to provide professional learning that supports teachers in addressing key instructional shifts reflected in our California ELA/ELD Framework. With the support of strong differentiated instruction, focused Integrated & Designated ELD, and responsive teaching based on ongoing assessment, all students participate in rigorous curriculum. SAUSD has embarked on the second year of KPI (key performance indicator) visits to all school sites by a KPI team made of administrators, curriculum specialists, site administrators and site team members. Key Performance Indicators (KPIs) tell us what is important in terms of improvement. The KPIs are designed to be a mix of district and site-level areas of focus.  Each year, district leadership outlines the focus KPI categories.In addition, each site has the opportunity to identify areas of improvement that are potentially unique to the school.  The KPI also refers to a moment in time – a formative assessment  - when we pause to measure our progress. At all levels, our KPI process has been modified to align with our district goals of “all means all” with special attention to our subgroups of special education and English Language Learners. Additional support and training have been offered to elementary sites and secondary sites on fluency with adding SIPPs and Rewards training and curriculum that intended to improve outcomes for our English Learners. At the high school level, Ed Options and credit recovery is engaged in an exploration of expanding timely options to support graduation. An extensive data dive has been resulted in the development of a plan that will be implemented immediately. Use and alignment of resources as well as procedures are being put in place to make sure no student falls through the cracks.|Pathways include CTE, AP, IB, Dual Enrollment, and Dual Language programs, and other standards-aligned, rigorous courses of study.  Due to data related to Students with Disabilities, SAUSD is identified as a Level 2/Differentiated Assistance. SAUSD works with support providers to identify key challenges and determine how to best overcome them. We are working with the Orange County Office of Education and are eligible for assistance. Every Student Succeeds Act (ESSA) requires state educational agencies to determine school eligibility for targeted support and improvement (TSI), additional targeted support and improvement (ATSI, and Comprehensive Support and Improvement (CSI). SAUSD support levels are identified below. Schools that meet the criteria for TSI or ATSI engaged stakeholders to develop and implement a school-level plan to improve student outcomes. SAUSD has provided funding and resources to support improvement efforts of these schools. LEAs with schools that meet the criteria for CSI partner work with stakeholders to locally develop and implement a plan to improve student outcomes. WestEd engaged stakeholders in a comprehensive needs assessment to engage these groups in the development of school plans. Their School Plan for Student Achievement (SPSA) and local funding plan is submitted for approval by Educational Serviced Leadership. The Board of Education also approves the SPSA, which is submitted in the second expenditure report. Below is a list which identifies the ATSI and CSI schools in SAUSD, with CSI funding. It also identifies the indicators which are areas of critical need for each school. Schools that received transformation grants in 2018-19, but not identified as ATSI or CSI, will be permitted to submit a sustainability request to maintain additional services and resources as part of the SPSA specific to area(s) of concern. Elementary Sustained Support Schools will retain Instructional Assistants, while Secondary Sustained Support Schools will submit a Dashboard Support Plan for approval. All ATSI, CSI, and sustained schools have received a coach as a support and resource in their critical area of need.   List of ATSI, CSI, and Sustained Support Schools and corresponding indicators in critical need ATSI: Elementary: Adams (Suspension), Washington (SPED ELA), Pio Pico (Suspension, Absenteeism); Intermediate: Carr (EL & SPED: ELA, Math, Suspension), McFadden (SPED: ELA, Math, Suspension), Villa Fundamental (SPED: ELA, Math); High: Saddleback (SPED: ELA, Math, Grad), Santa Ana (SPED: ELA, Math), Valley (SPED: ELA, Math, Grad) CSI: Lorin Griset (SPED: Grad, ELA, Math; $92,872), Willard Intermediate (Low Performance: ELA, Math, Suspension, Chronic Absenteeism; $168,879), REACH Academy (Low Performance: Suspension; $24,026) Sustained Support: Elementary: Esqueda (ELA), Fremont (none), Lincoln (ELA, Math), Roosevelt (Math, Absenteeism), Sierra Preparatory (ELA, Math), Lathrop Intermediate (Math, Absenteeism), Century High (ELA, Math)|Given the results of the self-reflection tool, barriers preventing the broad course of study for all students include, the need for standards aligned social science and science curriculum TK-12. The district has hired two curriculum specialist for the 2019-2020 school year, one for science and one for social science to serve our schools K-12.  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 has hired one science curriculum specialist and one social studies curriculum specialist.  - Students with IEP’s will have increased access to complete Career Technical Education pathways.  - AP course teachers will have professional development in the area of accommodations and UDL to better support students with IEP’s and increased access to AP examinations.  - Increase the opportunities for students with IEP’s to access college credit courses and successfully complete them with a grade of C minus or better.  - IEP teams will continue to work collaboratively with academic counselors to ensure that students are scheduled in Seal of Biliteracy programming if appropriate.  - Increase opportunities for students with IEP’s to participate in Junior Reserve Officers’ Training Corps (JROTC) for at least two years while earning a grade of C minus or better.  - Increase opportunities for students with IEP’s to access pre-employment training and skill sets to transition from high school to post-secondary options.||2019-10-22|Met|2019
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.  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, occupational therapist and RTI specialists).  Space also can be a barrier, particularly for services that require a confidential setting.|In 2018-19 the specialist schedules for art, PE, music, and Spanish continue to be planned away from core academic times.  All students are supported in attending school-based activities, including field trips and special events, regardless of social, behavioral, or academic needs.  Ensuring that support staff are available during both core content and special events is one way the Master Schedule has evolved this year in support of all learners.||2019-10-17|Met|2019
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 a designated staff at each site to aide in the collection and use of necessary data to ensure students receive a seamless education while enrolled with JCCS.  We have a formal MOU with Probation identifying responsible parties to assist students as they transition back into their community.|In 2018-19, 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.||2019-10-03|Met|2019
42767860000000|Santa Barbara Unified|7|SBUnified has been actively improving equity in student access to a broad course of study for nearly a decade, which has been a major focus of our cultural proficiency and equity efforts. In elementary, student access to a broad course of study is monitored through the development of internal “master schedules” that make visible the time allocated to instruction across content areas each week, grades TK-6; this includes weekly instruction in visual art, music, and physical education. In secondary, SBUnified has been measuring, monitoring, and reporting on student access to advanced learning courses in secondary for several years. Additionally, there are enrollment rate reports on access to visual and performing arts (VAPA) and career technical education (CTE) as part of the LCAP metrics, and results are displayed by student groups to allow site and district staff to improve equity in access as master schedules are being developed.|All elementary students are provided access to the required content areas, and we continue as a leader in ensuring universal access to the visual and performing arts. Weekly instruction in visual art, music and physical education is prioritized through LCAP with dedicated credentialed staff in each content area, and instruction is embedded throughout the day; this level of support for the arts is exemplary and received state recognition.  In secondary, equity in access to rigorous courses continues to hold an upward trend. About two-thirds of all secondary students complete at least one Advanced Learning course each year. “Advanced Learning” includes courses designated as Honors, Advanced Placement (AP), International Baccalaureate (IB), as well as Dual Enrollment. At most secondary schools, the Advanced Learning enrollment rate has steadily increased over time. Districtwide, there continues to be progress towards equity in access to rigorous courses across student groups. Progress is visible in the rate of enrollment for African American, Latinx and socioeconomically disadvantaged students rising more rapidly than for white and Asian students. However, the rate of enrollment for the latter two groups is still nearly 30% points higher than for Latinx students, despite that Latinx students comprise more than half of our secondary students. In part, these gaps reflect inequitable access to depth, complexity, and rigor in elementary across student groups, which we are also actively addressing through teacher coaching and professional learning, including providing teacher GATE certification training.  VAPA course completion in secondary remains strong and stable, hovering around 45% overall, 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 and Santa Barbara Junior High School, and districtwide, access to VAPA for students with disabilities continues a steady climb, with recent increases for both Emergent Multilinguals and reclassified Experienced Multilinguals. SBUnified is immensely proud that gaps in opportunity have closed for almost all student groups, with most groups’ VAPA enrollment rates landing within 3% points of the overall rate.  CTE pathways continue to develop at our traditional high schools, along with the data tracking to monitor pathway completion. Graduates’ CTE pathway completion increased to 20% in 2018-2019. However, Asian and white students continue to be overrepresented in CTE pathway completion, whereas Latinx, socioeconomically disadvantaged students, students with disabilities, Emergent Multilinguals and reclassified Experienced Multilinguals remain underrepresented.|Barriers to accessing a broad course of study include:  - Incomplete alignment of curriculum, instruction, and formative assessments with state standards, frameworks and summative assessments; - Lack of instructional materials that are culturally and linguistically reflective of our student population; - Inadequate professional learning around culturally and linguistically sustaining pedagogies, and support for implementation with fidelity; - 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 Emergent Multilinguals and reclassified students; - Varying instructional minutes (bell schedules) 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; and - Emerging practice in supporting student wellness and positive behavior.|Equitable access to courses is predicated on a systemic approach that predicts and addresses students’ needs for a focused learning environment. This includes several major areas that address barriers:  Creating optimal conditions for learning by supporting the non-academic needs of students is critical in developing a focused learning environment. The inclusion of social-emotional learning in our 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. 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.  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 Framework for Literacy and Language, Framework for Family Engagement, Language Access Guidelines for schools, and daily services overseen by Student Services and provided through Special Education.  Implementing our Framework for Literacy and Language provides language acquisition support for Emergent Multilinguals to secure continuous progress for English proficiency, and promotes the ongoing monitoring and support of reclassified Experienced Multilinguals. As detailed under Priority Area 2, we continue 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. This is being leveraged through the development of a plan for comprehensive multilingual pathways in 2019-2020. In addition, district leadership continues to develop systems for monitoring reclassified Experienced Multilinguals, and for providing the necessary support for continued academic success. In addition, we are developing a comprehensive plan for multilingual pathways that will be centered around strategic goals for increasing the achievement of Emergent Multilinguals and expanding language learning opportunities for all students.   Finally, increasing access to and enrollment in Career Technical Education (CTE) courses and pathway completion is supported by a Coordinator of CTE. We continue to develop and promote access to strong and supportive CTE pathways, and are examining the feasibility of offering CTE in alternative education.  In sum, we implement 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.|Additional information can be viewed at the October 22, 2019 board meeting at http://www.sbunified.org/board/board-meetings/|2019-10-22|Met|2019
43104390000000|Santa Clara County Office of Education|7|Due to the nature of Alternative Education schools (court and community schools) and Special Education schools, 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 the LCAP process and the Dashboard, results are reported 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. Updates are posted online at www.sccoe.org.  Tools utilized to track student access and enrollment include the local SIS system, SIRAS, Special Education Management System, and CALPADS. All systems enable staff to disaggregate student enrollment data by grade span, student group, and program.   Counselors ensure that students are enrolled in a broad-course of study as aligned to Ed Code and graduation requirements when they are enrolled in programs and IEP teams ensure student placement in a broad course of study as defined by individual need. Counselors ensure foster and homeless youth are enrolled to meet graduation pathways and the progress of English Learners and course placement is monitored through the use of Aeries. The Student Services Division also utilizes Data Quest and the CA Accountability Dashboard as a means to identify needs of Santa Clara County students and local districts when determining programming decisions.|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. All students in the Student Services and Support Branch are scheduled into coursework to support a broad course of study. SCCOE continues to build programs to support county LEAs in supporting disengaged students in accessing a broad course of study.|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. After analysis of the 2018 CA Accountability Dashboard release, the need for a focus on college and career readiness programming was evident. In addition to a broad course of study as defined by Ed Code, the Student Services branch in 2019-20 is developing career technical education pathways for students in alternative education and special education. The primary barrier to student engagement in a broad course of study is keeping enrollment in line with the transient nature of incarcerated students.|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.  The Student Services Division has opened two new programs, an Independent Study program to provide a broad course of student for referred and non-expelled students in Santa Clara County who have chronic absenteeism, and a satellite community school in Gilroy that provides a broad course of study for expelled and referred students in the southern area of Santa Clara County.||2019-10-16|Met|2019
56725790000000|Santa Clara Elementary|7|The District utilizes Aequitas, our school information system, class rosters, board adopted curriculum and materials, and SIRAs (Specialized Academic Instruction) 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 or tools, including Aequitas, class rosters, board adopted curriculum and materials, and SIRAs, we are able to measure our 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 continue to work to ensure all of our students have access to courses.|SCESD continues to research new funding sources that would help us to provide more course opportunities for all students.||2019-10-16|Met|2019
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. Although there was a drop in 17-18, the percentage of all 12th grade students completing A-G requirements has shown an overall upward trend over the past 4 years.This upward trend holds true for our African American student group. 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  "concentrator" or "completer" CTE courses has increased by significantly over the last 3 years: 16-17 (690) and 17-18 (782) and 18-19 (1169).|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.|Guidance counselors are being trained in the ASCA model for counseling which will help them meet the individual needs of students, especially our at-risk students, and help them stay on course with a broad course of study including A-G course enrollment and CTE pathways.||2019-06-27|Met|2019
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.||2019-11-01|Met|2019
44698150000000|Santa Cruz City Elementary|7|Course enrollment data, class grade data, instructional minutes and site and class schedules are used to ensure all students are enrolled in a broad course of study.  Special attention is paid to SPED and RTI schedules to insure that students are not losing access to CORE curriculum because of need for pull out help.|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 school-wide 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.|Student needs surrounding intervention and reteach are the biggest barrier to a broad course of study.  Trying to insure that students make progress in ELA and Math can take priority over coursework that are not part of dashboard tested areas.|In literacy, the district has implemented a district wide English Language Arts adoption Benchmark Workshop. In this program, students have literacy blocks that include direct instruction and independent work time. Staff pushes into literacy blocks to give differentiated support to students, so no student is removed from direct instruction. Mathematics is taught daily and incorporates language routines and differentiated supports to provide instruction to a variety of levels. All students 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 the Life Lab gardens, taught by classified staff.||2019-10-30|Met|2019
44698230000000|Santa Cruz City High|7|Course enrollment data, class grade data, and schedule and transcript audits at the secondary level are used to ensure all students are enrolled in a broad course of study at both the middle and high school grade spans. At high school, the  graduation rate data is also used to ensure all students are enrolled in a broad course of study, as the graduation requirements make it compulsory for all students to take a broad course of study. This data is disaggregated based on race/ethnicity, English language proficiency, students with disabilities, gender, and low income.  Santa Cruz City Schools 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)  Santa Cruz City Schools 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 thirty different Career and Technical Education courses in fourteen different career pathways.|All middle school students are enrolled in a broad course of study except for English Learners and students with disabilities.  At high school, almost all students are enrolled in a broad course of study over their four years as most students are graduating with a high school diploma and meeting the graduation requirements, which ensures a broad course of study. That said, not all students are enrolled in A-G.|The middle school’s have been challenged with their ability to enroll English Learners and students with disabilities 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 English Language Development or a resource specialist program support class. This year Branciforte Middle School, one of two middle schools, is piloting a zero period Physical Education class as an option for any student, but in particular English Learner and resource specialist program students, as a way to allow these students the opportunity to enroll in Visual and Performing Arts or Applied Arts elective classes. In addition, when a student is designated as both an English Learner and a needing resource specialist support, they often are in not enrolled in a science class because they have an English Language Development elective and resource specialist program support class. Zero period Physical Education has enabled this middle school to get almost every single middle school student enrolled in science.   High schools are using the transcript auditing process to identify trends in student subgroup data to determine areas of need and next steps to meet these areas of need.|For middle schools, making zero period Physical Education a budget priority, has enabled both middle schools to get almost every middle school student enrolled in science. Also, looking into alternative ways for supporting both SpEd and English Learners is being looked at.   One next step the high schools are taking, is to make all of the courses they offer A-G. High schools are also working to refine their four year high school planning with students and parents.||2019-10-30|Met|2019
44104470136572|Santa Cruz County Career Advancement Charter|7|Comprehensive Assessment System for Adult Students pre and post assessments in job skills literacy Math and English is used to measure student achievement and inform individualized instruction toward completion of the high school diploma. Individualized job skills rubrics are developed and used as self reflective tools to help students set personal career goals, design career exploration projects and monitor personal growth.|All students have access to any and all coursework needed to attain completion of the high school diploma. Materials and instruction are available in English and Spanish.|No barriers at this time.|The CAC have eliminated the identified barriers to access. The CAC now offers childcare, bilingual tutoring and meal program services in order to ensure that all students have access to school.||2019-10-17|Met|2019
44104470100305|Santa Cruz County Cypress Charter High|7|Local measures and tools used to track student access to a broad course of study include:  Student transcripts, Individualized Education Plans (IEPs),PSAT in grades 9-11, monitoring of Cabrillo Dual-Enrollment course completion, attendance and suspension rates, CAASPP results, and growth on the MDTP Math assessment across all grade levels. 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. Our graduation requirements are inline with the University of California’s a-g course requirements. We offer Advanced Placement and Honors course as well as our standard college-prep courses.  All students must complete a rigorous course of study to graduate from Cypress, including 3 years of Math  2 years of World Language  4 years of English  2 years of  Science 3 years of Social Science 1 year of Visual Art Multiple college prep electives We  recognize the need to provide additional support services to English Learners and students with IEPs in order to support their academic growth and to teach skills necessary to pass academically challenging courses. We offer academic tutorial classes every day for students who need the extra support and skill building. We continue to increase the number of students seeking dual-enrollment at Cabrillo and are working to develop systems to track and support these students. We are also in the planning stages of a new Arts CTE Pathwayto begin in Fall 2020.|Cypress Charter High School seeks to offer a personalized education for students seeking an alternative to the bigger comprehensive schools. Our students report high levels of depression and anxiety and often these issues are the reason they choose to enroll at Cypress. Knowing our population, we place a strong emphasis on the emotional health and wellness of our students and provide access to counseling and support services (both in house and through referrals).  We provide multiple  academic supports so students don’t slip through the cracks.  Due to our small size we are able to adapt to the unique needs of our students without sacrificing the rigor of our academic program.|In response to our results, the following actions are planned:  1. Hire an instructional aide to support students with Individualized Educational Plans (IEP) and Section 504 plans.   2. Provide a CTE pathway on campus and work with the Santa Cruz COE to enroll more of our students in pathways at other campuses.   3. Continue our focus on dual enrollment at Cabrillo and develop systems to support and track these students.    4. Continue to emphasize the importance of attending tutorial for academic support.  5. Participate in the Santa Cruz County Science Initiative, Next Generation Science Standards initiative.  6. Develop a common Language Arts assessment to track student’s growth in writing.  7. Continue to provide social emotional and academic counseling.||2019-10-17|Met|2019
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. Our programs are increasing awareness of the number of CTE pathway offerings and developing  additional means for students to be able to access dual enrollment courses.|The Santa Cruz County Office of Education Court and Community Programs operate at 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 needs. 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 (Priority 7b, and 7c). These include counseling, free and reduced meals, special education services, work-based learning, and employment counseling.   Many of our students in our Court and Community programs are behind in credits and enroll with existing learning gaps. These gaps 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.|Assign instructional assistants to serve in programs with high concentrations of unduplicated students  2.  Increase CTE pathway offerings as well as dual enrollment throughout our school programs  3. Offer after-school tutoring, paying closest attention to unduplicated students and those with exceptional needs.  4. Participate in the Santa Cruz County Science Initiative, Next Generation Science Standards initiative.  5. Form a history, social science collaborative cohort to develop and adopt common curriculum and instruction.  6. License online learning remediation software in both math and reading.   7. Provide access to bus passes for students having difficulty getting to and from school.  8. Provide social-emotional and academic counseling at all school sites.||2019-10-17|Met|2019
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 in English and sometimes Spanish depending on the need of the student. 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 all 9th, 10th, and 11th-grade students 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 student's four-year academic plan. Counselors monitor students' course matriculation toward graduation requirements and A-G completion. All comprehensive sites provide college and career awareness through counselor engagement activities with students including financial aid. 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 and current interest in guiding their academic pathway.|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 in 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 and graduation rates for special education students. Special education teachers have been collaborating on meeting the need for special education students participating in CTE programs at the new facility.  Through the progress monitoring of students and academic growth, student courses may be changed to the 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. English language learners who are in the country 12 months or less have a great academic span of needs.  There are no one-size-fits-all.  Because SMJUHSD is a high school district it enrolls students from five different school districts, which makes it a challenge to place students.   There is also a need to provide continuous training to teachers, site administrators and counselors as the change in staff occurs. The implementation of intervention courses should be structured similar throughout the District as students 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 ELA and ELD standards. The District is currently working with teachers and counselors to structure academic alignment. Professional learning for collaborative teaching in the content area with special education teachers and general education teachers have implemented the co-teaching practice. Special education teachers have been collaborating to develop a professional learning plan that addresses the needs of special education students.  Science teachers are provided continuous professional learning and are working on the second NGSS course, The Living Earth, implementing the first aligned NGSS course of study for the fall of 2020. NGSS course, Physics of the Universe, is a 9th-grade-course A-G aligned as a D-Lab course was implemented fall of 2019. Math teachers 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 using a common core aligned curriculum. The District is in the process of implementing a three-year professional learning plan for social studies implementing the new state framework. The District's CTE facility is being outfitted with state of the art equipment and ready for student use in the fall of 2020.   The District has a team of teachers and counselors attending a computer science training with the intent of implementing its first course in the fall of 2020.  The above work plays a critical role in 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.||2019-10-08|Met|2019
42691200000000|Santa Maria-Bonita|7|Santa Maria-Bonita School District (SMBSD) has tracked progress in meeting Priority 7 standards by using 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.  The rubric used at the elementary school level for students in grades  TK-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 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.|Using its locally selected measure, SMBSD has determined all students in grades TK-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). For elementary schools, while school schedules vary all students have access to course of study. The focus this year on Tier 1 Instruction is beginning to provide a more consistent program districtwide. For example, although there continues to be some noticeable differences in the areas of VAPA, disciplines are integrated across subject areas within the classroom and through other further experiences that are provided including: Children’s Creative Project classes, fine arts field trips, enrichment, and assemblies. All elementary students have access to health education and the progress in consistently implementing health education content standards continues to be developed districtwide.  All elementary students receive weekly PE instruction.  The district’s LCAP continues to support the PE program by providing certificated PE specialists for all students in grades 1-6. Students in Transitional Kindergarten and Kindergarten receive instruction from their classroom teacher. Dual Language Immersion (DLI) is provided at one elementary school in Spanish. DLI is offered in grades K-4. The program will expand each successive year through grade 8.     Prior to 2019-2020, three of the four junior high school sites in Santa Maria-Bonita maintained modified block master schedules that were designed to maximize instructional minutes in English language arts and mathematics, and limited exposure to history.  At present, all students in Grades 7-8 who attend junior high school in SMBSD have full access to English language arts, mathematics, science, history-social science and physical education daily. Junior high student scheduling is overseen by the site administrator, counselors, and collaborative teacher teams. 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. Foreign language is currently available in one of the four junior high schools, which offers Spanish as an elective course. There is currently limited access to applied arts and career technical education courses of study in junior high schools.  SMBSD is making progress in the areas of applied arts and career technical education through articulation efforts with the feeder high school district and community college through the CDE’s Strong Workforce Program grant.|Efforts that include the identification of academic, non-academic, and structural coherence barriers continue to be made to ensure that all SMBSD students have access to a broad course of study.  Although the accessibility of grade-level core curriculum by many students is at times an academic barrier, SMBSD strives to ensure that all students have access to grade-level core curriculum in every classroom, on a daily basis, through the utilization of standard aligned instruction that leverages the collaboration of educators, supports for teachers and focuses on the strengths and needs of individual students with the persistent belief that all students can move a minimum of a grade level each year through effective Tier 1 practices.  Furthermore, a shared vision for instruction with high quality instructional indicators to include a culture of learning with high expectations, challenging content, and instructional design and delivery that is informed by assessment data and monitored on an ongoing basis has increased our ability to minimize the academic barriers and close achievement gaps.    Other barriers that continue to prevent SMBSD from further maximizing broad course of study offering to students include a lack of time during the regular school day, elementary school site schedules that are not coherent districtwide, barriers related to transportation, family engagement, income, and socio-emotional needs.   Progress continues to be made toward coherent structures to be achieved through the identification of common learning outcomes, monitoring of school schedules, collaborative work around best practices and delivery of integrated instruction and project-based learning.  School sites have increased learning time through expanded learning opportunities that support Tier 1 Instruction. 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 districtwide. Regular analysis of student data and increased funding for expanded learning opportunities have allowed schools to plan learning opportunities in response to student needs. Non-academic barriers related to transportation, family engagement, income, socio-emotional needs and others continue to guide Local Control and Accountability Plan actions and services in an effort to address the needs of the whole child and create and maintain a safe, secure, healthy and positive learning environments for all students. These include: 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 Mentors to address socio-emotional needs of students, Homeless Liaisons for students experiencing homelessness, and the increase of safety and health services.|SMBSD remains committed to providing all students with comprehensive Tier 1 Instruction and equitable interventions.  The analysis of data conducted by administrators and leadership teams 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 following actions: 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; utilization of evidence-based instructional strategies and differentiated academic, behavior and social emotional instruction that occurs in real-time to meet the needs of all students; identification of grade-level specific academic standards by grade level and vertical teams; development and implementation of a comprehensive professional learning plan that includes offerings for all staff; close monitoring of common core aligned supplemental instructional materials; systems to expand and promote the opportunities to develop family partnerships at the 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.||2019-10-23|Met|2019
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 committees/councils that report, among other items, the extent to which all students have access based on grade spans, student groups, and individuals with exceptional needs. Each full-time employee participates as a member of a committee. Other employees, parents, and community members are able to attend whenever they choose.  Advisory Committee at SMBCCS include:  - Finance Committee - Instruction Committee - Personnel Committee - Parent Advocacy Committee - School Site Council|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, state testing, and educational law, effect school, teacher, and classroom practices requiring the continuous need for flexibility, adaptability, and 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 EL “mentor” teachers to assist teachers with the implementation of effective strategies to support our English Language Learners. SMBCCS will have 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 instructional technology coaches who are credentialed 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 and in their futures.||2019-10-24|Met|2019
19649800000000|Santa Monica-Malibu Unified|7|We reviewed course participation rates of students in grades 6-12. We further dis-aggregated the participation races by reported race and subgroups (i.e., students w/ disabilities, english learners, and socio-economically disadvantaged).|Upon review, we found lower representation of African American students and students with disabilities in science, foreign language and music courses. Similarly, Hispanic, english learner and socio-economically disadvantaged student participation in music courses were lower when compared to other peers. We also found course participation rates for socio-economically disadvantaged students in all other content areas to be comparable to the overall group. Finally, we found greater representation of students with disabilities in the undefined course category but this is due to support courses such as Life Skills, Social Skills and Positive Behavior Support courses being under this category.|When reviewing the data, we found an over-representation of African American students in the service category. Similarly, in addition to students with disabilities, we found an over-representation of African American and Hispanic students in the undefined category. Upon further disaggregation however, we found about half of the African American students within the service category were tutors. Similarly, African American and Hispanic students take AVID in greater numbers, which is under the undefined category. While providing positive academic experiences, participation in these alternate electives could explain the differences in participation rates between student groups.|A lot of progress has been made to correct disproportionality in participation rates of students in the service and undefined categories. The district will review course participation rates in honors and advanced placement courses to ensure all student groups have access to a broad course of study. Furthermore, the district will review alternate approaches that could allow students access to more periods in a day, as that may offer students the room to participate in more specialized courses.||2019-10-17|Met|2019
56768280000000|Santa Paula Unified|7|n 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.||2019-10-09|Met|2019
27661910000000|Santa Rita Union Elementary|7|In SRUSD, we use the following measures to ensure that all students, including those with exceptional needs and un-duplicated receive access to a broad course of study: Student Access to Board Approved Instructional Materials, Student Access to PE Instruction, Student Access to Art and Music Instruction.|All students have access to Common Core aligned instructional materials, as well as 1:1 technology. All students have Physical Education instruction, as well access to Music, and Art.|The district currently has no identified barriers are focused on improving our programming and practice.|SRUSD remains committed to ensuring access to a broad course of study and to ensuring our students are well-rounded and supported academically and socio-emotionally. In Santa Rita, we all learn and grow.||2019-11-13|Met|2019
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, 3, 5 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.||2019-10-17|Met|2019
49402530102533|Santa Rosa Accelerated Charter|7|All students are placed in grade level appropriate classrooms.  Students identified as English Language Learners receive English Language instruction through both integrated language supports and instruction as well as through designated English Language instruction.  Students identified to receive special education services are served through our Educational Specialist. Santa Rosa Accelerated Charter School utilizes all-district adopted curriculum and is in alignment with Common Core State Standards.  Our teachers use the icons of depth and complexity methodologies in the instruction of Common Core-aligned content.|Student access is very high as all of our students are enrolled in the General Education program and all have access to the same school adopted curriculum and common core state standards. Our Educational Specialist supports students with Specific Learning Disabilities. At the end of each Trimester, we analyze student reading data and develop an action plan for students who are not meeting benchmark standards.|Some barriers that we work on overcoming are the lack of space.  I would love to be able to grow my program but I don’t have the room. I have a waiting list of at least 50 students every year who could grow the program.   Another barrier is lack of bussing. Santa Rosa Accelerated Charter School does not provide any bussing services.  I can not get students from across the district because bussing is an issue.  I would like to have counseling services to meet the social emotioal needs of our students.|We are working on continuous professional devoloment by sending all teachers to the CAG conference to continue growth in the depths of complexity and the GATE icons.  One of my teachers is the district teacher on special assignment to work with staff on the Advanced Learner Plan (ALPS).  Teachers will be using the Let’s Go Learn test to assess student.  Teachers are provided time to work colaboratively within grade level groups as well as in department groups.  Several of my teachers are opening up thier classrooms as model classrooms for other teachers to come and learn how to implement our district ALPS plan using the Icons of depth and complexity.||2019-12-12|Met|2019
49402530113530|Santa Rosa Charter School for the Arts|7|All students are placed in grade level appropriate classrooms.  Students identified as English Language Learners receive English Language instruction through both integrated language supports and instruction as well as through designated English Language instruction.  All teachers on staff are GLAD certified.  Students identified to receive special education services are served through our Educational Specialist. Santa Rosa Charter School for the Arts utilizes all district adopted curriculum and is in alignment with Common Core State Standards.  Our teachers use Arts Integration methodologies in the instruction of Common Core aligned content.|Student access is very high as all of our students are enrolled in the General Education program and all have access to the same school adopted curriculum and common core state standards. Our Educational Specialist supports students with Specific Learning Disabilities through one on one, small group and co-teaching instruction. Our Instructional Aide collaborates with classroom teachers to provide small group reading and math intervention and support with identified need daily.  All Middle School students are provided the opportunity to learn academic, technological and life skills through the College and Career Readiness course.  All students, school wide, access our designated daily intervention and extended learning time known as W.I.N. (What I Need).  The WIN program allows for students to receive Reading and Math intervention, attend Social groups, participate in extending learning opportunities, as well as  participate in Music and Art intervention and extended learning.|As our student enrollment is increasing, and our Middle School is growing, there are challenges with shared space on campus.  Currently, we are unable to provide before school child care to our families due to staffing challenges for the Child care program. Santa Rosa Charter School for the Arts does not provide bussing services.  We continue to work toward increasing the number of Chromecarts on campus with the goal of having a cart for all classes in grades Third through Eighth.|To meet all student’s needs, we have moved into full implementation of the school wide  W.I.N. (What I Need) model.   The LEA will have co-teaching in specific core academic classes for Middle School students, allowing all special education students to be mainstreamed with support.   We will continue to reflect and refine our instructional practices through all staff participating in Student Learning Rounds.  We are currently in our third year of school wide Student Learning Rounds. Our staff will continue to attend Arts Integration professional development through our partnership with the Luther Burbank Center for the Arts.||2019-12-12|Met|2019
49402530000000|Santa Rosa City Schools|7|In 2018-2019, all courses offered in SRCS must be fully aligned to the common core curriculum or meet UC/CSU guidelines. These changes 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 graduation rates throughout the district. With the new graduation requirements for the class of 2022, all English learners are in core content classes. With the passage of AB 2735, all ELs have access to a broad course of study as students are placed in general education classes meeting graduation requirements thus providing options for post-secondary education.  Also, student enrollment in AP, IB, and Honors courses by ethnicity, socioeconomics, and other factors can be used to evaluate if students are accessing a wide array of courses.  This, coupled with a master schedule review, provides data as to who is enrolled in classes by grades and demographics.  And furthermore, graduation rates also provide indicators as to student access and enrollment in a broad course of study.|Student access is very high.  Despite this, counseling teams and enrollment procedures need to adhere to a strong belief that access is not enough.  Ultimately, actually having students enrolled in and successfully completing courses is the goal.  Some high schools are implementing co-teaching sooner than the district rollout requires so they can simply better support students even earlier than the district timeline.  This is the case in schools like Elsie Allen High School and Piner High School.  Also, some schools in SRCS relied more heavily on non-UC/CSU A-G aligned courses in their master schedules over the previous years and this means these schools are more slowly adapting to the requirement that all schools have courses fully A-G aligned by 2022.  For example, Piner High School and Elsie Allen High School moved to almost all A-G aligned courses 4-5 years ago, while other campuses like Montgomery High School and Maria Carillo High School had very balanced offerings, to begin with, and they have had to do very little to better align themselves more fully.  Santa Rosa High School, on the other hand, has had to do some major master schedule realignment as they are most impacted due to having a large amount of non-A-G courses in their master schedule.  This also means that as both 9th and 10th-grade classes are Board mandated to align to A-G courses only, 11th and 12th-grade classes at SRHS still contain a multitude of non-A-G aligned course titles which will be phased out by 2022.|As the co-teaching model increases across middle schools to all high schools in the coming years, more special education students across the district will have rigorous core academic classes and the support needed to complete them.  Though this is rolling out, starting with 7th grade, some schools in the district like Piner High School, are engaging in co-teaching opportunities ahead of schedule so that students can gain greater access right away.  Not every high school is implementing such approaches ahead of schedule, and therefore, access is variable across the district as the mandatory expectation for each grade level is being phased in. Furthermore, as the A-G aligned course expectations phase-in for 11th and 12th graders over the coming two future years, schools will no longer be able to use course titles that do not have this alignment, though they are now able to.  By simply removing these courses as options, access to a broad course of study will inherently improve.  Thus, this barrier will be removed, though currently, 11th and 12th grade non A-G courses still exist on the district course catalog.|As stated above, the LEA will have co-teaching in core academics, allowing all special education students to be mainstreamed with support.  Also as stated, this will phase in, moving from middle to high school grade levels one grade level at a time.  Next year, all 8th-grade classes are making this shift and it will move upwards from there each year. Finally, as stated above, the district course catalog will not include any non-A-G aligned courses for individual schools to put on their master schedule for all grades 9-11 in 2020-2021.  In 2021-2022, only A-G aligned courses will be allowed on school master schedules for all grades 9-12. These changes will increase access to a broad course of study, and due to the implementation being phased in, it should also allow for the professional development, capacity building, and curriculum re-alignment to take place so that there are coherent and effective teaching and learning occurring in each course.||2019-12-12|Met|2019
49402530125831|Santa Rosa French-American Charter (SRFACS)|7|||||||Not Met For Two or More Years|2019
49709120125831|Santa Rosa French-American Charter (SRFACS)|7|a. SRFACS students take the CAASPP in third through sixth grades. English language learners take the CELDT test. All sixth grade students have access to the DELF, the test of French language fluency.|a. All students enrolled at SRFACS have full and equitable access to the Common Core Curriculum and the Accredited French Curriculum. The dual immersion program expands the usual course of study of a typical public school to include a second language and culture, world history, and civics. English language learners are often at an advantage because they have an understanding of verb conjugation. Plural-lingual studies show that students who master one second language have an easier time acquiring a third. Individuals with exceptional needs receive appropriate accommodations and services for inclusion in all curriculum. The school had a 35% reclassification rate in the 2018-2019 school year.|a. SRFACS sees a need for additional instructional support such as tutoring for EL and SED students. Math results among English language learners and economically disadvantaged students are of particular concern. The charter’s limited budget is a major barrier to providing this support. Work on the budget will continue.|a. Review of 6th grade math SBAC scores raise concern for SED and SPED students.  New actions are being implemented to address the needs of struggling students within the classroom and provide tutoring as much as financially possible. Instructional strategies include small group work within the classroom and front-loading academic vocabulary.|SRFACS students are meeting and exceeding standards of local public schools. In addition, they are mastering a second or third language and getting exposure to multiple cultures. Our focus on multipluralism provides a positive reflection on languages spoken in students' homes. Current research demonstrates that affirming a student's primary language supports acquisition of additional languages. SRFACS has a STEAM initiative that support student groups working on science, technology, engineering, arts and math projects.|2019-12-12|Met|2019
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 (VPA), Health, Physical Education. Based on teacher survey responses, of these courses, Health and VPA 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. The school is undertaking a review of Health curriculum in the 2019-20 school year.|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 and music provided by outside contractors, and does not have sufficient resources to extend offerings to world languages, technology, career technical education 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 core subjects (ELA, Social Studies, Math and Science) rank highly against these measures, whereas Health, Language and VPA do not perform as well. The school will develop an updated action plan in the area of curriculum to address these issues.||2019-10-29|Met|2019
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.||2019-10-15|Met|2019
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 68 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.||2019-10-15|Met|2019
30666216085328|Santiago Middle|7|Santiago seeks to evaluate student performance activities that are worthwhile, significant, and meaningful: in short, activities that are authentic. Emphasis will be placed on evaluating what the students know rather than on what they do not know and on evaluating students’ work rather than students.  Assessment of these activities will be based on, but not limited to, the following:    The State Standards developed by the State Board of Education  Authentic  performance  assessments  that  are  unique  to  middle  school  students  (i.e., performances, and practical arts projects)  Teacher-developed testing procedures that will reflect the standards or benchmarks for each grade level as determined by Santiago Middle School’s instructional team  Specialized  assessment  tools  such  as  teacher/student/parent  contracts  that  will  be developed individually and used when appropriate  Mandated special education testing that will continue to be administered  CAASPP Interim Assessments and Summative Feedback to drive classroom instruction  On-going student progress monitoring and parent communication utilizing digital platforms, progress reports, phone communications, student conferences, parent/teacher conferences    Criterion-referenced tests, end-of-unit tests, performance-based assessments, homework completion and class participation will form the basis of evaluating student performance and determining student grades.|The whole structure of the Santiago curriculum and the instructional strategies in place in Santiago’s classrooms are designed to maximize the learning opportunities for all students. Low-achieving or at-risk students are integrated into the entire student body and participate fully in all aspects of the curriculum. By working closely in their classes with students at all ability levels, students gain knowledge, learn new strategies for solving problems, and develop new perspectives on the value of learning.|Regardless of the Assessment Data provided through the dashboard, Santiago Charter, as an independent LEA, offers all students a variety of course offerings and choice. Santiago works strategically to provide access to all students, supports to ensure equal access and equitable educational course of study.|Santiago continues to reflect upon all data provided through various sources. The data facilitates the plan, as formative assessments guide instruction. Revisions to plans are pursued when data illuminates a cause for revision.||2019-10-16|Met|2019
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 2018-2019 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||2019-10-24|Met|2019
43693856046494|Sartorette Charter|7|Cambrian uses the district the following tool to track the extent to which all students have access to, and are enrolled in, a broad course of study: - Instructional Program Data - Track Physical Education Minutes  - Powerschool Master Scheduling|In reviewing school and grade level data for the 2018-19 school year all elementary students had access to a broad course of study as outlined by  CA Ed Code 51210.  In reviewing student schedules and associated data for the 2018-19 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i) with the following exceptions: - Nutrition at Price Middle School  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.|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.|- All sites are implementing the new ELA/ELD Curriculum for Grades PK-8.  - CSD will continue to explore and pilot various science curriculum, review the social studies framework and the VAPA standards and resources. - CSD will continue the implementation of STEAM at all sites. - CSD will continue to offer a variety of options for World Language and Career and Technical Education courses in grades 7-8.  Review and potentially revise the master schedule to include elective choices for significant student groups. 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 of working with English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youths is designated district-wide.  All teachers will receive 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 regularly and instruction is adjusted accordingly. This meets the state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes.||2019-10-02|Met|2019
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. Access is enhanced by multiple extended learning opportunities specific to students needs to accelerate learning and assure that students have success in the broad curriculum. Success is monitored by teachers and administration and parents are consulted in the remediation/acceleration process.|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.||2019-10-08|Met|2019
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.||2019-06-11|Met|2019
21654740000000|Sausalito Marin City|7|Our locally selected measures are: Teacher schedules by grade level for ELA, Math, Science, and History; Enrichment schedule for art, music, garden, PE, library, and mindfulness,  Intervention schedule for individuals with exceptional needs and the Intervention and ELD schedule for unduplicated student groups.|All students receive weekly (or more) art, music, garden, PE, library, mindfulness in addition to ELA, Math, Science and History.  All students also receive ELA intervention and ELD students receive focused ELD instruction.|The only barrier we have is recruiting and retaining high quality single subject credentialed teachers although we are making progress developing current staff in this regard.|We are creating a teacher of color pipeline with several local career & college counseling programs and several local teacher credentialing programs and one statewide program. We will guarantee access to a broad course of study for all students by increasing our single subject teachers and retaining these high quality teachers.|Our current teacher, intervention, and ELD schedules supports our progress for all of our students having access to and being enrolled in a broad course of study|2019-11-14|Met|2019
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.||2019-10-22|Met|2019
34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|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.||2019-10-22|Met|2019
34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|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.||2019-10-22|Met|2019
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.  Savanna is in year three of MTSS implementation 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.  Savanna is currently evaluating available Science/NGSS curriculum. Once the materials are evaluated and piloted, 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 more support in social emotional learning.  Savanna School District has implemented 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.||2019-10-08|Met|2019
36678760137935|Savant Preparatory Academy of Business|7|Savant Preparatory Academy of Business will prioritize the adoption of Common Core aligned curriculum, parent engagement, culturally relevant pedagogy, and the implementation of financial literacy curriculum to make sure scholars will be able to reach grade level proficiency according to state standards. SPAB will adopt curriculum and consumables for all EL learners and purchase one-to-one technology to help low income students access supplemental programs. Educators will be required to attend training and/or professional development on cultural competency and seeking positive behavior, implementing behavior intervention plans, and building support systems. The LEA’s goal is to hire and retain highly effective classroom teachers, administration, and support staff to maintain a positive school culture of rigor to promote student achievement. students will comprehend tenants of financially literacy and entrepreneurship through interdisciplinary integration of common core state standards.|To support these goals Savant Preparatory Academy of Business will intentionally maintain a program that provides all students with a rigorous education. More specifically, Savant Prep will continue to adopt ELD curriculum for all EL learners. Teachers will be well trained in Multi Tiered Support System to provide intervention through teacher remediation and small group instruction using California Common Core State Standards aligned supplemental materials. educators will use the assessments provided by the curriculum and analyze data on a weekly basis to drive instruction. teachers will have regular informal observations and meetings with administration to reflect on teaching practices and suggestions for improvement. The California Standards for the Teaching Profession will be used as a rubric for expectations.|All elements will be taken into consideration to work together for the development of all pupils from diverse backgrounds to access a broad course of study. A potential barrier at Savant Preparatory Academy of Business is limited staffing. Having limited staffing can impede students having hands on opportunities in and outside the classroom. This barrier can arise from a limited budget, staff pursuing different job opportunities, and/or retaining teachers. Staff and teachers need to be well-versed in the school’s climate and culture to effectively provide a broad course of study to all scholars. Facility space can become a barrier for Savant Prep. The constant growth inadvertently brings space issue in classroom and other areas on site. The LEA provides all grade levels a classroom ratio of 25:1. Educators are able to tailor instruction and have more one-on-one attention for students. Growth, as a school, becomes a barrier when the program does not run to fidelity and compromises the high rigor and expectations of the school.|Savant Preparatory Academy of Business will continue to focus on high academic results by ensuring that all curriculum is aligned with Common Core standards. Educators will continue to reflect on teaching practices and develop their strengths to ensure the broad course of study is present in classroom instruction. New measures will be made in the best interest of the students based on continued collected weekly assessment data. Data driven instruction has, and will remain a practice at Savant Prep to aide individualized learning plans, small group instruction, and whole class teaching. Continuous use of data analysis, based off of student achievement, will guide relevance in implementation of supplemental resources. The school will continue to promote parent, family, and community engagement in the education of English Learners through parent meetings and opportunities to participate in school-wide decisions. The LEA will utilize innovative and instructional practices that will allow students to comprehend other content areas through interdisciplinary integration.||2019-10-30|Met|2019
37764710000000|SBC - High Tech High|7|All HTH SBC 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 SBC 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 SBC 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 SBC 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 SBC students have access to a broad course of study.|Each HTH SBC school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH SBC creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH SBC student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH SBC students have access to a broad course of study.  For example, the average percentage of HTH SBC graduates meeting UC/CSU requirements in 2017/18 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2018/19 school year.|HTH SBC 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 SBC high school students to complete college coursework outside of the school day. This is often particularly true for HTH SBC socioeconomically disadvantaged students.|HTH SBC plans to maintain current practices that support all students having access to a broad course of study. HTH SBC 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.||2019-06-20|Met|2019
37771720000000|SBE - Baypoint Preparatory Academy San Diego|7|BPA-SD tracks progress in compliance with Priority 7 standards annually through the academic master schedule, report cards, English Learner (EL) identification, Individual Educational Plan, and student individual portfolios.   Additionally, all students at BPA-SD participate in benchmark assessments tri-annually. Students in Kindergarten through 7th grade participate in Northwest Evaluation Association’s Measure of Academic Progress (NWEA MAP). This tool is an adaptive, national norm-based assessment used to measure academic growth, create specific goals for each student, and project future proficiency. Students in Transitional Kindergarten participate in early literacy and foundational math internal benchmarks to track progress and growth throughout the year.   All BPA-SD students, including those in unduplicated student groups and individuals with exceptional needs have access to courses which fully implement the ELA and Math Common Core State Standards, Next Generation Science Standards, and state adopted content standards for Social Studies/History, Physical Education, and Visual Arts. The California ELD standards are implemented during designated and integrated ELD instruction to ensure the needs of English learners are being met.       In addition to NWEA MAPS and internal assessment of content standards, BPA-SD regularly reviews ongoing assessment data from technology based programs, ST Math and Lexia, which are used daily in grades TK-7th.    All BPA-SD students learn in an integrated, multi-disciplinary environment that incorporates computer technology and real life cooperative experiences. These experiences provide foundational skills for students to later meet the requirements necessary for post-secondary admission.|Baypoint's selected measures demonstrate students access to a broad course of study.   At Baypoint all students participate in a coherent standards-based curriculum. By offering several different curricular and instructional options, students are given the opportunity to meet their individual learning needs.  All Baypoint students, including those in unduplicated student groups and individuals with exceptional needs have access to courses which fully implement the ELA and Math Common Core State Standards (CCSS), Next Generation Science Standards, and state adopted content standards for Social Studies/History, Physical Education, and Visual Arts. The California English Language Development (ELD) standards are implemented during designated and integrated ELD instruction to ensure the needs of English learners are being met.  The TK-7th grade elementary classroom model is based on station-rotations and small group instruction. Houghton Mifflin GoMath, Houghton Mifflin Journeys (ELA; Science and Social Science integrated), Pearson Realize (ELA), Eureka Math, Mystery Science, Art, PE are CCSS aligned curriculum, utilized as a resource for teacher guided instruction.   In addition, ST Math and Lexia Literacy intervention programs are implemented in student groups based on readiness level, enrichment needs, targeted instruction in the CCSS, and address gaps in readiness through Response to Intervention (RTI) support.  Using ELPAC, teacher observation, and parent input, students who are English Learners (EL) are identified/monitored, and additional support and intervention are put in place. EL students have equal access to the curriculum. In addition, the use of the ELD standards during integrated and designated instruction is used to accommodate/support EL students.  Personal, emotional, and academic support is provided by the Special Education (SPED) team or appropriate service providers to students with an IEP. The SPED team sets the pace of an environment that honors each individual’s differences and is conducive to learning.  Moreover, to support struggling students BPA-SD’s SST and intervention programs are designed to bridge the gap between students’ independent level and that of their grade level.|All Baypoint students have access to a broad course of study. There are no barriers in place that would prevent Baypoint students from accessing the core and elective courses.|Baypoint will continue to invest in instructional staff professional development opportunities. In order to promote the effectiveness of multimedia and technologically delivered curriculum and intervention programs, teachers and instructional coaches are required to align curriculum with CCSS.   Teachers use a variety of resources gathered from professional development, trainings, and online resources to tailor instruction.   Monthly staff development days and student satisfaction surveys are implemented and used to assess whether the curriculum is relevant and effective.  Baypoint will continue to investigate and improve cross-curriculum instruction and encourage instructional staff participation in selecting future curriculum products.|Through ongoing data analysis and reflection, the Baypoint staff set a course for self-improvement by continually evaluating the school's programs in providing instruction and support to prepare students for colleges and careers.|2019-10-28|Met|2019
19772890000000|SBE - Los Angeles College Prep Academy|7|LACPA chose to report student enrollment in Career Technical Education pathways, A-G course enrollment, and Honors & Advanced Placement enrollment, and Dual 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.  California [EC] requires access to a broad course of study for grades 7-12 in ELA, SS, Foreign Language, PE, Math, VAPA, Applied Arts, Science and CTE. This EC applies to LACPA, a high school serving grades 9-12. LACPA also provides Individualized Education Plans.|LACPA measures annually the progress in the extent to which students have access to, and are enrolled in, a broad course of study that included the adopted courses of study specified in the California [EC] as applicable including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. We report the results to the local governing board at meetings and report the results via Dashboard.  Additionally, LACPA, as a charter, has additional opportunities for course study. This includes: English & Math Intervention, Graphic Design, Yoga, Dance as a PE, Business and Entrepreneurship, Government, 3rd year Foreign Language, 4th year Science, Theater, Honors and AP courses. For students struggling academically, LACPA provides Student Success Team (SSC), Special Education services, Intervention classes, EL instruction/support and pull-outs, and all are aligned to the Common Core Standards.|Information provided in Prompts 1 and 2 are evident that no barriers are in place that would prevent students from accessing the appropriate course, materials or coursework. We have also implemented an after school study hall program, boot camp for SBAC and SAT and teacher office hours. Students have meetings with the counselor on a monthly basis.|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. This includes training for our teachers in the CTE curriculum Business and Yoga/Dance.  In 2019, the LEA has contracted with STEMulate Learning, a consulting company that supports and guides Math and ELA teachers and provides workshops to students in the area of Math and ELA to help increase student performance and understanding/processing of content.  LACPA adopted supplemental curriculum iReady and it is aligned to the Common Core. This supports struggling students and students with disabilities.  Instructional coaching is available throughout the year for staff and administration.||2019-06-25|Met|2019
42772140000000|SBE - Olive Grove Charter - Buellton|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 all students’ needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in, a broad course of study based on the individual needs of each student.  Counselors meet with students and parents at the beginning of the year to identify student interests and educational needs.  The course of study is reviewed several times a year to ensure students are on track and making educational gains.|Olive Grove Charter School has not identified any barriers preventing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective choices, hands-on learning opportunities and CTE course offerings to better serve individual student interests.||2019-09-10|Met|2019
42772060000000|SBE - Olive Grove Charter - Lompoc|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 all students’ needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in, a broad course of study based on the individual needs of each student.  Counselors meet with students and parents at the beginning of the year to identify student interests and educational needs.  The course of study is reviewed several times a year to ensure students are on track and making educational gains.|Olive Grove Charter School has not identified any barriers preventing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective choices, hands-on learning opportunities and CTE course offerings to better serve individual student interests.||2019-09-10|Met|2019
42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|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 all students’ needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in, a broad course of study based on the individual needs of each student.  Counselors meet with students and parents at the beginning of the year to identify student interests and educational needs.  The course of study is reviewed several times a year to ensure students are on track and making educational gains.|Olive Grove Charter School has not identified any barriers preventing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective choices, hands-on learning opportunities and CTE course offerings to better serve individual student interests.||2019-09-10|Met|2019
42772220000000|SBE - Olive Grove Charter - Santa Barbara|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 all students’ needs are served.|All students in Olive Grove Charter School have access to, and are enrolled in, a broad course of study based on the individual needs of each student.  Counselors meet with students and parents at the beginning of the year to identify student interests and educational needs.  The course of study is reviewed several times a year to ensure students are on track and making educational gains.|Olive Grove Charter School has not identified any barriers preventing access to a broad course of study for all students at this time.|Olive Grove Charter School continues to increase student elective choices, hands-on learning opportunities and CTE course offerings to better serve individual student interests.||2019-09-10|Met|2019
19753090129411|SCALE Leadership Academy|7|||||||Not Met For Two or More Years|2019
33671810138610|Scale Leadership Academy - East|7|SCALE creates an individualized course placement and Individual Learning Plan for every K-12 student, inclusive of special populations. In addition to a course placement, a four-year plan of study is created for all high school students, which is measured against the CSU/UC “A-G” requirements and SCALE’S graduation requirements. The Academic Counselor revisits and revises this four-year plan every semester with the student. Parents are provided a copy 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 schoolwide 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 pending A-G approval during the upcoming submission period in February 2020, as this is our second year of operation.|Currently we are in full implementation and approaching sustainability for providing a broad course of study for all students.  The pending A - G approval processes for course which will transpire this year will be a contributing factor to sustainability.|Access to a broad course of study is a continued priority that we intend to continue meeting the needs of our students.  As review and revisions to curriculum happen yearly, we intend to maintain this level of access and provide improvements as necessary.|The actual date taken to local governing board: * December 14, 2019, unable to put the actual date.|2019-11-15|Met|2019
30103060134288|Scholarship Prep|7|Scholarship Prep is using the master schedule, student rostering, the electives schedule, IEPs, and the LCAP process to ensure that all students are enrolled in a broad course of study.|There is no difference at Scholarship Prep amongst any students or subgroups in terms of access to or enrollment in a broad course of study.|None.|Scholarship Prep will continue to offer its full program to all students.||2019-10-15|Met|2019
37103710136085|Scholarship Prep - Oceanside|7|Scholarship Prep is using the master schedule, student rostering, the electives schedule, IEPs, and the LCAP process to ensure that all students are enrolled in a broad course of study.|There is no difference at Scholarship Prep amongst any students or subgroups in terms of access to or enrollment in a broad course of study.|None.|Scholarship Prep will continue to offer its full program to all students.||2019-10-15|Met|2019
37683380122788|School for Entrepreneurship and Technology|7|SET High uses PowerSchool as its primary SIS, along with its numerous reporting options, which we take advantage of to follow our students' progress and keep them on track to graduate.  PowerSchool also helps us track UC A-G courses, along with the UC Doorways portal, ensuring that our students' coursework is up to the University of California standards.  We also use our own in-house program called Core Competency, which is a full-service portal that allows students to see all the classes available to them and sign up for classes, including honors and college-level courses.  Our SPED team is busy utilizing all of these tools as well to make sure our individuals with exceptional needs are enrolled in a broad course of study, headed for graduation and success.  Lastly, our grade-level cohort advisory system allows teachers to focus on the course of study by grade level (student age), thus streamlining the counseling process.|The modified block schedule that SET uses gives students multiple opportunities to take classes, making it unlikely that a student who spends 4 years at the school could not take every class that they wanted to take.  In addition, even students who start with our lowest level classes have the opportunity to take the most advanced classes before they graduate, assuming that they pass all of their classes.  For example, even students who enroll in Algebra as 9th graders still have the opportunity to take Calculus before they graduate.  The support that is provided to our students through support classes, help desk, and extra-block classes give students the opportunity to access most of the courses that students want to take.  All classes are available to all students.|Before the grade-level cohort advisory system, teachers were not able to effectively focus on one grade during advising sessions, making dissemination to the students of a broad course of study difficult.  As the course needs and priorities are different within each grade level, having grade-level cohorts allows the teachers to focus in on the course of study recommended for their assigned grade level, vastly improving the advising process, and ensuring the students have access to a broad course of study.  All classes are available to all students.|We have recently implemented the grade-level cohort advisory class system, which allows our teachers to focus on the course of study by grade level, thus streamlining the counseling process.  We have also increased our level of Math support by offering double-block math options for Algebra, Geometry and Algebra 2.|We have recently reached an agreement with Mesa College, part of the San Diego Community College District, wherein our 11th and 12th graders can take up to 3 college courses per semester, all for free.  This allows our students to begin working on their college degrees as soon as their junior year, at no cost to them, thus further broadening their course of study.|2019-10-23|Met|2019
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. Health standards are embedded Science classes. Students in grades 6-8 also have access to and are enrolled in courses in Applied Arts with Career Technical Education (CTE) credentialed teachers. 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 drop a course of study that meets 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 to complete both their A-G requirements and a CTE arts pathway. However, The SAE administration and academic counselors have successfully provided access to arts pathways and A-G courses for all students. Parent-signed waiver forms are required to drop a course of study that meets A-G requirements.|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.||2019-06-20|Met|2019
19649070115170|School of Extended Educational Options|7|As a dependent charter school of Pomona Unified School District, we benefit from and adhere to all Pomona Unified School District’s protocols and procedures including locally selected measures.|SEEO differs from other Pomona Unified School District schools in that we offer several options. Our choices of study include a K-8 Home School, a blended curriculum, an independent studies program with online courses with individual learning plans with access to a broad course of study supported through Pomona Unified School District. Our students enjoy a very broad course of study both on campus at several sites across the district as well as online.|Several barriers preventing students at SEEO from receiving access to a broad course of study are homelessness, working, and social-emotional circumstances. The type of students that attend SEEO are students that have already been identified as being at-risk or show high characteristics of being at-risk. It is for this reason that SEEO has greater barriers than other sites. However, SEEO meets the needs of students given their particular issues and circumstances.|SEEO has increased the number of elective course offerings.  A new online platform, Edgenuity with online honors courses has been added. This addition only increases the wide variety of offerings to the student. Just as there might be a need for support resources, there is also a need for acceleration.||2019-09-27|Met|2019
37103710136192|School of Universal Learning (SOUL)|7|The locally selected measures or tools that SOUL 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 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. Additional supports are provided for students on an individualized basis.|SOUL Charter School has one school site in which we serve students in grades 7-11. (Next year we’ll be fully built out to serve all middle/high school grades 7-12 respectively). SOUL offers an inclusive, socially integrated, non-tracked learning environment. Since students are not tracked, SOUL students complete a common set of courses. Upon graduation, SOUL students will have completed the high school graduation requirements (as outlined in our charter petition) including all the UC A-G course requirements (if college bound). Currently, students in each grade from 7-11 are assigned their particular courses, to ensure their successful graduation. Students in grades 7-11 take their four core courses: science, history, math, and english, as well as at least two elective courses. This said, each year we evaluate our programs and make necessary adjustments. For example, in our first two years of operation, students did not have the opportunity to select the elective courses they were interested in taking. Rather, they were assigned two elective courses (listed in our graduation requirements) which often satisfied their A-G requirements in high school. However, this year, we gave students choice regarding their electives. Additionally, our project/experience based curriculum allows students to make community connections while engaging in work that contributes to their lives, the community, or the world in some way. Students are also participating in learning that aligns with their passions, allowing them to be intrinsically driven while understanding the relevance of their work and how it applies to everyday life.|The barriers that have prevented SOUL from providing access to a broad course of study in general include the following: We are a small school with a small staff in our third year of operation. Therefore, we are limited with our scheduling. Additionally, there is very limited space at our current facility, and we are operating with a limited budget. As a result, we have not yet been able to provide a myriad of course offerings. Once we grow to full capacity, we will have the space, students, budget, and staff to allow for an even broader course of study for all students in grades 7-12. 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, research (on social/emotional learning) supports that programs like Integra allow 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 yet been able to fully implement our program. Once we have our own school site and are fully built out, we will have the ability to offer more courses. For instance, we would like to offer additional languages beyond Spanish. We would also like to offer a music course. However, at this time, we do not have the space or funding to purchase instruments. In the meantime, we encourage students to create clubs after school and will continue working on staffing and scheduling which would allow students to choose from a multitude of elective courses.||2019-10-30|Met|2019
10621661030642|School of Unlimited Learning|7|All students who enroll at the School of Unlimited Learning, both classroom based and independent study students,  have access to a broad course of study. Students must meet the 230 credit graduation requirement. The Guidance Counselor Coordinator meets with every student  and conducts an evaluation of their credits to ensure that they meet the broad course of study required for graduation.|SOUL is a small comprehensive charter high school with fewer than 200 students. Every student has an individualized learning plan, which is developed by the Guidance Counselor Coordinator. SOUL offers two programs: classroom-based and independent study. The Guidance Counselor Coordinator ensures that the same broad course of study is offered to students In both programs. SOUL has well-defined graduation requirements. All of SOUL’s core courses are UC approved. Students are monitored closely to ensure that they are progressing satisfactorily through the curriculum. Tutorial hours are assigned to students who are struggling. Student study teams are held to engage parents in the academic progress of their children.|There are no barriers preventing the School of Unlimited Learning from providing a broad course of study which meets graduation requirements and prepares students to enter post-secondary institutions.|There are no current barriers that prevent any student from accessing a broad course of student, and not future barriers are anticipated. SOUL is a small comprehensive charter high school whose student population consists primarily of students who are credit and skills deficient. Small classes and individualized instruction are designed wholly to assist students through courses in which they would otherwise struggle with at large traditional high schools.||2019-05-14|Met|2019
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 and within the 10 classrooms.   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 allows 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 students have equal access to these subjects and receive additional support where needed. Teachers, staff, parents and administrators 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 a roadmap for the school year. Academic conferences are held after each PLP and report card conference. A team comprised of the RTI (Response to Intervention) Specialist, counselor, SST Chair, EL (English Language) Specialist and principal,  meet after each PLP and Report Cards and monitor students progress and put supports and interventions as needed.|As a school of choice, we have a high percentage of students (18% - 2018-19) with exceptional needs many of whom are also EL learners.  Although we have many supports in place, some of these students require additional support to fully access to the entire curriculum.|In order to address these concerns we have hired additional resource staff 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 have an EL specialist. 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. Additionally, we have partnered with Rural Innovations in Social Economics, Incorporated, a non-profit, to provide additional counseling support. These supports are also available to all students.  Moreover, teachers, support staff and principal work with the  RSP teacher to look at the needs and address these with appropriate collaboration and support.||2019-10-30|Met|2019
12630240000000|Scotia Union Elementary|7|Use Schoolwise, weekly, monthly, midterm, and trimester progress reports and report cards, and teacher lesson plans, 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|All students have access to the core academic subjects, as well as visual and performing arts, through a “push in” resource program, EL support program, and intervention services both during and after school.|There are no barriers preventing the LEA from providing access to a broad course of study for all students due to the existence of an EL program, intervention program, and “push in” resource program.|Revisions, decisions, or new actions the LEA will or has implemented to ensure access to a broad course of study for all students-enrichment activities - through ASES and GATE program (on early Wednesdays), after school intervention provided, 1:30 kindergarten dismissal allows for EL intervention prior to student dismissal (2:30 or 3:05) and after dismissal for kindergarten students (1:30).||2019-10-10|Met|2019
47764550000000|Scott Valley Unified|7|Utilizing the continuous cycle of improvement data analysis process, SVUSD engages in regular (each semester) evaluation of the master schedules at each site, course enrollments ( by gender, ethnicity, special needs, and socio-economic status) to ensure that students both are exposed to and are enrolled in a broad course of study.|SVUSD students have access to and are enrolled in a broad course of study.  Our District only maintains two K-5, one middle, and one high school program, so the differences between sites is non-existent.   Our programs deliver a broad course of study to include, the arts (K-12, with drama with embedded music), career technical programs ( three pathways that reach down into the middle school), and a rigorous academic program to include both honors and Advanced Placement at the high school level.  Students have increased their A-G attainment rate from 47% as a baseline to 52% in the most recent year.|Barriers that exist for increasing and improving the broad course of study for SVUSD include the very small student population.  This makes it extremely hard to maintain a comprehensive schedule.  Even with those limitations, we do have many courses, both academic and elective for students to choose from.  Further, we do show an inequitable distribution of students with our career technical programs, for special populations.  We are engaging in recruitment and advertising processes to address these issues.|Utilizing our class size reduction dollars, SRSA dollars, and block grant, we continue to support comprehensive classes, along with differentiated institution and intervention at all levels.   Further, by leveraging Career Technical grant dollars ( CTEIG and Strong workforce) and partnerships with Upward Bound, we continue to support and enhance our CTE programs.||2019-10-16|Met|2019
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. Scotts Valley High School participated in several transcript analyses in conjunction with the Santa Cruz COE and the Riverside COE.There is a District Arts Task Force that supports arts implementation throughout the district, and the Curriculum Council ensures that textbooks and instructional materials are appropriate and differentiated for all students.|For the 2018-19 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.  Beginning in 2018-19, art was an elective at the middle school for the first time in many years.|Barriers preventing SVUSD from maximizing broad course of study offerings to all students include a lack of funding and resources. Additionally, 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.|In 2019-20, band will be offered as part of the school day at the middle school. The high school eliminated remediated math at the high school, and instead has added an extra support class for students requiring additional help.  Additionally, the English 3 class has been reconfigured to offer IB testing and possible placement into higher level English courses.  Two dual enrollment classes will be established at the high school.||2019-10-22|Met|2019
37683380121681|SD Global Vision Academy|7|San Diego Global Vision Academy serves 383 students in grades TK-8.  Our school provides all students with a standards-aligned learning experience. Our student demographics include 48% Hispanic, 31% African American, 13% White, 8% 2+ Races; of which 12% are Students with Disabilities (SWD), 14% English Language Learners, and 66% Socioeconomically Disadvantaged.  San Diego Global Vision Academy (SDGVA) is a direct-funded charter school established in Fall 2010 that fosters interdisciplinary 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) provides all students with a writing-focused, STEAM, and service-learning based educational program.  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 a 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 demonstrates 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 Music, Tae Kwon Do and Global Leadership (Gr. 6-8).  There are no differences in 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.||2019-09-17|Met|2019
49709386113039|Sebastopol Independent Charter|7|The administration and the faculty work together in creating the weekly schedule to make sure that all students have access to a broad course of study. Our student support services team make sure that our multi-tiered system of support (MTSS) is supporting students with exceptional needs.|Through our faculty and student support services team evaluating CAASPP scores, DIBELS assessments and formative assessments by general education teachers, we make sure that all students are accessing a broad course of study regardless of abilities and needs. We compare our results over a multi-year span to ensure overall progress of the whole student body, in addition to sub-groups.|We are not experiencing a barrier preventing our school from providing access to a broad course of study for all students.|We will continue provide access to a broad course of study for all our students. We will continue to measure and evaluate that we are providing access to a broad course of study for all our students.|While we are proud of our general education tier one instruction, we continually find that there is an increase of student support needed in tiers 2 and 3. Student support continues to increase for academic support and emotional support. We are responding to the continued support needs by expanding our student support services. We're hoping that extra funding for this expanding need will happen at the state level at some point.|2019-10-07|Met|2019
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.||2019-10-10|Met|2019
13632220000000|Seeley Union Elementary|7|The Seeley Union School District uses 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 intervention or ELD during core instructional time.|Elementary daily schedules designate the majority of instructional minutes to core academic instruction and intervention. This is especially true because there is limited time for visual and performing arts. At the middle school level, English learners, in particular, have less access to our limited elective courses due to master schedule constraints.|Our largest barrier, especially in the area of visual and performing arts, is teachers’ struggle to fit everything into their schedules when it comes to curriculum implementation and time needed for intervention/ELD.|The district is pursuing a more strategic use of adaptive intervention programs to accelerate progress for students who are struggling to meet academic standards, including sending devices home to extend the school day. In an effort to emphasize the importance of visual and performing arts, the school will have the opportunity to participate in a ways of bringing community-based arts education into the classrooms.||2019-10-15|Met|2019
47704580000000|Seiad Elementary|7|The teacher's records including: master schedule, record books, student portfolios, online intervention and data as well as 3-4 performances annually.|All students are enrolled in all core academic studies including Mathematics, Language Arts, Science, Social Studies, Physical Education, Technology, Fine and Performing Arts, the DARE program and Agriculture. Kindergarten students learn letter signs for the alphabet letters, and 4th through 8th grades have access to Sexual Health Education and Tobacco and Drug Prevention programs.|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 providing the previously  mentioned curricula and collaborating with local educators and professionals to ensure access to a broad course of study for all students.||2019-10-01|Met|2019
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.|For 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, Nursing Assistant, Fire Fighting, Graphic Design, Art Animation, Agriculture, Robotics 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. After previous consideration, a Drivers Education course has been implemented  and offered to students in grades   10th -12th .  To  ensure further access to a broad course of study for all students, Master schedules will continue to be reviewed on an annual basis.||2019-10-22|Met|2019
15637680000000|Semitropic Elementary|7|With the help of all stakeholders, the expectation of having a broad course of study for all students is presented to staff, parents, and the board each year. A meticulous inventory is kept ensuring students have all the tools needed to have access to the materials needed.|Our upper grades (6th-8th) have a built-in elective as part of their day. These students are given the opportunity to have Digital Curriculum, Ag. Science, or AVID as an elective during the 3 years they are here.|none|none||2019-10-03|Met|2019
54721166054340|Sequoia Elementary Charter|7|Academics, Technology, Testing, Community and Culture were locally selected measures used to track the extent to which all students have access to, and are enrolled in, a broad course of study.  This includes Students with exceptional needs and unduplicated student groups.|The LEA is a single school district.  The LEA endeavors to utilize all means at its disposal to ensure that all students have access to a broad course of study.  The LEA's Learning Lab monitors internal testing data to monitor student progress and provide additional support to Students with exceptional needs and unduplicated students.  The Learning Lab also monitors academic growth of other student to assist them in being able to meet the challenges at each grade level.  The LEA ensures that both staff and students have access to current technology that will support the academic program and assist the students in interacting both electronically and in traditional manners in blended classrooms.  Both the LEarning LAb and classrooms have supplemental programs to challenge struggling and advanced students.  School culture and climate are routinely monitored both within the school and in surveys conducted with students and stakeholders, in an effort to ensure the school district is sensative to the needs of students and stakeholders.|Funding is always an issue.  The LEA finds creative means to ensure that all students have access to a broad course of study.  The LEA recognizes that there is a demographic change manifesting within the school district, that being a slow and steady increase in the number of unduplicated students that the LEA works with each year.  The challenge (as opposed to a barrier) is being met through positive strategic planning that is geared to recognize such changes and then provide a reasonable, and financially sound means by which to meet the challenge.|The LEA is meeting with School Site Council, Parent's Guild and the School Board to consider changes in dress code that is more reflective of the school current diversity.  The LEA and these organizations are looking at the curriculum, technological, and MTSS/SEL needs of current and future students to develop a realistic 5 year plan that encompasses curriculum, technology, culture/climate.  As the School Site Council meets over the 2019-2020 School Year it recognizes the need to modify, or take out certain subsections of the LCAP Plan and replace them with plans/goals that are reflective of the Strategic Plan and the work accomplished by educators and the Parent Groups.||2019-09-12|Met|2019
54721160000000|Sequoia Union Elementary|7|The LEA chose to track academic growth, Broad course of study, use of technology, and attendance rates of students.  The LEA tracked student growth through the use of data gathered from local assessments and State tests.  Student attendance records and class assignments were utilized to track  ADA, Chronic Absenteeism, and access to a Broad Course of Study for all students.|The LEA strives to ensure that all students have access to a Broad Course of Study.  Students are tracked through attendance to ensure that they have the opportunity to attend both required courses and elective courses.  Those students who through informal and formal assessments are deemed to be in need of intervention/support courses, are still to the best of the ability of the district, provided with elective courses, and the opportunity to enjoy a broad spectrum of classes similar to those not at risk.  Special Needs students function in fully-inclusive classrooms, receiving a modified course of study.  This allows these students to integrate fully into the regular education classroom with support from a one-on-one aide.  The LEA continues to work on its educational program to reduce perceived and or factual gaps between grade levels, and subgroups.  As the LEA's EL population has been exponentially growing each year, the LEA is working to modify its Curricular and accessibility requirements for students to meet the needs of the Unduplicated students.|Funding is complicating our work to provide a broad course of study for all students.  We are accomplishing the task, yet as we look to the future, and the potential requirements of current and future students.|The LEA is reviewing new requirements that have been directed at the state level.  The LEA is also looking at current curricular needs.  We are developing a Strategic Plan related to curriculum, technology, and materials related providing all students access to a broad course of study.  The LEA recognizes that its demographics are changing, and are planning to meet these future needs.||2019-09-12|Met|2019
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 1,991 members of the Class of 2019, 58,8% met A-G.  The percentiles of ethnic groups meeting A-G ranged from 80% of Two or More Race students at the high end, and 19.6% of Pacific Islanders at the low end. Of the remaining ethnic student subgroups, 76.3% of White, 78.5% of Asian, 38.9% of Hispanic/Latino, and 38.6% 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 2016, of the District’s 1,931 graduates, 59% met A-G.  White, Asian and Two or More Race students were at the high end of the gap, with percentiles in the mid 70%s to mid 80%s.  Our local dashboard indicates a decline in White and Asian students meeting A-G, primarily at one school site, but we are pulling the CalPers numbers to investigate as the numbers are out of sync with annual results.  However, results for these two groups are high in either case.  While Pacific Islander, African American and Hispanic/Latino students were at the low end with percentiles ranging from 10% to 38%.  Of note is the fact that over each of the four past years the Pacific Islander percentile of students completing A-G has annually increased, moving from 10% completion in 2016 to 19.6% completion in 2019.  That said, they are still the district’s lowest performing subgroup.  Socio-economically disadvantaged students have also seen an annual percentile increase, growing from 31.2% in 2016 to 35.4% in 2019.  Also worth noting is the fact that EL and RFEP students have had a 9.1% growth over the four year span, moving from 32.6% A-G completion in 2014 to 41.7% in 2019.     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 most subgroups this gap is shrinking, but it is still large.  is a closing of this In the Class of 2019, 63.3% of graduates took at least one AP/IB class and 76.1% of those who took an AP/IB passed at least one AP/IB exam. In comparison, in the graduating class of 2016, 60.7% of seniors took at least one AP/IB and 78.3% of those who tested passed at least one AP/IB exam. This means that 2.6% more students are now accessing AP/IB and 2.5% are passing at least one AP/IB than were four years ago.  The rise in AP/IB course takers realized in all of the District’s ethnic subgroups except Pacific Islanders, which dropped from 20% taking an AP/IB in 2016 to 10% taking one in 2019.  In all other traditionally underperforming subgroups, the percentile taking an AP/IB has risen, most significantly by 11.3% for African American students and 8.8% for EL and RFEPed students.|To allow for a broad course of study, the District is piloting a credit recovery program that will allow students to begin their credit recovery before they earn a D or F. 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.  In addition, working under the recommendations of our District’s Differentiated Assistance Team, this year the District has undertaken an initiative in algebra I.  Pairs of volunteer teachers at each school site have been given an additional prep period to collaborate on the District’s Algebra I Initiative.  Said program is combining students formerly in the District’s non-A-G algebra readiness with their peers at the algebra I level.  Common Core math practices, monthly District planning days, and regular classroom coaching is resulting in what we hope will be a new way to improve math outcomes and access to higher level math courses.  In addition, this year the District has also heterogeneously grouped 9th graders in biology and is no longer offering the non-A-G science to diploma track students.  Training, coaching and collaboration time are all part of the district’s supports for this program, also designed to improve access to higher level courses.|In response to our District’s in-house dashboard results, the below new measures are being taken to ensure access to a broad course of study for all students:  Constructing Meaning for All - Over the next three years, all of the District’s teachers will complete EL Achieve’s week-long Constructing Meaning for All training that teaches instructors on how to differentiate for the many levels of language learners in their classes. Math Study - The math study that has birthed the Algebra I Initiative will closely monitor the progress of students in the program and consider the results ramifications for math practices in the District at large. Algebra I Initiative - As described in response to question three, working under the recommendations of our District’s Differentiated Assistance Team, this year the District has undertaken an initiative in algebra I.  Pairs of volunteer teachers at each school site have been given an additional prep period to collaborate on the District’s Algebra I Initiative.  Said program is combining students formerly in the District’s non-A-G algebra readiness with their peers at the algebra I level.  Common Core math practices, monthly District planning days, and regular classroom coaching is resulting in what we hope will be a new way to improve math outcomes and access to higher level math courses. Science Course Structures and NGSS Alignment - As described in response to question three, working under the recommendations of our District’s Differentiated Assistance Team, this year the District has heterogeneously grouped 9th graders in biology and is no longer offering the non-A-G science to diploma track students.  Training, coaching and collaboration time are all part of the District’s supports for this program, also designed to improve access to higher level courses.   Site Foci for Instructional Rounds is new this year and all sites have chosen to focus on an area designed to improve access to students in higher level courses. In response to positive feedback, the Parent Education Series has gone districtwide.  This means that parents and guardians can learn about the importance of UC A-G and benefits of honors level courses in the context of their specific school’s course offerings. An increase in dual enrollment has been spearheaded through funds from our CTEIG grant and the District is seeing more students than ever before participating in these college level courses. After training case managers, AVID practices have this year been incorporated into study skills classes to increase the numbers of special education students successfully completing UC A-G and at least one AP/IB course.|In addition, for the past six 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.|2019-10-16|Met|2019
19647336019111|Serrania Avenue Charter For Enriched Studies|7|The locally selected measures used to track the extent to which all students have access to a broad course of study are the new progress report card, the monthly physical education teacher certification platform, the English Learner progress dashboard, and the California Dashboard.|The English Learner Progress Dashboard allows us to monitor progress towards reclassification and provide additional support for students not meeting grade-level standards. We continue to implement a multi-tier system of support to ensure that all students have access to a broad course of study. Our English Leaners and Special Day Program classes also participate in the Engage NY mathematics program. As evidenced in the CA Schools Dashboard, our socio-economically disadvantaged student group is 3.9 points above standard in ELA and our reclassified English Learners are 40.9 points above standard in ELA. Our annual ELPAC results show that 37.9% of our English Learners reached Level 4 (Well Developed) and 34.8% reached Level 3 (Moderately Developed).|One barrier for Serrania has been improving the performance of English Learners on the ELA and Math SBAC Summative Assessment. Although current English Learners increased 32.9 points on the ELA Summative SBAC, they are still 61.6 points below standard in ELA. English Learners increased 35.8 points on the Math Summative SBAC, however they are still 46.8 points below standard.|In response to the results of the data collected, Serrania will ensure access to a broad course of study for English Learners by ensuring that they receive designated English Language Learner time to improve their academic English language skills and meet grade level standards mastery. All students not meeting academic standards will be identified and provided with Tier 2 and 3 supports in ELA and Math.||2019-10-31|Met|2019
18641880000000|Shaffer Union Elementary|7|Student access and enrollment in a broad course of study is tracked utilizing the School information system, class schedules, and teacher lesson plans.  All students K-5, including unduplicated and individuals with exceptional needs, participated in English, Mathematics, Social studies, Visual and Performing Arts, Health, and Physical Education.  All students grades 6-8, including unduplicated and individuals with exceptional needs, participated in English, Mathematics, Social studies, Science, Physical Education and each are offered  a selection Foreign Language, Visual  and Performing arts as electives.|Students K-5, including unduplicated and students with exceptional needs, receive all courses in a self-contained classroom and all have equal access to a broad course of study.  Students in grades, 6-8, including unduplicated and students with exceptional needs, receive English, Mathematics, Social Studies, Science, Foreign Language and Physical Education with a choice  elective offerings in Foreign Language, Visual and Performing Arts and STEM each with new opportunities offered each trimester.|All students are provided access to a broad course of study with the exception of Career Technical Education. Career Technical Education currently embedded into our STEM electives.|Students in grades 6-8, including unduplicated and students with exceptional needs are given the opportunity to receive trimester elective options that include a Foreign language, Visual and Performing Arts, and STEM courses embedded with CTE concepts.||2019-04-16|Met|2019
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 through 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, greenhouse, graphic design, agricultural leadership, welding, agricultural construction, and agricultural mechanics, New classes include graphic design and greenhouse. Students would still like to add additional classes in art, music, engineering and robotics.  Creative development of the master schedule is an ongoing commitment.||2019-10-08|Met|2019
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, and the school master schedule are all used to measure student's access to a broad course of study.|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 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.||2019-10-17|Met|2019
45104540132647|Shasta County Independent Study|7|||||||Not Met|2019
45104540000000|Shasta County Office of Education|7|The bulk of our curriculum is online and tailored to address and assess individual growth.  Criterion is an online writing tool, which assesses writing with a 4-5 point rubric using artificial intelligence and also provides narrative suggestions detailing more than simply grammar and mechanics, but elaboration and thought development. Odyssey Ware is an online curriculum for all subjects, from basic math, to AP English, to Spanish. There are built-in tools to determine if a student is able to move past a lesson or need a review lesson. NWEA Map assesses student reading and math skills to determine the level of work to be assigned, as well as to show growth over time.|Each of our populations caters to the individual needs of each student. Independent Study uses Odyssey Ware, Criterion and Achieve 3000. Each of these online curricula is aligned to state standards and consistently updated. Each Special Education student follows an IEP to address their individual needs. NWEA Map testing is used to evaluate student skills twice per year to determine growth. Juvenile Court School uses NWEA Map, Odyssey Ware, Achieve 3000, Criterion (an online writing tool, which offers instant detailed feedback), and state-aligned grade-level appropriate History and Math texts. ERWC is used with all secondary students.|There are few barriers preventing the LEAs from providing access to a broad course of study for all students. In addition to our online repertoire of curricula, we have a library of traditional texts for History, math, and English. Our teachers are trained to differentiate their lessons for each student.|In reviewing student outcomes, we have determined that providing a “learning commons” at Independent Study will help students and families feel connected. This area will also hold a variety of resources for research. Our Special Education classes have incorporated interactive online lessons in a group setting to enhance student engagement. At Juvenile Court School, we have trained our instructors in restorative practices, purchased new desks and tables, and offer a wider variety of Character-based literature to foster an academic atmosphere within a locked facility.||2019-10-09|Met|2019
45701280000000|Shasta Union Elementary|7|Shasta Union Elementary School District (SUE) ensures all students have access to a broad course of study through assigning students classes through Aeries. In addition, SUE 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.|100% of students in SUE are offered a broad course of study.|There are no barriers.|N/A||2019-06-24|Met|2019
45701360000000|Shasta Union High|7|As an LEA we have identified and adopted three goals which all lead to students being able to access a broad course of study. Are goals are as follows: 1) Successful completion of a California State Standards and Next Generation Science Standards aligned "A- G" curriculum 2) Successful completion of Career Technical Education (CTE) pathways 3) Improving student engagement, support, school climate and safety.  The District offers a variety of actions and services in the LCAP to address student needs and achieve our targeted annual measurable outcomes relevant to Goal 1. Some of these services are specific to the unduplicated student population, while others are important for all students. Goal 1 is reflective of our desire to have as many options available to our graduates upon completion of the high school curriculum as possible. We also are proud to offer a robust Career Technical Education curriculum with course offerings in Fire Science, Administration of Justice, Agricultural Science, Construction Technology, Medical Careers, Dental, and Culinary Arts to name a few. Reflected in Goal 2, our desire is for all students to explore career options and receive technical training as part of their high school curriculum. In order to facilitate this we have invested resources from a variety of sources, but will use supplemental dollars to help ensure all students, especially the duplicated population, have access to courses taught on different campuses in the District. Finally, we know that students cannot achieve the first two goals without ensuring their basic needs are met. By employing a variety of actions and service designed to improve or maintain the student engagement, support, school climate and safety on each campus we feel our students will be in the best possible environment to succeed. These services and actions are both proactive (providing security guards and school resource officers) and reactive (drug and alcohol intervention, in school suspension, etc) so that we can address the multitude of issues that students bring to school each day. We utilize our Aeries coupled with Counselor and administrative input to measure our success in providing access to and enrollment in a broad course of study. In addition, we use custom reports from Data Quest to verify student enrollments in a broad course of study.|We offer a broad course of study without barriers for all of our students. Our course offerings are balanced between sites based on size of school. In ELA, we offer 59 sections at our largest school, 51 in our middle range school and 48 at our smallest comprehensive school. At our alternative schools we offered 45 sections of ELA. Our total male/female breakdown is 2,722 females compared to 2,854 males which aligns with our overall male/female enrollment as a district. In math, we offered 65 sections at our largest school and 50 at our smallest comprehensive. We offered 52 sections of math at our two alternative schools. Our male/female breakdown was 2,583 males to 2,463 females in our math courses. Our social science course reflected the same balance between our schools with our largest offering 57 sections and our smallest comprehensive school offering 45 sections. Our alternative schools offered 46 sections of social science and our male/female enrollments were 2,741 males to 2636 females. In our science courses we had 42 courses at our largest school and 34 at our smallest comprehensive school. Again, the number of courses matched enrollment percentages. At our alternative sites we had 25 science courses. We offered fewer courses in science as compared to ELA and social science because of our two year graduation requirement for science compared to our four year graduation requirement for social science and ELA. Our fine arts, physical education, and practical arts all were in line with enrollment numbers and the percentage of classes offered.  As an LEA, we have fully embraced inclusion and through the use of co-teaching and utilization of instructional aides we have been able to successfully integrate our SDC and RSP students into our classes across all subject areas at all of our schools. We are very proud of our success in offering a broad course of study available to all student groups.|As an LEA we provide a broad course of study without barriers preventing access for all students. We know that providing a wide access to many different classes that our students receive a full learning experience and are more likely to graduate. by offering a broad course of study, our students are better prepared for higher education, employment and responsibilities as adults later in life. After checking our custom reports in Data Quest, talking with counselors and administrators and surveying our parents we know that we are offering a broad course of study without barriers built in by our system. We do know that we have a discrepancy between males and females enrolled in our Dance and Nursing courses. These courses are open to all, but we believe that our males are choosing not to take these two courses at the same rate as our female students due to societal issues.|As an LEA we have not had to make any adjustments because we don't have any current barriers in our course offerings or artificial barriers keeping our students from taking a broad course of study. We do know that we have a gender discrepancy in our Dance and Nursing courses that we have our counselors address when they do course registrations this January. We plan on having our sites highlight the success that the males have had in these courses in there monthly newsletters and at our parent information nights so we can enlist the help of parents in interesting their sons to enroll in these two specific courses.||2019-09-11|Met|2019
45699480139543|Shasta View Academy|7|Each Shasta View Academy (SVA) student has a Master Agreement that outlines all courses taken during each semester.  The Master Agreement is a legal document signed by the SVA Teacher, the parent and the student.  These documents are reviewed by administration to ensure that all students are properly enrolled in the appropriate and required courses.  Master Agreements for students with special needs are developed in cooperation with the student’s assigned special education service providers to be sure their courses and curriculum support their IEP goals and meet their needs.  SVA uses a school information system developed for independent study schools that records and tracks all semester courses, the curriculum selected for each course, the student’s academic progress in each course of study, the student’s assessment scores and the SVA teacher’s communication about each student.    SVA is applying for the initial WASC accreditation and will have an extensive course list of a-g courses once approved.  Each year a High School Guide/Catalog will be distributed to all high school students.  It includes specific course information and options and will be updated annually by SVA’s High School Coordinator and administrative staff.  SVA has a High School Coordinator who meets 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.|Shasta View Academy (SVA) provides access to a broad course of study for grade TK-12 students including Special Education students and English Language Learners. The school has no barriers to the provision of a wide array of courses.  SVA’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, extracurricular vendor instruction and enrollment in community college courses.    All SVA 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 SVA Teacher) chooses the delivery method and curriculum for each course to best fit the skills and 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.  SVA 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 encourage students to complete this course in the 9th grade, but it may be taken later in their high school career.  After completion of this course, students are eligible to enroll in SVA’s Internship program to explore a field of interest.   As stated above, High School students have access to courses offered at local community colleges or online.   SVA purchases the curriculum for these concurrently enrolled students in order to ensure that all students have access to these course opportunities.|Shasta View Academy does not have any barriers that prevents the school from providing access to a broad course of study for all students.|SVA will explore new course options, new curriculum options, and online learning opportunities. The school will encourage all high school students to enroll in Career Technical Education (CTE) Pathways as part of their educational plan. Student participation in the pathways will be an area of focus in the 2019-2020 school year and teachers will receive CTE Pathway training to understand each option.||2019-10-10|Met|2019
03100330129692|Shenandoah Valley|7|||||||Not Met For Two or More Years|2019
43693936046692|Sherman Oaks Elementary|7|||||||Not Met|2019
19647336019186|Sherman Oaks Elementary Charter|7|Sherman Oaks Elementary 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.  The District requires teachers to use a Learning Management System to track and monitor grades. Parents have access through a parent portal.  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 support are identified using various reports in the MiSiS and MyData systems. 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.|At Sherman Oaks Elementary 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, dance, science lab and media lab/robotics and orchestra confirm that all classes have equity to the programs.  All students have equal access to the arts, technology and science lab experience.|Some of the 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 from our Booster Club to provide financial support to fund programs such as art, music, technology lab, and the science.|Sherman Oaks Elementary 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, Sherman Oaks Elementary Charter will continue to seek out partnerships and grants, like Enrich LA.  The school will continue 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.  Sherman Oaks Elementary 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.||2019-10-30|Met|2019
20652430100016|Sherman Thomas Charter|7|In order to reflect on the extent to which all students have access to, and are enrolled in, a broad course of study, we examined our school’s course and teaching schedule for all grades.  We also considered the yearly plans for curriculum and pacing, created by teachers and monitored by administrators.  We follow a Core Knowledge curriculum which helps to ensure students have access to a broad course of study.|We are proud to note that all Sherman Thomas students are enrolled in a broad course of study. This includes all content areas identified for each grade span, with the one exception for grades 7 and 8, where we do not currently have a world language offering.  All student groups are equitably taught and assessed across the contents. All students with special needs are supported to access grade level studies in every class.|We have few to no barriers overall.  Our model is that of a small school with self-contained classrooms for both elementary and middle school years.  We ensure that students have equitable access to quality curriculum and a broad course of study.  The one limitation we identified is in our ability to hire a part-time world languages teacher.|Sherman Thomas will maintain its strong commitment to equitable access to a broad course of study.  We will continue to seek out avenues to enrich students in World Languages.||2019-10-22|Met|2019
20652430118950|Sherman Thomas Charter High|7|In order to reflect on the extent to which all students have access to, and are enrolled in, a broad course of study, we examined our school's: 1.) Yearly Course Catalog 2.) Yearly Class Schedule  3.) Student Information System (SIS) 4.) Each student's individual Four Year Plan (created/modified  by counselor, student, and parent/guardian bi-annually) 5.) Courses offering through various pathways (i.e. learning centers, independent study courses, online courses, and college courses)|We are proud to note that all Sherman Thomas Charter High School students are enrolled in a broad course of study. This includes all content areas identified for each grade span.  All student groups are equitably taught and assessed across the contents. All students with special needs are supported to access grade level studies in every class.|We have few to no barriers overall.|Sherman Thomas Charter High School will maintain its strong commitment to equitable access to a broad course of study.||2019-10-22|Met|2019
20652430134510|Sherman Thomas STEM Academy|7|All students have access to a broad course of study. All teachers are required to submit their yearly plan to administration prior to the school year beginning. The plan is monitored throughout the year to ensure that all teachers are on track. Through our Student Information System, we are able to monitor that all students are enrolled in the correct courses, ensuring all students are in a broad course of study.|All students have access to and are enrolled in a broad course of study, which includes all content areas for grades six, seven, and eight, with the exception of foreign language.|All students are enrolled in a broad course of study, with the exception of foreign language. We are a small school, with only one teacher per grade level and the principal is one of those teachers. We also only have 76 students, and therefore generate a much smaller amount of revenue than many more traditional middle schools. As such, we have not yet been able to put a part time foreign language teacher in our budget.|As previously mentioned, the only area that our students do not have access to is a foreign language. There are options that we are looking at, that would be a gradual implementation and at least provide our students with exposure to various languages. We are hoping to be able to implement some of those changes by the 2020-21 school year.||2019-10-22|Met|2019
04614240121475|Sherwood Montessori|7|Because our school is small, with a total enrollment of under 160 students, no tool is needed to track student access. The teachers and administration are 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||2019-10-17|Met|2019
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.  Services and programs are provided to students who have been identified through various means as needing additional support because of special educational needs, disabilities and/or language barriers.|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 in regards to the school offering the necessary courses of study.  However, the school does recognize the need to increase offerings to students which will support their progress in becoming college and career ready.  Discussions to add improved offerings in physical education, foreign language, science/STEM, arts and additional opportunities in tech have brought awareness to the fat that the district lacks the capacity and facilities to support these endeavors.  With this realization, the district has focused significant energy, time and resources to the development of its campus and facilities which began recently and will hopefully be realized in 2020.|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.||2019-11-12|Met|2019
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.  Services and programs are provided to students who have been identified through various means as needing additional support because of special educational needs, disabilities and/or language barriers.|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 in regards to the school offering the necessary courses of study.  However, the school does recognize the need to increase offerings to students which will support their progress in becoming college and career ready.  Discussions to add improved offerings in physical education, foreign language, science/STEM, arts and additional opportunities in tech have brought awareness to the fat that the district lacks the capacity and facilities to support these endeavors.  With this realization, the district has focused significant energy, time and reosurces to the development of its campus and facilities which began recently and will hopefully be realized in 2020.|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.||2019-11-12|Met|2019
21733610000000|Shoreline Unified|7|The District is working with Ed Trust West to conduct transcript audits. Staff also manually reviews student data from Aeries to evaluate the extent to which all students have access to and are enrolled in a broad course of study.|Our investigations indicate that all students have access to, and are enrolled in a broad course of study. While all students have access, we are concerned with students' achievement in the course work.|We are able to provide access to a broad course of student for all students.|We will continue to provide a broad course of study for all students, while investigating possible interventions to ensure greater success for all students.||2019-10-17|Met|2019
37684520106120|SIATech|7|All students, including specialized student populations, have access to a broad course of study that satisfies the UC a-g graduation requirements and CTE pathway requirements in priority industry sectors. This is evidenced in Power School, our student information system. SIATech only offers one curriculum to all of its students and they all have access to it.|Upon enrollment, each student is provided with an Individual Learning Plan that includes the courses that the student needs to graduate and their expected graduation date. If students have special needs, the staff work with them to provide support and scaffolding to ensure equal access for all. SIATech only offers one curriculum to all of its students and they all have access to it there are no differences across school sites or programs.|All students have access to the curriculum through computers at the school site and most students who work outside the school site are provided with Chrome Books with internet access if needed. There are no barriers preventing the LEA from providing access to a broad course of study for all students.|The LEA has implemented a one-to-one computer initiative to ensure that all students have access to the curriculum at school and at home.||2019-10-22|Met|2019
19753090131383|SIATech Academy South|7|All students, including specialized student populations, have access to a broad course of study that satisfies the UC a-g graduation requirements and CTE pathway requirements in priority industry sectors. This is evidenced in Power School, our student information system. SIATech Academy South only offers one curriculum to all of its students and they all have access to it.|Upon enrollment, each student is provided with an Individual Learning Plan that includes the courses that the student needs to graduate and their expected graduation date. If students have special needs, the staff work with them to provide support and scaffolding to ensure equal access for all. SIATech Academy South only offers one curriculum to all of its students and they all have access to it there are no differences across school sites or programs.|All students have access to the curriculum through computers at the school site and most students who work outside the school site are provided with Chrome Books with internet access if needed. There are no barriers preventing the LEA from providing access to a broad course of study for all students.|The LEA has implemented a one-to-one computer initiative to ensure that all students have access to the curriculum at school and at home.||2019-10-22|Met|2019
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 in the 18-19 school year with 3 different options for all students which allows for students to begin the entry level coursework in 18-19 and secondary level coursework in 19-20.|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 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 sixth 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 and secondary 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 and secondary levels 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.||2019-10-14|Met|2019
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 the HS Counselor, Graduation Advisor, K-8 Resource Specialist and other identified teaching staff.|All students are enrolled in broad course of study.  Students needing additional support are identified and assigned to additional study skill or intervention labs.|One major challenge has been in finding a way of offering a variety of career pathways and Career and Technical Education classes due to transportation.  This year we started offering dual enrollment courses on site in high interest pathways.  A CTE Teacher was hired and now offers a certification in Micro-Soft.|We will continue to expand our dual enrollment and CTE course offerings.||2019-11-14|Met|2019
46104620000000|Sierra County Office of Education|7|||||||Not Met For Two or More Years|2019
31669440121624|Sierra Expeditionary Learning|7|All students have equal access to all educational opportunities at SELS.|All students have equal access to all educational opportunities at SELS.|No barriers.|No changes.||2019-10-14|Met|2019
22655320125823|Sierra Foothill Charter|7|All students are enrolled through Aeries, our student information system. All students are assigned to a self-contained classroom. All grade level students receive a similar course of study based on the CA standards. Benchmarks assessments administered four times a year are used to monitor overall student performance and progress. Performance data from multiple sources is compiled in a spreadsheet and updated regularly to monitor all student progress. Students with IEPs and 504 plans are provided with the course of study and services per their IEP.|Our single school district has 140 grades TK-8 students currently enrolled. Due to our small student population, it is not a challenge to ensure that all students are enrolled in a broad course of study, including all core subjects aligned with CA standards and enrichment classes. All grades are taught in self-contained classrooms, and teachers submit lesson plans and long-term annual plans to the Principal/Superintendent to review. In addition, the Principal/Superintendent visits classrooms daily to observe instruction to ensure that students are receiving the sufficient quantity and quality of instruction. Student Study Team Meetings, IEP Meetings, 504 Plan Meetings, and parent/guardian conferences are held regularly to monitor and adjust instructional programs as needed for unduplicated students and individuals with exceptional needs.|The shortage of resources and experienced applicants in our small rural area is a barrier to providing greater access to enrichment courses. In addition, the distance students travel to school limits our time with students to the school day schedule only. We are not currently able to increase offerings by expanding our school day.|Our school recently hired an instructor to provide Spanish instruction to students in 3 of 5 classrooms. It is our hope to expand this offering in the future. In addition, new NGSS-aligned curriculum in science will be purchased and training provided to teachers to strengthen our science program across all grade levels.||2019-10-29|Met|2019
29102980114975|Sierra Montessori Academy|7|Sierra Montessori reviews courses available to all students each year.  Students take the STAR Math and STAR Reading assessment three times a year.  This tool informs instruction for teachers.  It also allows each student to show progress displayed by a grade level equivalent score.  Sierra Montessori offers a broad scope of courses with a wide range of ability levels.  The classes at Sierra Montessori are multi grade level classes which helps to address these multiple ability levels.  Students have access to all core curriculum as well as supplemental material.  There is ample curriculum available for any incoming students.|Sierra Montessori Academy students have access to elective, core and reading support classes.  The reading support classes consist of small group tutoring.|8.5% of students were reported as chronically absent.  This is an important percentage because it went up .9% from the year before.|Sierra Montessori has worked through the SARB process in the past.  Going forward, Sierra Montessori will look at implementing a program that will focus on positive encouragement for students that attend school.  For example, a treat for students each time they spell out PERFECT ATTENDANCE could help as positive encouragement.||2019-10-02|Met|2019
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 2018-19 as noted in LCAP Goal 1:  -Rate of 7th-12th students enrolled in CTE courses: 27.38%  -Number of Advanced Placement courses offered: 10  -Rate of students taking Advanced Placement tests: 12.39% (17-18)  -Rate of remedial course enrollment: 4.00%  -Number of course offerings for students with exceptional needs (Special Day Classes): TK-5: 12, Grades 6-8: 6, Grades 9-12: 11  -98.02% 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; there are no differences across the two school sites.|-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.|In 2018-19 two new actions were identified in LCAP Goal 5: Develop, value, and retain a high-quality diverse educational team, Action 1: Provide instructional coaching and support for uncredentialed teachers through Extended Day, and 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 remains the focus of the district's strategies to ensure access to a broad course of study for all students.||2019-10-17|Met|2019
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 in CALPADS.|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 and dual enrollment 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, CTE and 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 consistently high graduation rate and an 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.|We continue to experience an identifiable gap in our student populations when it comes to accessing higher-level academic courses, such as honors and Advanced Placement. In addition to 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 we plan to institute academic counseling with families and students in an effort to promote an active and healthy role in academic planning and goal setting. We continue to improve our curricular practices by providing teaching staff with professional development and collaborative planning time.||2019-10-14|Met|2019
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.  For 2019-20, the district is piloting online access to additional CTE courses for Sierra Vista Charter High School.|Sierra Vista Charter implemented a Science Lab that allows students to take lab courses and is offering a fine arts course on campus.  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.||2019-10-17|Met|2019
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.||2019-05-14|Met|2019
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 and Art.  The District does offer foreign language using Babbel.com.  The students also have access to Robotics, gardening, basic culinary arts and computer science using Code.org.  The District currently does not offer 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 Career Technical Education for grades 7-8.||2019-09-24|Met|2019
01611920127944|Silver Oak High Public Montessori Charter|7|||||||Not Met|2019
36738900000000|Silver Valley Unified|7|Silver Valley USD uses Infinite Campus to review course offerings, class schedules and site schedules to help ensure that all students have access to and are enrolled in a broad course of study.Counselors at our high schools are able to track student progress towards meeting graduation and A-G requirements. The counselors at the high schools and middle schools also meet with students throughout the year to plan for their future needs and requirements. Our AVID teachers also collect data such as enrollment and progress in honors and AP  courses, student progress in core classes and college enrollment.|100% of Silver Valley USD students have access to a broad course of study as defined by California Education Code 512210 and 51220. All of our elementary schools have pull-out music and P.E. classes. Silver Valley High School is able to offer a wide variety of elective classes including an auto shop pathway, business/finance classes and AVID classes. The Alternative Education Center offers drawing 1, 2 and 3, photography, yearbook and a course that will allow students to get their food handlers license.|The most significant barrier we encounter is our geographic location. We are a rural community and finding community partners is a challenge. A second barrier we face is our size. As a small school district, approximately 2,100 students, we often do not have the student population at our high school sites to support additional staff to provide more program opportunities for our students.|To help overcome the barriers we face, SVUSD subscribes to both APEX and Odysseyware, online curricula that gives students access to classes we  would not ordinarily be able to provide.  Also, the district has been able to partner with the National Math and Science Initiative through the Department of Defense to increase our AP class offerings  and increase the number of students enrolled in AP classes. We have also received a grant from the DoDEA to bring more STEM offerings and programs  to all our school sites that will include new text books, technology, and training for teachers and administrators.||2019-10-08|Met|2019
56726030000000|Simi Valley Unified|7|Access to a broad course of study in Simi Valley Unified School District (SVUSD) is measured by the number of students enrolled in Honors course, Advanced Placement courses, and International Baccalaureate courses. SVUSD does not have prerequisite courses as a requirement for students to be enrolled in Honors, Advanced Placement, or International Baccalaureate courses. Any students wishing to take such a course, may simply request to do so. That practice became official Board Policy in the fall of 2016. Students are given a survey instrument at select schools to help site staff identify students who are interested in enrolling in higher level courses. Staff members are given a similar survey instrument. Using responses from the staff and students, there is an opportunity to identify students for higher level courses.|Since the change in Board Policy related to Honors, Advanced Placement, and International Baccalaureate courses, the number of students enrolled in Honors, Advanced Placement, and International Baccalaureate courses has increased. No longer are students required to meet prerequisite standards to enroll in higher level courses. Any and all prerequisite courses are simply recommended, but not required. A survey instrument is issued to students and staff at select schools. Data from this survey is used to identify students for a broad range of study. Primarily, this data is used to identify students for more rigorous broad courses of study.|Limited barriers are currently present to providing access to a broad course of study. The primary barriers from the data provided to providing access to a broad course of study for all students is whether or not a student is interested in enrolling in a course. As the number of students taking a broader range of courses increases, we have increased the number of classes available and we have increased the number of teachers available to teach the courses.|Simi Valley Unified School District (SVUSD) will continue to promote broad courses of study for all students throughout the LEA. Students throughout SVUSD are encouraged to take Honors, Advanced Placement, and International Baccalaureate courses as they please. Teachers continue to be trained when possible to support all students. The number of Honors, Advanced Placement, and International Baccalaureate students has increased. Ironically, the pass rate for all courses in those areas has remained constant or increased in specific areas. The same holds true for students taking AP exams in the spring. The data indicates that more students are taking AP exams. The data also indicates that pass rates have not declined. In some cases they have increased. In many cases they have remained constant.||2019-10-22|Met|2019
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.|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.||2019-10-16|Met|2019
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.||2019-10-16|Met|2019
12626870107110|Six Rivers Charter High|7|SRCHS is making every effort to implement inclusive practices as evidenced by the master schedule.  The master schedule is built to reflect student preferences, IEP least restrictive environment placements, A-G pathways and CTE pathways.  Our Administration then works in partnership with the Administration of Arcata High School to determine the number of sections needs in courses.    The Student Success Coordinator and our Resource Teacher work with the feeder schools to ensure students are placed at the appropriate levels.  In addition, placement tests are used for language and math courses.  Study skills classes allow students to get more support as they engage in mainstream classes.  As part of the 2019-20 Differentiated Assistance plan, a tracking tool will be created t ofind where students are falling off the A-G track.  This tool will ultimately be used to provide more opprotunities for students to complete the A-G track.  Arcata Arts Institute holds classes into 7th period after school, which opens opportunities for students to take Master Classes with Artist Experts in the school day.  Students alos have the options ot take courses at any school in the district so long as transportation is available.|The Student Information System has a robust master schedule building component that tracks student gender and students on IEPs so that administration can see these counts and create balanced classes.  The Arcata campus includes three schools, Arcata High, Six Rivers Charter High and Pacific Coast High Schools (Continuation).  The schools have the opportunity to easily co-enroll students across the three school sites providing students additional opportunities.  Well over 90% of the student population at Six Rivers Charter High School are taking classes at Arcata High School.  The LCAP Goal 1, Action E refers to co-teaching.  This is a strategy to give students with disabilities more opportunities to be in college preparatory courses as they receive extra assistance with the Special Education teacher working side-by-side with a General Education teacher.|Despite the small size of the school a variety of courses are offered.  Giving all students access to each course is challenging when there may be only one period per day that the course is offered.  Though the building of the master schedule, administration is careful to limit scheduling these singleton classes at the same time as other singleton classes.|Two items in the 2019-20 Differentiated Assistance plan will improve the access to a broad course of study for all students.   A tracking tool will be created to find where students are falling off the A-G track.  This tool will be used to provide more opportunities for students to complete the A-G track.  In addition, the CTE pathways are being enhanced offering more pathways for students to choose.|NA|2019-10-08|Met|2019
49402460124339|Sixth Grade Charter Academy at Petaluma Jr. High|7|||||||Not Met|2019
49708540124339|Sixth Grade Charter Academy at Petaluma Jr. High|7|A review of the implementation of current curriculum and a review of the master schedule are the tools used to measure how all students have access to a broad course of study.|All students have access to a broad course of study in the areas of English, Math, History, Science, Art/Music, Health, PE, and Career Tech.  Additionally, students have access to outdoor education.|There are no identified barriers that prevent access.|An annual review of curriculum implementation will continue to measure and ensure all students have access to a broad course of study.||2019-11-12|Met|2019
36679186101927|Sixth Street Prep|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 at each site. We are facilitating revisions, decisions, and/or new actions based on state standards and frameworks. Feedback will be taken and results will be used to improve the effectiveness of our monitoring tool.||2019-10-09|Met|2019
36750510115089|Sky Mountain Charter|7|All students in this LEA have access to a broad course of study through a diverse offering of instructional opportunities and materials for students in grades TK-12. Locally selected measures are compiled and tracked in the school’s Student Information System. These measures include the following: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, and a-g course participation.  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.  Our high school graduation requirements ensure every high school student takes a broad course of study.  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 that 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 (i.e. tutoring, targeted instructional materials etc.) to close the achievement gap.  Every spring 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 families allow for the development and subsequent revisions of a 4-year high school broad course of study for each student.    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 record logs.  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 Learning Lab. Additionally several school organized field trips are offered each month.  Students in grades 9-12 can select from a list of 100+ a-g approved courses, each with a syllabus specifically tailored for independent study.  Additionally, students can engage with others through online group discussions, community vendors, or through in person labs/classes at out Mobile Learning Lab. Currently, students are able to complete a CTE certification in 12 different career pathways and these courses satisfy the school’s “life skills.”  The school’s guidance staff works individually with each student in grades 8-12 to help them design a broad 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 invited to 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. In addition to IEP services, special education students have access to classes offered by the Special Education staff in the subjects of English Language Arts, high school math, and transition life skills. All 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.  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 venues, 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, the school steps in. Whether it is necessary computer equipment or internet access, we are able to provide the technology that the individual student needs to be successful in our 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 be 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.  Despite these barriers, because of the flexibility our school offers, all students have access to a broad course of study.|The school actively reuses curriculum through an online curriculum distribution process thereby providing even more value and material curriculum options for all students. This is an expanding program.  As driven by our LCAP, Title I funds and supplemental and concentration grant funds, have been used to expand offerings for STEM classes within our Mobile Learning Lab. The enrollment of high school students taking a-g science and the number of a-g labs has increased by 25% over the past year.    The school continues to use Low Performing Block Grant to provide students with focused instruction on ELA and math test preparation, intervention tutoring, and learning opportunities as they enter our school. In summer 2019 funds were used for a new offering of credit recovery summer school for high school students, to help students stay on track to graduate in four years.   For the 2018-2020 academic years, the school has placed a particular focus on math instruction for our students and within the faculty professional development program.  The “Math Initiative” program is focused on improving the mathematical mindsets of the students, teachers and families.  Students are learning to find joy in math and faculty are learning how to improve their interpretation of objective mathematics assessment data, be introduced to new instructional strategies, curriculum opportunities, and school programs.    For 2019-20 academic year the school’s intervention program was expanded to become a part of a larger personalized student success plan, where every student, in conjunction with their teacher and parents, create goals to improve academic areas of weakness as identified through our internal assessment. The intervention program supports student learning in ELA and Math.  Additional resources, such as tutoring or supplemental curriculum, are used to provide targeted instruction.||2019-10-31|Met|2019
44698074430179|SLVUSD Charter|7|SLV Charter is a small school of choice for families who choose to have their children learn through a different format; one that is more individualized, focusing on the whole child by integrating social-emotional learning and character building through integrating Life Skills into the academics.  We support grades K-12 with a stable enrollment of a little less than 300 students in total.  The programs within the SLVUSD Charter School are built upon strong academics, family involvement, and community interactions. The Charter School programs provide a personalized and collaborative approach to teaching. We offer a rich variety of VAPA opportunities, both integrated into the academic curriculum as well after school performing arts events. We bring the students outside of the classroom for service learning, nature studies, and monthly field trips aligned to the core curriculum. Students also have the opportunity to participate in extended overnight field trips that further enrich the curriculum and/or build greater awareness of post-secondary opportunities.  We have three program options for students in grades K-5, three for students in grades 6-8.  Parents choose what program to enroll their child in based on which one they believe would fit their student's interests the best.  All of our programs have equitable access to curriculum, special education services and to our academic and mental health support.  We have a part-time academic counselor that meets with our high school students and reviews their course of study each year to ensure that every student is on track to graduate.  Because we are so small, the high school teachers also work as guidance support for our students. We bring in monthly college and career educational opportunities to our students as well as guest speakers based in the interests of our students as determined by a student survey we give them at the beginning of each year. We also have access to the college and career specialist that that works for the SLV High School and the college and career opportunities she brings to the district. The Charter counselor, in conjunction with the Charter administrator and lead teacher for the high school 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.|Every semester we review our students’ data by grade spans, unduplicated student groups, and individuals with exceptional needs. Due to our small size, we do not have the funds for National Student Clearinghouse to analyze data and track students' post-graduation.  Last, our high school has participated in a transcript audit two years ago, in conjunction with the Santa Cruz COE and the Riverside COE. This gave 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 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.  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 supports each student within the classes and looks to ensure that student schedules are equitable. All of our students are mainstreamed. We do not have any English Language students.|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. This has greatly benefitted the population of students that come to us. Unfortunately, we have realized that this prevents most 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. To help combat this dilemma, our math teacher is working to increase the student enrollment in Math 1 and further individualizing the 1-1 support.  Due to our small size, we do not have the ability to offer many CTE or AP classes. Our high school students have the ability to take CTE and AP classes through dual enrollment either at our local SLV High School or through the local community colleges.|We will continue to work to ensure that our students make use of dual enrollment opportunities to expand their CTE courses. We will also continue to work with articulating our courses with the local high school when appropriate for our student population.  We will continue to also articulate with the elementary and middle school math course work, adding more SVMI performance Tasks to help strengthen their mathematics.||2019-10-16|Met|2019
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 courses 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 continue to support quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need.|We have a consistent 9-12 course catalog that is reviewed and approved the school Board annually. 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 including concurrent enrollment opportunities through the local community college.|Three 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 we have put in processes to overcome this by providing additional resources to improve student course access.|In the 2018-19 school year, we added a science lab at one of our alternative high schools and we added a World Language teacher at two schools to ensure that all high school students have access to A-G pathways.||2019-10-08|Met|2019
24658390000000|Snelling-Merced Falls Union Elementary|7|Snelling Merced Falls Elementary is a rural, single school district with 80 students in grades TK-8th.  All students are exposed to the same broad course of study.  All classrooms are self-contained, therefore, all students receive the same broad course of curriculum.   In addition, students with exceptional needs have RSP services three days a week.  Unduplicated students that are identified work in small groups during the week.  All other students either attend intervention or enrichment groups in reading comprehension.|Snelling Merced Falls Elementary is a rural, single school district with 80 students in grades TK-8th.  All students are exposed to the same broad course of study.  All classrooms are self-contained, therefore, all students receive the same broad course of curriculum.|Snelling Merced Falls does not currently offer a world language course.  This small, rural school struggles to find qualified staffing due to location of district.  This barrier will be a discussion with all Stakeholders during the 2019-2020 school year.|Using the results, Snelling Merced Falls Elementary will continue with the arts and music program.  Also, the School Site Committee will discuss Health programs for students in grades 6-8th grades.  All other broad course of studies for all students are sustained.||2019-10-10|Met|2019
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 percent 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 (90.6%) bodes well in the Snowline community. Socioeconomically Disadvantaged (89.7%) students are on par with that rate. Homeless (92.9%) actually exceeds the district average. However, other student groups, such as English Learners (77.5%) and Students with Disabilities (83.1%) fall significantly below that average. In the College/Career Report, 42.2% of Snowline students are considered ready, which is an increase of 3.3%. Specific student groups, including Socioeconomically Disadvantaged (34%), English Learners (26.6%), Homeless (25%), and Students with Disabilities (2.9%) trail 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. This school year, dual enrollment is being offered for the first time at the comprehensive high school. Additionally, Snowline’s goal is to bolster current course offerings, both A-G and CTE.||2019-11-14|Met|2019
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 the Leader in Me program. Our middle school students are also given enrichment courses that cover Leader in Me, STEAM, 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, STEAM, 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 curricular areas. Character and Leadership Education is integrated into the day but students also have a Leader in Me class. 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 11% and growing each year. Sports participations 40% Chorus or Primary Sing participation 44% Strings participation 8% Cheer participation 7%||2019-10-16|Met|2019
34674390101295|Sol Aureus College Preparatory|7|S.A.C. Prep uses a broad range of data collection tools.  Our primary data collection tool is a MAPP testing which is nationally normed and allows us to desegregate data quickly.  By collecting the performance data of our students we are able to identify areas of need and better align our curriculum to meet those areas of need.  We have identified math as a subject that need to be developed.  We will continue to identify individuals who are in need of additional support, and find the mosts efficient way to provide the support.|All of our students have access to a broad course of study.  We are a single site school and we are able to monitor all student data points closely and make adjustments as necessary to reach our students.  An area that we are working to fulfill is technology.  We currently are able ensure the use of technology to all students our goal is to become a 1 to 1 school.  Where every student has access to their own laptop/pc/tablet during the school day.|One preventative barrier is funding for technology.  As technology grows and changes educators must keep up with the challenges of keeping their curriculum current/relevant.  Our current funding model prevents new technologies from being implemented in a timely manner.  As we move forward Administrators work at securing donations or develop funding sources to continue to improve technology for all students.|We will continue to offer our curriculum to all of our students.  We will work towards the implementation of a robust technology program on our campus.  We will offer professional development for our educators and extended learning for our families.||2019-10-23|Met|2019
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||2019-10-10|Met|2019
48104880000000|Solano County Office of Education|7|SCOE provides Alternative Education instruction for a total daily average of 93 students in the Juvenile Court and Community Schools (JCCS).  Our students have been expelled, or referred by Probation, or are incarcerated. The large majority of our students are in high school with very few attending middle school. At the time of intake, each student develops, in collaboration with their teachers and student support specialist, an Individual learning Plan (ILP) that maps their course needs for the time they are in our programs.  Our catalog includes a broad course of studies, matching courses for all our member school districts. Our course of studies is listed in our AERIES student information system which tracks enrollment for each course and allows disaggregation of data based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|Our students in both programs receive classroom instruction in 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. All students also have access to a broad range of courses through a blended learning model, based on the Edgenuity online platform, that also allows them to recover missing credits. An analysis of the completed coursework from the AERIES database shows such broad access with over 150 courses registering enrollment during the 2018-19 school year. The unduplicated student count for our programs is over 80%. We found no differences in access to courses between unduplicated students and the rest of the student population. Approximately 20% of the students who come to our programs have an IEP. Specialized academic instruction is provided for them to access any of the courses based on their graduation needs. No differences were identified between students with an IEP and the rest of the student population in accessing a broad range of courses.|The challenge we face is the limited time span most students spend in our programs ranging from one to two semesters at the Golden Hills Community School (GHCS), and from a few days to a year at the Juvenile Detention Facility. While students at GHCS re-enter their schools of residence at semester breaks, often JDF students are released mid-semester. Some of our districts accept partial credits, and we are working with the rest of the districts to develop agreements relative to partial credits policies.  Students exiting JDF mid semester have the option to enroll at GHCS to finish the semester and receive full credits before they return to their school of residence.|We are working with our member districts to develop agreements about partial credits policies to allow students who leave the Juvenile Detention facility (JDF) during the semester to have their work accepted and counted.  While we work on developing agreements, students exiting JDF mid semester have to option to continue at Golden Hills Community School (GHCS) to finish the semester and get full recognition for their work.||2019-11-13|Met|2019
27754400000000|Soledad Unified|7|Elementary students are provided instruction in the four core content areas as well as music.  Middle school students are provided instruction in the four core content areas, music, Spanish, art and computer science. The District tracks the number of English Learners (ELs) and Students with Disabilities (SWDs) enrolled in secondary courses through CALPADS, Aeries student information system (SIS) and Ellevation  (data system used to track the progress of English Learners). SWDs are also tracked in Siras (Special Education Management System). The middle and high schools hold 6/4-year planning conferences with students and parents to ensure that each student is prepared for a broad course of study which meets high school graduation requirements and UC College Admission requirements (UC A-G). The High School tracks students that need credits through the Accelus program to ensure progress toward graduation and UC A-G completion. The high school uses tools on the Aeries SIS which tags those students taking CTE courses and tracks the completion of established Career Pathways. The District works to mainstream SWDs into the regular education classes and is implementing Co-Teaching at elementary and middle school sites. All students including ELs and SWDs are provided access to adopted materials in Reading and Mathematics which are aligned with the Common Core State Standards. Almost all high school courses meet the UC A-G requirements so students have access to a course of study to prepare them for college/career. Most students matriculating from 8th grade (middle school) to 9th grade (high school) are enrolled in courses of study which enable them to progress toward meeting the requirements for a high school diploma.  Each student is assessed in the 8th grade to determine if s/he will need a support class in addition to their diploma track 9th grade English or Integrated Mathematics 1 class. A small number of ELs are enrolled in ELD 1 or 2 and as quickly as appropriate are assessed for reclassification which enables them to be enrolled in graduation track ELD 3 or English 9-10-11-12 courses.|At the Elementary level, the District strives to include SWDs in regular classrooms for Reading and Mathematics.  At the secondary level, middle school students are typically enrolled in four core content classes along with physical education and two electives. Some students who are below grade-level (including SWDs and ELs) take ELD, Read 180 or self-contained classes to accelerate their learning. Virtually all courses offered at the comprehensive high school meet the UC A-G requirements.   Most electives and CTE courses meet UC A-G requirements. The result is that a vast majority of students are able to meet UC A-G requirements through meeting the District’s high school graduation requirements. Courses include English, Mathematics, Science,  Career Technical Education, Visual and Performing  Arts, NJROTC, History/Social Science, and World Languages. Elective courses include Psychology, Multimedia, and Advanced Placement Courses. Soledad Unified School District CTE program offers 11 CTE pathways in 7 sectors.  All of the pathways have 2 or 3 sequence courses to expose and prepare students for college and career readiness. The priorities for 2019-20 is to articulated courses with our local community colleges, offer CTE dual enrollment courses,  work-based learning opportunities, and expand on industry certifications.|Barriers to a broad course of study exist for a small number of moderate-severe SWDs who are taught core content subjects in self-contained settings because they are not able to fully access learning in a regular education setting.  Barriers exist for Newcomer and level 1-2 English Learners who are enrolled in ELD programs which limit their opportunity to take elective or enrichment classes.  SWDs and ELs are regularly reviewed to determine if they can be placed in the least restrictive environment as possible.  Newcomer and level 1-2 ELD students are considered for reclassification annually so they can enroll in elective/enrichment courses. The RSP students are fully included in all the content classes with the support and accommodation set by our Special Education teachers. The comprehensive high school practices the push-in model for inclusion of SWDs in regular education classes. Community College Dual enrollment classes have been added this to high school course options.|The 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.  All of the District’s K-8 classes include designated English Language Development every day for at least  30 minutes. Teachers are also expected to utilize integrated English Language Development strategies throughout the instructional day.  In the 2018-2019 school year, the District has created and added 6 new classes of English 3D (ELD) at the comprehensive high school to support English Learners. The District also added a daily Newcomer Class for recently arriving students at the comprehensive high school and middle school. The high school offers Winter and Summer Intersessions to help these students progress at a faster rate. The English 3D 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 pushed into the regular education classes with the support of the RSP teachers.|The District offers Get Focused Stay Focused instruction in the secondary grades  (middle and high schools). It is a College, Career and Culture awareness program so that students get to know themselves better before making decisions about their choice of career after High School.  In the GFSF program, all incoming freshmen take a freshman transition course in which students develop an online 10-year career and education plan. This semester or year-long comprehensive guidance course is as applicable for the highest functioning students as it is for at-risk students.  These High School students revisit their plan every year in 10th-11th-and 12th grade and revise it as needed. The District partners with UCSC to offer Gear-Up which supports a cohort of students who began in 7th grade and will run through their first year of college. They support implementing a 4-year plan, field trips, as well as supporting college requirements. Soledad High has 1 college field trip per grade level per year. Freshmen go to Hartnell College, Sophomores go to CSUMB, Juniors go to UC Santa Cruz and by 12th-grade students select their own college.|2019-10-09|Met|2019
19101990137166|Soleil Academy Charter|7|In order to track access to a broad course of study, daily and weekly schedules are created prior to the launch of the school year.  Throughout the year, we revisit lesson plans to ensure access to a broad course of study and hold SST/IEP/parent meetings as needed, to guarantee that individuals with exceptional needs are served.|Every student, including all subgroups, take classes in all four core areas (ELA, Math, Science and Social Science) each term. Students in TK/Kinder through 2nd grade will take Art, Performing Arts, and Dance. All students take Physical Education.  As appropriate, students are provided supplemental services tailored to the needs of unduplicated count students and students with special needs.|Given the results of our measures, a barrier preventing access to a broad course of study are the minimal access to ample classroom space for courses such as performing arts and dance. In addition, our scholars with exceptional needs often require more time to get acclimated to new teachers for enrichment courses.|In order to address our limited space for performing arts and dance, we have requested more space from our shared site to allow fluid movement during enrichment classes.   In order to better support our scholars with exceptional needs, we introduce new teachers well in advance to the delivery of the first enrichment lesson to ensure scholars feel safe and comfortable.|Soleil Academy practices mainstream education, bringing additional supports to the general education classroom.|2019-10-03|Met|2019
42693360000000|Solvang Elementary|7|Course and program-enrollment records, e.g, Response to Intervention, Acceleration, Project Lead the Way, English Language Development, Dual Language Immersion, Visual and Performing Arts, Special Education and a non-tracking philosophy ensure that all students, including those with exceptional needs, are served.|Solvang is a single-school district; so, differences among schools does not exist.  All students have access to a broad course of study.  Course and program choices are shaped by students' needs and interests, as well as staff, and reflected in program-enrollment records.  The school continues to explore ways to expand programs, including middle-school electives, to provide all students with a robust educational program.  Support programs, e.g., Response to Intervention and Instruction and Math Support, seek to ensure that struggling students are able to keep up with teachers' expectations for learning.  Failure is not an option.|All students have access to a broad course of study.|Solvang School continues to build upon past excellence to expand the school's highly-recognized programs.  All students have access to courses and programs appropriate to their needs and interests.  As electives have expanded, students' choices have expanded.  Programs noted above provide additional support for students to demonstrate proficiency in the core classes.    Despite wide achievement gaps across California between students from different racial and socioeconomic backgrounds, some school districts have excelled at supporting the learning of all their students. These districts are referred to as California's Positive Outliers: Districts Beating the Odds, of which Solvang is numbered. In all of Santa Barbara County, Solvang is ranked number one.  Attention to providing broad access is also reflected in the fact that Solvang School is one of five elementary schools, in all of Santa Barbara County, to be recognized as a California Distinguished Award winner.||2019-11-13|Met|2019
56726110000000|Somis Union|7|Access to courses and enrollment in courses is very easy to track when you only have 250 students. The district uses data from our school information system, which is “Q”, 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, Art and P.E.  Students in the grade span of 7/8 have differentiated instruction in core subjects, music, art, P.E., and also have these elective offerings: Math and/or Language Arts Support, Drama, Band, and Video Production. No child is denied access to any coursework offered in that grade.|Somis School is a one school, school district and has just one class per grade level so each teacher is tasked with the important responsibility of differentiating instruction to meet the needs of every student.  Beyond the state adopted core curriculum, Somis Elementary School provides 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.  No one is ever excluded from a course of study. 7th and 8th grade students have a menu of electives such as Video Production, Band, Drama, Math Support or English Language Arts Support. Grades 3-8 have P.E. with a P.E. Coach. With only one site and no specialized groupings, all students have access to the full range of course work offered.|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. We would like to offer Spanish language classes to our students but we do not have the discretionary funds to do so.  We continue to search for new funding sources that would help us to provide more course opportunities. To that end we have been part of the VC Innovates program for the past 2 years.  This funding has allowed us to invest in equipment, field trips and professional speakers for our middle school career pathways courses.|4) Student progress and proficiency is determined by grades, test scores, anecdotal information and teacher recommendation. A new opportunity this year is a partnership between our Somis School Student Council and the ASB at the three local high schools.  Our students have been invited to sit in on the Student Leadership meetings at the high school.  This gives our middle school students an opportunity to broaden their concepts of school leadership and helps to prepare them to take on those roles when they leave 8th grade and go on to high school. We also have 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 student is excelling.  And on our own campus, when needed, two grade level teachers will coordinate start times for math class. This is done to allow students who have demonstrated above grade level proficiency, to participate in next year's course work. We have also been the recipient of a grant that provided First Lego Robotics.  We are looking for an adult that could lead that exploration as an after school or lunchtime program for any interested students.||2019-11-05|Met|2019
49709536111678|Sonoma Charter|7|All students enrolled at each grade-level (TK-8) receive access to the same broad course of study during the school day:  • English Language Arts – Common Core State Standards for English Language Arts • English Language Development (Aligned to Common Core State Standards for English Language Arts) • Mathematics – Common Core State Standards for Mathematics • Next Generation Science Standards • History-Social Science • Physical Education Model Content Standards • Visual and Performing Arts • Health Education Content Standards|Sonoma Charter School is proud to maintain over time that all student groups in each grade-level (including English Language Learners and students with exceptional needs) receive access to the same broad course of study during the school day.|Sonoma Charter has not had any barriers at any grade-level that would prevent any/all students from having access to the same broad course of study.|Although all students at each grade-level have access to the same course of study, we also want all students to be successful in their pursuit of each grade-level subject. To that end, the school is implementing academic support time during the school for all students. This is common time at a grade-level where all learners (below grade-level, at grade-level, and above grade-level) can be challenged and supported with professionals in the classroom. This effort will become part of the school’s tiered Response to Intervention program in 2019-20.||2019-06-17|Met|2019
49104960000000|Sonoma County Office of Education|7|The LEA utilizes student enrollment data, program course data and student demographic data available in the student information system as well as locally developed student academic plans to track the extent to which all students have access to, and are enrolled in, a broad course of student based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|All students continue to be provided access to a broad course of study. As a supplement to the program course offerings, all students will continue to be supported in enrolling in junior college classes and/or A-G coursework.Students unable to attend junior college courses in person are assisted by the academic counselor in enrolling in online courses, as appropriate.|Due to the nature and size of the program (small number of students, academic readiness of students staffing), some higher level and/or enrichment coursework is not offered at the school sites.|Students will continue to be supported by the program academic counselor to increase access to junior college coursework. The program will also continue to explore online coursework/program options.||2019-11-07|Met|2019
49708476114755|Sonoma Mountain Elementary|7|||||||Not Met|2019
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.  Regular analysis of enrollment in a broad course of study is an ongoing focus for our school counselors and our college and career center team who look at transcripts to inform decisions about course offerings and allocation of resources.|SVUSD has anecdotal data from students and parents and then explicit data from transcripts about whether or not students are enrolled in broad courses of study.  Our district needs to develop more tools to help address students who are struggling and provide the necessary intensification of instruction required to access grade level courses of study. While we currently support access to these courses for all students, tools such as an early warning system for students at risk of failure, a plan for students who are in yearlong courses and who get Ds/Fs first semester, a plan for identifying students who have AP potential, literacy and math support classes for students who fall grade level or more below their assigned grade level, etc. will help us to actively support students in preparing for grade level classes and succeeding while in the classes. Credit analysis and audits of the schedules of English learners, students with special needs and the students who opt not to pursue A-G coursework needs to be conducted systematically to ensure that all student groups -and in particular,  our English learners and students with IEPS - achieve the college and career readiness on par with other grade level peers.|Our open enrollment model allows our students to access a broad course of study; however the challenges of master scheduling, particularly at a small comprehensive high school, mean that students may not always get their preferred class or that two critical courses are in conflict with each other at the same time on a schedule.|Our LCAP Goal 2 Actions include an examination of the impact of various structures and programs (6 period day, A/B Block, AVID classes, Freshmen teams, CTE pathways, etc.) on students' abilities to access college and career readiness course work. A master schedule audit is planned for the middle and high school schedules to determine enrollment patterns and how students from all subgroups access A-G and CTE courses on our campus. The results of this audit will drive planning and actions about how to not only increase access but also direct students towards A-G, CTE, and other courses of study that prepare them for college and career success.||2019-11-05|Met|2019
55723710000000|Sonora Elementary|7|All TK-8 grade students, except 6th grade, receive art instruction with a certificated teacher.  All 4th - 8th grade students receive instruction in classroom music or band.  All grade levels take field trips to enhance the curriculum.|This year the teacher prep schedule would not allow for 6th grade to receive art instruction.    TK-3 grade students do not receive classroom music instruction because the the district has prioritized 4-8th grade to receive music/band instruction.|Number of art and music teachers available as well as classroom space greatly affects the LEA from providing access to a broad course of study for all students.|No change is anticipated in the near future.||2019-10-09|Met|2019
55723890000000|Sonora Union High|7|Aires, SAIS, and healthy kids survey.|We have a broad course of study available to all students in our district. In addition to the core subjects, we have an extensive Continuing Technical Education (CTE) program. These classes and programs include: Construction, Computer Science/Programing, Work Experience, Ag. Mechanics- Ag. Welding, Photography, Cosmetology, Culinary Arts. Physical education, Spanish, French, art, drama and the most vibrant music program in Tuolumne County are also student options.|There is still some "tracking" that occurs between our college prep. and non-college prep classes that needs to be looked at.|We will continue to examine our college prep. vs. non-college prep. tracks to determine if they are best meeting the needs of ALL students.||2019-10-22|Met|2019
44698490000000|Soquel Union Elementary|7|Soquel Union Elementary  School District reports student data through Illuminate, a student data management system. The information captured through Illuminate includes, demographic information, home and residency information, attendance, academic data, staff and master schedule assignments, counselling/wellness support, and special program or designations. To ensure access, and provide the ability, right or permission to enter into a broad course of study, staff and master schedule assignments are data points referenced through the Illuminate tool.  According to Education Code 51210, students in grades one through six have access to English, mathematics, social sciences, science, visual and performing arts, health, and physical education. While the quantity of time is not outlined by law in any subject other than for physical education, and is not a data point kept in Illuminate for any teacher or subject, Soquel Union Elementary District can, however, report students have access at the elementary levels to a broad course of study, which affords them a 21st century education with a college and career-ready path.  In Education Code 51220 (a-i), a broad course of study for students in grades seven through twelve includes the same subject matter as students in grades one through six, but also includes foreign/world language, applied arts, and career technical education. Using Illuminate we have analyzed data collected through master scheduling and enrollment tools to affirm students are afforded opportunities in all of these areas and provides for a well-rounded college and career-ready path.  These data are also collected and provided to our state’s student information systems CALPADs, CBEDS and CSIS, and are reported through a variety of other data portals including EdSource, DataQuest, and the California Dashboard Navigator.|Using data collected through Illuminate and CALPADs then reported through DataQuest, we can validate that students have access to and are enrolled in a broad course of study. At the middle school level, students have access to ELA, Mathematics, Science, History/Social Science, Physical Education, Visual and Performing Arts, Applied Arts, Career and Technical Education and Foreign/World Languages. This broad and rigorous course of study is a college and career readiness pathway, and has been backwards mapped and vertically prepared and articulated with the feeder high school to ensure the opportunity for a college pathway for Soquel Union Elementary students.    Data collected through Illuminate and CALPADs then reported through DataQuest, also ensures elementary grade students have access to and are enrolled in a broad course of study. Of the fifty-one self contained classrooms (as of the most recent Data Quest report), all have a well-rounded and whole child centered instructional day, that includes regular teaching and learning practices attached to all content standards outlined in Education Code 51210, and include intermediation and extension opportunities.   Students who have a schedule that ensures they have access to specialized programs (i.e. ELD or SEI) may have a more difficult time accessing the wide range of a broad course of study, and are those students we will continue to focus on as we look to eliminate any/all barriers.|While students in Soquel Union Elementary School District have access to a broad course of study as measured by our local metrics, continued work can still be done.  With a broad course of study as our lens, ensuring all students have access to a wide range of courses has been challenging, but will continue to be a focus for our district in the year ahead. As such, we will convene multi-disciplinary teams to support the building of our master schedules around enrollment, specialized programs, student need, credentialing and students’ college and career readiness pathway.  With a broad course of study as our lens, vertical articulation of both content and practice are essential. Time for vertical articulation has been a barrier over the past few years, especially as a TK-8 district, and has been a known need for our staff and students. As such, our professional learning planning teams will work on ways to implement vertical team and articulation opportunities around all content areas for both TK-8 and TK-12. The first teams to embark on this journey this year are our administrative TK-8 vertical Principals Team and our K-8 vertical Science Lead Team. And a continuing team, will be our grade five through twelve math articulation team, as a dual district partnership.|With a broad course of study as our lens, ensuring all students have access to a wide range of courses has been challenging, but will continue to be a focus for our district in the year ahead. As such we will convene multi-disciplinary teams to support the building of our master schedules around enrollment, specialized programs, student need, credentialing and students’ college and career readiness pathway, attending to common and coherent offerings at each of our Soquel Union Elementary District school sites.  The first of such discussions has already begun, with additional meetings being scheduled to occur this fall. We will also include other similar districts in dialogue about how to plan for all students’ equitable access to a wide breadth course of study, college and career pathways, looking at master schedules, recruitment, enrollment, demographics, specialized programming (i.e. students who have a schedule that ensures they have access to ELD or SEI programs), etc.||2019-10-16|Met|2019
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.|To address barriers, the school added teaching staff at high enrollment impacted grade levels and encouraged grade level team teaching focus on staff curricula strengths and reduce prep time work load.||2019-10-29|Met|2019
12630320124289|South Bay Charter|7|||||||Not Met|2019
37683950000000|South Bay Union|7|SBUSD has district wide curriculum calendars and pacing guides for all core subject areas and grade levels.  These documents are disseminated to all teachers at the beginning of each year.  District and school administrators conduct routine walkthroughs to ensure adherence to the curricular calendar and pacing guide in all classrooms.  Grade level professional learning communities are also focused on ensuring all students have access to district adopted curriculum for all student groups.  PLC agendas are collected and analyzed by site administrators.  Physical Education minutes are collected and analyzed on a bi-weekly basis.  All classroom schedules are collected and analyzed at the site and district level to ensure access to a broad course of study for all students.|Data from the above measures and observations indicate all students, have access to a broad course of study.  Implementation of district adopted curriculum is in place at all school sites, however the depth and rigor of such instruction varies from site to site. Over the past three years, significant efforts have been made to increase inclusionary practices for students with disabilities.  The majority of school sites in SBUSD have transitioned to a co-taught/learning center model where students receive core instruction with equal access in the general education setting. SBUSD is working to ensure students are not missing critical instruction when receiving intervention support.  This is an area which has seen significant improvement over the past three years.  During the 2018-2019 school year, SBUSD impleemtned VAPA/STEM district wide for all SBUSD students to ensure a broad course of study which includes the critical elements of the arts and STEM instruction.  Currently every SBUSD student receives one hour of VAPA and/or STEM instruction per week from a fully credentialed teacher.|SBUSD has continued growth in the area of inclusion and rigorous, targeted instruction for students with disabilities.  In some limited instances, students are being serviced in a primarily pull-out model.  While these students have access to core curriculum, the interactions, oral language and collaboration is limited when not with typical peers.|SBUSD is working to increase Universal Design for Learning principles with both special education and general education teachers to ensure greater levels of rigor and targeted instruction  for students with disabilities.  Expansion of VAPA/STEM to include media arts and computer science will also increase access to these critical areas of study.||2019-10-10|Met|2019
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.|South Bay Union Elementary School District students have regular blocks of instructional time designated for each course of study.  There are no differences between the school sites in terms of access to a board course of study.  Additionally, 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.|No barriers exist that prevent the South Bay Union Elementary School District from providing access to a broad course of study.|The South Bay Union School District will continue to offer a board course of study to all students.||2019-10-10|Met|2019
15637840000000|South Fork Union|7|The South Fork Union School District utilizes the schoolwise program to track the extent to which  all students have access to and are enrolled in abroad course of study. The district is compromised of one school. In addition to the schoowise program,the district uses the California Healthy Kids Survey to evaluate the implementation of a Broad Course of Study.|The districts Schoolwise program tracks all students quarterly schedules. Using the results from the CHKS (California Healthy Kids Survey) Parent Report: School Promotes Academic Success of all students : 85% agree or strongly agree.|Barriers include access to qualified instructors to provide CTE course for 7th anf 8th grade students. South Fork is a rural, small school district with limited access to teachers with a variety of credentials in courses needed to provide a broad coarse of study in CTE subjects.|Currently, the district is working with teachers to add supplemental credentials to increase the offerings of CTE courses.||2019-10-10|Met|2019
27660680000000|South Monterey County Joint Union High|7|All of our schools utilize Aeries Student Information Systems to track all students, including unduplicated student groups and individuals with exceptional needs, to ensure they have access to and/or are enrolled in a broad course of study. Our counselors further track students to ensure they are meeting graduation and A-G requirements. To ensure proper placement, both comprehensive high schools use SRI and Math 180 assessment to identify incoming student achievement in reading and mathematics. Our alternative education program completes individual assessments upon entrance into the program. In all of our schools, students are assigned to a broad course of study which use Common Core, standards-based curriculum that is board adopted.|All students, whether in our comprehensive high schools or in our alternative education program, have access to a broad course of study. Enrollment in a broad course of study for all students, including unduplicated students and individuals with exceptional needs, is based on the specific needs of the student. Our site teams ensure that all students have access to and are enrolled in a broad course of study to successfully complete the California graduation requirements.|The greatest challenges faced by the school are limited access to Internet outside of the school which affects teachers’ ability to integrate technology into the curriculum for all students. The social emotional needs of our students also presents a barrier as some students who need extra emotional/social support to access a broad course of study are unable to access that support in the community.|The LEA will continue to support schools’ full implementation and sustainability of key instructional initiatives, as well as build capacity. LEA will revise our professional development plan for the district to align teacher supports to ensure that all students have equal access to a broad course of study. We will continue to improve our technology to increase tech access for student in school and access at home.||2019-10-22|Met|2019
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 2018-2019 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 to 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 still 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.  Once the documents are completed they will be made available through the SPUSD website.||2019-10-15|Met|2019
41690700000000|South San Francisco Unified|7|SSFUSD has started to evaluate schools master schedules and analyze a-g, AP, SBAC CA dashboard  results and at the secondary level analyze a-g, AP data to assist in determining if we are offering a broad course of study. We are working with counselors and staff to provide standardized placement criteria throughout the district for math classes. One area were focusing on is offering a consistent courses of study across grade spans in the district.|At the high school level, we have transitioned to 7 period modified block schedule. this provides additional opportunities for HS students to take additional courses in their areas of their interest. We have used CTEIG funds to improve our CTE pathways and plan to expand our CTE pathways in the near future. Students at the high school level have the opportunity to participate in the middle college program at Skyline College.Middle College is an alternative education program offered by the South San Francisco Unified School District and San Mateo Union High School District in collaboration with Skyline College that provides high school students with an exciting and challenging learning environment where they can take control of their own education, complete high school graduation, and begin accumulating college credits. This is definitely an area of growth as we are transitioning to providing a default a-g curriculum at the high school level due to the analysis of data that indicates some students in certain subgroups do not have access college prep curriculum. For students that are potential the first in their families to go to college, we're thinking of partnering with UAspire to provide individualized support during their junior, senior and first two years of college.|Some of the barriers include: -lack of sufficient funds -culture-we're working on changing the culture in SSFUSD to ensure that all students have the opportunity to have a great challenging educational experience in SSFUSD. -staff turnover and difficulty finding and filling open positions|SSFUSD has started participating in Equity training for district and site administration. SSFUSD has adopted the Danielson instructional framework and we will begin training in 2020-2021 SSFUSD has been working on creating a Scope and Sequence for ELA, math science and social science which include 5 key components: priority standards, student friendly learning targets, common formative assessments learning progressions, and learning activities curricula supports SSFUSD has started researching and creating an implementation planso we can start implementing MTSS in the near future||2019-10-10|Met|2019
51714070109793|South Sutter Charter|7|All students in this LEA have access to a broad course of study through a diverse offering of instructional opportunities and materials for students in grades TK-12. Locally selected measures are compiled and tracked in the school’s Student Information System. These measures include the following: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, and a-g course participation. 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.  Our high school graduation requirements ensure every high school student takes a broad course of study.  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 that 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 (i.e. tutoring, targeted instructional materials etc.) to close the achievement gap.  Every spring 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 families allow for the development and subsequent revisions of a 4-year high school broad course of study for each student.     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 record logs.  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 Learning Lab. Additionally several school organized field trips are offered each month.  Students in grades 9-12 can select from a list of 100+ a-g approved courses, each with a syllabus specifically tailored for independent study.  Additionally, students can engage with others through online group discussions, community vendors, or through in person labs/classes at out Mobile Learning Lab. Currently, students are able to complete a CTE certification in 12 different career pathways and these courses satisfy the school’s “life skills”  The school’s guidance staff works individually with each student in grades 8-12 to help them design a broad 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 invited to 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. In addition to IEP services, special education students have access to classes offered by the Special Education staff in the subjects of English Language Arts, high school math, and transition life skills. All 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.  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 venues, 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, the school steps in. Whether it is necessary computer equipment or internet access, we are able to provide the technology that the individual student needs to be successful in our 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 be 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.  Despite these barriers, because of the flexibility our school offers, all students have access to a broad course of study.|The school actively reuses curriculum through an online curriculum distribution process thereby providing even more value and material curriculum options for all students. This is an expanding program.  As driven by our LCAP, Title I funds and supplemental and concentration grant funds, have been used to expand offerings for STEM classes within our Mobile Learning Lab. The enrollment of high school students taking a-g science and the number of a-g labs has increased by 25% over the past year.    The school continues to use Low Performing Block Grant to provide students with focused instruction on ELA and math test preparation, intervention tutoring, and learning opportunities as they enter our school. In summer 2019 funds were used for a new offering of credit recovery summer school for high school students, to help students stay on track to graduate in four years.   For the 2018-2020 academic years, the school has placed a particular focus on math instruction for our students and within the faculty professional development program.  The “Math Initiative” program is focused on improving the mathematical mindsets of the students, teachers and families.  Students are learning to find joy in math and faculty are learning how to improve their interpretation of objective mathematics assessment data, be introduced to new instructional strategies, curriculum opportunities, and school programs.    For 2019-20 academic year the school’s intervention program was expanded to become a part of a larger personalized student success plan, where every student, in conjunction with their teacher and parents, create goals to improve academic areas of weakness as identified through our internal assessment. The intervention program supports student learning in ELA and Math.  Additional resources, such as tutoring or supplemental curriculum, are used to provide targeted instruction.||2019-10-16|Met|2019
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 students with exceptional needs.|For the 2019-2020 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 and a Pathway Medical Core class is offered.  Graves Middle School offers as Band 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 Spanish at the middle school and offers Spanish Dual-Language at two elementary schools.  The AVID courses  at the middle school support a college and career path for our students.|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 will continue to offer foreign language and dual language and grow by an additional grade level each 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). Currently Dual Language is offered in TK and K at two 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.  This year we added the Medical Core class to better align with the courses that are offered as part of the pathways at Whittier Union High School District.  In order to better align with the English Learners Roadmap, we have also started Dual Immersion at two schools beginning at TK-K and want to grow this program each year by increasing the number of grade levels that are participating. Similarly, we added Spanish as a Foreign Language at the middle school level.   During the summer, the district is planning to launch an extensive summer school program at all of the school sites and continue to offer a Broad Course of study that will include programs that focus on college and career readiness.||2019-10-15|Met|2019
12630400000000|Southern Humboldt Joint Unified|7|||||||Not Met|2019
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. All 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, 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 nine 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 and Rare Earth Continuation School, we have adopted Acellus digital courseware. Acellus offers a wide variety of elective courses that were not offered to ALIS and REHS students previously. These elective courses include foreign languages, STEM classes including coding, CTE classes and fine arts.||2019-10-16|Met|2019
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 students have access to a broad course of study. Not all students take advantage of all course offerings due to personal preference. All STJUSD 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 ( 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.||2019-10-15|Met|2019
35675530000000|Southside Elementary|7|The district used an internal survey this year for parents to reflect on the needs of their students. The district uses a full inclusion model for all students so that all students, including English learners, Foster youth, Homeless and students with disabilities are able to access all subjects in all grade levels. Additionally new diagnostic measures are being used to support all students in making grade level standards in English and Math.|Students in grades 1-8 are enrolled in English, Math, Social Studies and Science. Students in grades 4-8 receive 150 minutes of physical education every 5 days. All students K-8 receive 60 minutes of visual arts every 5 days. This includes all English learners, Foster youth, Homeless and students with disabilities.|The barriers identified were the access for the kindergarten students to Science curriculum. Secondly not all 8th grade students have access to Algebra. The district send 12 of the 27 8th grade students to the local high school for Algebra instruction.|Actions include: Adoption of new NGSS curriculum across the K-8 spectrum over the next three years. Upgrade technology resources in the classroom. Lastly, for the district to continue to develop district-wide systems of support to address academic, social emotional, and behavioral needs so all learners can be successful.||2019-10-09|Met|2019
37681970136408|Sparrow Academy|7|Our elementary school offers all of its students a full range of developmentally-appropriate core curriculum, including reading, writing, math, social studies, and science, as well as specialty classes, which include Spanish, PE, and Handwork (knitting, crochet, sewing, etc). Grades 3 and up receive instruction in string instruments. Art and music are incorporated into daily lessons in all classrooms. Supports are provided in the classrooms to ensure that all students, including general ed students who struggle with grade-level standards, special ed students, and English Learners can access the core curriculum.|Special Education teachers and paraprofessionals push in to the classrooms to ensure that special ed students have full access to the core curriculum. In addition, resource teachers and the general ed teachers co-plan so that any additional support provided outside the classroom is reflective of what is happening in the gen-ed class.  A bilingual paraprofessional is assigned to English Learners in the classrooms to support their access to the core curriculum.|We plan to increase the number of paraprofessionals and professional development opportunities for those serving our English Learners and Special Ed students as funds and the needs of students require. For our English learners, we plan to provide targeted professional development for teachers in the area of math, specifically in the strand of applying mathematical procedures to help teachers meet the students' language development needs.   We also plan to purchase additional instructional resources to continue the positive growth of this population.|The school is still planning to purchase a multi-grade level curriculum to support our English Learners, so  the paraprofessional who works with them can provide targeted English instruction to small groups of students without the need to plan and develop her own lessons and curriculum.||2019-10-30|Met|2019
37684030000000|Spencer Valley Elementary|7|All students in SVESD, including unduplicated pupils and students with exceptional needs, have access to a broad course of study which includes English, Math, Science, History-Social Science, Visual and Performing Arts, Health and Physical Education.  This is verified by classroom schedules and report cards. 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 for double dosing or strategic on to one intervention by teachers, the administrator, and support providers, in order to ensure each child has an opportunity to develop foundational skills and extra discussion or practice in order to increase access to 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, and extra home study may be accomplished if parents are able to implement it.|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. Spencer Valley has worked to maintain fast internet service in the district by applying for and receiving benefits from ERATE and CALNET programs and maintains a 1:1 computer ratio in the 2nd through 8th grade classrooms. 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 continue to create a robust Student Study Team process, by accessing the expertise of the school psychologist and our assigned SELPA coordinator. This year, the district goals for staff and parents are two-fold 1) To support staff in receiving on-going training in developing and writing rigorous performance tasks using principles of UDL 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 math and reading foundational skills, and reinforce skills practice at home.|Spencer Valley School is fortunate to have maintained a multi-age instructional format with small class size, since 1876. The District constantly works to individualize learning for each student. Spencer Valley's heart centers on creating real life opportunities for students to experience multi-step and process-driven  activities, either collaborative or completed by individual students. Here are a few examples: gardening, Shakespeare Program (performance and dinner theatre), Winter and Spring Performances, creation of games and booths for the Harvest Festival, Season of Giving  (service learning/character building/inculcation of kindness), STEM Club, and in class debates, reports, presentations and performances. Spencer Valley students are also encouraged to enroll in classes offered by the Julian Theatre Company in a joint venture. The Science Economics and Art (SEA) Program, has been in existence for three years and offers and introduction to Career Pathways by exposing students to the technical, business, and creative careers they can access within theatre and the performing arts.  Community performances, field trips and mentors from the industry are key elements of the SEA Program.  Some of the Spencer Valley students also recently performed "Queen Calafia's Pilgrimage", a libretto, by local and world renowned artist, James Hubbell. The fundraising event supported the art program at Julian High School and the Ilan-Lael Foundation and took place at the Ilan-Lael Center.|2019-10-23|Met|2019
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.|The District is looking for creative ways to offer after-school bus transportation so all students can take part in enrichment activities.  This has proven difficult due to the limited number of buses/bus drivers and the large geographic area the District covers.||2019-10-23|Met|2019
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 2018-2019 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None||2019-11-12|Met|2019
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 (K - 5th grades), band (4th - 8th grades), chorus (4th - 8th grades), and competitive sports (6th - 8th grades).|Based on information gathered through the tools/measures used to document and track student access to BCS, 100% of the K - 8th students have access to or enrolled in classroom music K - 5th, band 4th - 8th, chorus 4th - 8th, and seasonal sports 6th - 8th. 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.||2019-10-14|Met|2019
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, the 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. St. HOPE Public Schools, the organization that manages PS7, approved a  Course of Study Policy in 2018-19 that outlines elementary and secondary courses of study and also prevents discrimination and separation in school courses and activities.|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.  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 ways 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 ways to incorporate non-core subject areas to scholars in upper grades (6-8th). PS7 has an unduplicated pupil percentage that is over 70%, 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 academic standards for English Learners).||2019-10-30|Met|2019
15637920000000|Standard Elementary|7|All of our students have access to both hard and digital copies of California State Board Approved-Standards Based Curriculum.  We have the ability, through our district network, to analyze student use of digital curriculum.  Data shows an increased engagement by students and staff in the use of digital, standards based curriculum among all student groups.  All supplemental materials are reviewed by site principals and approved by the district director of educational services.  In addition, our annual Williams Act Review has found that all students have access to hard copy curriculum textbooks in the classroom, and no complaints have been received by the district regarding student access to the curriculum.|All of our students have access to both hard and digital copies of California State Board Approved-Standards Based Curriculum.  We have the ability, through our district network, to analyze student use of digital curriculum.  Data shows an increased engagement by students and staff in the use of digital, standards based curriculum among all student groups.  All supplemental materials are reviewed by site principals and approved by the district director of educational services.  In addition, our annual Williams Act Review has found that all students have access to hard copy curriculum textbooks in the classroom, and no complaints have been received by the district regarding student access to the curriculum.|No identified barriers exist that prevent the district from providing access to a broad course of study for all students.|As a result of increased use of digital curriculum throughout the school day, it was recognized that students in the after school program needed access to the same digital curriculum.  Chromebook devices and internet access was subsequently provided to all student attending our after school program.|Standard School District is committed to educating the whole child.  We have expanded the elective programs at Standard Middle School and now have a complete fine arts department, including full time theater arts, band and choir teachers, as well as expanded art electives.  In addition, we have expanded opportunities for STEM learning and Project Lead the Way.  At the elementary sites, we have implemented full time teachers for PE and music.|2019-10-08|Met|2019
50105040129023|Stanislaus Alternative Charter|7|All students enrolled at Stanislaus Alternative Charter School have access to all of the curriculum and supports.  The curriculum used is Florida Virtual Schools online curriculum.  This curriculum is aligned to the California State Standards and  has many core curriculum as well as elective and CTE options.  This FLVS curriculum has courses that fulfill the UC A-G requirements as well as courses that do not.  Special Education students have additional support from their Resource Teacher and access to the Read 180 intensive intervention reading program.  EL students are supported in their learning by teachers with current training in scaffolding and other supportive instructional techniques.  EL students also have access to the Read 180 intensive intervention reading program as needed.   All students meet with an academic counselor during the registration process and the academic counselor designs an Individual Learning Plan for each student.  All students have access to their one on one teacher through their weekly appointments as well as through email, phone and texting.  The student works with their teacher to progress through their Individual Learning Plan and to complete all courses needed to graduate. Student progress is continually tracked by the teacher and the academic counselor.   Students are given a survey when they start and finish their academic schooling with the LEA.  The results of these surveys help to guide future offerings and support systems.|Stanislaus Alternative Charter School is the only school within the LEA.   All students have access to, and are enrolled in a broad course of study that is based on their individual needs.  The school uses the Florida Virtual Schools online curriculum.  This curriculum is online, UC A-G approved and aligned to the California State Standards.|There are no barriers to the LEA to provide access to a broad course of study for all students.  All students have access to and are encouraged to take a broad course of study that is based on meeting their individual needs.  The students are all adults and are all working at their own pace.  Teachers are available to help students as they work through the curriculum.  There are also other supports in places for the students such as; academic counselors, career navigators, student support advocates, and a mental health clinician.  Students who need a computer to access the curriculum are loaned a chrome book and there are student lounges at each teacher site that allows for students to work and use WiFi in our academic setting as needed.|The student answers to the surveys they take for the LEA when they start and finish provide information to the school as to what helped the students and also what additional supports could be helpful.  Information gleaned from the surveys has resulted in additional supports in the areas of more CTE courses and additional Career Navigators being hired.||2019-10-08|Met|2019
50105040000000|Stanislaus County Office of Education|7|SCOE Educational Options division utilizes an online curriculum, 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 curriculum.  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 program 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.||2019-10-08|Met|2019
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 currently focused on Grades 3-4, having completed grades TK-2 in 2018-19 through a progressive release model.  Optional Choir in grades 3-6 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 has made adjustments to the 2019-20 elective selections based off of student balloting in the Spring of 2019.|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.|This information was presented to the board at a regularly scheduled board meeting of the SUSD governing board on August 8, 2019.|2019-08-08|Met|2019
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.||2019-10-22|Met|2019
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.||2019-10-28|Met|2019
19647330100669|Stella Middle Charter Academy|7|Stella Middle Charter Academy l 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 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, 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.||2019-10-28|Met|2019
45701100135889|Stellar Charter|7|Stellar Charter School utilizes it's student information system, transcripts, course completion, and Master Schedule to track enrollment in a broad course of study.|100% of students have access to and are enrolled in a broad course of study. All student groups have access to and are enrolled in and have access to a broad course of study.|Stellar Charter School ensures that all students enrolled in our program are provided access to a broad course of study for all students.  If a student struggles, student success team meetings, informal meetings, 504 meetings, and/or IEP meetings are held to develop plans to support students in accessing a broad course of study.|The school will continue to hold weekly meetings to ensure students access to a broad course of study and to hold informal meetings, Student Success Team meetings, 504's and IEP's to ensure a student's access to a broad course of study.||2019-06-25|Met|2019
19647330136986|STEM Preparatory Elementary|7|All students at STEM Prep ES are enrolled in high-quality core subjects and electives. In addition, they have access to rigorous enrichment electives as well as supportive intervention classes. This year all students are enrolled in a STEM enrichment course exposing them to foundational classes of Engineering, Biomedical Science, or Computer Science. Students who have been identified as requiring additional support are enrolled in need-specific electives including but not limited to ELD, intervention classes, and more.|All students at STEM Prep ES, including ELs, students with disabilities, and all other subgroups, have access to a broad course of study. All students are enrolled in core classes such as English Language Arts, Math, Science, Social Studies, and Physical Education. In addition to the core classes, all students have access to need-specific electives including but not limited to ELD, intervention classes, and more.|STEM Prep ES is currently able to offer access to a broad course of study to all enrolled students.|STEM Prep ES continuously evaluates our course offerings to meet the needs of our students. In addition to having a core Science class for students, we are looking to offer a designated Computer Science class for all students next year.||2019-02-06|Met|2019
39686760120725|Stockton Collegiate International Elementary|7|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.|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.|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.||2019-10-07|Met|2019
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.||2019-10-07|Met|2019
39686760119743|Stockton Early College Academy|7|Stockton Early College Academy is a charter school where all students have access to a broad coarse of study in an early college academy environment. All students are concurrently enrolled in college level coursework or pre-AP and Advanced Placement courses.|Stockton Early College Academy is an Early College High School where all students are enrolled in a broad course of study. 100% of students are enrolled in college preparatory or college level coursework.|All students are provided access.|Stockton Early College Academy continues to provide access to all students.||2019-10-22|Met|2019
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 of study 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 and 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 95% to 99%. Enrollment in PE, Science, VAPA, and LOTE, had greater variability due to the number of years recommended and required for high school graduation. The highest percent of enrollment for each subject are: science (95%), PE (96%) and VAPA (49%) in grade 9, CTE (31%), and LOTE (55%) in grade 10.|All students have access to a broad course of study, as all core courses are taught 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 advanced 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.|On January 22, 2019, the Stockton Unified School Board unanimously approved Board Policy CSBA Policy BP 6146.1 High School Graduation Requirements. The policy increases expectations and aligns high school graduation and the UC A-G Requirements. To ensure that all students take college preparatory courses and have the option of applying to a wide range of colleges and universities, students must meet these requirements with a D or better in order to earn a high school diploma.  To be UC/CSU eligible, students must complete these courses with a C or better. A Career and Technical Education Option is also provided. Students must complete a CTE pathway with a passing grade of C or better in the Capstone Course. In order to ensure student success and access to the necessary course requirements, the Board of Trustees has approved a Rigorous Graduation Requirements Implementation Timeline. 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 for 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).||2019-10-22|Met|2019
28662660108605|Stone Bridge|7|Guided by the core principles of Waldorf Education as well as the California Common Core Standards, our course of study is well-defined and implemented across the grades K-8.  Daily and weekly schedules, as well as our block rotations for various areas of study (e.g., fractions, ancient civilizations, botany, etc.) provide the framework for the school year that ensure our students receive a broad course of study.|On our campus of approximately 272 students, the course of studies throughout the grades is inclusive of all of our students.|We are currently offering a broad course of study for all students. Barriers may occasionally arise based on funding or availability of experienced, skilled teachers.|No revisions, decisions, or new actions are planned at this time.||2019-10-24|Met|2019
54721400000000|Stone Corral Elementary|7|Stone Corral uses 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 Schedules and 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 • 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 Language Arts, Mathematics, Social Sciences, Science, Visual and Performing Arts,  Health, Physical Education Course of Study for grades 7-12: English Language Arts,  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.||2019-10-10|Met|2019
11626530000000|Stony Creek Joint Unified|7|The high school is WASC accredited.  All students recieve the same curricullum The LEA this year now has 1:1 capability with Chromebooks for all students The school increased para educator support at the elementary school to assist students with special needs and those who need additonal support|All students recieve and have access to the same course content and curriculum.|There are no barriers in providing a broad coure of study.|3 week summer school began summer of 2018-19 and is funded for the next three years for identified elementary students.|The school continues to offer students a broad course of study given the small school size.|2019-10-14|Met|2019
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 1-8 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. Not all students take advantage of optional programs that are offered to all students. Our art program is offered to students at the middle school as one of the staff members has the ability to teach it. We have looked at bringing an art program in to elementary school and we continue to look for the right person to do 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 optional programs offered; school has been unable to find a staff member capable of providing instruction in other areas we would like to offer; and scheduling additional activities during the day could take time away from core instruction.|Last year, we contracted with the Tulare County Office of Education to provide a theater program for 1st through 4th grade students. This year we added another program for 5th through 8th grade students. We have hired a dance instructor to provide instruction to all 4th through 8th grade students. We then added an additional day to the dance instructor's schedule for optional classes for students wanting to do more dance.||2019-10-15|Met|2019
04615070129577|STREAM Charter|7|The STREAM staff has developed a template to use to determine students are provided access to a broad course of study. Staff communicates during their Professional Learning Community meetings and during various other meetings to ensure we are on track. This includes the Educational Specialist and Independent Study Teacher. Students are also monitored, through our benchmark and other local assessments, and placed in an appropriate level of academic intervention. We also have a process for meeting with parents to ensure the family is included on decisions.|Our staff meets at the beginning of the school year and monthly, in Professional Learning Communities, to ensure we are following state standards. STREAM also has a longer school day (8 hours) than most area schools, in order to ensure all students have access to a broad course of study. We have one class per grade level. Teachers meet in PLCs, monthly, to communicate grade level standards and cross-grade level standards and to ensure grade levels are fully engaged in spiriling concepts. We follow the California State Standards. All of our students are also enrolled in a music class and a PE class that both meet daily. All students also participate in an intervention class, meeting daily, to address their particular curricular needs. Special needs students are mainstreamed into their grade level classroom and pulled out, primarily, for only speech services and counseling. STREAM also believes in field trips and we take students into the community and beyond for even more hands-on learning and exposure to ideas and historical perspectives.|We aren't really running into hard barriers. We have been able, during our five years of operation, to address many of our students' needs. We have lowered the percentage of students who do not meet standards from around 30% to around 15%. 25% of our students almost meet standards and we are continuing to work towards all students meeting grade level standards. We will continue to focus our intervention efforts and refine our classroom work. As in any school, time, resources, and the culture of the community are the primary barriers that must be overcome.|Again, we believe all students have access to a broad course of study. However, we are continuing to work towards all students meeting grade level standards. We will continue to focus our intervention efforts and refine our classroom work. We are fine tuning our intervention program and consistently meeting as a staff and grade levels for continuous improvement on our instruction and learning activities. We invest in ensuring that every teacher attends conferences and workshops each year to improve instructional delivery.||2019-10-30|Met|2019
11101160130724|Success One!|7|The school uses grades in the Aeries Student Data System, and Edmentum online curriculum that offers an extensive list of Common Core courses, as well as AP and CTE courses. There is a tutor available in the computer lab Monday through Friday mornings, and evenings by request.  Tutoring is available to all students: IEP, ELL, Low income, etc.|All students in grades 9-12 may take a wide variety of courses on the Edmentum online program. Any student may also take concurrent enrollment courses at Butte College, which is two blocks away to the east.  Since it is exclusively an independent study program, this leaves students flexible hours to be available for the college courses.|Many of our students live in rural areas where internet is not always available or affordable for satellite service.  Students are always invited to use the computers at both of our campus locations.|The College Readiness Block Grant pays for the Edmentum online program.  CTE funds and Low Performing Students Block Grants are also available to keep up the wide range of online courses.||2019-10-16|Met|2019
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 all grades, TK-6th, have access to core curriculum which includes Language Arts, Mathematics, Science, Social Studies/History, Health, Physical Education, and Visual and Performing  Arts.  Locally selected measures include District designed progress monitoring tools, local interim assessments, curriculum based and teacher made assessments, LCAP stakeholder data evaluation meetings and State of California mandated assessments.|The Sulphur Springs Union School District data indicate that all students, including 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.  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 to increase growth for all students and identified student groups.|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, increased efforts have been taken to ensure full implementation of all adopted core curriculum in all general and special education classrooms.  Additionally, the SSUSD has a District Social Worker dedicated to assisting students and their families with social emotional support.  Having this in place has helped to remove academic and behavioral barriers for students.|The Sulphur Springs Union School District continued to work on meeting the needs of the "whole child".  A District Social Worker assist students and their families with social emotional concerns.  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 socio economic, and other specialized student groups has been given.  These considerations include academic tutoring and support as well as counseling and social emotional supports to meet the needs of all students.||2019-10-30|Met|2019
55724050000000|Summerville Elementary|7|All Summerville Elementary classes are utilizing board approved core curriculum that has been piloted, approved, and adopted according to local, county and state recommendations and timelines. Summerville Elementary School is a single school district. All classrooms have adequate material to support, promote, or orchestrate learning for use in the classroom and or at home as is verified by the school site office before the beginning of school. School staff regularly order additional material for new students who enroll after the beginning of the school year. All curriculum is adopted according to a 7-year cycle. During the cycle, curriculum is implemented, assessed, and evaluated. Near the end of the curriculum cycle, teachers and administrators work together to evaluate whether each adopted curriculum continues to meet the learning needs of the students and classroom if the new curriculum is needed to provide access to a broad scope of learning. Annually, the District Board of Trustees approves a budget the allows for replacement of lost or damaged materials as well as the adoption of new curriculum as needed. All new curriculum is approved by the Board of Trustees prior to implementation in the classroom.|All Summerville Elementary School students have access to and are enrolled in a broad course of study. No differences exist across the school site.|No current barriers are preventing Summerville Elementary School from providing acesses for all students to have access and be enrolled in a board course of study across the school site.|Summerville Elementary School District will annually assess all students' access and enrollment in a broad course of study. Future needs will be analyzed to ensure that all students continue to have access and are enrolled in a board course of study.||2019-10-08|Met|2019
55724130000000|Summerville Union High|7|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.|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.|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.|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.|Our current WASC self -study document  and Action Plan from March 2019 in addition to our LCAP are our guiding documents for continued and sustained improvement throughout the campuses.|2019-10-23|Met|2019
54718370109009|Summit Charter Academy|7|The district is actively reviewing student course schedules to ensure that all students have access to the appropriate courses. In Grades K-6 all students are enrolled in all core courses that are appropriate (For Example: ELD for English Learners, English Language Arts for all Students, etc.). At the secondary level students are enrolled in the required courses plus given the option for electives, this is reviewed by the academic counselor at each site to ensure that all students have the courses needed to complete the program at that site.|Overall all students have access to the courses appropriate to their individual needs and courses needed to successfully complete the program that they are currently enrolled in. This is methodology that has been used in the district for several years now and we are doing a better job of monitoring to ensure that all of our students, in particular English Learners and Students with Disabilities, have the courses they need to be college and world ready.|The biggest barrier that we face when ensuring that all students have access to a broad course of study is in regards to a student's ability to access the content of all the available courses. All students are given access to the courses that are appropriate for them based upon their needs.|The district has continued to review course schedules to ensure that all students have appropriate courses. In addition to this the district has designed a more cohesive ELD program for the 19-20 school year to ensure our English Learners have not only the required courses but also have high quality courses that will prepare them to be reclassified.||2019-10-21|Met|2019
36750440107516|Summit Leadership Academy-High Desert|7|All LEA stakeholders participate in an annual LCAP survey regarding the local indicators, including the use of, and access to, a broad course of study. Survey results from 2018/19 assisted in the the addition of classes for the 2019/20 school year for all grades, including dual-enrollment and articulation agreement CTE courses taught on site, Theater/ Drama, Positive Interaction, College and Career Exploration, Summit Team, Professional Writing and Yearbook/Journalism.  The LEA also uses the junior high student class selection process as a means to measure desirable courses. By recognizing trends of selected classes, the LEA is able to modify the master schedule to better provide course access to students. The Guidance Counselor and Administration analyze, present to staff and discuss ideas for future master scheduling.|The LEA has utilized the annual LCAP survey since 2014 for all stakeholder engagement and has modified or added questions each year to accurately provide information and meet the needs of the school at the local, county and state level. The LCAP survey includes questions regarding course options, school culture, after school activities and personal opinions that would promote a safe and intentional learning environment.  The high school campus survey results suggested a strong desire for additional electives and advanced courses. The LEA used these results and implemented new courses including dual-enrollment and articulation agreement CTE courses taught on site, Theater/ Drama, Positive Summit Team, Professional Writing and Yearbook/Journalism.  The junior high school campus survey results suggested the desire for electives offered throughout the week, as opposed to the 18/19 model of once per week. This resulted in purposeful 2019/20 master scheduling allowing electives Monday through Friday.  In addition, in 2019/20, the LEA implemented the "push-in" Special Education model on each campus, ensuring all students, including those with an Individualized Education Plan, have access to the courses of their choice.|The high school is providing a broader course of study to all students in the 2019/20 school year, and plans on continuing to add additional courses each year.  The junior high school is providing a broader course of student to all students in the 2019/20 school year and will continue to add more courses, or modify course selections, in order to meet the needs and desires of stakeholders based off of the LCAP survey.|For the 2019/20 school year the LEA hired an additional ELA teacher at the high school campus who is able to teach both ELA and visual/performing arts, allowing the LEA to offer more courses of study such as journalism, professional writing and theater/drama. The LEA also condensed small class sizes with 10 or less students into one larger class of 20+/- students in the Social Studies department, allowing an additional elective class, Summit Team, to be offered. The Junior High hired an ELA teacher with a supplemental art credential, allowing cross curriculum opportunities in English class, this teacher also teaches electives such as Positive Interaction and Yearbook/ Journalism. The Junior High also modified the 2019/20 master schedule to include elective courses Monday through Friday and added an additional class period so all students can access two elective courses of their choice.||2019-11-15|Met|2019
19647330131839|Summit Preparatory Charter|7|||||||Not Met For Two or More Years|2019
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 across all grade spans and unduplicated student groups, and students with exceptional needs.|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.||2019-06-20|Met|2019
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 across all grade spans and unduplicated student groups, and students with exceptional needs.|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.||2019-06-20|Met|2019
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 across all grade spans and unduplicated student groups, and students with exceptional needs.|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.||2019-06-20|Met|2019
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 across all grade spans and unduplicated student groups, and students with exceptional needs.|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.||2019-06-20|Met|2019
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 across all grade spans and unduplicated student groups, and students with exceptional needs.|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.||2019-06-20|Met|2019
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 across all grade spans and unduplicated student groups, and students with exceptional needs.|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.||2019-06-20|Met|2019
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 across all grade spans and unduplicated student groups, and students with exceptional needs.|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.||2019-06-20|Met|2019
54721730000000|Sundale Union Elementary|7|All Sundale students have access and enrolled in a broad course of study by having equal access to all classes and opportunities that are provided to all students.  This is measured through class lists, elective scheduling and all other schedules that are developed for students to have access to computer lab, library, ag science, art, and music.|Sundale is a single school district with only one school site.|The only barrier is if parents choose not have their child participate.  Otherwise all students have access.|Sundale offers a late bus at 5:00 to transport students home from accessing the computer lab after school, tutoring, math academy, school sports, and other extra curricular activities.||2019-10-22|Met|2019
54721810000000|Sunnyside Union Elementary|7|Sunnyside administration/leadership team meets regularly to discuss how to best serve all students. Administration also looks 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. Sunnyside administration ensures our single subject core classes and electives are coded accurately with Calpads. The Superintendent and Calpad Coordinator collaborate to ensure all students receive core classes and all classes are taught with a credentialed teacher. All designated ELD is taught as part of the core curriculum. All Special Education services for 6-8th grade are provided during core classes using push in support.|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.  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 2 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.  In efforts to provide more elective experiences, 4-8th Grade will be given an opportunity to stay after on early dismissal Mondays to either participate in Technology, Arts, or Jazz Band. TK-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 2 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.|For the 2019-2020 school year, we have added an additional Designated ELD or ELA intervention period to support our English Learners and struggling learners. This new class offering allowed all students access to the same amount of electives regardless of their English Learner Staus. 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. However 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.Our school site council is also investigating having a career day to allow our students to learn about a variety of careers. Math has been a concern on our State Test Results and starting in November 2019, Sunnyside will have a part-time Math teacher to provide additional math intervention to support our struggling students in Mathematics.||2019-10-29|Met|2019
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 foreign languages, 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.|The Sunnyvale School District is committed to providing students with focused instruction based on student needs. However,  our six period schedule at the middle school 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 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. English learners are enrolled in language rich electives, along with an English language development course, to accelerate their progress and enable full access to a broad course of study.  At Columbia Middle School, English learners do not take a separate social studies course. Social studies standards are embedded in the English language development course. A flex period allows students who need intervention to take electives.|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. Columbia Middle School has developed a Flex period, where students receive needed intervention or enrichment courses across the curriculum. This enables students' access to the electives that ensure a broad course of study. 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, and will explore the option of a zero or seventh period to broaden students’ access to the curriculum.||2019-10-17|Met|2019
01751190000000|Sunol Glen Unified|7|As Sunol Glen School is a very small school serving 290 K-8 grade students, we are able to track student progress and engagement through analysis of their report cards, benchmarks, observations and one-on-one dialogues.  We only have one class per grade level in 4-8 grade and as such the teachers and support staff know the students extremely well.  Also, we are only able to offer one course offering per grade level and therefore all students - including the unduplicated student groups and individuals with exceptional needs are served.|As Sunol Glen School is a very small school serving 290 K-8 grade students, we are able to track student progress and engagement through analysis of their report cards, benchmarks, observations and one-on-one dialogues.  We only have one class per grade level in 4-8 grade and as such the teachers and support staff know the students extremely well.  Also, we are only able to offer one course offering per grade level and therefore all students - including the unduplicated student groups and individuals with exceptional needs are served.|This is not applicable as we only offer one course offering per grade level and therefore all students - including the unduplicated student groups and individuals with exceptional needs are served.|We are confident that we are successfully offering a broad course of student for all students.||2019-10-08|Met|2019
49709614930350|Sunridge Charter|7|The LEA is a K-8 charter school blending Waldorf pedagogy with standards-based instruction.  The measures used to track that all students have access to and are enrolled in a broad course of study are:  HR department monitors teacher credential and assignments; the director and superintendent monitor that textbooks and other materials are standards-aligned and available to all students; the director monitors the specialty class schedule to ensure that all students in a grade span have equal access; and the educational coordinator monitors data by subgroups and placement in intervention or support classes.|All SunRidge teachers have appropriate credentials for their teaching assignments. All students in each grade level have equal access to specialty classes. Various data sets are analyzed to place students in support programs as needed. The director and educational coordinator work with faculty and assessment data to provide intervention services. Faculty have access to textbooks   and other materials that are CA State Standards-aligned and these are available to all students in all subgroups.|All students receive access to a broad course of study.  SunRidge created a full-time middle school math and physics position to provide standards-based instruction.  This included adding a period a week of math for 6-8th grades as well as a small group tutorial program. We are also implementing interim assessments for our middle school students and ensuring that all special education students have access to practice tests and interim testing to become more familiar with test-taking on the computer.  Additionally, the middle school department is transitioning to using Aeries as well as Google Classroom to provide both students and parents with access to assignments and grading. Attendance and tardies are the areas identified for improvement.  See item 4 for what the school is doing to improve on-time arrival for all students.|All students receive access to a broad course of study.  Attendance is closely monitored and the Student Attendance Review Board (SARB) process is used to communicate and reinforce the importance of consistent on-time attendance.  The director has communicated with specific families who were not in compliance. New signage at the front of the school provides school start times and the actual time to encourage on-time arrival.||2019-10-10|Met|2019
43104390124065|Sunrise Middle|7|The school determined what is considered by the State to be a broad course of study by consulting the California Department of Education’s DataQuest database.  These courses represent a broad course of study:  English Language Arts, Mathematics, Science, History/Social Science, Foreign Languages, Fine Arts, and Physical Education.  Using this information, the school looked at two things:  courses that are taken by all students and courses that are taken by some students.  It then looked at whether students might be excluded from a broad course of study due to an exceptional need such as a disability or inability to speak English.  These constitute the measures or tools the school used to track the extent to which all students have access to, and are enrolled in, a broad course of study.|Based on our selected measures, we have determined that all students at the school have access to and are enrolled in English Language Arts, Mathematics, Science, History/Social Science, and Physical Education.  The school is currently offering one elective in a foreign language.  Students who are monolingual in Spanish are aided by an English Language Development specialist who works with Spanish speaking students to improve their skills in Spanish and to acquire English.  This teacher helps students to acquire academic content by explaining ideas and concepts in Spanish as well as English.  The school offers fine arts classes in its extended day program.  The current offerings are in art and in music.  The fine arts classes are electives.  Only the students who elect to take the classes are enrolled.  Teachers and administrators, however, work with parents and students to convince them of the value of the extended day program.  Because the students have choice in the extended day program, including the choice not to participate, persuasion and peer encouragement are the main means by which the school attempts to increase enrollment in the extended day classes.  Though not listed as part of a broad course of study by the State, the school offers electives in business, urban agriculture/healthy nutrition, woodworking and sports as well.|The school enrolls all students in the traditional core academic classes normally taught in middle school:  English Language Arts, Mathematics, Science, History/Social Science and Physical Education.  To help assure not just full enrollment but successful outcomes for those enrolled in these classes, the school makes use of computer-aided instruction and tutoring, multiple class sections to keep class size small, small groups within classes to facilitate individualized instruction, and auxiliary classes in the extended day program to give additional help to students struggling in English or mathematics.  Lack of sufficient funds has proven a major barrier to assuring that special education students receive all the personal attention they need to do excel.  Steeply increased space lease costs and increased payments for retirement and health care forced the school to lay off one of its two special education teachers.  The school has raised funds to now restore a 0.5 FTE for the second special ed teacher.  For classes such as art, music and business, two barriers prevent all students from taking part.  First, there is a capacity problem.  One teacher teaches each elective limiting the maximum number of students who can be served by any single elective class.  Second, enrollment is voluntary in the elective classes.  Students not wishing to participate in the class do not enroll.  The combination of capacity limitations and student freedom to choose means that it is unlikely that all students will enroll in art, music, competitive sports or the other electives offered.  In these areas, our goal is to enroll each student in at least one area.  We work toward that goal by enlisting the support of parents and by encouraging each student to participate in at least one elective.|We believe we have achieved full access to, and participation in, the traditional core middle school classes.  We, therefore, do not anticipate needing to implement additional measures to assure access to these classes.  Our focus is on providing the tailored, supplementary assistance that each student needs to help that student excel in each class.  That assistance includes tutoring and extended opportunities for study.  It is complemented by frequent field trips that help students put their learning in context.  It is also supported by provision of psycho-social development services according to each student’s level of need.  Continued access to the coursework we refer to as elective is dependent on raising funds to support the classes, retaining individuals with the expertise to teach the classes, honing our ability to convince parents and students of the value of participating in one or more of the electives, and controlling overall operational costs to avoid the necessity of laying off instructional staff for lack of funds.   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.|Sunrise treats breadth of study as it has been treated in a traditional liberal studies context.  That is, we look on English Language Arts, Mathematics, Science, History/Social Studies and Physical Education as core areas of learning.  All students need to master content in these areas.  We look on other subject areas as specialty areas that students should participate in because they have an interest in the area.  We attempt to provide such electives in a variety of areas with the intention of offering at least one course that will appeal to each of our students.  If we are successful, every student will master content in core areas of study and will develop skill and expertise in one or more areas of personal interest and, hopefully, passion.|2019-10-14|Met|2019
19647336019392|Superior Street Elementary|7|Superior teachers use the district-wide elementary progress report cards to monitor student access to a broad course of study. Teachers monitor physical education using a certification process that requires teachers to confirm 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. Welligent, the district's special education management system, monitors and tracks the implementation of IEP goals and objectives. These goals are aligned to the core curriculum and tracked in the system to ensure special education students have access to a broad course of study.|There are no barriers preventing our English Learners and Special education students access to a broad course of study.|Superior will continue 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. Using the English Learner Master  Plan will lead to continued implementation of additional supports to increase the learning of English and Standard English Learners. Tier 2 and Tier 3 supports for students with disabilities will continue to be implemented.||2019-10-24|Met|2019
25658960000000|Surprise Valley Joint Unified|7|SVJUSD/SVHS uses power school to track student progress with grades and credits.  Students meet with the academic adviser to make sure they are on track and makes changes as needed.|SVHS has approximately 23 students in the high school.  Because of our size it make it difficult to offer a broad course of study.  Students are able to complete their A-G pathway, take concurrent education classes which gives them credit for both high school and college.  In addition, SVHS has 3 CTE pathways: AG Mechanics, Agro-Science and AG Business.|Barriers that hinder SVHS from providing more access to a broad course of study is travel, enrollment, and a variety of classes to our small size.|Next steps for our high school will be to continue collaborating with each other and stakeholders.  Creative thinking will be important on how we offer our courses.||2019-10-17|Met|2019
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 with the exception of foreign language.  The District has initiated a course for students to take Spanish, but not all students can currently access the class; more sections are needed.|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 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.||2019-04-10|Met|2019
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. Students have the opportunity to meet as often as need to address their academic needs. Course will be planned according to these meetings. Meetings will be conducted with admin or with the school counselor.|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 is a focus for the 19-20 school year. Working with local resources such as the Yuba Sutter Arts council, Yuba College, ROP and One Stop, students have access to arts courses, work experience, college courses and on the job training.||2019-10-09|Met|2019
51714230132977|Sutter Peak Charter Academy|7|Sutter Peak Charter Academy tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings and Master Agreements for course selection to analyze 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 PowerSchool identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2018-2019 year, 100% of Sutter Peak Charter Academy’s students had full access to a broad course of study as defined by the California Board of Education.|All SPCA students in grades TK-5 are enrolled in a broad course of study. We offer access and enrollment in the six areas identified by the state of California as a broad course of study for grades 1-5. All elementary students have access to visual and performing arts within their Master Agreement.  All SPCA middle school students have access to a broad course of studies within their Master Agreements. Students in grades 6-8 have access to a comprehensive, student driven, visual and performing arts course selection. For example, students may choose to play an instrument, take voice or acting lessons. Other courses offered include languages, art, dance and music. Students who require additional supports are offered individual tutors, direct online support, and ESL supports to support student academic achievement. High school courses are presented for board approval and all courses are evaluated to ensure students have access to offerings that are approved A to G as well as Career Technical Education (CTE) Industry Pathways. Each year, SPCA increases its CTE pathways to support all learners.  Examples of pathways include: Veterinary Medical Applications, Floral Design, and Small Engine Technology.  Students may also participate in college Dual Enrollment classes are offered as an option for all students over the age of 16 (per community college guidelines). All core subject matter offered (math, ELA, Science and Social Studies) have an A to G approved option for CSU/UC.|Barriers preventing Sutter Peak Charter Academy from maximizing broad course of study offerings to all students include 1.Limited time in a typical school day for students to take additional courses. 2. Limited to community opportunities and/or online offerings with a non-site based school. A regular analysis of enrollment in a broad course of studies helps to inform SPCA as it makes decisions on offerings and using the LCAP as a planning and budgetary tool to support Priority 7.|Currently 100% of our SPCA graduating class has met the state indicators for college and career ready. Our students demonstrate this preparation through a combination of CAASP test scores, college enrollment, AP testing, ‘a-g’ course completion and CTE course completion. We are very proud of our students' achievements and feel this is best indicator of the quality of our program.  The academic counselor and teaching staff continue to meet with all students in grades 9-12 on a regular basis either in person or via ZOOM.  The purpose of these meetings is to continually update coursework and provide academic and emotional support for all students.  All 8th graders are scheduled to meet with the academic counselor in the spring to begin high school coursework planning.||2019-10-23|Met|2019
51714490000000|Sutter Union High|7|Sutter Union High School implements a well-established and time tested process that insures all students have access to and are enrolled in a broad course of study to meet their future goals.  The foundation for this process is multiple layers of communication between school, parents/family members and students.  The Counseling and Career Center houses two counselors, one academic advisor and one counseling and career secretary.  The process begins with each student and their family receiving a personalized counseling appointment prior to enrollment their 9th grade year and culminates with a similar appointment finalizing the student’s post-secondary college and/or career plans.  Information and access to each student’s progress is provided through online access and regular counseling appointments throughout their four years.  Unduplicated students receive additional counseling services and academic and career guidance services which includes access to a bilingual advisor.|All students have access to and are enrolled in a broad course of study.  Students and parents are informed about all state and district graduation requirements.  A traditional seven period daily schedule allows all students to receive a comprehensive education that includes access to rigorous academic, CTE and fine art courses.  All stakeholders actively participate in a cooperative process designed to fulfill each student’s individualized four year college and career plan.|There are no barriers preventing Sutter Union High School from providing all students with access to a broad course of study.|Sutter Union High School will continue to evaluate its ability to offer a wide course of study and each student’s progress toward becoming college and/or career ready.  This evaluation will include all stakeholders in our school and community and will focus on providing all students access to course relevant to their future goals.|Sutter Union High School students achieved the highest graduation rate, 11th grade ELA test scores and highest 11th grade math scores in Sutter County during the 2018/2019 school year.  All stakeholders continue to share a strong commitment to provide an educational environment where ALL students can achieve their highest level of academic success possible.  Sutter Union High School will continue to focus on academic success, one student at a time!|2019-10-08|Met|2019
37771070136473|Sweetwater Secondary|7|In 2018-19 SSS served 309 students in grades 6-12, with student demographics that include:   Percent of students who qualify for Special Education (SWD):16.3% Percent of students who qualify as Socially-Economically Disadvantaged (SED):72.4% Percent of students who qualify as English Learners (EL): 16.9% Percent of students who qualify as Homeless and Foster Youth (FY): 6.3%.   The school qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of 79% of students that qualify as “high risk”, including credit deficient students and high transient students.   The school uses the Pathways Personalized Education Plan (PPEP) process and stages to track the extent to which all students have access to a broad and rigorous course of study.   The school uses Pathways Personalized Education Plan (PPEP) process and stages 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 UCa-g approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors course, 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.||2019-10-08|Met|2019
37684110000000|Sweetwater Union High|7|We have chosen to analyze our Middle School Promotion Rate and High School Graduation Rate.  Here are the results for 2018-19.  We have selected these measures because we have determined that they demonstrate which students have access to and are completing (or not) the requirements that contain the breadth of courses offered and signify that they are both college and career ready.|The Middle School Promotion Rate data show that we are not succeeding in providing access and success to several student groups.  Although they make up a small number of students our Foster Youth (16.7%) are completing these requirements at a very low percentage.  Homeless Youth (36%) do only slightly better.  English Learners, when combined with Reclassified English Learners (65.6%) perform just below our district average, though we are keenly aware that our Long Term English Learners are the group within the overall Ehnglish Learner group who are performing the lowest.  In 2018-19 our graduation rate (86.1%) increased slightly  overall and many of our student groups improved their performance.  African American (85%), Hispanic (84.8%), Asian (97%), and Filipino (95.4%) students all made gains.  The only student group that declined was White students (83.1%).|During the 2018-19 school year, we engaged in a Needs Assessment and Root CAuse Analysis through the Differentiated Assistance protocol.  This process gave us an opportunity to deeply study the performance of the student groups mentioned above.  We have found that several barriers demand our attention.  1) There is a need for closer articulation between our Middle School and High School feeder patterns to insure that class placement is done so as to provide the greatest change for student success. 2) We need to implement a more consistent course placement process, in particular for Students with Disabilities 3) Struggling students need to have scaffolds and supports to improve their chances of success in challenging coursework and 4) We need to examine whether our actions coincide with our stated beliefs that EACH student can achieve.|What have provided data from feeder schools that contributes to a more accurate placement of students at the outset of their high school journey.  The Special Services department is developing a multi-year improvement plan that includes surfacing current beliefs in regards to inclusive practices for each student with disabilities and strengthening beliefs that support inclusive educational opportunities.  Research based inclusive educational best practices and high expectations for students with disabilities, resulting in improved student outcomes will continue to be a focus of the district.  Education specialists, school psychologists and school counselors are working collaboratively to ensure students with disabilities are placed in courses that support each student’s individualized needs in the least restrictive environment, with the appropriate accommodations and/or modifications to support each student’s success. We also continue to 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.||2019-10-28|Met|2019
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.|All students do have access to a broad course of study. Sycamore Academy has a Director of Student services that ensures, when barriers arise on an individual basis that the barrier is removed so that the child will have access to a broad course of study. The Director of Student Services then meets with the administration team to determine if the barrier is systemic. When systemic barriers are identified, they are addressed to ensure that every student has access to a broad course of study.|Actions have included: Free transportation, translation services, DHH services, home visits, multiple time options, phone and virtual options.||2019-10-30|Met|2019
54105460125542|Sycamore Valley Academy|7|SVA 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. 92% of students believe they have access to a broad course of study.  97% of parents state the school provides an enrichment environment just not access to core classes.|Currently, all of our K-8 students have access to these areas of study. We plan to add additional activities and opportunities for students based on interests 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, SVA recently provided staff with Dovetail Toolbox professional development for staff to prevent intense behaviors from occurring.||2019-09-19|Met|2019
19647331938554|Sylmar Charter High|7|The locally selected measures or tools that Sylmar Charter High School 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 the use of an A-G counselor.  A-G Counselor monitors students who are not on track for graduation and arranges for students to attend Credit Recovery, Northeast Valley, or through online platform, Edgenutiy.  Our academic counselors continuously monitor student progress to ensure that our students have access to, and enrolled in, a broad course of study.  A counseling calendar is established with benchmarks for students.  Counselors meet regularly to monitor student progress.  Counselors review students Individual Grade Progress ( IGP's) and we offer multiple academic and non-academic electives, such as Spanish, Pre-Calculus, Statistics, Ceramics, Yearbook, ASB, Architectural and Design, Automotive, Horticultural, and Floral Design.  Sylmar Charter High School has a dedicated Intervention Coordinator & Chanda Smith Clerk, to keep students Individualized Educational Plans up to date.|At Sylmar Charter High School, all students have access to a broad course of study.  Students with Individualized Educational Plans explicitly outline class enrollment with percentage of time dedicated to the academic area of need. However, some student choices are made due to the limitations of the master schedule: singleton classes, enrollment caps, limitations of six period day.|The barriers preventing Sylmar Charter High School from providing access to a broad course of study for all students resides in the availability of Advancement courses across all grade levels.  As the enrollment increases, we are opening more Advance Placement courses in every grade level.|Sylmar Charter High School provides an equitable student-driven master schedule in an effort to meet the needs of all students.|Sylmar Charter High School believes it is relevant to understanding its progress on the extent to which students have access to, and are enrolled in, a broad course of study is high teacher turn over, due to a large number of faculty members retiring.  We have new teachers across all subject areas, and all have received the necessary professional development to support our student population and received the necessary tools to properly plan and deliver lesson in their course of study. Sylmar Charter High School also continues to offer students Credit Recovery, Reading Intervention, Winter Credit Recovery, Summer Credit Recovery, online Credit Recovery (Edgenuity), Auxiliaries in History, science, ELA, Physical Education so students can reach graduation standards.  To further how students have access to a broad course of study, students are able to choose courses they are interested in for the following year in the spring, which drives which courses are offered.|2019-10-22|Met|2019
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 continued to meet in 2018-2019 and is continuing their work in 2019-2020. 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. This training continued to be strengthened in 2019-2020. 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. History-Social Science at Initial Implementation and Next Generation of Science Standards are rated at Beginning Phase of Implementation. History-Social Science curriculum was implemented in 2019-2020.  All teachers are participating in professional learning.  The Next Generation Science Standards (NGSS)  adoption committee began meeting at the beginning of the 2019-2020 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 for the 2020-2021 school year. A professional learning plan will be developed once the new curriculum is identified and adopted.||2019-10-29|Met|2019
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 the 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 the 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.||2019-09-14|Met|2019
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 the 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 the 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.||2019-09-14|Met|2019
19647330124560|Synergy Quantum Academy|7|LEA will assess itself using the 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. The annual teacher survey will also be used by LEA to assess the 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 the 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 the implementation of State standards through the annual teacher survey.||2019-09-14|Met|2019
19647331938612|Taft Charter High|7|Taft makes use of the central student information system (MISIS) 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 dis-aggregated 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 utilizes an Arts Equity Index to categorize our school based on the scope of our provided arts instruction and resources as well as our Title 1 status and representation of low income, foster students, and English Learners. Based on school categorization on the index, school assessment results provide 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 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 LAUSD office staff all monitor student enrollment in appropriate courses. For example, the LAUSD Division of Instruction monitors us to ensure all students have access to arts instruction.  We have also consistently met all requirements for physical education minutes for our 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. Taft continues to concentrate resources and support for student groups whose students perform below the our average on state assessments, graduation rates and A-G course completion.|One barrier to Taft 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, including elective 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 is the enrollment-based resource allocation to schools. Schools with smaller enrollments may be limited in their abilities to offer a full range of electives; Additional access to other resources have to be provided in these cases.|Taft 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. Taft has also invested over the past three years in additional resources through Edgenuity 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, Taft continues to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as English Learners. In addition,Taft continues to develop additional professional development and resources to improve integrated English Language Development instruction across all content areas. Taft 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. Additionally, we offer supplemental and core online courses to compliment the face-to-face instruction to ensure that all students have access to a broad course of study. In Fall of 2019, a new Whole Child dashboard will be released for teachers and in Winter of 2020, a new Whole Child dashboard for our principal will be released to support using data to drive instructional improvement and student learning.||2019-10-28|Met|2019
15638000000000|Taft City|7|The locally selected measures or tools that TCSD 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 include class schedules, instructional minutes and teacher lesson plans.|The extent to which all students at TCSD have access to, and are enrolled in, a broad course of study include at the Junior High School (6th-8th grade) level an analysis of the Master Schedule to determine student enrollment in a broad course of study and include at the elementary (K-5th grade) level an analysis of student course content and instructional minutes to determine student enrollment in a broad course of study.|TCSD has identified the barriers in preventing schools from providing access to a broad course of study for all students to include the actual development of the Master Schedule at the Junior High Level and the monitoring of instructional minutes and content delivery at the elementary level to ensure equity for all students.|TCSD has identified revisions, decisions, and new actions to implement in response to the TCSD Broad Course of study analysis that includes student schedule monitoring, student counseling of elective choices, and continuous monitoring of access and equity for all students through data analysis of unduplicated student enrollment in the Taft City School District.||2019-10-16|Met|2019
36678760126706|Taft T. Newman Leadership Academy|7|||||||Not Met|2019
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.  Career Technical Education (CTE) courses and CTE pathways are available to all students in TUHSD.  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 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, courses with smaller enrollments are kept to meet the needs of the students and ensure they have the needed support and access to a broad course of study.  Summer school courses are available to all students.  Many students take courses in summer school to allow them to take a broader course of study during the school year.|There are two main barriers preventing the LEA from providing access to a broad course of study for all students.  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 to monitor 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 sizes for a course on a temporary basis to meet the needs of the students.||2019-10-21|Met|2019
31669440000000|Tahoe-Truckee Unified|7|TTUSD audits class schedules and tracks services for all students to ensure all students have access to a broad course of study.  For elementary students TK-5, this means ensuring that students are all placed in a regular education setting with the exception of student who have an IEP which states a need for a special environment.  In which case, the students are placed in the least restrictive environment and spend as much time as possible in regular education settings with support. At the Middle school level, 6-8, this means that all student are given a schedule including all core classes with the exception of special placements of students with an IEP. At the High school level, analysis includes review of all schedules with analysis of Graduation rates by subgroup, AP course enrollment and AP grades by subgroup, as well as A-G enrollment and completion rates by subgroup.|With the exception of a few newcomer students (for a short time) and certain students with IEPs, all students have access to and are enrolled in a broad course of study at all sites.|TTUSD has been very successful with providing a broad course of study.  One group which we are working on improving access is the newcomers, these students sometimes require additional sections of ELD for a short period of time before they have enough English to be successful in certain classes.  We provide material in student's native language whenever possible and we support high school students with bilingual aide support so that they can be successful in core classes.|TTUSD has implemented Individualized learning plans for English Learners and for all tenth grade students help to ensure that all students have access to and are enrolled in a broad course of study.||2019-06-21|Met|2019
21654820000000|Tamalpais Union High|7|TUHSD uses UC a-g completion rates, ELPAC advancement and reclassification 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. However, our African American students are not disproportionally over represented in below grade level math for the first time in many years and our most recent CAASPP data show that our African American students have improved their performance in math and English each year of the past4 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. Furthermore, the District continues to have some entrance assessment requirements or minimum grade point average requirements for advanced 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. We will look to replicate this collaboration with our other feeder schools.||2019-11-06|Met|2019
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.|There are no differences between our school sites.|There are no barriers for course access.|This process has already been implemented.||2019-10-17|Met|2019
19647330122242|TEACH Academy of Technologies|7|TEACH Academy of Technologies currently serves 430 students in grades 5-8; with student demographics that include 67% Hispanic, 31% African American, 26% English Learners, 8% Students with Disabilities (SWD), 94% who qualify for Free/Reduced Lunch and 98% who are Socio-economically Disadvantaged. For the 2018-19 school year, our Unduplicated Pupil Percentage was 96%.   TEACH Academy of Technologies 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. TEACH Academy of Technologies provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of TEACH Academy of Technologies educational program.   TEACH Academy of Technologies 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, the School Directors will verify this during classroom observations and they will 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 TEACH Academy of Technologies, 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 Health (BYU Online) and Computer Science (Grade 7) There are no differences in accessibility to courses, across student groups at TEACH Academy of Technologies.|Currently, 100% of the students have access to a broad course of study and TEACH Academy of Technologies will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of TEACH Academy of Technologies 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.||2019-09-25|Met|2019
19647330138305|TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary|7|TEACH Preparatory Elementary School currently serves 80 students in grades TK-1with student demographics that include 60% Hispanic, 39% African-American, 1% Asian, 45% English Language Learners, 3% student with Disabilities, and 94% Socioeconomically Disadvantaged. Our school will expand by one grade level annually to serve grades TK-5 by the 2022-23 school year.   TEACH Preparatory Elementary School 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. TEACH Preparatory 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 TEACH Preparatory Elementary School’s educational program.   TEACH Preparatory 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, the School Directors will verify this during classroom observations and they will 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 TEACH Preparatory Elementary School, all students in grades TK-2 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 Arts Integration through the Master Arts Program. There are no differences in accessibility to courses, across student groups at TEACH Preparatory Elementary School.|Currently, 100% of the students have access to a broad course of study and TEACH Preparatory Elementary School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of TEACH Preparatory 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.||2019-09-25|Met|2019
19647330129627|TEACH Tech Charter High|7|TEACH Tech Charter High School currently serves 365 students in grades 9-12, with student demographics that includes 62% Hispanic, 37% African American, 14.5% English Learners, 7% Students with Disabilities (SWD), 0.5% Homeless, 1.6% Foster Youth, and 95% Socioeconomically Disadvantaged.     TEACH Tech Charter High School 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. TEACH Tech Charter High 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 TEACH Tech Charter High School educational program.   TEACH Tech Charter High 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, the School Directors will verify this during classroom observations and they will 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 TEACH Tech Charter High School, all students in grades 9-12 have access to and are enrolled in ELA, mathematics, science, and social studies. In addition, 100% of students have access to and are enrolled in UC A-G approved courses, Physical Education (Gr 9), SAT Prep Course (Grades 11-12), College Course Enrollment, and Electives (Art, Criminal Justice, Digital Art, Financial Literacy, Psychology, Journalism, Creative Writing and Environmental Science) There are no differences in accessibility to courses, across student groups at TEACH Tech Charter High School.|Currently, 100% of the students have access to a broad course of study and TEACH Tech Charter High School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of TEACH Tech 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.||2019-09-25|Met|2019
39686760124958|TEAM Charter|7|TEAM Charter School uses Powerschool as a student information 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.||2019-05-13|Met|2019
39686760136283|Team Charter Academy|7|TCA uses Power School as a student information system to measure student demographics.|The ELA curriculum is Study Sync with integrated and designated ELD components; however, the Rosetta Stone Software is used for Designated ELD. The Social Studies curriculum is TCi History Alive! The Math Curriculum is Go Math, and the Science Curriculum is Discovery Education. Interventions that are used are Moby Max and Ascend Math. The Fitness Gram is used to assess and monitor student physical fitness. TCA uses the Leader in Me and Reading Relevance curriculum for Social Emotional components and social justice themes. TCA is 1:1 chromebooks.|There are no barriers.|In response to both the low test scores in CAASPP and MAP, all teachers were trained in their core curriculum, classroom management, Project Based Learning,  Leader in Me and use of technology in the classroom. Select teachers were trained in AVID, Reading Relevance, Tech Summit and physical/health education components.|As TCA is in its third year of operation, it continues to monitor and analyze data to establish and maintain systems of support for students, families and staff members.|2019-05-13|Met|2019
15638260000000|Tehachapi Unified|7|School sites utilize assessments in the  TOMS  site to  measure  progress  on courses of  study. Teachers will  have data collaboration 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 will continue conducting student listening circles which include questions and suggestions on course offerings and  access. Math Instructional Leadership Teams were facilitated at the District Office to help support teachers with math instruction and meet students’ needs in math.|All elementary sites have access to music and STEAM curriculum , In addition, secondary sites conducted an interest survey regarding electives and adjusted their course offerings to meet the results of the survey. Tehachapi High School will be initiating a third year science requirement for all students in the class of 2022. The Elementary Academic Coach provided training for designated and integrated ELD instruction for  the elementary teachers. Jacobsen Middle Schools offers a GEMs program which is affiliated with the national  Project Lead the Way program.|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. In 2019, 307 students at Tehachapi High School accessed the district subsidized AP test compared to 241 in 2018.  At the high school level, prerequisites have been relaxed for Advanced Placement and advanced classes to allow access for all students. Access to  Dual Enrollment courses with Cerro Coso is available at no cost for all students. Jacobsen Middle School Students vertically articulate with Tehachapi High School gaining access to a high school Spanish 1 course which meets graduation and A-G requirements.|The following changes have been made to ensure that students have access to a broad  course of study : A secondary survey for electives and course of study was conducted  to determine student interest, STEAM  funding  has been  provided for all sites *Music  was added to the elementary sites. As a result of the survey, master schedule were adjusted to meet the requests of the students. More CTE classes are available for students.  The  secondary sites continue to offer classes in Career Technical Education, Dual Enrollment and other course offerings in which all students have equal access. Starting with the class of 2022, Tehachapi High School give all students access to a third year science graduation requirement.||2019-10-22|Met|2019
52105200000000|Tehama County Department of Education|7|-A to G completion rates for Tehama Oaks  -Tehama Oaks broad course of study  -Number of Tehama Oaks students eligible for graduation during school enrollment.|A-G Completion Tehama Oaks During 2018-2019; no students at Tehama Oaks were A to G CA college entrance eligible.  Tehama Oaks Broad Course of Study:  Tehama Oaks 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. Tehama Oaks 12th graders completed written career plans with the career adviser.  Tehama Oaks upper grades completed Safe Serve certification. Tehama Oaks academic staff assess reading skills using iReady and data informed interventions and support tutoring.  Tehama Oaks students eligible based on behavior utilized MakerSpace as an elective with the support of Probation staff.  One Tehama Oaks teacher taught art to all students.    Graduation:      ~  7  Tehama Oaks students achieved course completion required for high school graduation eligibility|No Tehama Oaks students completed A to G coursework, but do have access to a board course of study.|Tehama Oaks will both pilot new curricula to support students in gaining equitable access to a viable broad course of study program.||2019-10-09|Met|2019
52105206119671|Tehama eLearning Academy|7|Students are placed in online and onsite courses based on assessment results, student interest, review of previous academic record, and parent input. Students are placed in onsite intervention classes based on measured student need. Grade-level students are provided extension higher learning opportunities . We are tracking students participating in a-g aligned courses, concurrent enrollment in college courses, and completion of CTE courses and work experience courses as indicators of students moving toward becoming college and career ready.|All students have access to a broad course of study.  Students with disabilities are completing a-g aligned courses and work experience courses at a rate lower that students who do not have disabilities. We are working towards additional supports to allow these students to be successful in these opportunities.|We have increased all three indicators across all student populations from the previous school year. We have demonstrated the following: Percentage of students completing an a-g course: 17/18    6%         18/19     25% Percentage of students completing concurrently enrolled college course: 17/18   2.9%         18/19  4.4% Percentage of students completing a CTE course: 17/18    5.9%        18/19   18.7%  Many students lack the academic and social-emotional skills to successfully complete higher-level courses. Many lack motivation, study skills, and organizational skills needed to complete CTE, work experience, or concurrently enrolled courses.|We will continue to increase enrollment of students in a-g aligned courses and provide tutoring and course monitoring to support students in successfully completing these courses. We have refined the enrollment process and number of courses available for our students to enroll in for the coming semester. We will continue to assist and support student to enroll and complete college courses. We will provide tutoring and strategies for organization as well as better options for courses that are more accessible and interesting to our students.  We will continue to encourage students to participate in CTE courses with a special focus on assisting students with disabilities to enroll in these courses and provide supports for their success. We will provide support in the form of coaching and mentoring to help develop workplace skills.||2019-10-17|Met|2019
33103300136168|Temecula International Academy|7|TIA administers parent and student surveys each year to gather information regarding parent and student satisfaction with curriculum/instruction, school environment, and the physical plant. Parent and student surveys need to be adapted to also include questions that gauge opinions regarding a broad course of study. This information will assist TIA in determining the extent to which a variety of students are receiving a comprehensive course of study.|All students are receiving a broad course of study. French is provided daily for all of our K-3 students. 4th-8th grade is offered both French or Spansih and makes the decision which pathway to choose during the first week of school. French and Spanish is aligned with the California State Framework. ELA & Math curriculum are aligned to the Common Core State Standards. iReady, a supplemental assessment system is utilized to administer benchmark assessments throughout the school year. CAASPP scores also provide data regarding student achievement in English Language Arts and Mathematics. In addition, students receive Science instruction based on the NGSS standards and Social studies instruction based on the CA State Social Studies Framework. Students also receive Physical Education and Art classes on a regular basis. A Visual Arts program, Meet the Masters is offered all through the year and ends will an Art Fair where students display various art pieces they created. Middle school students are offered various elective courses throughout the school year. 4th-8th grade is participating in speech and debate class; and some middle school students participate in a debate team and represent TIA in a competition where they compete with other local schools in applying their debate skills. The middle school program is designed with subject matter teachers and is not self-contained. Middle school students also take Foreign Language; they have the choice between French or Spanish instruction. TIA’s coursework is offered to all students enrolled at the school.|Potential barriers include enrollment challenges of which would directly affect obtaining additional resources and further program development.|TIA would like to expand its curricular program. The school will work diligently to increase its enrollment, as this will generate additional funding and allow TIA to expand its faculty/staff, thus broadening its capability in offering a variety of courses. Additionally, the school would be able to add more supplemental curricular support and opportunities for students. It is the desire of the school to offer a more robust after school program for students that includes language offerings, additional electives, and other curriculum based clubs. TIA seeks the time, talent, and treasure of their families to assist with the above endeavors.||2019-10-16|Met|2019
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 at least 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.  All lower school students receive instruction in English Language Arts, History, Science, Math, and Fine Arts (all students have weekly instruction by specialized teachers in art, music, and drama) and the school’s counselors meet individually with each student and with parents to ensure that the upper school students are on track with the school’s graduation requirements.  Beyond our core courses, the upper school offers an abundance of courses in the fine arts (art, music, drama) and a wide variety of specialty classes including moral philosophy, cinema as literature, statistics, psychology, financial algebra, yearbook, athletic weight training, etc. along with dozens of A-G approved online courses.|We do not see any barriers preventing the school from providing access to a broad course of study for all students.   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 A-G approved courses to help ensure a broad course of study for all Upper School students.|In our last report, TPS was in the process of exploring dual or concurrent enrollment as an additional option for high achieving students. We have currently implemented a partnership with our local community college, which allows students to be dual enrolled in college courses while they attend TPS. We are looking to expand that program to include more students and more course offerings in the future.   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.||2019-10-08|Met|2019
33751926112551|Temecula Valley Charter|7|The Charter currently uses Illuminate interim assessments, internal benchmarks, CAASPP SBAC, ELPAC, and grade level assessments to track the broad course of study that students have access to across all grade levels and unduplicated student groups.|Students are enrolled in grade level core courses and have enrichment/intervention opportunities based upon individual needs and/or teacher/team recommendation.  Students in participate in academic/mental health counseling, as necessary, to ensure universal access and personal well-being.|Due to its location, TVCS is limited in terms of facility and personnel.  The Charter does its best to provide substantial course offerings and enrichment, given its situation.|The Charter has hired additional classified and certificated employees ( one full-time school psychologist and two additional education specialists) to provide greater academic support to at-risk students.  Staff will continue to work in partnership with its Authorizer and parents to ensure students are afforded a cutting edge 21st Century education within a small school setting.||2019-10-14|Met|2019
33751920000000|Temecula Valley Unified|7|We offer a broad course of study for all student groups across all grade spans, including unduplicated students and individuals with exceptional needs. This will be measured annually by course offerings, graduation rates, and the college and career indicator.|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 Technical Education.|While we offer a broad course of study (as evidenced by our high school diploma requirement for 70 elective units and our 94.2% 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 period in order to increase broad course access and electives at all of our secondary sites for English Learner students.  To ensure broad course access for these students, we have reconfigured the implementation of Designated ELD instruction. We also have an LCAP action and service principally directed to unduplicated student groups to offer an additional elective period at some of our middle schools. We continue to expand on the number of CTE pathways and course offerings across the district, which includes additional CTE staff.||2019-10-15|Met|2019
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 2018-2019 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 and Visual/Performing arts courses. Beginning this year, secondary students have access to dual enrollment with Pasadena City College, Pasadena, California during the regular 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. A significant number of students at the secondary level take and extra course outside the regular school day so that they are able to maximize their schedules to fit more high level course work.|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.||2019-06-26|Met|2019
40688410000000|Templeton Unified|7|||||||Not Met|2019
54721990000000|Terra Bella Union Elementary|7|The tools selected to measure Priority 7 are the student information system and student activity rosters.|All students, including unduplicated students have access to the following: Students in grades TK-5 are enrolled in a broad course of study and visual and performing arts take place within a regular school day.   Students in grades 3-5 have access to student government, music and choir, and intramural recess sports throughout the year. Students in grades 6-8 have access to student government, clubs, marching band, competitive sports and academic competitions.|Barriers preventing the maximizing broad course of study offerings to all students include a limited staff size to match the needs of a small student body in comparison to larger schools.|Regular analysis of enrollment in a broad course of studies will help to inform the district as it makes decisions on offerings and using the LCAP funds to support Priority 7.||2019-10-10|Met|2019
01611190122085|The Academy of Alameda|7|Because The Academy of Alameda Middle School is a single site LEA and enrolled only 500 students in 2019-20 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 (500) 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.||2019-10-24|Met|2019
01611190131805|The Academy of Alameda Elementary|7|Because The Academy of Alameda Elementary School is a single site LEA and enrolled only 250 students in 2018-19 (and 300 in 2019-20) 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 (250 in 2018-19 and 300 in 2019-20) 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.||2019-10-24|Met|2019
19647330134148|The City|7|Master schedule and course enrollment data.|In most areas (arts, PE, technology, majors and electives) course access remains equitable and proportional across subgroups. However, advanced placement in math is disproportionately low for African-American, Latino, and FRL subgroups, and high for Asian and White students. Additionally, due to facilities constraints in 2018-19 we were not able to implement benchmark assessments twice as planned, and so other than teacher-created and curriculum-based assessments, we did not have a systematic view of student growth.|The primary barrier in math is that student come to us in 6th grade with a pre-existing level of proficiency, and particularly with students performing below grade level, even when we accelerate their growth, they may not reach advanced placement within 3 years, so we are not always able to meaningfully change those proportions by 8th grade.|We determine math placement based on an annual diagnostic assessment of all students. We will continue this practice, and also explore whether we are creating unintentionally barriers to advanced math placement for underrepresented groups. We will also be identifying an online program to support math progress and hope to see more students accelerating their progress and achieving advanced placement while in middle school, or at least graduating 8th grade having completed Algebra.||2019-10-24|Met|2019
14101400128447|The Education Corps|7|Over the last few years we have worked on getting UC A-G approval on all of our core courses, CPE courses, and visual and performing arts courses. Just this year we have added precalculus and CTE/CPE basic construction to our list of courses that have been approved. All students are able to choose an A-G graduation track of courses so that they can gain admission to CSU and UC schools. For our students with special needs, we offer some alternative math courses and support classes if they have been unable to find success with traditional course work.|Although we are a dashboard alternative school, we have made great strides over the last four years to still offer a rigorous curriculum with A-G approved courses to all of our students. We are committed to supporting students in their matriculation to college despite the fact that they may have had some missteps in their previous educational careers that could be difficult to overcome and still gain entrance to four year colleges. Many of our students come to us credit deficient, we are able to assist students with making up courses and get them back on track. Our various partnerships provide our students with work experience credits and industry recognized art courses taught by local artists.|The major barrier that our school has to offering a broad course of study is that we have a relatively small staff and small student body size. As a result, we have not yet been able to offer honors or AP courses because we cannot "fill" those classes with enough students to make the trade off in staffing assignments worthwhile. We will however continue to work towards increasing the number of our students that are prepared and interested in the opportunity to take those courses.|We will continue to offer A-G approved courses as a graduation path. Additional CPE courses and upper level math and science courses have been added to our course catalog this year and we plan to focus on continuing to build out our CTE and work development program to offer more career pathways for students to explore.||2019-09-13|Met|2019
37680490127118|The Heights Charter|7|All students are interviewed and assessed using textbook assessments, the Rigby PM Ultra Benchmark reading assessment and the Heggerty Phonemic Awareness Skills Assessment when appropriate, and the Measure of Academic Progress through NWEA.  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 is developed for each student. All students have access to rigorous, well rounded, independent study friendly, standards-aligned curricula based on this individualized assessment. Online learning resources are offered to reinforce the state standards for each academic area, even though The Heights Charter is not a virtual school. Onsite classes at the resource center are offered in all curricular areas during which time students are assessed through teacher made assessments, using data driven information from the NWEA and the CAASPP results.  The license for NWEA MAP assessment software is renewed annually. It helps track student progress from year to year which helps identify the needs of diverse student groups including individuals with exceptional needs.|The Heights Charter provides wide access to many different classes, providing students with a full learning experience so they are better prepared for high school, higher education, and their roles and responsibilities as older students and then eventually as adults later in life. Although we are an independent study school, we offer onsite classes at our resource center covering all core subject areas, foreign language, music, drama, physical education and other additional workshops.|Current measures have been effective.|Current measures have been effective||2019-10-21|Met|2019
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.||2019-06-21|Met|2019
37681300139063|The Learning Choice Academy - East County|7|The Learning Choice Academy – East County (TLC-EC) is an independent study, academic program serving grades TK-12. Every TLC – East County student enjoys the benefits of a personalized learning plan, and personalized attention form teachers, individualized college and career planning, and a flexible schedule that meets their academic and personal needs.  Our teachers are highly committed to partnering with parents to provide every student with a personalized and rigorous academic experience.   TLC –EC serves a unique population that has not been successful in the traditional public school system.  The focus of TLC is to improve student learning, offer a safe learning environment, and prepare students for College and Career through a flexible learning environment. 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. The Learning Choice 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 the Learning Choice Academy – East County’s educational program.   Currently TLC-EC serves approximately 338 students in grades TK-12; of which 60% White, 16% Hispanic, 13% African-American, 3% Asian, 2% Filipino; 17% Students with Disabilities (SWD); 8% English Learners 15% Socio-economically Disadvantaged and 10% Homeless Youth.   The Learning Choice Academy – East County 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/transcripts, and parent/student/teacher conference reports. In addition, the Principal will verify this during classroom observations and they will ensure classroom/course 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 The Learning Choice Academy – East County, all students in grades TK-12 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to: Visual & Performing Arts (VAPA), Edgenuity Online Courses, CTE Pathway (Gr. 9-12), UC A-G courses (Gr 9-12), and Electives (Gr. 9-12). All students in high school will have access to a College Counselor for college planning, meeting UC A-G course requirements, and PSAT/SAT/ACT assessments. There are no differences to accessibility to courses, across student groups at The Learning Choice Academy.|Currently, 100% of the students have access to a broad course of study and The Learning Choice Academy – East County will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of The Learning Choice Academy – East County 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.||2019-10-10|Met|2019
34674390101907|The MET|7|||||||Not Met|2019
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. In these curricular areas, as well as social-emotional instruction, class size is 24 students with two certified teachers for K-2, thus bringing the teacher to student ratio to 1:12. For grades 3-5, class size is also 24 with 1.5 teachers per class, thus bringing the teacher to student ratio to 1:16.All students have access to:  - Literacy instruction: for approximately 400 minutes per week, students engage in Readers and Writers workshop model, aligned to common core standards. - Numeracy instruction: for approximately 200 minutes per week, students engage in Common Core aligned numeracy instruction and problem-solving. - 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.  - Social-emotional instruction: for approximately 100 minutes per week, students engage in curricula that addresses SEL competencies. - 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 instruction: for approximately 1,110 minutes per year, students have access to music instruction, which explore various types of rhythm, song and instruments. - 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 courses in Kindergarten through 5th grade, access is tracked by attendance reports. Proficiency is tracked through a goal-setting process for every child (all children have unique goals for reading, writing, math, inquiry (science/ social studies) and social emotional learning). All goals live in a child’s Individualized Learning Plan and this plan informs teaching strategies, interventions and supports and home. Benchmark assessments and observational data are collected to assess progress.   English 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. New School SF does not have a separate learning classroom for children with IEPs.|In the 2018-19 school year, 239 students were enrolled in Kindergarten through 4th Grade and all students had access to the above described course offerings. Attendance was, on average, 96.75% for the year. With respect to student progress in demonstrating proficiency of course standards in the 2018-19 school year, students met or exceeded 79% 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.||2019-11-15|Met|2019
37683386061964|The O'Farrell Charter|7|The LEA uses Power School as its student information system and tracks student enrollment in all courses and grade spans. 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.||2019-10-14|Met|2019
04615490000000|Thermalito Union Elementary|7|How will we identify and access which students have access or are enrolled in a broad course of study? In grades 6-8, Aeries Middle School Aeries master schedule and percent of students enrolled in electives. In grades TK-5, we us Aeries rosters and the music/art schedule.|Below is a summary to which all students have access to courses. All 6th-8th grade students have access to core content areas (English, math, history social-studies, science and PE).  Approximately 74% of students have access to one or more electives: music, art, woodshop, technology, and robotics). All TK-5th grade students have access to core content areas (English, math, social studies, science and PE).  All 3rd – 5th grade students have access to music 2x/month for about 40 minutes.  All TK-2 grade students have access to art 2x/month for 45 minutes.|Identify the barriers preventing access to a broad course of study. In grades 6-8, the school size limits elective choices. In addition, approximately 26% of Nelson students need ELD, reading,or math intervention classesand have these Tier 3interventionclasses in lieu of an elective. 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 (parents, staff, board members, and administrators) continue brainstorming, considering, prioritizing and recommending actions and services to help promote expanded electives and visual and performing arts offerings at all school sites.||2019-10-24|Met|2019
38684786040935|Thomas Edison Charter Academy|7|TECA can 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 can 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 meets 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 team manages 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.|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 can 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 a variety of services by our Special Education Teachers or Paraeducators, as delineated in the student’s IEP. Services include push-in supports to classroom, pull out small group teaching, etc. 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, STEAM, PE, Dance, and bookmaking 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 Teacher’s Apprentice.. One program at TECA 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 7th grade, with the hopes of continuing through 8th grade.|The two main areas of improvement identified with regards to course access from our inquiry are enrollment in a foreign language course and access to a Social Emotional Learning curriculum.  While the majority of students enrolled in our English Only strand in each grade (approximately 33% of each grade K-7) 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, consideration is being placed on how 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 major barriers in this matter are budget and staffing. 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.  The other area where we see a growth opportunity is in regards to the Social Emotional development of our students. Implementing Social Emotional Learning curriculum is a top priority this school year. TECA administration is reviewing Social Emotional Learning curriculum this fall to select a program that best fits the needs of our community. Once selected, this curriculum will be implemented school-wide to support the teaching of the whole child at TECA. In addition, we have rolled out the Loving and Supportive School Initiative to focus on creating engaging, safe learning environments and social emotional learning.|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. We also look forward to the implementation of a Social Emotional Learning curriculum that fits the needs of our community.||2019-11-01|Met|2019
18641960135756|Thompson Peak Charter|7|Using the School Information System to review transcripts, individual student enrollment in courses grades 9-12 are evaluated each semester by the school registrar and the teacher.  Careful tracking of course enrollment to meet required course and credit completion leading to on-time graduation is the focus of the evaluation.  Using the School Information System files, individual student enrollment in courses in grades K-8 are evaluated each semester by the school registrar and the teacher.  Access to required courses in each grade level range is verified.  Unduplicated pupils and students with disabilities make the same progress the all students group.|All students have access to and are enrolled in courses required and for grades 9-12, courses required for graduation.  High school students are enrolled in independent study and they have choices of online courses from Florida Virtual or Odysseyware providing a-g credit, as well as text-based or project based work.  Lack of adequate progress results in a non-compliance process. Long Valley-Susanville targeted CTE course enrollment as a measure of equal access by student subgroups. The demographics of students enrolled closely matched the student enrollment as follows:  Enrollment in CTE classes: Unduplicated pupils-46% Students with disabilities-19.5% Overall high school enrollment:  Unduplicated pupils-42.4% Students with disabilities-22.9%|Due to the nature of independent study and the availability of online as well as text based courses, all students have access to a broad course of study.|Long Valley will continue to monitor access each semester.||2019-06-13|Met|2019
23655650123737|Three Rivers Charter|7|Besides students/parents surveys we also sit down on a weekly basis with all of the teachers and review our programs. We discuss the programs, what students may be underserved and agree upon a course of action to remedy the situation. We have many eyes on our students and we use an array of online programs to assess our students and monitor the students progress. These measurement tools include NWEA, Smarter Balanced, Aleks, Redbird, etc. Part of our MTSS program is to make sure everyone has equal access regardless of group. We look at our curriculum to make sure all of standards for Social Studies, Math, English, Art, PE, and Science are being addressed. We also provide an electives program that offers many different topics for the students to participate in including coding and we offer a music program.|Because we only have 1 site and 1 classroom for each two grades, all students for each grade receive the same instruction. We provide remedial support in the classroom by having an aide in each classroom and we provide reading support and additional support for EL students and SPED students. We run various reports to assess any differentiation between groups and look for trends. We have a board committee called Academic Excellence Committee and they are reviewing data from all aspects regarding the management of our school and making suggestions to the Board as well to the School Director.|Because we are a small school our resources are limited. We really do not have space or resources to offer a cuisine program or a sports based program. We also find that time can be a challenge for the teachers to make sure they are covering all of the topics in an in depth fashion. But that being said, we really feel other then time there are no barriers to provide a broad course of study.|As mentioned we will continue to do our students/parents surveys and we will also sit down on a weekly basis with all of the teachers and review our programs. On a weekly basis we will review our programs and using the Fidelity Integrity Assessment (which we do twice a year) we will identify weaknesses and strengths in our programs.  We will look for differences between groups both in academic results and in support and correct any differences we find.     We  will continue to use an array of online programs to assess our students and monitor the students progress including NWEA, Smarter Balanced, Aleks, Redbird, etc.  Our MTSS program is to make sure everyone has equal access regardless of group and we will ensure that at our curriculum is broad and to make sure all of standards for Social Studies, Math, English, Art, PE, and Science are being addressed. We will continue to provide remedial support in the classroom by having an aide in each classroom and we provide reading support and additional support for EL students and SPED students. Our Academic Excellence Committee will continue to review data from all aspects regarding the management of our school and making suggestions to the Board as well to the School Director.||2019-09-17|Met|2019
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, supplemental enrichment resources brought in from the National Park and the community, scheduled community sports and anything else we can think of to enrich our students educational experience. ALL students have every opportunity they could ever want to participate in curricular and extra-curricular activities.|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 Tulare County Office of Education in which students in Kindergarten - Eighth grade can participate. Since we have only one school site, there are no differences across school sites and all students have access to all opportunities limited only by their desire and the appropriateness based on age.|Our biggest barrier is our small size and our financial limitations. The desire is strong but ideas are not always manageable. One positive is the amazing parents and community members who volunteer their time and resources to ensure our students have access to the very best. We are a community of environmentalists, scientists, outdoor enthusiasts, and artists to name a few and our students prosper from those talents.|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 / Principal for 25 years as well as 8th grade teacher for the last 10 years. I have lived in this community for 40 years. I am still and continually 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 do have so much more!||2019-11-04|Met|2019
37769010134429|Thrive Public|7|||||||Not Met|2019
41690216044770|Tierra Linda Middle|7|SCSD annually performs an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Specifically, emphasis is being placed on increasing the percentage of students from typically underrepresented student groups in advanced mathematics courses, and access to all subject areas for students with exceptional needs.|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, while the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs increased this year, it was still 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.  This will be the focus of our work for the bulk of this school year at all schools. There is also a need for work around equity at all schools, and this work has only begun at the middle school level.|The math placement criteria and related pathways were clarified and communicated to incoming fifth grade parents last spring in person and were posted on each school’s website. SCSD will continue to place an increased emphasis on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school. We are also undergoing an analysis of our Special Education teaching models in conjunction with the teachers union to better understand and clarify the use of each model moving forward.||2019-10-24|Met|2019
44697650100388|Tierra Pacifica Charter|7|Tierra Pacifica's entire student body is enrolled in self-contained classrooms. The one exception to this is 8th grade math. Both 8th Grade Common Core Mathematics and Algebra 1 are open to all 8th graders. Tierra Pacifica will track how many students are enrolled in each self-contained classroom, and how many 8th graders are enrolled in each math class. In addition, Tierra Pacifica will track how CTE standards are being met in the self-contained 7th-8th grade classroom.|All 155 students at Tierra Pacifica are enrolled in a broad course of study in self-contained classrooms.  Eight 8th graders are enrolled in 8th Grade Common Core Mathematics, and seven 8th graders are enrolled in Algebra 1.  Currently, three students attend the local high school for Algebra 2. Course Codes are as follows: 2436-8 2437-7 2438-3 1000-155|Currently there are no barriers to offering a broad course of study to all students. CTE Standards are met for all 7th-8th graders in a self-contained classroom. (see below)|Some examples of how we meet these CTE standards in the 7th-8th grade are: Pathways to College experience sponsored by California State University of Monterey Bay every spring 3X a year, school alumni come back to talk about their careers/education pathways Study of technical literature--reading instructional manuals, filling out sample job applications Use of technology to help communication, such as, use of Google Slides for presentations, Grammarly for editing, and Google Docs for collaboration on class projects Electives such as green screen movie effects, graphic design, iMovie, GarageBand, and other industry tools Environmental Studies Class in addition to science class (carbon footprint, healthy diet for the planet, population effects on the planet, alternative energy sources, alternative forms of transportation, economic decisions that affect the environment, etc) Class literature often addresses environmental dilemmas Focus on real-life applications for math concepts, such as budgeting Moral debates for practice of critical thinking SEL: Second Step as a foundation, additional leadership activities and challenges Health and Family life class Collaborative team tests in History and Math classes Entrepreneur Project and Design Convention How to safely navigate the internet  The above are provided to all 7th and 8th grade students.|Included in every self-contained classroom grades 1-6 are: • English • Mathematics • Social Sciences • Science • Visual and Performing Arts • Health • Physical Education • Social-Emotional Learning • Electives (choices vary but are open to ALL 1st-6th graders) • Morning tutoring is offered to all students 1st-6th grades • Orton-Gillingham Reading Groups are available to any students with need as determined by assessments given to every child grades K-6   Included in our self-contained classroom grades 7-8 are: • English • Mathematics (7th and 8th grade Common Core and Algebra 1) • Social Sciences • Science • Visual and Performing Arts • Spanish • Health • Physical Education • Social-Emotional Learning • Environmental Science • Electives (choices vary but are open to ALL 7th and 8th graders) • Zero period Math support is offered to all 7th-8th graders The Standards for CTE are being met in the 7-8th grade self-contained classroom. (see above)|2019-10-14|Met|2019
54722150000000|Tipton Elementary|7|Tipton uses class enrollment records and lesson plans 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 to provide access to core curriculum. Based upon review of class enrollments and teacher lesson plans, every student at Tipton 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.|100% of unduplicated and special needs students were enrolled in a broad range of study. This is confirmed through the examination of all lesson plans. In addition to offering a broad course of study, Tipton provides a STEM class for all 1st -5th grade students and 6-8th grade students have the opportunity to take multiple electives each year. The following electives are offered: Ag, Art, Drama, Computer Programming, Journalism, Speech and Typing.  Our unduplicated pupils and students with exceptional needs were provided access to a large variety of programs in order to support their growth and achievement. Included in this is access to differentiating computer based programs, instructional aides, leveled texts, and highly qualified teachers. Students are also offered small group instruction and intervention, speech and language services when appropriate, provide behavior intervention services as appropriate. On going collaboration with special education and general education staff. Through comprehensive evaluations of district programs and lesson plans all students had access to a broad range of studies. Unduplicated pupils and students with exceptional needs were provided Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) by providing them access to the general education curriculum through a variety of supports and programs to support their growth and achievement.  Students received Specialized Academic Instruction (SAI) in their areas of need in the form of small group or individual intervention and through differentiating computer-based programs. They were also given access to support from instructional aides and highly qualified teachers within the classroom.  Supports such as leveled texts, audio versions of texts and modified curriculum were utilized with these students.  Through comprehensive evaluations of district programs and lesson plans, all students had access to a broad range of studies.|Although Tipton offers a broad course of study for all students, through community input we have identified a desire to resume Music education. Over the next few years this will be a goal that the school will be working towards achieving.|Tipton remains committed to ensuring access to a broad course of study through professional development, strategic intervention based on data analysis, supplemental instructional materials targeting student needs, and student support services. Tipton administration will develop a plan that will include community input, and strategic LCFF allocation to address the need for providing music opportunities for students.||2019-10-01|Met|2019
19646340119552|Today's Fresh Start Charter School Inglewood|7|All students at Today’s Fresh Start Charter School have access to a broad course of study. The students in our Middle School each have a class schedule that includes all subject areas. Also, our TK-5 grade students also receive a broad course of study evidenced by our class schedule of minutes for each grade level. Our program of minutes includes all core subjects, as well as a block of time for ELD instruction, Physical Education, Art, and Science. This information is also provided through our grade level lesson plans and small group instructional documents. We also have the structures in place to conduct Student Success Team (SST) meetings, IEP, and 504 plans 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 for every subgroup.|At Today’s Fresh Start Charter School, using the tools that are listed above, there are no differences across school sites since the Inglewood Charter encompasses only one site.  We achieve this through concrete procedures outlined for our staff, thus ensuring all students receive a broad course of study.|Currently, no barriers exist prohibiting TFSCS from providing a broad course of study for all students.|As aforementioned, there are no barriers exist prohibiting TFSCS from providing a broad course of study for all students. 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 also added a full STEAM program complete with Performing Arts and Science.||2019-10-31|Met|2019
19734370132845|Today's Fresh Start-Compton|7|All students at Today’s Fresh Start Charter Sch?ool have access to a broad course of study. The students in our Middle School each have a class schedule that includes all subject areas. Also, our TK-5 grade students also receive a broad course of study evidenced by our class schedule of minutes for each grade level. Our program of minutes includes all core subjects, as well as a block of time for ELD instruction, Physical Education, Art, and Science. This information is also provided through our grade level lesson plans and small group instructional documents. We also have the structures in place to conduct Student Success Team (SST) meetings, IEP, and 504 plans 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 for every subgroup.|At Today’s Fresh Start Charter School, using the tools that are listed above, there are no differences across school sites. Though our Compton Charter is housed on two sites?, the resources available to the children are both the same.  We achieve this through concrete procedures outlined for our staff, thus ensuring all students receive a broad course of study.|Currently, no barriers exist prohibiting TFSCS from providing a broad course of study for all students.|As aforementioned, there no barriers exist prohibiting? TFSCS from providing a broad course of study for all students. 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 also added a full STEAM program complete with Performing Arts and Science.||2019-10-31|Met|2019
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|7|Tomorrow’s Leadership Collaboration (TLC) Charter School, a WASC-accredited school,  opened fall 2018 serving 77 students in grades TK-4, with the following student demographics: 48% Hispanic, 34% White, 10% Asian, 7% Filipino, 1% 2+ Races, of which 28% English Language Learners, 38% Students with Disabilities (SWD), and 33% Socioeconomically Disadvantaged.   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, Dance, and Gardening.  There are no differences in 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.||2019-10-15|Met|2019
19647336019525|Topanga Elementary 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. Students in need of additional supports are identified using various reports in the student information system (e.g., at-risk reports)|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. In Fall of 2019, a new Whole Child dashboard will be released for teachers and in Winter of 2020, a new Whole Child dashboard for principals will be released to support using data to drive instructional improvement and student learning.|Enrollment- based resources allocation to schools is a barrier.|Tiers 2 and 3 supports continue to be developed in English Language Arts content areas and Math was completed since the core instructional adoptions content areas were completed in 2018.||2019-10-29|Met|2019
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.||2019-10-24|Met|2019
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 (31.9% prepared), Hispanic (40.4%), English Learners (19.4% prepared), and Students with Disabilities (14.6% prepared) subgroups in our overall ‘Prepared’ CCI measures. In our A-G completion rate, both our English Learner and our male student populations 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 continue to 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 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 steps are occurring: Tutorial periods at all sites implemented to focus on at-risk students and subgroups (i.e. Hispanic, EL 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.||2019-10-21|Met|2019
39754990000000|Tracy Joint Unified|7|TUSD uses AERIES, Master Schedules, and CALPADS to track the to which all students are have access to, and are enrolled in, a broad course of study.|All students in in grades K-12 had access to and were enrolled in a broad course of study that included, but is not limited to English Language Arts, Mathematics, Social Sciences, Science, Visual Performing Arts, Health, not less than 200 minutes each, 10 days of Physical Education, and Study Skills. The district continues to offer all students a broad course of study, as verified by school site implementation records and CALPADS.|Some barriers identified in the 2018-19 school yea included access to broad curriculum for English Learners, Long Term English Learners, and Students with Disabilities in middle school and high school. As a result, the school dashboard reflects an achievement gap for the students groups identified in the Academic Indicators, as a well as the College Career Readiness Indicator.|As a result of the barriers identified above for English Learners, Long Term English Learners, and Students with Disabilities have had a revision to program option and method of instruction. The district revised the EL Master Plan to ensure all EL students are placed appropriately and quality control methods to verify appropriate defined placement for designated ELD. In addition, Designated ELD courses and staff are provided ongoing training to meet the needs of EL students.  To meet the needs of ensuring access to a broad course of study for students with disabilities, TUSD has transitioned to an inclusion model for delivery of instruction for grades 6-9 in the secondary grades and will implement the following grade level following each subsequent year.||2019-10-22|Met|2019
54722230000000|Traver Joint Elementary|7|As a schoolwide program school all students have access to and are enrolled in a broad coarse of study.  Equity is the key word, the program director works in coordination with teachers, admin, special ed, speech and paraprofessionals to make sure that all students in Transitional Kindergarten to 8th grade, unduplicated and students with special needs.  The teachers and program director meet weekly to make sure that progress is being made.  The district also has 2 coaches, one for English Language Arts an another one for Math. The coaches are helping teachers figure out how to better track or dissegragate data.|There is only one school site, so there are no differnces.|There are no barriers|No changes will be made.||2019-10-08|Met|2019
48705650000000|Travis Unified|7|Please visit our website for a detailed report for Priority 7 at https://www.travisusd.org/Page/4629.  There are two primary elements included in this new this local indicator.   1)  Are we providing a broad course of study as required by the California Education Code?   2)  Are students equitably accessing the broad course of study we provide?  To answer the first question, we looked at how students spend their time at school from the moment the first bell rings through the day to the moment the last bell rings.  This data provides evidence that students have access to the broad course of study required by the Education Code.  To answer the second question, we looked at enrollment in Advanced Placement courses to see the degree to which student groups are equitably accessing our most rigorous curriculum.|All students have access to and are enrolled in the broad course of study required by the California Education Code.  In previous years, our data showed that male students were under enrolled in Advanced Placement courses compared to their representation in our student population.  That area has improved, with a 4% gain.  This year, however, we saw a reduction in the percentage of African American students, and unduplicated/low income students represented in our Advanced Placement courses.|Lower academic achievement in previous years reduces the chance that a student will enroll in Advanced Placement courses.  Students not meeting grade level standards are unlikely to succeed in rigorous Advanced Placement courses, and to overcome these barriers, we need to increase the academic achievement of students from all student groups, especially groups underrepresented in Advanced Placement courses.|1)  Implement Multi-Tiered Systems of Support to promote the success of students from all student groups. 2)  Provide priority enrollment for high needs students in summer learning programs. 3)  Continue to provide designated English Language Development, which has been effective. 4)  Continue to emphasize professional development in mathematics, with a focus on the success of all students. 5)  Provide after school tutoring in secondary schools. 6)  Implement co-teaching in secondary schools to increase the access of students with special needs to core curriculum taught by subject area experts teamed with special educators. 7)  Provide staff training in Universal Design for Learning to make learning accessible to a broader range of students. 8)  Implement evidence-based individualized instruction for students struggling to read on grade level. 9)  Help students envision a successful future through work with No Excuses University, CTE programs, dual enrollment, Naviance college and career planning software, and college admissions test administration. 10)  Support trauma-affected students and those struggling with mental health with social workers. 11)  Provide socio-emotional learning for all students to reduce social and emotional barriers to academic achievement.   Provide Student Support Specialists to coach and support struggling students. 12)  Continue WEB (Where Everybody Belongs) and Link Crew programs at secondary schools to promote the success of incoming students. 13)  Provide family liaisons and parent training to support families.||2019-10-08|Met|2019
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 2018-19, the school also used the State's summative assessments (for 3rd grade and up) at the end of the school year and NWEA MAP Growth assessments for all students in Fall and Winter to measure progress. English learners are assessed with the ELPAC, and their instruction is modified to meet the State's ELD standards.  Individuals with exceptional needs receive special education assessments from our own special education coordinator and a school psychologist.  The school 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 with State standards.  According to the 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, close communication with parents, iLS sound therapy, and Move This World Social and Emotional Learning program.|One barrier to providing access to a broad course of study for all students is the minimal amount of special education support provided through our MOU with our authorizer.  In an effort to get more special education support for the students in need, the school board cabinet and staff made the decision to begin the process of becoming  their own LEA under a charter SELPA for the 2019-20 school year.  Another barrier has been parents not having the technology support to receive messages from our school/home communication platform.  Staff have heard comments that a few families don't have the service on their phones to support all the messages received.|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 been using 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 2018-19.  The school also had a free extended learning program everyday from 3:45-4:15.||2019-10-30|Met|2019
45699140135624|Tree of Life International Charter|7|The Board Course of study is measured by the school daily schedule for the TK-6th grade Charter School. All students in grades K-6 participate in the Spanish/English Dual Immersion Program, which allows all students to become proficient in a foreign language before graduating on to high school. All students in grades 5 and 6 have a daily 3rd language elective of either French or American Sign Language besides core instruction in Spanish and English. In addition, all students in Grades 5 and 6 participate in weekly instrumental music classes, and attend a 5-day overnight  Science Camp at Sierra Outdoor School in Sonora.  All students in Grades K-6 have weekly classes in the following: World Music, World Dance, Multicultural Art, Technology, Science in the Garden, and Karate.|In analyzing the daily schedule, the difference in student access to the Broad Course of study depends only the grade level.  All students in K-6 participate in the 90/10 Dual Immersion program, while only students in grades 5-6 have an additional 3rd Language elective daily.  Only 5th-6th graders participate in weekly instrumental music classes and attend the 5-day Science Camp.|At this time there are no barriers to providing a broad course of study to all students in the Charter School.  In the future we plan to add a Maker's Space lab where students will have more opportunity to explore the NGSS standards with hands on, self-directed learning.|No revisions are required at this time as all students have access to the Broad course of study.||2019-10-22|Met|2019
35675610000000|Tres Pinos Union Elementary|7|Tres Pinos School uses assessments from the adopted curriculum to access student progress along with observations and benchmarks for each trimester.  Students who score below two grade levels on the STAR 360 benchmark are placed in a math intervention program during the day.  Also available to all students is the intervention program Successmaker which covers Mathematics and Language Arts.  Students also have access to ST Math which is an intervention and enrichment math program for all students.|Tres Pinos purchased ST math intervention for students who have not met or nearly met their goal according to the CAASPP scores.  Students who are in grades TK through third grade receive intervention with Footsteps to Brillance for their literacy needs.  Math intervention during the day is given to students who have not met their goal and Successmaker for math and language arts was purchase as an intervention tool for all students.|At this time Tres Pinos School is facing declining enrollment which creates funding barriers for our students.|Intervention programs that were previously purchased will continue to be used for the upcoming school year such as ST math, Successmaker, and Footsteps to Brillance.  This year, we are implementing daily intervention for students who scored two grade levels below for language arts.  Students meet four days a week with a highly qualified paraprofessional for at least 1/2 hr. day.||2019-10-10|Met|2019
12629760115154|Trillium Charter|7|Trillium's broad course of study includes instruction of core academics, specialty programs and field trips, art and music, PE and nutrition information, access to technology, homework support, tutoring, Mindfulness, and activities for social-emotional learning. We monitor equal access through student attendance, CA Standards-based reporting, and tracking of behavioral interventions.|All Trillium students who attend regularly, including those with exceptional needs, have equal access to our program.|Our only barrier to providing any student access to a broad course of study is chronic absenteeism.|We are utilizing incentives and designing a system for online access to homework and short-term independent study to increase rates of work return and attendance.||2019-10-30|Met|2019
12630570000000|Trinidad Union Elementary|7|The district has adopted the goals for ensuring that students have access to and are enrolled in a broad course of study within the LCAP.  The LCAP annual review has been identified as the annual measure for self reflection and includes the following goals: All Core subject Teachers will maintain the designation of being highly qualified through personnel record review,  Certificated Professional Development will be available at inservice trainings and staff collaborations throughout the year. 2 days in the fall before the school year starts and 1 x/month at our “whole group” collaboration for a total of 11 events as evidence by sign in sheets. 100% of Instructional strategies will maintain alignment to CCSS as evidence through personnel evaluations and observations All students will have always sufficient instructional materials Annually we will maintain or increase attendance rate at 90% ADA and maintain or reduce the 12.5% of chronic absenteeism and maintain a 0% dropout rate as evidence by pupil records CAASPP academic achievement scores will be maintained at 54% MEETING 0R EXCEEDEING Standards in ELA or increase by .05% for all student groups annually as evidence by CAASPP scores CAASPP academic achievement scores will be maintained at 51% MEETING 0R EXCEEDEING Standards in Math or increase by .05% for all student groups annually. Lastly, our district is a one school district with one class per grade with the exception of two 1st grade classes and one combination TK/K class.  The district monitors special population enrollment in all courses.|All students have access to and are enrolled in a broad course of study.  Our district is a one school district with one class per grade with the exception of two 1st grade classes and one combination TK/K class.  The district monitors special population enrollment in all courses.|There are no identified barriers to students access to a broad course of study.|There will always be a need to review the progress of our students and their engagement in a broad course of study which is continue to be done through the LCAP process.||2019-10-10|Met|2019
53765130000000|Trinity Alps Unified|7|Students at THS have yearly meetings with the counseling staff to plan their educational path. Any gaps in their education are addressed. All THS students are enrolled in CTE classes. No students are denied access to any classes. Those students with special needs are provided individual staff help to participate in and complete classwork. Special needs students at WES also are provided individual help.  There are several options available to students that need environments other than the mainstream classrooms. Independent Study classes are available at all grade levels.  At the high school level Alps View is available for those that struggle academically in mainstream classrooms. Community School is now available for those students of all ages that have not had success in classrooms due to either behavioral or academic challenges.|There are multiple academic avenues available to all students as described above. There is a program to fit every students needs.|Although we are able to provide many courses the lack of LCFF funding restricts our offering in certain departments, especially areas like foreign languages. With more funding we would be able to offer more enriched programs in CTE, foreign languages and other areas. Currently all students have access to all classes, but we as a District would like to offer a more diverse selection.|This year we assigned one of our staff members to the roll of Special Education Director, she assures that the students under her umbrella receive the academic help they need. The District has also looked into contracting with a grant writer to pursue grant money to aid in funding departments.||2019-10-08|Met|2019
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 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.||2019-10-16|Met|2019
53105380000000|Trinity County Office of Education|7|Through the individual student's intake meeting we create an individualized graduation plan and design a course of study to meet the home school's graduation requirements.|We have one site. All students have access to all classes required for graduation and or promotion at their home school's. Some students have access to their home school's CTE electives to meet graduation requirements. Students with disabilities are also provided with all resources and support as indicated in their IEPs.|CTE courses are a barrier due to our lacking of facilities to provide those course. As a result of this, we partner with the local high school to allow our students to participate in these CTE courses as outlined in their individualized graduation plans.|We've aligned the local high school's master schedule with our master schedule so that our students can access the CTE courses when they need them.||2019-10-16|Met|2019
42691120124255|Trivium Charter|7|The charter LEA encourages a broad course of study for all students.  Students with additional challenges are provided additional support, as needed, to engage in their coursework and find success.  Students are encouraged to explore personal interests in coursework and each student has a Personalized Learning Plan.  The Personalized Learning Plan allows choice in curriculum, delivery of curriculum (text and online options), pacing and amount of coursework.  All students, including all student subgroups, develop a Personalized Learning Plan to define their course of study.|All students have access to the same materials and coursework.|The charter LEA does not have any barriers preventing students from access to a broad course of study.|The charter LEA does not have any barriers preventing students from access to a broad course of study.|The charter LEA would like to engage in partnerships with local districts to provide even more elective courses including sports and music.|2019-10-29|Met|2019
42691120137877|Trivium Charter School Adventure|7|TCS, TCSA and TCSV:  The charter LEA encourages a broad course of study for all students.  Students with additional challenges are provided additional support, as needed, to engage in their coursework and find success.  Students are encouraged to explore personal interests in coursework and each student has a Personalized Learning Plan.  The Personalized Learning Plan allows choice in curriculum, delivery of curriculum (text and online options), pacing and amount of coursework.  All students, including all student subgroups, develop a Personalized Learning Plan to define their course of study.|All students have access to the same materials and coursework.|The charter LEA does not have any barriers preventing students from access to a broad course of study.|The charter LEA would like to engage in partnerships with local districts to provide even more elective courses including sports and music.||2019-10-29|Met|2019
42691120137885|Trivium Charter School Voyage|7|All students have access to the same materials and coursework.|The charter LEA does not have any barriers preventing students from access to a broad course of study.|The charter LEA does not have any barriers preventing students from access to a broad course of study.|The charter LEA would like to engage in partnerships with local districts to provide even more elective courses including sports and music.|TCS, TCSA and TCSV:  The charter LEA encourages a broad course of study for all students.  Students with additional challenges are provided additional support, as needed, to engage in their coursework and find success.  Students are encouraged to explore personal interests in coursework and each student has a Personalized Learning Plan.  The Personalized Learning Plan allows choice in curriculum, delivery of curriculum (text and online options), pacing and amount of coursework.  All students, including all student subgroups, develop a Personalized Learning Plan to define their course of study.|2019-10-29|Met|2019
36678920000000|Trona Joint Unified|7|||||||Not Met|2019
54722310000000|Tulare City|7|To measure annual access we maintain or increase the percentage of Certificated Elementary teachers assigned to provide VAPA 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 percentage 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 percentage 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 for 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.|There are no identified barriers.|No new actions are needed at this time.||2019-10-08|Met|2019
54105460000000|Tulare County Office of Education|7|Court and Community School students have access to all courses, programs and services to ensure students have a broad course of study and access to college and career.  The tools utilized by TCOE Court and Community include Instructional Access Program (Career Courses), Edgenuity (A-G Courses) and Court schools will commence a Building Trade Course in collaboration with Tulare County Probation.  In addition, TCOE Court and Community Schools provide required instruction in core academic content areas.|When students are enrolled in TCOE Court and Community Schools, each student and their guardians participate in an intake meeting in which an individual learning plan is developed based on their academic, socio-emotional, and behavioral needs.  Students who are deficient in credits are assigned an accelerated course of action that allows students recover necessary units.  The counselor and transition specialists meet with students regularly to monitor and assign courses on Edgenuity and/or Instructional Access Program.  This is done across the five TCOE Court and Community campuses.|A barrier that exists that limits or prevents a student access to a broad course of study is that the majority of our students are only enrolled for one or two semesters.  Given the credit deficiency that many of our students experience and our primary goal of returning students to their home district, the limited time frame forces many of our students to focus on credit recovery.  Furthermore, the transient nature of our students (in and out of juvenile hall, community schools and the home district) makes tracking academic progress problematic.|Given the implementation of these tools and selected measures, TCOE Court and Community teachers, counselor, and transition specialists have coordinated their efforts to review student academic records and refine the intake process in order to ensure greater access for all students to a broad course of study.  Each student's individualized learning plan will continued to be monitored and revised as needed.  This includes the expansion of online courses available to TCOE Court and Community students.||2019-10-09|Met|2019
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 2018-2019 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.  We are also encouraging our students to take courses at our local community college, as well as offer more dual enrollment courses at our sites.|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.||2019-10-17|Met|2019
25735930000000|Tulelake Basin Joint Unified|7|The academic counselor with the help of PowerSchool and the principal students are tracked at each grade level to to make sure that they have access to broad course of study.  Due to our small school size we customize the master schedule each year to make sure that we are meeting the needs of the students so that they can meet A-G and graduation requirements.  Our classes are supplemented with online options through Klamath Community College, College of the Siskiyou and Odysseyware which allow us to offer more classes to all students than our limited capacity allows.|The LEA is able to provide the same access to all students regardless of race or need at all levels of education. We have been lucky to be able to do this for a good number of years now but are always looking for ways to increase what we can offer students.|The LEA does not currently have a barrier to providing access  to a broad course of study to all students.|Our current system has many layers so that we can monitor and insure that we are able to provide access to a broad course of study but we will always look for ways to improve our system and to increase the number of course we can offer for students.||2019-10-22|Met|2019
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 students struggle to successfully complete the Integrated Math 1 course. TCSOS offers a two-year math course; however, students often enroll in the alternative education and special education programs deficient in math skills needed to pass Integrated math 1. ONLINE COURSES: In 2019-20, 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 Social Studies/History and Science. The district implementation of NGSS aligned curriculum will be initiated in 2019-20 school year with piloted material being accessible in this year. The curriculum aligned to the Healthy Youth Act will continue to be used as new health curriculum framework training will be provided in Spring 2020 in order to prepare TCSOS staff to examine appropriate materials.   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 as each site maintains a distinct and unique schedule. TCSOS will offer professional learning experiences to review Social Studies/History and Science curricular materials, implement the Healthy Youth Act instructional materials, provide ongoing support to teachers to help them access on-line learning which will expand course offerings. Instructional practices will be evaluated in order to find the methods and techniques that are the most beneficial in teaching our unique population.|Small populations exist in our county-level programs with nearly 2/3 of students being enrolled in programs to support students identified as moderate to severely disabled. These unique challenges and the restrictive nature of instructional materials adoptions require innovative practices to help our students succeed.|2019-10-14|Met|2019
50757390000000|Turlock Unified|7|Turlock Unified School District is using the following selected measures and/or tools to track the extent to which all students have access to, and are enrolled in, a broad course of study:  on-going and annual review of - master schedule, balloting, school course directories, counselor support, math placement criteria, enrollment numbers, student information system, and various online and digital platforms, content committees i.e. math and science, and course offerings.|Adopted Course of Study Grades 1-6:  English, mathematics, history/social science, science/NGSS, Visual and Performing Arts, health, physical education, and English Language Development (ELD).  Examples of additional access to, and are enrolled in:  Digital Citizenship, District Farm, Study Trips, Outdoor Education, and Theme-Based Schools.  Adopted Course of Study Grades 7-12:  English, mathematics, social sciences, foreign language, physical education, science/NGSS, English Language Development, Visual and Performing Arts, and Career Technical Education.  Examples of additional access to, and are enrolled in:  electives, honors, advance placement, Career Technical Pathways, and 21 Century Skills.|Examples of barriers may include:  finding qualified staff for CareerTechnical courses and/or pathways and facilities space.|Turlock USD on-going and annually reviews measures and tools to ensure access to a broad of study for all students in the district.||2019-10-15|Met|2019
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 95% based on the CA Dashboard. Students are exceeding high school graduation requirements by completing the rigorous a-g coursework required by UC/CSU systems, with 69% of high school seniors meeting the a-g requirements. TUSD plans to maintain its progress by providing all students with quality tier one instruction of highly engaging strategies, supported by technology integration in the classroom. Over the past 4 years, the percentage of high school students taking four years of math classes remains high, with 74% 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 2018-19 school year, 2260 students took 4711 AP exams; while the number of students scoring above 1060 on the SAT increased to 69% from 50% two years earlier.   The emphasis on teacher professional development and teacher coaching enables educators to provide high-quality instruction for students. Parent 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 of 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 continue to refine their Multi-Tiered Systems of Support during the 2019-20 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 continue to participate in a review and revisions to their Multi-Tiered Systems of Support during the 2019-20 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 our Connect Coach and district TOSA support personnel. Our Connect Coaches and TOSAs will work directly with schools and classroom teachers to increase effective instructional supports and monitor student progress. Additionally, K-12 teachers will have an opportunity to participate in various optional Learning Academies, with one specifically focused on supporting long-term language learners in core content classrooms.   The district will also continue to 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.||2019-10-14|Met|2019
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 from a credentialed teacher. Our Gifted and Talented (GATE) program now offers a full slate of curriculum and activities for the students in this program. Our junior high students have access to a number of exploratory courses during their elective period including foreign language, music, art, and engineering.  We have also partnered with the Tuolumne County Arts Alliance Arts to provide all students, TK-8,  with art instruction and activities through the grant funded Artist in Residence program.|Despite a lengthy search, the district was unable to secure a music teacher again this year.|Our band room was recently remodeled, all instruments are in good repair, and we will once again search for a candidate to provide our students with music and band instruction next school year.||2019-10-09|Met|2019
49709616052302|Twin Hills Charter Middle|7|Twin Hills Charter Middle School works with the Twin Hills School District to monitor access. The HR department monitors teacher credential and assignments; principal and superintendent monitor that all textbooks are standards aligned and available to all students; the principal monitors the elective schedule to ensure that all students in a grade span have equal access; counselor and principal monitor data by subgroups and placement in intervention or support classes.|All Twin Hills Charter Middle School Teachers have appropriate credentials for their teaching assignments. All stufents in each grade level have the same access to elective classes. Various data sets are analyzed to place students in support programs as needed. All textbooks are CA State Standards aligned and are available to all students.|All students have equal access to a broad course of study. See item 4 for what the school is doing to continue this and to support all students .|All students receive access to a broad course of study. Attendance is closely monitored and families given support when attendance drops. The counselor supports students and families in social emotional and academic areas. Academic support classes were added to the schedule for students to receive additional instruction in math or ELA as identified through data analysis. Professional development is provided in state standards, engaging, universal lesson design, grading practices, and technology.||2019-10-10|Met|2019
49709610000000|Twin Hills Union Elementary|7|The LEA is one elementary school, Apple Blossom TK-5. The measures used to track that all students have access to and are enrolled in a broad course of study are;  HR department monitors teacher credential and assignments; principal and superintendent monitor that all textbooks are standards aligned and available to all students; the principals monitors the specials schedule to ensure that all students in a grade span have equal access; intervention coordinator monitors data by subgroups and placement in intervention or support classes.|All Apple Blossom teachers have appropriate credentials for their teaching assignments. All students in each grade level have the same access to specials classes. Various data sets are analyzed to place students in support programs as needed. The English Learner coordinator and intervention coordinator work with assessment data and teachers to provide EL services. All textbooks are CA State Standards aligned and are available to all students in all subgroups.|All students receive access to a broad course of study. See item 4 for what the school is doing to continue this and to support all students.|All students receive access to a broad course of study. The LEA implemented a strong social emotional learning program to provide a safe school campus to all students. Attendance is closely monitored and families given support when attendance drops. The part time counselor supports students and families. We added a part time math intervention teacher this year when teachers, using data, identified math as an area of need for improvement. Professional development in math strategies and 21st century skills is provided.||2019-10-10|Met|2019
29664150000000|Twin Ridges Elementary|7|TRESD is a district of 100 students and therefore 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.|TRESD strives to provide a high quality educational experience for all of our students. In grades 1-5 all students have access to and are enrolled in English, Mathematics, Social Studies, Science, Health, and Physical Education. In grades 6-8 all students have access to and are enrolled in English, Social Studies, Physical Education, Science, Mathematics, and take Visual and Performing Arts as an elective.|As a small school District with low EL number and a 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.|With our student count remaining static, we are able to continue to monitor both the master and specific student schedules. All students are enrolled in all offered classes. Will continue to offer electives broadly as desired by staff, students and parents.||2019-11-12|Met|2019
29102980126227|Twin Ridges Home Study Charter|7|Twin Ridges Home Study teachers and parents review grade level standards, assessment data and student work and curriculum on a monthly basis to ensure that all students have access to a broad course of study based on meeting each individual student where they are at academically, regardless to grade level, unduplicated student groups, and individuals with exceptional needs.  Students enrolled at Twin Ridges Home Study are in a personalized learning Independent Study school and have access to a broad course of study in TK-8th grade standards aligned curriculum in English/Language Arts, Mathematics, Social Studies and Science in addition to offerings in Physical Education, the Visual and Performing Arts and Foreign Languages.|All students TK-8th grades have access to and are enrolled in a broad course of study including the core subject areas of English/Language Arts, Mathematics, Science, Social Studies, Physical Education, and the Visual and Performing Arts and Foreign Languages. Students across three school sites additionally have access to weekly enrichment classes which incorporate STEAM, the Arts, life skills and study skills across a broad range of cross curricular connections and hands-on experiential learning. Teachers also plan field trips throughout the school year to promote experiences that lend to acquisition of grade level standards that are open for all students to attend. In monthly student, teacher, parent meetings student performance and growth is reviewed based on student work completed in all core subjects . The Twin Ridges Home Study teachers select and the board of directors approve the curriculum for all core subject areas that are available for all students.|Twin Ridges Home Study is not limited in providing access to a broad course of study for all students, being a personalized learning independent study school means we offer access for all students.|Twin Ridges Home Study will continue to provide a broad course of study for all students TK-8th grade. In our model of personalized learning independent study we see the importance of providing parents with the appropriate tools and support to help engage their students in learning at home. In the past few years we have offered teacher led parent workshops in Mathematics, Science, English/Language Arts throughout the school year to help parents gain the experience and tools to be effective in their teaching of students at home. This has included providing all parents access to the common core grade level standards and teachers have incorporated the standards into the monthly curriculum review meetings to ensure students are learning and making progress toward goals across all core subject areas.||2019-11-07|Met|2019
51714640107318|Twin Rivers Charter|7|I have the materials (e.g., technology, training, resources) I need to be successful in my position at TRCS. My child has access to the materials (e.g., technology and resources) they need to be successful at TRCS. I have access to the materials (e.g., technology and resources) I need to be a successful student at TRCS.  100% Staff Strongly Agree/Agree 92.9 Parents/Community Strongly Agree/Agree  93.7% Students Strongly Agree/Agree|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. Middle School (6th - 8th grades) students all have 4 core instructional periods (English, Math, Social Studies, and Science). Physical Education (P.E.) is also taught 4 days/week. Two elective courses are based on student needs for additional instruction and educational benefit.  Students needing ELD, math or English support have one elective period ‘What I Need’ (WIN) in order to support student needs and provide extension opportunities.  A student’s second elective is based on student choice, ensuring all students have input into a broad course of study. Based on CAASPP results (over the last three years) the two period elective schedule is supporting an increase in student achievement. Our CAASPP data increased in all subgroups. We will continue to review subgroup populations to ensure that student access and student achievement are at the forefront of course selection for our students.|TRCS has not identified any barriers preventing our LEA from providing access to a broad course of study for all students.|TRCS has implemented increased instructional minutes to meet the needs of all students and ensure students are able to access the curriculum.  In addition, in middle school our middle school schedule allows for students to select from electives based on their interest in college, career, and community readiness. TRCS continues to monitor these electives to ensure access and interest for all students.||2019-10-09|Met|2019
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 courses 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 continue to support quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need.|We have a consistent 9-12 course catalog that is reviewed and approved the school Board annually. 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 including concurrent enrollment opportunities through the local community college.|Three 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 we have put in processes to overcome this by providing additional resources to improve student course access.|In the 2018-19 school year, we added a science lab at one of our alternative high schools and we added a World Language teacher at two schools to ensure that all high school students have access to A-G pathways.||2019-10-08|Met|2019
49709790000000|Two Rock Union|7|We use a self-assessment tool to gather information on a broad course of study each year. We work collaborative to ensure that all students and grade levels have access to all subjects, TK-6, and that program scheduling does not conflict with targeted instruction for English Learners of student with exceptional needs.|We continue to provide standards-based PE, music, and art during the school day and alongside ELA, math, science, and social studies. We provide access to integrated STEAM curriculum through a grant, which gives us opportunities to integrate core subjects through hands-on learning opportunities. We also provide a variety of enrichments after school, including Spanish, LEGO education, sports, and additional arts opportunities. All students have access to these programs, including students with exceptional needs and English Learners. In addition, we provide intervention and tutoring to students who benefit from targeted or supplemental instruction within the school day and after school.|Due to our geographic location and small scale, our biggest challenge has been the recruitment and maintenance of additional staff to provide additional access to enrichments from year to year. This can lead to gaps in programming while we work to hire new, qualified staff.|One of the ways we are addressing this is by integrating key components of our educational program into the school day and recruiting classroom teachers to teach supplementary courses after school. We are also recruiting parents, when qualified, as instructors for programs such as library and media education, sports, and other enrichments. In some cases, we have created stipended positions to compensate staff for taking on additional responsibilities for programs that are tied to a broad course of study.||2019-10-17|Met|2019
23656150000000|Ukiah Unified|7|Measure: The district’s metric to measure broad course of study is the percent of graduates who complete 2 courses in a CTE Pathway (Pathway completion).|Summary: We have increased the percent of graduates who have completed a CTE Pathway by 13% over the last three years. The District provides 15 different CTE Pathways which allows students to become career ready.  • 26% of 2017-2018 graduates completed a Career Technical Education (CTE) Pathway • 25% of 2017-2018 graduates completed a Career Technical Education (CTE) Pathway • 13% of 2016-2017 graduates completed a Career Technical Education (CTE) Pathway  • 39.1% of 2018 Ukiah USD Graduates were College and Career Ready. Of those graduates 42.9% were College and Career Ready via Career Technical Education.  Subgroup Completion vs. Enrollment:  Hispanic           48% Completion, 46% Enrollment White     44% Completion, 44% Enrollment Native American  3% Completion, 4% Enrollment SED    69% Completion, 69% Enrollment Special Education  8% Completion, Enrollment 11% Foster Youth   2% Completion, 1% Enrollment Homeless   4% Completion, 6% Enrollment English Learner  10% Completion, 12% Enrollment   There were no significant gaps between subgroups completing a CTE Pathway and their percent enrollment. Other Course Offerings: • 24 Sections of Advanced Placement: Calculus A/B, Calculus B/C, Comparative Government, Computer Science, English Language, English Literature, Environmental Science, European History, French, Physics, Psychology, Spanish Language, Spanish Literature, United State History  • 15 CTE Pathways: Automotive Technology, Animal Science, Automotive Mechanics, Child Development, Computer Aided Drafting, Computer Science, Fashion, Health Occupations, Ornamental Horticulture, Photography, Sustainable Agriculture, Welding, Residential and Commercial Construction  • Middle and High School Music and Arts including Band, Chorus, Digital Media, Art  • High School Language: French, Spanish, and Spanish for Spanish Speakers   • High School Science Pathways: Agriculture, STEM, and Traditional|Barriers: Students lack an understanding of the course pathways and proper course selection so that they can complete a pathway by their senior year. In addition, South Valley Continuation High School does not have CTE courses, although the school has a robust internship program through Big Picture Learning.|Actions: The LCAP continues to fund additional CTE teachers and programs, and increases that support in 2019-2020 as CTEIG funds have been reduced. In addition, the LCAP continues to support increased counseling services. Lastly, the District will work with South Valley Continuation High School in developing a CTE Pathway for their graduates.||2019-11-12|Met|2019
08618200137729|Uncharted Shores Academy|7|||||||Not Met|2019
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. This year, Dartmouth Middle School added a Spanish class ensuring middle school students now have access access to world languages through elective choice.|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. This year, a zero period STEM elective was added at Dartmouth middle School allowing broader access for many of our students.|The district will continue implementation of elementary STEAM and middle school STEM. With the addition of a zero period STEM class at Dartmouth Middle School, students who are enrolled in other electives or interventions now have greater access. The district also recently adopted curriculum for English Language Arts and English Language Development and continues to broaden the pilot of curriculum in both Science and History/Social Studies to ensure access to a broad course of study. Additionally, to prepare for changes in the social studies framework, the district is implementing professional development for grades TK-8. Next steps include the continued exploration of: Career Technical Education courses and increased elective choices for student subgroups at both middle school sites.||2019-10-14|Met|2019
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.||2019-10-08|Met|2019
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.||2019-10-08|Met|2019
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.||2019-10-02|Met|2019
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 2018-19, 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 the 2018-2019 school year. Of the students who participated in college, 50% of English learners and 45% of students with learning differences took college. The student population at Unity is 60% young women and 40% young men, which also aligns with 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|Unity has expanded the course offerings both for UC A-G high school courses and college courses at Santiago Canyon College. The A-G course expansion has included: English 12, Financial Math, Spanish 2, Government and Economics, Music Ensemble, Guitar, Computer Science, and Senior Seminar. The dual enrollment courses Unity students enroll in will continue to vary but will include: Public Speaking, Intro to Biology, American Sign Language, Spanish 101, Spanish 102,  College Algebra, Pre-Calculus, Calculus, Music Appreciation, Intro to Chemistry, Astronomy, and more.||2019-10-22|Met|2019
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.|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 little or 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.||2019-10-03|Met|2019
19647331938885|University High School Charter|7|*Certify Data Tool *Focus Dashboard *MISIS master programming - Dual Enrollment is included in the master schedule, as well as concurrent enrollment courses once completed official transcripts are reflected in MISIS.  *College Board Reports such as AP potentials, PSAT, AP Exams, SAT/ACT Results  *Naviance to run analytical reports regarding student academic and testing data.|All students have access to a broad course of study, but it is student initiated based on prerequisites.  If students are having difficulty meeting the prerequisites, counselors area available at the school site to assist.  We currently have a low enrollment of African American and Latino students in our AP and Honors courses.  A strategic plan to provide equitable system to all group of students is being developed and will be implemented in the spring of 2020.  For instance, adding AP week during the spring to inform all students about the options of classes offered in all discipline and the requirements and expectations for students.  Presentations during the Breakfast in the Classroom time to inform all students of the benefits of taking a more rigorous course schedule to prepare them for college and career.  Assemblies informing students of the different programs of study offered at our school.|LAUSD provides the resources to school, but each school site needs to develop a strategic and equitable plan for all students through targeted interventions. One of the barriers is the communication tools for parents that are not necessarily easy to sign up and navigate:  for instance Parent Portal to access Schoology.|LAUSD has partnered with city colleges to guarantee that students in the district have access to college courses via the dual and concurrent enrollment while enrolled in high school.  Our school site is implementing the strategic plan for a more equitable system for all groups of students. MISIS has given schools the ability to provide Focus reports which provide student data reflecting students taking advantage or not, of rigorous courses.|Students meet with counselors several times per year to discuss their individual graduation plans and course schedules.|2019-10-24|Met|2019
37680490138313|University Prep|7|||||||Not Met For Two or More Years|2019
10623800138347|University Prep -  Fresno|7|||||||Not Met For Two or More Years|2019
36678920138321|University Prep - San Bernardino|7|||||||Not Met For Two or More Years|2019
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.||2019-09-27|Met|2019
45701360106013|University Preparatory|7|The charter school petition, and annually Board-approved Student-Parent Handbook and Course Guide documents articulate the charter school's vision and mission for an inclusive and rigorous learning environment.  The locally selected tool used to track the extent to which all students have access to, and are enrolled in, a broad course of study is the master schedule course enrollments, grade-level course offering forms, and college and career indicator data.  A review of student schedules and course enrollment data, the course offering forms, and college and career indicator 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.  The 6-8 and 9-12 grade spans, unduplicated student groups, and individuals with exceptional needs were verified as having access to a broad course of study.|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.|All high school students are enrolled in Advanced Placement/Honors courses starting in 9th grade, 9-12; graduates would have taken seven (7) AP courses by default.  All junior high students are enrolled in the same core curricula; a math placement policy ensures processes are in place to allow students to advance.  All students are eligible to also advance with a foreign language by taking Prep Latin in 6th grade and Latin I in 7th grade; high school foreign language is made accessible in 8th grade. Supplemental programs designed to remove barriers include College Board Pre-AP program, BRIDGE intervention courses in grade 7, 8, & 9; math lab in grade 6, 7, and 9; Tutorial and Friday Office Hours accessible to all students; Academic Saturday School; Peer Mentoring and Peer Tutoring; Study Hall classes in Junior High and High School.|Given a current review of data, there are no new actions that need to be taken.  All students have access to a broad course of study.  Further, high school graduation requirements are aligned to the University of California admissions requirements (a through g); U-Prep graduates having consistently indicated readiness for college as demonstrated by a high percentage of students achieving a-g eligibility.  Of members in the Class of 2019, 83% met the UC admissions requirements as contrasted with 33.5% in the County and 49.9% in the state.  As a part of the school’s commitment to continuous improvement, staff will persist in monitoring the progress of individual students, program development as it aligns to our charter mission, and receive input from stakeholders when determining new actions that would further enhance the educational experience and outcomes at U-Prep.|University Preparatory School is an educational community invested in developing confident, capable, and compassionate citizens; its mission to immerse all students in rigorous academics and meaningful extra-curricular activities is supported by a collaborative and close-knit community of staff, students, and parents and based upon educational research and professional experience. The faculty and staff works together to provide students with many opportunities to excel academically and develop their potential as educated leaders and citizens in the 21st century through a rich and varied extra-curricular program. This vision is supported by offering a seven period day to students from grades 6 through 12 so that they may pursue academic interests, such as studying multiple world languages or continue their development in the arts, including dance, drama, art, and music. The objective of this mission is to enable all student to become self-motivated, competent, and lifelong learners.  University Preparatory School continues to maintain the highest level of educational quality control, “accreditation”, offered by the Western Association of Schools and Colleges (WASC).|2019-11-06|Met|2019
43104390113431|University Preparatory Academy Charter|7|UPA’s graduation requirements contain criteria that each student 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 all graduates have 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 three years. The percentage four-year cohort graduation rate for the last 3 years has been 94%, 93%, and 100%. 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.|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 2015 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 coordinate academic supports, tutoring, student study teams, and remediation plans, as they exist within UPA’s Multi-Tiered Systems of Support (MTSS). 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. Four 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. UPA has also brought on the RESH180 program, a motivational program for students who frequently experience low motivation or see no benefit to schooling. In 2019-2020, UPA developed and scheduled a study skills program called GROW, targeted at 8th and 9th grade students who 2 out of four at-risk criteria, as determined by a local rubric. Finally, broad use of credit-recovery courses through online provider Edgenuity allows students to stay on track for graduation after experiencing failure. UPA’s MTSS framework has been written into LCAP in order to fund the programs and components.||2019-10-24|Met|2019
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.  Student courses are monitored through the Powerschool student management system.|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 elect to enroll in college courses.  Student attendance (high school) and semester grades (high school and college) are the prime factors 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 continues to work with students who struggle academically through our weekly after-school tutoring program.  One action we employ 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.|Beginning this school year, 2019-2020, high school students who are dual/concurrently enrolled at a community college are allowed to enroll in up to eleven college units.  As per state law, students are allowed to enroll up to 15 units but must be approved by the school's administration to exceed eleven units.|2019-10-09|Met|2019
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 2019-20 UPVHS will change its coaching plan to outline four areas of focus which includes: Values Based Learning, Classroom Management, 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.||2019-10-25|Met|2019
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 2018/19 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) and students with disabilities are included in the general education curriculum or 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 and 59% in 2019. 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.||2019-10-25|Met|2019
27659790136218|Uplift California North Charter|7|||||||Not Met|2019
42750100135590|Uplift California Santa Barbara|7|||||||Not Met|2019
27659790136010|Uplift California South Charter|7|||||||Not Met|2019
27659790135111|Uplift Monterey|7|||||||Not Met|2019
17769760000000|Upper Lake Unified|7|All students at the elementary school are being taught by highly qualified, appropriately credentialed teachers.  These teachers work together to collaborate and enrich the learning opportunities on campus and off for all students.  Students academic needs (enrichment and remediation) are assessed every 6-8 weeks to meet the broad needs of our students.  All grade levels participate in enrichment trips to broaden their educational experience.  All students at the Upper Lake Middle School are enrolled in a Humanities and STEM Block courses that covers the ELA Framework and hits the CA Content Standards as well as the Common Core Standards. Our students' achievement will be measured by writing/Math benchmark assessments every 6 weeks, reduction in D's and F's and the overall CAASPP scores.  The focus on this broad course of study is bringing many opportunities for cross content projects, experiences and learning opportunitites for staff and students together.|Our low income, foster youth, and English learner students throughout the district have their needs met, like all students, through intervention and enrichment opportunities during and after the school day.  Students have academic intervention, peer coaching, Middle School students attend programs on the high school campus and high school students are encouraged and supported to attend concurrent enrollment courses with our community college.  Our elementary school hosts an after school program providing field trips, guest speakers and enrichment activities on campus every day after school.|Due to the small size of our district and community, it is challenging and often times cost prohibitive to provide some of the enrichment activities that we would like to provide for students.  Our community and leadership works hard to partner with community agencies, other schools and districts to bring opportunities to our students.  ULUSD has a strong belief that learning takes place inside and outside the classroom whether on a field trip, virtual learning opportunities online or at the school farm.  Our ULMS is participating in thier first year of CSI support which is allowing a great focus on a broad, quality instruction to enrich the lives of our middle school students and community.|The most important decision the Upper Lake Middle School made was to reach out for CSI support through our county office of education. We now receive guidance, professional development, educational coaching to increase our student achievement and improve climate and culture.  This support will continue as our student learning increases.  The site administrators meet weekly to review student learning, struggles and successes to ensure that we are partnering to support all students.  Our Elementary School will continue to improve their benchmark assessments and target time grouping to further enrich and remediate students while our high school will continue to provide peer coaching, implement PBIS and focus on our greatest need which according to our academic dashboard is math.||2019-10-15|Met|2019
26102640124990|Urban Corps of San Diego County Charter|7|UCCS builds it's academic course continuum based on the CA Dept of Education's basic high school graduation requirements.  As a drop out recovery program, students are enrolled in the basic high school graduation courses based on their completion of credits at previous high schools. Every student has equitable access to these graduation requirements including students with exceptional needs.  For example, UCCS has a large English Learner population of students who recently immigrated to the US with no prior high school experience.  These students have access to dual enrollment of ELD course work to support English acquisition in parallel with course work to achieve their high school diploma within 4 years.  Through our student information system student's previous school enrollments and credit acquisition are collected and tracked to design a graduation plan.|As identified through the schools student information system, there are no differences across school sites or student groups in access to, and enrollment 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.|Current policies and procedures will continue to support the school's 100% access to a broad course of study for all students.||2019-06-14|Met|2019
37683380135913|Urban Discovery Academy Charter|7|There is one course of study at both of our school sites (TK-8 and 9-12). All student groups have access to the broad course of study, including enrichment coursework and college preparatory curriculum.|All students have access to coursework offerings at the TK-8 and high school levels. There is one track off study 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. As high school enrollment grows, more course offerings will become available.|As high school enrollment grows, more course offerings will become available.|All students are on a college preparatory pathway unless otherwise decided in an individualized education plan. Our students experience a rigorous coursework sequence with interdisciplinary design challenges that allow students to collaboratively solve real world problems. Each student will participate in an internship in the 11th grade year; each student will complete a senior project in 12th grade.|2019-10-16|Met|2019
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 includings 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 all levels, classroom observations of students are a key tool for teachers in assessing and tracking student learning.|At the primary and elementary levels, the 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 the 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 Head of School and Assistant Head of School are 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.||2019-10-24|Met|2019
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 and the professional development opportunities for staff to broaden their knowledge.|Continue to provide greater access to the above metrics||2019-10-24|Met|2019
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.||2019-05-07|Met|2019
19753090130955|Valiant Academy of Los Angeles|7|||||||Not Met|2019
37680490131169|Valiant Academy of Southern California|7|||||||Not Met|2019
42750100136630|Valiant Santa Barbara|7|||||||Not Met|2019
19101990132605|Valiente College Preparatory Charter|7|Valiente uses PowerSchool to store student data and to enroll them into the correct classes.  Students with an individual education plan are supported from the resource team in the classroom as well as outside the classroom in small groups. The reading program, ReadingPlus is differentiated based on students’ needs based on their benchmark score. The reading articles as well as vocabulary words the students work on are at their reading and comprehension level. The writing program, ThinkCERCA gives the students access to a broad course of study by having the students read articles about a range of topics that correlate with the curriculum. Based on the students’ writing needs the assignment is differentiated for students.  Office team works together to ensure that students are enrolled in the correct courses to ensure that they are offered a broad course of study.  The special education coordinator and special education teacher review student schedules to make sure that they are enrolled in a broad course of study.|The school uses the same programs across grade-level and sites. All students have access to these programs during the school day as well as in the after school program. All students take an Enrichment course each trimester. Topics taught during Enrichment are technology, ethics and art using the California Content Standards as well as the Common Core State Standards. Each Enrichment class is differentiated by grade-level so students build upon their skills throughout their years at Valiente.|There are no barriers preventing us from providing access to a broad course of study for all students.|One action that has been taken is to ensure that Enrichment has a rigorous curriculum for all students. This year, a technology, Google platform curriculum called TechnoKids was purchased and used for the first trimester. Students learned how to use all the components of Google to help with the use of Chromebooks in every class. Currently, Enrichment class has a curriculum that has been used; however, having one that is teacher-friendly and aligns with our tenants is what our school is looking for.  We also have technology available for all students to use to access the curriculum throughout the day.||2019-10-20|Met|2019
19650780000000|Valle Lindo Elementary|7|Valle Lindo School district recognizes the importance of providing rigorous coursework in order to prepare our students for college and career.   All VLSD students have access and are enrolled in a broad course of study. 100% of unduplicated students and 100% of individuals with exceptional needs are currently enrolled in grade level standards aligned courses.|100% of students are enrolled in appropriate coursework and have access to a broad course of study based on grade span. Due to the district size (one K-4 school and one 5-8 school), there are no differences across school sites in terms of access or enrollment.|Currently, the district has been able to overcome barriers that have previously existed by successfully implementing Universal Design for Learning (UDL) strategies that include co-teaching, blended learning, and district-wide open access enrichment programs.|The district will continue to ensure that 100% of students have access to a broad course of study by regularly collecting and analyzing data, reviewing current and best practices, providing on-going professional growth training to staff, and collaborating with all stakeholders to ensure student needs and access to broad coursework continues to be offered.||2019-10-29|Met|2019
05615800000000|Vallecito Union|7|VUSD’s Curriculum and Instruction committee evaluates and makes recommendations for courses of study in conjunction with the administrative team and school board. The VUSD Board of Trustees holds an annual Williams Act public meeting for input in regard to sufficiency of student curricular materials. The Performance Indicator Review has informed the District about its status and needs for adjustments in services and accessibility for students with special needs.|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.|VUSD will continue to monitor Williams Act compliance and PIR progress, guide the curriculum selection process, and ensure that all students have access to a broad course of study.||2019-10-16|Met|2019
37684370000000|Vallecitos Elementary|7|At Vallecitos, 100% of students have access to a broad course of study. All students are provided the required amount of minutes in the daily schedule, including English learners and special education students. All teachers are given planning time for lesson planning to include essential standards, learning targets, and assessment monitoring. Students in 5th and 7th grade prepare all year long for the physical fitness test and all students receive the appropriate amount of minutes for physical education each week.|Vallecitos is a one school district, one school site. Therefore, no differences across school sites and groups exist. One tool used for measuring a broad course of study is standards based report cards. Another tool is daily classroom schedules that ensures instructional minutes are being adhered to and implemented across all grade levels.|One barrier preventing the LEA from providing access to broad course of study for all students is having enought funding to provide all types of broad courses, such as CTE and VAPA. Another barrier is ensuring teachers are appropriately credentialed to work with unduplicated students.|Potential new actions for Vallecitos is the consideration of multi-lingual programs and visual and performing arts implementation.||2019-10-08|Met|2019
48705810115469|Vallejo Charter|7|The district level student information system (Aeries), the Special Education Information System (SEIS), and the California Longitudinal Pupil Achievement Data System (CALPADS) are the tools selected to track the extent to which students have access to, and are enrolled in a broad course of study.  These systems are monitored by both site and district level staff.|In past years, four challenges to access were identified.  The first area of challenge was providing access to students with exceptional needs to career academy course work at the high school level.  The second challenge was providing access to a full range of courses to students in smaller alternative secondary programs.  The third challenge was providing access to all students at the secondary level to advanced placement courses.  The fourth was ensuring that students at all levels, TK-12, had access to a full continuum of services in the least restrictive environment.|Barriers preventing the provision of access to a broad course of study for all students included the identification of programs to address gaps in the system, and professional development needed to implement the programmatic revisions needed.|The following actions have been implemented to address the challenges: • Professional development in the areas of co-teaching, Social Emotional Learning, and Universal Design for Learning • Implementation of web-based curriculum to give students in small educational settings access to a broad course of study • Engagement with a vendor as well as the Solano County Office of Education to increase access to advanced courses • The addition of behavior support personnel  • Intentional discussions during Individualized Educational Plan meetings to ensure goals focus on access||2019-10-16|Met|2019
48705810000000|Vallejo City Unified|7|The district level student information system (Aeries), the Special Education Information System (SEIS), and the California Longitudinal Pupil Achievement Data System (CALPADS) are the tools selected to track the extent to which students have access to, and are enrolled in a broad course of study.  These systems are monitored by both site and district level staff.|In past years, four challenges to access were identified.  The first area of challenge was providing access to students with exceptional needs to career academy course work at the high school level.  The second challenge was providing access to a full range of courses to students in smaller alternative secondary programs.  The third challenge was providing access to all students at the secondary level to advanced placement courses.  The fourth was ensuring that students at all levels, TK-12, had access to a full continuum of services in the least restrictive environment.|Barriers preventing the provision of access to a broad course of study for all students included the identification of programs to address gaps in the system, and professional development needed to implement the programmatic revisions needed.|The following actions have been implemented to address the challenges: • Professional development in the areas of co-teaching, Social Emotional Learning, and Universal Design for Learning • Implementation of web-based curriculum to give students in small educational settings access to a broad course of study • Engagement with a vendor as well as the Solano County Office of Education to increase access to advanced courses • The addition of behavior support personnel  • Intentional discussions during Individualized Educational Plan meetings to ensure goals focus on access||2019-10-16|Met|2019
37756140000000|Valley Center-Pauma Unified|7|The measures that we currently use, and will use in the near future, is monitoring the gender and ethnic enrollments in our Advanced /Accelerated Courses and CTE courses in the middle and high schools. An additional measure we will begin to monitor is how successful the student is in the class. The success will be measured in two ways: Attendance and earning a "C" grade or better.  In addition, we offer an academic Dual Language pathway for all students, starting at Kindergarten. Principals are instrumental in the class structure and set up of these courses. Our district has been able to maintain a Dual Language pathway, at times with higher enrollment than our non-dual language pathway. Nonetheless, we find a way to ensure our students can continue in a Dual Language pathway, should the family and student desire.   Students with exceptional needs have access to all the electives, supports, and courses that meet their annual goals. For the most part, the access is what all students at the schools have access to.|Our review of students participating in one or more AP classes shows from the last two years, enrollment has been steady. In a recent review, the number of students in AP, broken down by ethnicity, shows that we have about the same percentage of participating for each student group as we did the year before. We only have one high school in the district so there is no comparison to other sites.   Like described earlier, Dual Language access is open to all. In the last couple of years, we have maintained a staff number in grades K-8 to support the pathway. In short, there is no big increases or decreases in the enrollment of the Dual Language pathway.   At our Continuation High School, Oak Glen, the ASSETS (After School Safety and Enrichment for Teens) program provides students with access to expanded learning opportunities, for example, English Support, Yearbook, science, and weights.|As we move to complete open access, some students enter our schools from another country later in their education and may not have complete open access. The student may have missed the preparation needed for engagement in higher level courses, so we need to ensure we build in supports for our students to ensure success. An additional potential barrier to success in a broad course of study is the limited access students have with teachers for tutorial or other help. As a rural district, we bus all students to their schools. The buses pick up students right after school to take them home, minimizing the time they have to spend after school with teachers. With support programs like GEAR UP (though limited to students in 9th and 10th grade) and PASS AmeriCorps mentors (MS and HS) access throughout the day, we are able to access academic support for students.|A new action the high school took this year was twofold. One, the lower level math course, typically taken in ninth grade, was eliminated and all 9th grade students are now taking Algebra 1. As part of this transition, we built in support classes and an accelerated curriculum to ensure our students are mastering the standards for Algebra, as required by the state. An additional action taken was to enter all 9th graders into Biology. In the past, there was stepping up science course for students to take before Biology. While in Biology, supports are being built within the program to support their success as well as meeting one of the requirements for a-g completion.   Last year, the high school built a personalized four year, a-g completion pathway, for EL students so that each graduates College and Career ready. This year is the first year of implementation of a monitored four year plan for all freshmen.  The demand for the CTE Culinary pathway is beyond the capacity of our one teacher. The high school built an access plan that will maximize student enrollment and participation in this area.||2019-10-10|Met|2019
19647330122754|Valley Charter Elementary|7|||||||Not Met|2019
50105045030234|Valley Charter High|7|The academic guidance counselor assists students by meeting with them multiple times each year to assess their grades, consider their learning and career goals, and keep them informed of the correlation between academic performance and future college/career options. The academic counselor tracks student enrollment in courses to complete graduation requirements, and/or a-g requirements for university eligibility, helps students select appropriate MJC courses, and informs them of training, internships, technical schools, and other post-graduation options.We receive data from multiple sources including SELPA, regarding serving students with exceptional needs.|When students enroll at VCHS the principal and academic counselor review the application and cum file to identify the most appropriate choices for the individual student.  Existing IEPs and 504s are examined to assess student academic and emotional needs. Class schedules are created with the input of the student and parents to ensure proper placement in math and electives. Students’ schedules are built to maximize success and preparation for post high school college and career. Upper class schedules are designed so students have flexibility to enroll in Early College. Student progress is monitored quarterly, and more often if a student seems to be struggling, to make sure the student is provided with appropriate tutorial or other support, and to assess their readiness for Early College. All classes are available to all students in the appropriate grades and with the required prerequisites.|We identify no barriers. All students have equal access to all curriculum.  We offer a choice of classroom-based or Independent Learning to meet the needs of students and families. Our students have the support of a fully qualified Resource Specialist, a team of para-educators, and special education staff who provide both push-in and pull-out services as indicated  on IEPs. .All students have access to the Early College program if they qualify with the necessary high school grades.|All students are provided a Chomebook and are instructed on proper usage and how to access curriculum. This instruction takes place in all classes as needed.  Pre-technical training is provided in our Study Skills for 9th graders, which focuses on how to use Chromebooks, different apps, attachments, and formatting; in Robotics, and in Game Design. All students are instructed in basic use of Chromebooks, which is necessary for the successful completion of FLVS courses. We strongly encourage all eligible students to participate in the Early College program. Taking classes on the college campus and being integrated into classes without special consideration given to their high school status provides an authentic experience of what skills and behaviors are needed to be successful in college. Concepts such as attendance consistency, note-taking at the college level, how to access tutoring support, how to communicate and facilitate communication with instructors, how to access/purchase books in the most affordable ways, and how to make an education plan that assures a feasible college path are all addressed in Advisory and core curriculum classes to support students in college preparation. We have added the position of a Career Navigator to provide support and guidance to students interested in technical careers, certification programs, and internships. This was done partly in response to our surveys that indicated families were interested in alternatives to four-year college pathways.|Students are provided with information on PSAT, SAT, and ACT testing and referred to online preparation programs. A significant percentage of our students qualify for free/reduced lunch, which means they also qualify for the fee waivers for these tests, and the academic counselor obtains and disperses these to eligible students. Throughout the junior and senior years students are made aware of a variety of scholarship opportunities and encouraged/supported in their application processes. Additionally, VCHS, SCOE, and MJC collaborate to provide hands-on help and guidance for families in completing FAFSA applications.  VCHS students are encouraged to make their own research choices when it comes to college, career and other education options. Various career aptitude tests are available on line, and these are vetted by the teachers and then utilized in Advisory classes as appropriate. The ASVAB test has been offered on site for students interested in pursuing or exploring possible military careers.|2019-10-30|Met|2019
19647330122838|Valley Charter Middle|7|||||||Not Met|2019
50713240000000|Valley Home Joint Elementary|7|Valley Home students' enrollment in a broad course of study is tracked within the student information system. The data shows that all students, regardless of need, have full access to a broad course of study that is reasonable and appropriate to a small rural K-8 school.|Every student, regardless of need, is enrolled in a reasonably broad course of study.|SIS data reveals that 100% of valley Home students have full access to, and are enrolled in, a reasonably broad course of study. There is only one school site per grade level.|No changes are planned since all students already have access to a reasonably broad course of study. Student access to Visual & Performing Arts and World Languages are limited due to the small size of our school and small budget. However, efforts are continually made to include these areas of study.||2019-11-12|Met|2019
19647330137612|Valley International Preparatory High|7|The school ensures through a variety of means that all students have access to rigorous and relevant curriculum that includes real-world applications that will prepare them for success in college, career, and life.   At Valley International Preparatory High School, all students participate and have access to a broad course of study where: ?  Student have access to and will be expected to complete A-G graduation requirements for the UC/CSU system ? All relevant CCSS standards are addressed through engaging and meaningful instruction. ?  Using David Conley’s Four Keys to College and Career Readiness as a guiding principle, students participate in courses that teach them both content knowledge and critical thinking and communication skills. ? Our seven period block schedule allows for students to take more courses than required, provides flexibility, and allows students to take remedial courses ? Students take at least one communications electives (Speech and Debate or Introduction to Communication) that improves their written and oral presentation skills in a variety of formats and for a variety of purposes. ? All students take at least one AP course before graduating ? Students have the opportunity to participate in a wide variety of course offerings in communications, the arts, and college-preparatory electives. ? All students are appropriately supported through differentiation, advisory, opportunities for tutoring, student support teams, and enrichment opportunities. ? All students are delivered extensive information and guidance related to the college selection and application process in order to ensure they are matriculating to the institution that is the “right fit” for them.|All students have access to and are enrolled in a broad course of study.  English learners are supported through a dedicated academic support and English Language Development period, and due to our seven period block schedule, this does not interfere with them taking a full courseload of six classes.   Similarly, for students with IEPs, our seven-academic-period block schedule allows for a focused academic support period run by a special education teacher to assist students in accessing the curriculum.  Therefore, the  special education teacher provides strategy and skill instruction to students with IEPs outside of the general education class when necessary.  In this period, education specialists are consulting with students one-on-one or in small groups in order to provide targeted support. This period does not interfere with participation in the general education curriculum and does not have an adverse impact on graduation as students still take six academic courses a year.    Our measurements that demonstrate our students participating in a broad course of study are that: ? Overall GPA for students with IEPs was 3.2, demonstrating success in participation in the general curriculum ? All students will take at least one AP before graduating ? 91% of students matriculated to a four year college ? 99% graduation rate ? 83.7% of students are on track to graduate satisfying the A-G requirements|Our largest barrier is size.  Due to our smaller size, we have a smaller teaching staff, and thus cannot offer as many electives as we would like.  However, most of our staff teaches 2-3 preps to ensure that students have a diversity of courses to take. With enrollment growing this year and in the future, the school will be able to hire more staff to offer and even broader course of study.|The school works closely with students in advisory in the spring of each year to determine the level of interest in various courses, determine the number of sections needed, and to assign appropriate staff in order to ensure that the needs of students are met and no student is denied access to a course due to insufficient sections.  We will continue this in the future, and as enrollment grows, we use this data to inform hiring decisions.  For example, our next staff hire will be a science teacher to add to our two existing in order to ensure that students have access to a broad amount of STEM courses.||2019-10-15|Met|2019
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 selected content should be reviewed. Parents, as well as staff, are invited to be a part of the reviewing committee. By considering the 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 the California Department approved new curriculum of Education. All students take the same courses as their grade-level peers. This makes tracking easier.  Students that have exceptional needs have access to a resource teacher that pushes in or pulls out to help them with their work. All students take a fastbridge assessment in Reading and Math, three times per year, measuring their specific growth in each subject. Students also track their goals and progress in leadership, academics, and culture, in their leadership notebooks.   Tools used to measure growth include MRA, Fastbridge, DRA, Benchmark exams, CAASP, Writing Samples, a teacher assigned online programs, and Leadership Notebooks.|100% of VLCS students have access to and are enrolled in a broad course of study. All of Valley Life's curriculum is state-approved and is based on Common Core State Standards. Students that have difficulties, or exceptional needs, may be placed in a multi-tiered support system (MTSS) for additional help. MTSS ensures that all student groups have access to and enrollment in a broad course of study.  Teachers give a pre-test and post-test in math and writing. After analyzing the results as a grade level, they seek to understand why the results were as they were. Teachers then share instructional strategies to achieve the desired results. Collaborating on instructional strategies allows all students to have access to various methods for each area.|Students receive access to a broad course of study. More students would be allowed more time in an MTSS environment if there was more funding, to hire additional teachers.|VLCS has implemented a more rigorous MTSS program that will focus on students that have some risk or are at high risk at failing, as evidenced by the Fastbridge Assessments. Using "Fastbridge assessments," 27% of students are in Tier 1 or Tier 2, for either math or reading. In the spring of 2018-2019, approximately 65% scored in either the  "College Pathway" category or the "Low Risk" category in math and/or reading, according to the FastBridge assessments. By analyzing the data, this allows for students to receive remediation or accelerated work where needed.|Valley Life Students all receive Math, English Language Arts, Social Studies, Science, and Physical Education. All students in grades TK - 3rd also receive Spanish, Dance, Music, and Art. Students in Grades 4-5th are enrolled in Spanish, Music, Art, and may choose dance, or more physical education. Students in 6th - 8th, are enrolled in Spanish, may pick the specific type of music class they are enrolled in (Choir, Band, or Orchestra), may choose only PE, or Dance and PE, and have many other electives they may choose from, such as Art, Broadcasting, Sound Elements, Yearbook, or STEAM classes. Leadership is ubiquitously taught.|2019-10-14|Met|2019
56725205630405|Valley Oak Charter|7|a. Work Records. Valley Oak Charter's primary tool for tracking whether students have access to, and are enrolled in, a broad course of study is the weekly Work Record that documents each student's progress toward completing his or her Individual Learning Plan (Goals & Objectives). Work Records track learning in six areas: language arts, math, science, social studies, P.E., and the arts. At the end of each year, the Supervising Teachers summarize student learning in each subject area as documented by the Work Records.  b. Participation in Onsite Programs. The school’s Programming Coordinator documents student participation in the school’s onsite mini-courses and tutoring programs. These mini-courses represent a broad selection of courses and learning opportunities. c. Annual Parent Survey. The annual parent survey captures parent input about the breadth and depth of their children’s learning during the year. In a different survey, families indicate which courses and field trips they would like available for their children, which is used to build a programming schedule each trimester. d. The UC Portal. This website lists the school’s A-G approved courses available through APEX Learning and Edgenuity.|All students at Valley Oak Charter are able to pursue a broad course of study using: 1. A variety of learning materials available in the school's curriculum library;  2.  A number of online curriculum subscriptions provided by the school;  3. Onsite courses and local field trips taught by VOC staff;  4. Some off-site learning options (community college, OUSD high school, VCOE’s Career Education Center); 5. Individualized courses created by the parent.  Family choices are registered in the student’s Individual (G & O) with progress tracked through each student's weekly Work Record, parent surveys, attendance records, and direct counseling by STs with the student's parents--their primary teachers. Every student completes a broad course of study in all subject areas, though students are also allowed to focus on a few subjects when appropriate. VOC's charter allows parents to narrow or expand the breadth and depth of a student's learning plan depending on his or her needs, interests, and abilities. Some 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; others may want to learn additional subjects based on career interests or hobbies.|As a homeschool support program, Valley Oak Charter sees one of its central purposes as providing a variety of curriculum options for homeschool students that will enable them to learn at their ability level and satisfy their own needs and interests. We are proud of what we have available for our families; however, we also give our families an annual curriculum budget that they use to purchase courses or materials better suited for 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 find materials that will allow them to complete some required courses, so the school has been identifying and purchasing materials to meet the needs of these students. We also are limited in our ability to offer lab science courses, so we have arranged for our students to take lab science courses at our local high school or at the local community college.|Recently VOC received a college readiness grant that has allowed the school to increase its selection of UC a-g level high school textbooks. . This year we have added Edgenuity to our curriculum choices, which offers many new course opportunities for our students. 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 new materials and online subscriptions were purchased last year, and we have budgeted additional funds to continue improving our offerings in future years.|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 of the diverse needs, interests, and abilities of our students, we offer a variety of curriculum options. Over the years, VOC has expanded these options, which include textbooks, online learning programs, and offsite courses at the local high school, community college, and VCOE career center. The school requires each family to pursue a broad course of study, which the school documents through weekly work records, attendance at onsite courses and programs, and individual contacts by our Supervising Teachers with their assigned families. We feel the breadth of our offerings is greater than most traditional schools, which tend to offer a standardized curriculum. Our families also take advantage of the flexibility homeschooling offers for travel, exploring local sites of interest, volunteering, and taking community college courses.|2019-10-10|Met|2019
15101571530492|Valley Oaks Charter|7|As defined by EC 51210/512220, Valley Oaks Charter School (VOCS) continues to provide 100% access to a broad course of study to all students, including unduplicated student groups and individuals with exceptional needs.  Additionally, VOCS offers many educational options to all students, including core classes at multiple academic levels, CTE courses, and electives/enrichment classes.  To track the extent to which all students have access to and are enrolled in a broad course of study, VOCS uses an Independent Study Master Agreement, monthly table meetings with credentialed teachers, course of study plans, enrollment in core classes, CTE, and elective enrichment classes, and periodic course assessments.|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 VOCS are educated through individually designed standards aligned curricula, which may include home-based learning programs, enrichment classes, 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 life after high school. While all students have access to core, CTE, and elective courses, Parent Educators make the final decision as to the courses they will teach their children and the programs that their students will participate in at VOCS.|With Valley Oaks Charter School (VOCS) being a parent-choice and parent-participation charter school, students being exposed to a broad course of study weighs heavily on the Parent Educator. Parent Educators use a variety of resources and have the freedom to use other means to gain access to 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 academic resources students need to be successful. Additionally, VOCS continues to offer Parent Educator workshops, which can improve and enhance the educational setting at home.||2019-10-07|Met|2019
39686270129916|Valley View Charter Prep|7|Valley View Charter Prep tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings and Master Agreements for course selection to analyze 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 PowerSchool identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2018-2019 year, 100% of Valley View Charter Prep’s students had full access to a broad course of study as defined by the California Board of Education.|All VVCP students are enrolled in a broad course of study. We offer access and enrollment in the six areas identified by the state of California as a broad course of study for grades 1-5. All students have access to a broad course within their Master Agreement.  High school courses are presented for board approval and all courses are evaluated to ensure students have access to offerings that are approved A to G as well as Career Technical Education (CTE) Industry Pathways. Each year, VVCP offer CTE pathways to support all learners.   Students may also participate in college Dual Enrollment classes as an option for all students over the age of 16 (per community college guidelines). All core subject matter offered (math, ELA, Science and Social Studies) have an A to G approved option for CSU/UC.|Barriers preventing Valley View Charter Prep from maximizing broad course of study offerings to all students include 1. Limited time in a typical school day for students to take additional courses. 2. Limited to community opportunities and/or online offerings with a non-site based school. A regular analysis of enrollment in a broad course of studies helps to inform VVCP as it makes decisions on offerings and using the LCAP as a planning and budgetary tool to support Priority 7.|In response to the results of locally selected measures, VVCP increases its CTE pathways to support all learners.  This includes access to an array of ICVE online programs such as financial planning. Additionally, Valley View has implemented increased intervention for all students in the form of Exact Path, a standards aligned intervention program to support student achievement.||2019-10-23|Met|2019
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 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 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 will offer a variety of exposure opportunities through field trips, robust after school programming, and student assemblies.||2019-10-28|Met|2019
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 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 Valor Academy High School, including such classes as Physical Education, 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.||2019-10-28|Met|2019
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, 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.||2019-10-28|Met|2019
19647336019673|Van Gogh Charter|7|Van Gogh Charter, as an LA Unified School District Affiliated Charter ensures that all students have access to grade level curriculum that is standards based.  Van Gogh reports student progress for three reporting periods during the school year.  At the midpoint of each reporting period parents of students that are not meeting grade level criteria are informed of the specific areas of need.  In addition, our school monitors physical education using a certification process that requires teacher and principal confirmation of appropriate monthly 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.  Our Student Success Progress Team evaluates students' progress to ensure that students' needs are addressed to allow them access to the curriculum and academic growth.|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.  All teachers meet weekly at their grade levels to evaluate student work, analyze data, and plan targeted instruction.  This planning includes the collaboration of our Special Education Teachers with our General Education Teachers to ensure that our Special Education students have access to grade level curriculum and activities.|There are no identified barriers that prevent Van Gogh from providing access to a broad course of study for all students.|Van Gogh Charter continues to implement multi-tiered systems of support to ensure that 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.||2019-10-30|Met|2019
29768776111371|Vantage Point Charter|7|Local measures and tools the District uses to track student access to a broad course of study are the California Healthy Kids and LCAP surveys.  Both provide direct feedback on areas students and parents feel the District lacks in providing, and also evaluates the parent perceived importance level of subject areas. Intervention supports are provided to students through direct teacher support and online programs. This, along with ongoing formative and summative assessments, are tools used to measure and track student progress and needs.  This data tracking informs staff as to who needs intervention services, as well as who needs enrichment so that all students have access to a broad course of study regardless of socio-economic  or special needs status.|All VPC students have the same access to a broad course of study no matter their student groupings, enrollment, etc.|Currently there are no barriers preventing the District from providing access to a broad course of study for all students.|Math has been the biggest struggle for our students at VPC.  Staff are participating in intensive professional development in hopes of gaining knowledge about instruction that will help students succeed.  Math tutoring hours have been increased as a way to provide additional support for anyone wanting supporting in this subject.  Although improvements were made between the 2017-2018 and 2018-2019 school year, we recognize the need for further growth and support in this area.||2019-11-13|Met|2019
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 TWIG Science 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 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. 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.||2019-10-23|Met|2019
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 grade book that 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 that 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 engage students directly in their learning targets and assessment. Teachers also explicitly integrate growth mindset practices into their daily lessons.|The parent survey indicates there is a desire for Spanish language classes and education.  The barriers that prevent this is scheduling and availability of suitable teachers.  Our school utilizes a project based approach which requires large blocks of time in the classroom not otherwise devoted to Math, PE, and Music.  The more students are pulled out for these subjects the less time available for meaningful project work.  It is our belief that the best way to teach a second language is through immersion which is not a focus of our school.  While we do provide intervention for students struggling with Language Arts, our survey also indicated a desire for Math intervention for struggling students. Barriers to providing this are three fold:  lack of financial capacity, physical space, and scheduling.|VCS will continue to focus on engaging students through project-based learning and 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.  VCS is exploring the possibilities and implications of partnering with EL Education to become an EL Network School.||2019-10-17|Met|2019
56105610000000|Ventura County Office of Education|7|Summary of Reflection on 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 Learning System curriculum, benchmark and pre/post-monthly assessments, as well as the SIS page on IEPs.  Reflection Notes on LOCALLY SELECTED MEASURES:  Adopted curriculum includes EL supports, strategies, and assessment, Course of study page in IEP, master schedule, transcripts, course catalog, CEC course of study (mainstreaming), report cards, moderate to severe sites (K-12) have access to Unique Learning System (ULS) curriculum, an alternate standards-based curriculum, students have opportunities to integrate with typical peers at neighborhood district sites, course of study; transcripts master schedule; ULS curriculum; IEP plans; access to the standards, moderate/severe students in grades K-12 and Post secondary access ULS curriculum and all standards, general education and mild/moderate students in grades K-12 access CCSS-aligned curriculum in all subject areas, VCOE course of study, report cards, IEP‘s, schedules, transcripts, teachers use unit curriculum to support academic needs and provide access to CCSS, grades K-12: Unique Learning System benchmark assessments (two times a year); Grades K-12: Unique Learning System pre and post monthly assessment; alternative report cards (four times a year), Mild/Moderate K-8 students quarterly report card aligned to standards, LCAP; individual education plan; SIS page; superintendent’s areas of focus, our standards-based curriculum is accommodated and modified to ensure access to quality instruction, Mild/Moderate and General Education students access curriculum assessments|Summary of Reflection on ACCESS to a BROAD COURSE of STUDY Using the locally selected measures, students have increased ACCESS to a BROAD COURSE of STUDY through the implementation of standards-based, unique curricula, social-emotional learning curriculum; Career Education Center courses; community vocational/job sites; inclusion courses; enrichment programs, community based instruction, and student transcript and schedule review.  Reflection Notes on ACCESS to and ENROLLED in a BROAD COURSE of STUDY Upon enrollment transcripts are reviewed and a meeting with student is scheduled to review course options course offerings and encourage personal choice/autonomy; schedules are reviewed quarterly or as needed, Mild/moderate students are working towards diploma, Moderate/severe students have access to ULS and work on functional life skills, functional academics, supports/EL, All students have access to standards-based instruction/curriculum; high school/middle school access to career technical education and/or community vocational and jobsites, Large extent: all have access, All students have access to accommodated/modified common core standards based adopted curriculums, Mild/moderate have access to CEC classes in addition to VCOE’s course of study, Moderate/severe have access to state standards though curriculum, Access to standards; CEC classes for Mild/moderate: workability available to all high school and postsecondary students, For students in our moderate/severe programs we report on progress based upon IEP goals and common core state standards, Integration opportunities, Inclusion classes (elective, P.E and CEC, etc.) on comprehensive campuses for students in VCOE Special Education programs, Partnership with CEC courses; access for all students during regularly scheduled school day (career education courses and general education), Social-emotional learning curriculum offered to all students, Circles (social skills) program offered to middle and high school mod/sev students, Enrichment programs such as music, CBI art, field trips to extend and connect learning to real life experience, Moderate/Severe students participate in regular Community Based Instruction opportunities, Fitness Center for Gateway and Phoenix students|Summary of Reflection on 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 may include cognitive barriers, behavioral issues and social-emotional needs.  Because of the unique populations, examples of these barriers include: learning rate impacted by developmental/communication issues, social-emotional needs may interfere with learning/acquiring academic and functional skills, Student cognitive level, behavior/social-emotional needs, and required medical procedures interrupt student access to academics.  Reflection Notes on BARRIERS: Students with acting out/aggressive behaviors lose academic/instructional time, Students with developmental/communication issues do not acquire learning at the same rate, Social-emotional needs may interfere with learning/acquiring academic and functional skills, Student cognitive level, behavior/social-emotional needs, Required medical procedures interrupt student access to academics, Limiting factors may include their significant needs; cognitive barriers; medical needs, provide highly specialized programs to address cognitive, social-emotional, motor ability, language communication, and sensory needs, small school settings can limit the number of key offerings, student substance abuse disorder|Summary of Reflection on REVISIONS/DECISIONS/NEW ACTIONS In response to the results of the locally selected measures, REVISIONS/DECISIONS/NEW ACTIONS the LEA will continue to implement include broadening education accessibility by increasing staff training in behavior support training, PBIS, UDL, social-emotional learning, professional learning and collaboration on implementing standards, continued training on how to meet individual student needs, Preschool parent training, early education professional development, as well as providing Career Education Center course options to ensure access to a broad course of study for all students. Additional resources to ensure access include the investment in Learn360, TumbleBooks, TeenCloud libraries (English and Spanish), Brainpop, School Connect, Get Focused Stay Focused and WIN Curriculum Digital citizenship (K-postsecondary), APEX Learning, Diagnostic Center Phoenix School Project, PEERS Training, Understanding Substance Abuse Disorder PD; Shaming the Sick PD and increasing number of staff  to support students with autism.  Reflection Notes on REVISIONS/DECISIONS/NEW ACTIONS: Course of study approved by school board; training/collaboration from curriculum and instruction department on implementing standards, Increased social-emotional learning; behavior support training/PBIS UDL, Continued relationships with LEA’s, expand community opportunities for moderate/severe, Continue current practices regarding access to all students, Additional training in Socioemotional learning, positive behavior support and UDL, Training; working, collaborating with CEC, Continued training on how to meet individual student needs, Professional development for moderate/severe teachers on including students in general education classes, Continued training at professional development, Career education courses during the regular school day are available, Increase in participation in general education, Preschool parent training, early education professional development, Additional digital resources Learn 360, TumbleBooks, TeenCloud libraries (English and Spanish), Brainpop, Increase number of staff  to support students with autism, School Connect, Get Focused Stay Focused and WIN Curriculum: Providence, Gateway, Phoenix, and Triton, Digital citizenship (K-postsecondary), APEX Learning, HSS/NGSS Pilot, Diagnostic Center Phoenix School Project, PEERS Training Triton M/M, Professional development Understanding Substance Abuse Disorder; Shaming the Sick||2019-10-28|Met|2019
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. In March 2019, we included questions about a broad course of study on our parent, student and staff LCAP survey. 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.  Responding to our LCAP survey, parents identified the limitations of the school day, the need to take courses to fulfil graduation requirements, and some limitations to the courses being offered as barriers. Students echoed parent concerns and also identified stress and anxiety as barriers. Certificated staff identified gatekeeping and lack of access by some students, master scheduling conflicts, pressure to be college-ready, the need for intervention classes that preclude some students from taking elective courses, and student anxiety and depression as barriers.|Under the district’s Multi-Tiered Systems of Support (MTSS) initiative, which includes with Universal Designs for Learning (UDL), Social Emotional Learning (SEL) 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 and career.  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.||2019-10-08|Met|2019
39103973930476|Venture Academy|7|Venture Academy continues to track 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 on-line Odysseyware site to complete A-G coursework. All on-site academies offer a pathway to A-G completion.|It continues to be 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.|For the 2019-20 school year, Venture Academy made an adjustment to the master schedule that allows greater access to CTE pathways. An additional course has been added to the Health Careers Pathway. A CTE course in Plant and Animal Physiology has been added at the Durham Ferry site. Venture Academy continues to train teachers in AVID strategies and has expanded the AVID program to allow access to the AVID elective to more students in all academies.  Venture Academy will continue to gather and analyze data on student Math performance, particularly in higher level Math courses at the high school level to evaluate the success of the implementation of additional Math support for teachers.||2019-09-17|Met|2019
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 at each site. We are facilitating revisions, decisions, and/or new actions based on state standards and frameworks. Feedback will be taken and results will be used to improve the effectiveness of our monitoring tool.||2019-10-09|Met|2019
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 2018-2019 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, Ellevation Data, 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 1,369 in 2018-19. 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.   We currently offer Dual Enrollment at all high school sites for a total of 13 cohort sections, offering 13 different courses for our students.|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. We have since removed this pathway and created a mainstreamed, third year approach with an ELD support class. 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 tis 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 implementation stages of 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.||2019-10-24|Met|2019
43693930106005|Village|7|||||||Not Met|2019
49753580114934|Village Charter|7|VCS is a very small school (105 students k-8) with 5 self contained classrooms. The administration directly oversees and tracks the extent to which all students have access to and are enrolled in a broad course of study.|see #1|Based on our measures there are no barriers preventing VCS from providing access to a broad course of study for all students.|In response to the results, VCS is not needing to take actions to ensure access.||2019-10-15|Met|2019
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.||2019-06-15|Met|2019
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 2018-2019 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None||2019-11-12|Met|2019
01612590123711|Vincent Academy|7|As an elementary stand-alone charter, all students are monitored for access to a fully integrated appropriate common-core instructional program that is monitored by administration through review of lesson plans, observation, weekly conferencing all in which are grounded in student performance data (F/P, unit assessments, teacher measures). We also monitor student time out of class where access to instruction is compromised due to behavior.|N/A|Although we have made many strategic decisions to support students, we lack adequate funding for mental health and intervention supports.|We are consistently revising our efforts to provide behavior and instructional support for students- our goal is all students remain in-class.  In addition, we have identified the need for additional focus on ELL student performance and have been to develop more effective integrated and discrete language strategies .||2019-10-07|Met|2019
15638340000000|Vineland Elementary|7|.The Vineland School District  tracks progress in meeting Priority Standard 7 by undertaking a qualitative and quantitative review of course offerings, class schedules, school schedules, and master 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 SchoolWise, the districts student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs, Qualitative data tables reflect the percent of students with access to and/enrolled in a broad course of studies were constructed.|The Vineland School District, being an elementary school district serving students Pre-K through Eighth Grade defines a Broad Course of Study as defined by the California Education Code 51210 and 51220 (a)-(i). All Students in grades TK-6 are enrolled in a broad course of study. All elementary school offer access and enrollment in the seven areas defined as a broad course of study for grades 1-6. All VSD secondary students have access to a broad course of study within their school offerings. Regular analysis of enrollment in broad courses of study courses, and also examining Master Schedules, helps to inform the district as it makes decisions on offerings to support Priority 7.|Currently, there no barriers preventing the LEA from providing access to a broad course of study.|The VSD has analyzed the data and is offering all programs to all students during the regular school day to ensure that all students have access to a broad course of study. Regular analysis of enrollment and Master Schedules  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.|For the 2018-2019 year, 100% of the Vineland School District's students had full access to a broad course of study as defined by the California Education Code 51210 and 51220(a)-(1). The VSD tracks progress in meeting Priority Standard 7 by undertaking a qualitative and quantitative review of course offerings, class schedules, school schedules, and master 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 SchoolWise, the districts student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs, Qualitative data tables reflect the percent of students with access to and/enrolled in a broad course of studies were constructed.|2019-10-21|Met|2019
54722560109751|Visalia Charter Independent Study|7|VCIS identifies the number of students who have met a-g completion rates at graduation. The school also tracks the number of students who have completed a full CTE pathway as well as tracking CTE course enrollments at the school. All core courses at the school are a-g approved as well as a broad range of elective courses. All students that enroll during their freshman and sophomore years have the same enrollment plan that includes a-g courses. Elective courses may vary upon student choice. Students that enroll during their junior or senior year will also be enrolled in their grade level equivalency courses but may require credit recovery for missed or failed courses from previous grades. All students enrolled at VCIS have the opportunity and are encouraged to complete their a-g requirements regardless of their status or needs. If a course that a student wants or needs and it is not offered at VCIS, that student has the opportunity to attend the class at one of the comprehensive high schools in the city or take the class at the local community college. VCIS works with the student and the other schools to ensure students are enrolling in the courses they need.|All students enrolled at VCIS must meet the minimum requirements set forth by Visalia Unified School District to earn a high school diploma. There is no difference between student groups within the school on these requirements and expectations. Since the expectation is the same for all students, they all participate in and complete their coursework using the approved a-g courses provided.|Due to the nature of the program, students tend to enroll at VCIS during their junior and senior years and many are credit deficient. Although they are enrolled in their required coursework, many students do not choose college prep elective courses to meet their full a-g requirements. Many students tend to be deficient in math credits, which means they are repeating failed courses and unable to attend a third year of math before graduation.|VCIS continues to offer more options for students including CTE pathways, free PSAT and SAT for all students, increase in course offerings and support on campus. To support other high schools in the district, VCIS deploys a teacher to all comprehensive high schools to work with students who are credit deficient in the hopes of reducing the number of junior and senior enrollees with high credit deficiencies. VCIS continues to monitor and review practices and policies to not only ensure all students have access to a broad course of study but they are taking advantage of all programs and resources that are available to them at the school.||2019-10-29|Met|2019
54722560120659|Visalia Technical Early College|7|VTEC continues to follow student progress toward graduation and the college and career readiness goal established by the CDE.  VTEC offers a full program of study with A-G courses recognized by the CSU and US.  Students are encouraged to and assisted with enrollment in college classes when they are ready for the challenge.  Students are encouraged to enroll in meaningful coursework at College of Sequoias.  The goal of these courses can completion of transfer level course, career exploration and enrichment.  Students are met with each to review their transcripts, to ensure they are on track for graduation and to see where college courses may best fit.  VTEC offers three agricultural based pathways in Plant Science, Animal Science and Ag Systems Management.  Students also have access to a world language and visual art.|VTEC has worked diligently to ensure that all students have access to a meaningful, broad course of study.  All students are enrolled in an A-G Credit courses.  Students who may not be ready for Chemistry can take Physical Science to graduate, but will not meet the CSU/UC entrance requirement of Chemistry.  Students are all enrolled in AVID to assist with the study skills and academic proficiency.  Because VTEC is a small school it is limited as to how many different types of courses it can offer.  Students do have options with electives such Agriculture and art.|Due to the size of VTEC, it is a challenge to offer options for ELA, Math, World Languages and Science.  Students have a complete sequence of courses available that, if successfully completed will make them eligible to apply to a CSU or UC.  Because VTEC is an early college high school, students are encouraged to take advantage of the diverse courses offer at College of Sequoias.  Many students pursue advanced Math courses as well as unique world languages at the college.  Students will also take college classes to enhance their schedule and explore topics and industries that are available at VTEC.|VTEC continues to expand the early college opportunities for its students.  These opportunities allow students have experiences they may not be able to have at VTEC due to its size and limited master schedule.  VTEC is looking to provide transportation and counseling assistance from the college to ensure that students can get to the college and that they are taking the appropriate course for their goals.  As VTEC introduces new course it works diligently to ensure that the courses fit in the master schedule and that they meet the A-G requirements of the CSU and UC systems.  The goal of VTEC is to graduate students who are college and career ready, who have as many options available to them as possible.  This could mean a certificate program, trade school, University, community college or private institution.||2019-10-29|Met|2019
54722560000000|Visalia Unified|7|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. The district continues to evaluate each student individually based on their needs regarding support classes for student who are identified English Learners, Special Needs, or is struggling in ELA and/or math.     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.  The district revised their dual enrollment courses to include only English 1 & 2.       Barriers or challenges are students with individual education plans and students who are identified as English learners.  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 district is currently reviewing students who have been identified as "Certificate bound".  The district is insuring these students have access to a broad course of study based on their IEP needs.|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 schedules create difficulty in allowing for students to have access to additional support and have room for additional electives.|The district will continue to review courses at the middle school and provide support in offering additional courses if needed.  The district will review all student schedules 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.||2019-10-29|Met|2019
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 2019) 199 Visions in Education students are taking one or more classes at the community college Currently, (October 2019) 312 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 (AB 1507, 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 two years 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.||2019-10-24|Met|2019
19647330122739|Vista Charter Middle|7|All students at Vista Charter Middle have access to highly qualified teachers in core classes as evidenced in by our master schedule.  Student with disabilities participate in our fully inclusive Special Education program and receive pull out and push in services as evidenced by service logs.  English Learners receive integrated and designated instruction on a daily basis as evidenced by lesson plans and our iLit 20 curriculum for ELs.|All students at Vista Charter Middle have access to a broad course of study.  All core classes have a curriculum which students have digital access to.  Aside from core classes, students participate in a number of elective courses ranging from engineering, technology and the arts.  Additionally, our students participate in traditional physical education as well as dance.|Students at Vista Charter Middle do not have any barriers preventing them from accessing a broad course of study|At this moment all students have access to a broad course of study.  We only plan to provide more course offerings for elective classes in the future.||2019-10-23|Met|2019
30103060137000|Vista Condor Global Academy|7|Through regular observations, monitoring of our data, lesson plans, and tracking each teacher's schedules, we ensure all students have access to a broad course of study that meet each grade-level standard in ELA, math, science, social studies, PE and through their "Specials."  Our Special Education and MTSS Teams also track all students with IEPs, 504s, and students identified as gifted in their progress toward meetings their goals.|All classes teach math, science, ELA (Reading and Writing), social studies, and PE on a daily basis.  This year we have been able to adjust our "Specials Schedule" to provide Music, Art & Technology, and Mandarin twice per week.  We did this through our Technology Coordinator getting his CTE Credential and receiving a grant from the US State Department to receive a free Mandarin teacher.|Vista Condor is a relatively small but growing school located in a temporary building space.  As a result, in many of the grade-levels there is only one teacher, and in some other grade-levels students may have to be placed in a combo class.  We are currently limited by our physical building space, and we hope to remedy that limitation soon.|Based on the data and feedback that we have received we are continuing to implement our mastery learning model, provide training and support in Reader's and Writer's Workshop and Ready Math, and continue to provide as many "Specials" as reasonably possible.  We are receiving ongoing training with Lexia, our Tier II literacy intervention platform, and we are going though training and an initial implementation with Fountas and Pinnell's Leveled Literacy Intervention as our Tier III intensive support program.||2019-10-23|Met|2019
42693440000000|Vista del Mar Union|7|-CAASPP for grades 3-5 ELA and math -CAASPP for grades 5 science -ELPAC for English Learners -DIBELS|-All curriculum and instruction is aligned to CCSS -New adoptions planned for science. -New social studies materials in grades 4-5 planned for adoption. -EL students continue to be supported with the goal of reclassification. -With support, Vista students will show positive growth on CAASPP assessments.|Challenges exist with declining enrollment and the impact of a remote, rural school location. These barriers can also be incredible strengths for this school community.  Creative collaboration through shared services with a larger neighbor have made it possible to explore new solutions.|-We are continuing to analyze data in order to ensure that all students' needs are being met . -We are continuing implementations of 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. This includes a plan to adopt new science instructional materials district-wide.||2019-10-09|Met|2019
30103060132613|Vista Heritage Global Academy|7|We use our Master Schedule to ensure that all students are enrolled and have access to a broad course of study. We also have a built-in intervention/enrichment period during the school day, called "Eagle Hour," which is a time when all students attend the class they need targeted support in.  Our Special Education and MTSS Teams track all students with IEPs, 504s, and students identified as gifted in their progress toward meetings their goals.|All students take the mandated classes, including math, science, ELA, social studies, and PE.  This year we have been able to adjust our master schedule to double the amount of elective offerings.  We did this through our Technology Coordinator getting his CTE Credential and receiving a grant from the US State Department to receive a free Mandarin teacher.  As a result, students have the opportunity to choose their electives based on their academic interests.|Vista Heritage is a relatively small school located in a historically underserved community.  As a result, the challenges we encounter are that we only have one math teacher, ELA teacher, etc in each grade level.  In addition, we would like to offer additional courses such as Algebra 1 in 8th grade, but we do not have enough students who would be prepared academically to succeed in that course.  Instead, we differentiate our instruction in all classes through our mastery learning model, so students can go at their own pace and in the Algebra 1 example, students may show mastery of all 8th grade math standards and move on to high school algebra concepts once they are deemed ready.|Based on the data and feedback that we have received we are continuing to implement our mastery learning model, provide training and support for our new ELA and math curricula, and continue to provide as many elective options as reasonably possible.  We are receiving ongoing training with Lexia, our Tier II literacy intervention platform, and we are going though training and an initial implementation with Fountas and Pinnell's Leveled Literacy Intervention as our Tier III intensive support program.||2019-10-23|Met|2019
19647330139089|Vista Horizon Global Academy|7|All students at Vista Horizon are enrolled in a self-contained classroom with a highly-qualified teacher as evidenced by our master schedule. Students with special needs are in the general education setting receiving push-in/out supports as evidenced by service tracking logs. English language learners receive designated and integrated English Language Development instruction on a daily basis as evidenced by daily lesson plans and Lexia Learning data.|In each classroom, students have access to core classes (English, Math, Social Studies, and Science). Our English Language Learners have access to Lexia Learning, an online program to support English language development. Additionally, in all classrooms, all students have access to the Project Lead the Way Launch curriculum, ST Math, a visual math program and will have access to a global education curriculum in the future.|Vista Horizon Global Academy is in its first year of operation, which is the biggest barrier in providing access to a broad course of study for all students. While we offer all core classes in addition to the Project Lead the Way curriculum, being in the first year of operation limits our offering of visual and performing arts courses as well as language courses.|In the future, we plan to offer more courses including but not limited to a language course and a visual and performing arts course.||2019-10-23|Met|2019
36677360136937|Vista Norte Public Charter|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-15|Met|2019
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 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, CTE courses, and readiness on college preparedness assessment.|Vista Oaks has maintained and/or increased participation and success in many areas where students are exposed to a broad course of study. Maintained Participation in A-G Approved Courses: Due to schoolwide efforts, 97% of students participated in a-g approved courses during the 2018-2019 school year. This shows that Vista Oaks was able to effectively implement the actions and activities outlined in the 2018-2019 LCAP. The school is committed to continuing its efforts in this area.  Increased Success in College Courses: With Vista Oaks' number of students successfully completing college coursework increasing from 28 students to 46 students, the school was effective in its efforts. In addition, students continue to report enjoying the rigor of the college level coursework.  Well-Rounded Learners: 60% of high school students completed one or more CTE courses during the 2018-2019 school year, which was a 5% increase from the prior year. Higher Demonstration of Readiness on College Preparedness Assessments: Vista Oaks maintained its participation on college readiness assessments at 37 students. The school will continue its commitment to efforts in this area.|One of the barriers preventing Vista Oaks from providing access to a broad course of study is the size of the school's population. With having a school population of approximately 850 students that serves grades K-12, Vista Oaks provides as many opportunities as possible but is fiscally constrained to be able to offer numerous programs.  In addition, since Vista Oaks is a homeschool/independent study based school, there is difficulty in finding high quality and engaging online curriculum. Vista Oaks offers a variety of online curriculum through vendors, such as Edmentum, BYU, UC Scout, and Redbird. However, many of our students struggle with the curriculum.|Vista Oaks will continue its efforts in offering many types of courses that meet the needs of the whole school community. Vista Oaks has articulated three Child Development courses with the local community college and this also serves as a CTE pathway. In addition, the school is looking to potentially articulate other courses and create one or more CTE pathways. In addition, Vista Oaks will continue to research and strategically implement high quality online programs that engage our students and fit the student's needs.||2019-10-29|Met|2019
56105610109900|Vista Real Charter High|7|Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students in the 9-12 grade span for 2018-2019.  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, 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 the 2019-20 annual data is analyzed.|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 foreign language courses, reading intervention, and English Language Development 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, mainly through online courses.  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.|We believe that all students should participate in coursework that ensures their graduation and enhances their career-readiness.  We have a professional skills course that prepares students for getting a job and we have Virtual Job Shadow which helps provide guidance for a student’s career choice.  We made participation in career technology education (CTE) a goal in our Local Control Accountability Plan.  Enrollment in CTE is tracked and reported to our stakeholders.  The percentage of students with CTE in their individual academic plan is also tracked and are currently over 85%.  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.||2019-10-21|Met|2019
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. Academy and Homeschool TK-8 students have access to several elective or thematic courses on site, in addition to all core courses. Homeschool boxed set includes integrated for ELA, history, and science. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment.  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.  Academy and Homeschool TK-12 students have access to several elective/thematic courses and CTE pathways on-site and online, in addition to all core courses. Homeschool boxed set for TK-8 includes integrated for ELA, history, and science.|"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. In addition, administrators are aware that many of our students were enrolled in, but are not completing the a-g LOTE requirement.  Many dual enrollment college courses as well as CTE courses are available online. The school has improved access to a broad course of study by expanding online options include LOTE (e.g. Rosetta Stone and ASL) to ensure that students in all programs have access to the full body of courses offered by the LEA. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs.|As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study.|"The LEA has implemented a diagnostic system that identifies student needs and provides appropriate scaffolding for students below grade level. This will ensure that all students have the skills for high school level courses.   The school adopted Rosetta Stone as an option in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study.  The LEA expanded student access to live teaching. Students have access to live seminars with single subject specialists on a weekly basis via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network.   Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards.||2019-12-12|Met|2019
37684520000000|Vista Unified|7|Students in VUSD have access and are enrolled in a board course of study.  Through our P-3 Continuum VUSD has partnered with teachers, school leaders, district leaders, preschool partners, and county early education leaders to connect early education to the VUSD family.  VUSD offers TK programs throughout the district, allowing for students and parents to continue smoothly into Kindergarten.  VUSD has two elementary schools that are identified as Magnet schools.  These schools are schools of choice for families to look into to determine if the programs are a match for their child.  At the middle school level there are five schools with one being a magnet school of choice.  At the high school level there are three comprehensive schools with one of them being a magnet school on a four by four schedule.  All of the high schools offer courses that meet the UC A-G requirements.  All three high schools offer various Career and Technical Education courses, English Language Development course, and Advanced Placement courses.  The two non-magnet schools also offer International Baccalaureate courses.  Students with exceptional needs have placements determined by their IEPs as we strive to have the students placed into the least restrictive environment for their optimal learning setting.   Participation is measured in these various programs, with A-G completion rates, CTE pathway completion, AP/IB pass rates, graduation rates, language reclassification, IEP goals attainment, and SBAC scores used to give a picture of the district.|All students in the Vista Unified School District have access to a broad course of study across all grade spans. Differences across schools are only due to the increased focus at sites to individualize the student experience or to provide unique programs that have become the brand of the school.  The magnet schools are part of the programs and branding difference between schools.  All student subgroups are closely monitored in terms of enrollment across the district.  The district’s open enrollment policy and magnet lottery process are constantly under review and scrutiny to ensure equitable access to the variety of offerings provided by the district.  Within each school a broad course of study is provided.  This is monitored through the Elementary Curriculum Council and the High School Curriculum Council and at the Middle School level through Principal meetings.   Externally, the district has yearly Williams visitations.  These visitations physically go into classrooms at various levels and determine the availability and access to resources that are in support of the broad course of study provided.  The district is also held to standards from the Federal Program Monitoring program (FPM).  Through periodic visits, FPM monitors the use of Federal funding that supports the broad course of study provided by the district.|The barriers facing students in Vista Unified are the same barriers facing many students in California.  English Learners make up around 19% of the students enrolled in VUSD.  While our English Language Development Program continues to reclassify students with good success, this, however, does not change the challenge of learning a new language while engaged with rigorous core curriculum.  Sixty-four percent of VUSD students are classified as being of low socioeconomic status.  For many of these students just getting to school and being a part of the school’s culture is challenging in itself.  In recent years VUSD has seen an increase in the social-emotional needs of its student population.  Unfortunately, this is a common trend throughout California.  VUSD has allocated significant resources into this support as a result.  In the absence of unlimited funds, this results in a lowering of support in other areas.|While Vista Unified is facing tough financial times, the district continues to support significant initiatives that will continue to provide a broad course of study to all the students served by the district.  Providing a multi-tiered system of support for students continues to be a focus across the district.  The district is partnering with Inflexion to support school sites to turn their needs assessment into action steps.  Despite the challenges facing the district financially, transportation continues to be something that is important to have for students and the district is committed to it.  The State continues to support the inclusion of Dual Language programs in public schools with strong legislation.  Vista Unified has taken notice and has already begun a Dual Language program at one elementary school and is in the process of expanding for the 2020-2021 school year.  The importance of equity has brought Vista Unified to include equity into our Framework of the Future.  The VUSD School Board has made equity a priority as it approved an equity study with a team from Orenda Education.  This work partnered with the district's work with Equal Opportunity Schools will continue to move the district in the right direction for all students.|This measure explores students’ access to a broad course of study. This includes programs and services developed and provided to unduplicated students and individuals with exceptional needs. The summary of progress is based on information collected through locally selected tools and measures that identify differences across school sites and student groups, as well as barriers that are preventing student access and any revisions to ensure access for all students.|2019-10-17|Met|2019
37768516113468|Vivian Banks Charter|7|||||||Not Met For Two or More Years|2019
43694500113662|Voices College-Bound Language Academy|7|Voices Academies uses different measures and tools to track progress on the broad course of study including: -Daily attendance, including attendance in middle schools blocks -Daily schedules for grades K-8 -Pacing calendars for math and ELA curriculum -Trackers for meeting the instructional minutes for students with special needs -Regular principal walkthroughs to monitor implementation of academic program -Academic weekly data tracking to measure success of implemented course of studies in math and ELA -Quarterly mid-benchmark quizzes and interim assessments where student data is disaggregated by subgroup including English Learners and Students with Special needs|All students have access to a broad course of study. All students, regardless of subgroup, engage in our program. Voices Franklin McKinley implement a full inclusion model for students with special needs.Students receive CCSS-aligned English Language Arts and math instruction daily. English Learners receive daily English Language Development, whether it is 60 minutes or a 30 minute intervention session. Students engage in science and social studies texts and knowledge through English Language Arts non-fiction and fiction passages.There are also two designated times during the year when students receive focused science and social studies instruction for 3-4 weeks, resulting in a showcase called Science Night or Social Studies Night.|Voices Franklin McKinley offers a broad course of study to all students currently, but we are always looking to improve. Our current focus is on strengthening our initial implementation of CCCS-aligned ELA curriculum so that we can move into full and sustained implementation as quickly as possible. Once we see teacher and student success in that priority area, we can then focus our efforts on strengthening our NGSS and History standards-based instruction, curriculum and professional development.|We adopted a CCSS-aligned ELA curriculum in 2018-19, and while it lay a strong foundation for teacher techniques, we chose to adopt a stronger ELA curriculum in 2019-20. Our new curriculum is much more comprehensive and rated highly by EdReports on multiple indicators. We have been focusing on strengthening math and ELA instruction the past few years. In future years, we will turn our attention to researching, adopting and implementing a science and social studies program.||2019-11-01|Met|2019
43104390131748|Voices College-Bound Language Academy at Morgan Hill|7|Voices Morgan Hill uses different measures and tools to track progress on the broad course of study including: -Daily attendance, including attendance in middle schools blocks -Daily schedules for grades K-8 -Pacing calendars for math and ELA curriculum -Trackers for meeting the instructional minutes for students with special needs -Regular principal walkthroughs to monitor implementation of academic program -Academic weekly data tracking to measure success of implemented course of studies in math and ELA -Quarterly mid-benchmark quizzes and interim assessments where student data is disaggregated by subgroup including English Learners and Students with Special needs|All students have access to a broad course of study. All students, regardless of subgroup, engage in our program. Voices Morgan Hill implements a full inclusion model for students with special needs.Students receive CCSS-aligned English Language Arts and math instruction daily. English Learners receive daily English Language Development, whether it is 60 minutes or a 30 minute intervention session. Students engage in science and social studies texts and knowledge through English Language Arts non-fiction and fiction passages.There are also two designated times during the year when students receive focused science and social studies instruction for 3-4 weeks, resulting in a showcase called Science Night or Social Studies Night.|Our current focus is on strengthening our initial implementation of CCCS-aligned ELA curriculum so that we can move into full and sustained implementation as quickly as possible. Once we see teacher and student success in that priority area, we can then focus our efforts on strengthening our NGSS and History standards-based instruction, curriculum and professional development.|We adopted a CCSS-aligned ELA curriculum in 2018-19, and while it lay a strong foundation for teacher techniques, we chose to adopt a stronger ELA curriculum in 2019-20. Our new curriculum is much more comprehensive and rated highly by EdReports on multiple indicators. We have been focusing on strengthening math and ELA instruction the past few years. In future years, we will turn our attention to researching, adopting and implementing a science and social studies program.||2019-11-01|Met|2019
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|7|Voices Mount Pleasant uses different measures and tools to track progress on the broad course of study including: -Daily attendance, including attendance in middle schools blocks -Daily schedules for grades K-8 -Pacing calendars for math and ELA curriculum -Trackers for meeting the instructional minutes for students with special needs -Regular principal walkthroughs to monitor implementation of academic program -Academic weekly data tracking to measure success of implemented course of studies in math and ELA -Quarterly mid-benchmark quizzes and interim assessments where student data is disaggregated by subgroup including English Learners and Students with Special needs|All students have access to a broad course of study. All students, regardless of subgroup, engage in our program. Voices Mount Pleasant  implements a full inclusion model for students with special needs.Students receive CCSS-aligned English Language Arts and math instruction daily. English Learners receive daily English Language Development, whether it is 60 minutes or a 30 minute intervention session. Students engage in science and social studies texts and knowledge through English Language Arts non-fiction and fiction passages.There are also two designated times during the year when students receive focused science and social studies instruction for 3-4 weeks, resulting in a showcase called Science Night or Social Studies Night.|Voices Mount Pleasant offers a broad course of study to all students currently, but we are always looking to improve. Our current focus is on strengthening our initial implementation of CCCS-aligned ELA curriculum so that we can move into full and sustained implementation as quickly as possible. Once we see teacher and student success in that priority area, we can then focus our efforts on strengthening our NGSS and History standards-based instruction, curriculum and professional development.|We adopted a CCSS-aligned ELA curriculum in 2018-19, and while it lay a strong foundation for teacher techniques, we chose to adopt a stronger ELA curriculum in 2019-20. Our new curriculum is much more comprehensive and rated highly by EdReports on multiple indicators. We have been focusing on strengthening math and ELA instruction the past few years. In future years, we will turn our attention to researching, adopting and implementing a science and social studies program.||2019-11-01|Met|2019
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|7|Voices West Contra Costa uses different measures and tools to track progress on the broad course of study including: -Daily attendance -Daily schedules for grades TK-3 -Pacing calendars for math and ELA curriculum -Trackers for meeting the instructional minutes for students with special needs -Regular principal walkthroughs to monitor implementation of academic program -Academic weekly data tracking to measure success of implemented course of studies in math and ELA -Quarterly mid-benchmark quizzes and interim assessments where student data is disaggregated by subgroup including English Learners and Students with Special needs|All students have access to a broad course of study. All students, regardless of subgroup, engage in our program. Voices West Contra Costa implement a full inclusion model for students with special needs.Students receive CCSS-aligned English Language Arts and math instruction daily. English Learners receive daily English Language Development, whether it is 60 minutes or a 30 minute intervention session. Students engage in science and social studies texts and knowledge through English Language Arts non-fiction and fiction passages.There are also two designated times during the year when students receive focused science and social studies instruction for 3-4 weeks, resulting in a showcase called Science Night or Social Studies Night.|Our current focus is on strengthening our initial implementation of CCSS-aligned ELA curriculum so that we can move into full and sustained implementation as quickly as possible. Once we see teacher and student success in that priority area, we can then focus our efforts on strengthening our NGSS and History standards-based instruction, curriculum and professional development.|Voices Contra Costa offers a broad course of study to all students currently, but we are always looking to improve. We adopted a CCSS-aligned ELA curriculum in 2018-19, and while it lay a strong foundation for teacher techniques, we chose to adopt a stronger ELA curriculum in 2019-20. Our new curriculum is much more comprehensive and rated highly by EdReports on multiple indicators. We have been focusing on strengthening math and ELA instruction the past few years. In future years, we will turn our attention to researching, adopting and implementing a science and social studies program.||2019-11-01|Met|2019
19647330137521|Vox Collegiate of Los Angeles|7|Prior to the start of the school year, Vox Collegiate ensures all students, including those with exceptional needs, are in the appropriate grade level courses for math, English Language Arts, Social Studies, Science, Physical Education, and Speech and Debate. This coordination is spearheaded by the Head of School. The school requires that 100% of students are receiving full access to appropriately assigned courses.|100% of students are in enrolled in an appropriate broad course of study.|100% of students are in enrolled in an appropriate broad course of study.|100% of students are in enrolled in an appropriate broad course of study.||2019-07-16|Met|2019
10767781030774|W.E.B. DuBois Public Charter|7|The school periodically assesses its curriculum and instruction review and evaluation processes. Administration is responsible for ensuring that curriculum aligns with California Common Core Standards, UC approved course descriptions, and the board adopted curriculum plan. Curriculum & Instruction focus groups consist of teachers, administrators, and are co-chaired by a teacher and Coordinator of Curriculum & Instruction. During the spring semester focus group activities concentrate on group members inventorying materials, reviewing standardized and formative assessments and all other student performance data. Based on state standards, student performance and materials alignment, decisions are made to maintain or adopt new materials. The extent to which students and parents are involved in the review process about programs is completed through platforms such as the School Site Council, English Learner Advisory Council, Parent Advisory Council meetings, LCAP public hearings and town hall meetings, and parent/student satisfaction survey input.|Students at W.E.B. DuBois have access to a challenging, relevant, and coherent curriculum. W.E.B. DuBois offers various instructional programs to meet the individual needs of our students:  such as, Personalized Learning (Independent Study Model), Home Studies, and Site Base (TK-8th).  In order to support the students and their access to challenging rigorous courses, W.E.B. DuBois employs a variety of instructional programs:  Small Group Instruction  Individual Instruction  Online course offerings through Edgenuity with teachers as facilitators After School Program Course Offerings Summer School Course Offerings Dual Enrollment CTE Courses  Building the master schedule is a collaborative effort which includes administration, school counselors, and teacher input. Course offerings are determined by grade level enrollment, student academic needs, and CTE course sequencing.  When creating the master schedule, DuBois Administration takes into account, A-G Courses, CTE Courses, Remedial Courses, ELD courses for EL support, elective offerings, and other graduation requirements. Student’s credits and academic progress towards graduation is evaluated each year. School Counselors take an individualized approach when scheduling students in their courses. Students are scheduled based on grade level requirements, assessment data, credit needs, Career Pathway Course, and elective choice.  W.E.B. DuBois currently has twelve courses approved through the UC A-G course list. In order to meet the needs of all our students, DuBois has contracted with an online provider, Edgenuity. Edgenuity has a full suite of core curriculum, AP, Honors, Elective, Dual Credit and credit recovery for high school students.  W.E.B. DuBois ensures that all students have opportunity to participate in co-curricular and curricular activities. These activities include, Performing Arts, Sports and Sports Clinics/Camps, Student Governance/Leadership, Yearbook, Service Learning/Community Outreach, and Student Conferences.  DuBois Performing Arts program is centered around culturally diverse dance routines that enhance student awareness to individual differences. The sports program includes volleyball, basketball, flag football, and track and field. DuBois hosts various tournaments in basketball and track and field for the community. In addition, DuBois hosts a summer sports clinic in basketball and volleyball for kids in the community.  In accordance with our Core Values, DuBois believes that is important that our students participate in service learning/community outreach activities. Students participated in the following: Kid’s Day, Two Cities Marathon, Toys for Tots, Alzheimer’s Walk and other school related activities. Curricular activities include core instruction, project- based learning, PBL exhibitions and career awareness activities. Project based learning and the PBL Exhibition link the Common Core State Standards with career and college readiness.|Agape Schools has implemented a strategic professional development plan that will sustain the development and growth of teachers. The implementation of effective instructional delivery will be supported by professional development, PLC’s, and progress monitoring. Teachers will be coached and supported in order to ensure instructional delivery is based on the recommended practices for implementation by the publisher with fidelity and integrity.  Agape teachers will participate in on-going professional development in order to implement recommended instructional practices. One variable that can influence the success of the instructional delivery is new or inexperienced teachers. Agape administrators, including Education Coordinators and Lead Teachers will be assigned to support new staff to ensure professional development is provided as well as coaching and support. The Agape professional development calendar will focus on teachers receiving training and coaching on how to effectively implement the instructional model in their classroom based on the incorporation of the MTMDSS. Of course, as new research is introduced, best practices will be implemented to coincide with current and effective practices. The PLC’s (school administrators, education coordinators, teachers, stakeholders, etc.) will monitor the education landscape as trends and practices are introduced in order to remain abreast of current research practices.  The delivery and effectiveness of Agape’s MTMDSS is based on a collaborative communication process from the entire school community and stake-holders. Teacher communication with parents will be transparent, consistent, and informative. Administrators will monitor teacher call logs to ensure teachers are maintaining open and positive lines of communication with parents and guardians. Education Coordinators will support students by providing clear timelines of grading periods, contracts, etc. School Support Counselors will monitor student daily attendance and behavior and will communicate with parents through phone calls and home visits.|We have implemented Edgenuity to provide our students with a greater array of course selections. We have added an AG teacher to enhance our CTE course pathways.|W.E.B Dubois Academy uses CPM as the state adopted curriculum for math. The benefits of CPM is that it supports student progression towards calculus, which assist our students in exceeding the minimum requirement for high graduation. For English language arts, the curriculum that we use is Houghton Mifflin collections.  Specifically, for ELA, the curriculum that we used moderately correlates well to student achievement in English language arts, as indicated by students results for the CAASPP and ELPAC assessments. The additional supplemental materials such as UC Scout and Edgenuity, as well the dual enrollment option at Fresno City College, allows for students to exceed the A-G requirements, and enter college with advance standing.  The CTE courses provided through the Agape School of Business and Sciences, provides students with the real-world application necessary to master the knowledge, skills, and abilities for 21st century professions (for example, students are able to take 5 of the 10 courses to receive a medical assistance certification, which is recognized by the California Department of Employment).  The personalized learning options through core content and the online platforms (Edgenuity, and UC Scout), allows for students to plan a course of action, and execute their goals in a timely manner, in order to enter the workforce prepared after high school, or to advance their studies through post-secondary education.|2019-10-28|Met|2019
11101160124909|Walden Academy|7|Due to the small size of Walden Academy, it is very simple to track student access to a broad course of study.  Access to a broad course of study is written into our vision and mission statements and so guides nearly all decisions we make concerning students.  The tools used to ensure this is achieved are the overall school schedule, teacher planning tools, release time, and administrator observations.|Walden Academy is a single school, school district so there are no differences across school sites.  All classrooms include the visual and performing arts taught separately and imbedded in other core subjects.  Physical education is included in each classroom’s school day.  STEM activities are included at appropriate grade levels.  Science is an area of focus at Walden Academy and is taught using a hands-on approach through FOSS (Full Option Science System) though the Berkeley Hall of Science.  Students in the upper grades (4 and up) have a one to one computer ratio.  We offer an elective wheel to students in grades 4-8.  Each trimester, students choose an elective to participate in.  Examples of those offered:  Astronomy, Boot Camp, Drama, Sewing, Coding, Yearbook, Film Editing, Drawing, Spanish, Ukulele, and Gardening.|Weather can prevent classes from a robust physical education program in inclement weather and that our school does not have access to a gymnasium.  Other barriers might be due to size:  we do not have a separate art or music room.  We offer foreign language only to upper grades during the elective wheel.|This year we are looking at the possibility to hire additional art instruction and foreign language instruction.||2019-10-28|Met|2019
19647330100750|Wallis Annenberg High|7|Wallis Annenberg High School (WAHS) uses various tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. WAHS 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 - iready, Rosetta Stone, the ICAs and the IABs. Illuminate and PowerSchool are the two main resources used to house and track student data and progress and to access to a broad course of study. Internal and external assessment results are reported to the governing board at the beginning, middle and end of each school year and are reviewed/discussed with various stakeholder groups such as parents, teachers, students, and other staff.|All students have access to, and are enrolled in, a broad course of study at Wallis Annenberg High School, including students with disabilities, English learners, At-Risk students and unduplicated students.|No barriers are preventing Wallis Annenberg High School from providing access to a broad course of study for all students.|WAHS will continue to analyze and evaluate the courses offered to students and their effectiveness through surveys, observations, and stakeholder input at various meetings. WAHS will continue to work with various advisory committee's and stakeholder groups to ensure access is being provided to a broad course of study to all students||2019-10-24|Met|2019
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 2018-19 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 a broad course of study helps to inform the district as it makes decisions on offerings and allocations of LCAP Supplemental funds to support Priority 7.||2019-10-14|Met|2019
19734600000000|Walnut Valley Unified|7|Walnut Valley Unified annually measure 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.  This also includes the programs and services developed and provided to unduplicated students and individuals with exceptional needs.  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 students with exceptional needs.|For the 2018-2019 school year, 100% of all Walnut Valley Unified School District's students had full access to broad courses of studies as defined by the 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). 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. Moreover, 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 Diploma Program(IBDP), Project Lead the Way (PLTW), and Dual Language Immersion(DLI). Over time, WVUSD has increased the number of course offerings students have in selecting specific courses that meet the broad course of studies parameter.|Walnut Valley Valley Unified provides access for all students to a broad course of study.  This has been accomplished collaboratively by developing master schedules with multiple courses throughout the day with an emphasis on student needs.|A regular analysis of enrollment using our Student Information System (SIS) helps to inform the District as it makes decisions on course offerings. 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 accordance with AB 2735, changes have been made to the master schedules of both comprehensive high schools to allow access to a broad course of study specifically for English Learners. In elementary schools, students in grades 1st-5th grade participate in a Visual and Performing Arts program geared towards a core content area.  New this year, 1st grade students will participate in folk dancing integrated with social studies.  Students are also offered visual and performing arts opportunities before or after school.||2019-10-16|Met|2019
37754160000000|Warner Unified|7|||||||Not Met|2019
15638420000000|Wasco Union Elementary|7|The Wasco Union Elementary School District provides 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 district follows the expectations clearly explained in California Education Code (EC) 51210. 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 to monitor instructional minutes  2. Student schedules (grades 6-8)   3. Individualized Education Plans (IEPs) - Used to identify and serve the unique needs of students with special needs  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-5) - 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 6-8) - Student schedules (grades 6-8) are monitored by district and site administrators to ensure that students have access to all core subjects as well as opportunities to participate in 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 provides 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 ensures the district will ensure all students have access to the latest California State Board adopted curriculum. The district 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, NGSS Science, and English Language Development available to students in California.  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 drives continual improvement though the annual accounting of, and justification for, access to a broad course of study by all students.  The dashboard demonstrates areas of possible inequity based on data related to significant subgroups of students in the district.|Utilizing 2018-2019 ELPAC data, local DIBELS data, 2019 CAASPP scores, and local formative assessments, the district has identified English Learners as an at-risk subgroup for attention during the 2019-2020 school year.  The district recognizes that English Learners of similar local school districts are progressing at higher levels than its own.  The district has spent significant time and resources on ensuring that students have the tools needed to acquire the English language successfully.  It is agreed that continued training of the instructional staff in the Wasco Union School District is required.|In response to concerns that specific subgroups require additional instructional supports, the district worked with the local teacher's association, WETA, to bargain an additional 20 minutes of daily instructional time during the 2019-2020 school year. The "targeted instructional time" was agreed to focus on the weakest instructional areas and subgroups as determined by local assessments and the California School Dashboard. This additional time, over the year, increases instructional time by 4% which is the equivalent of eight full school days. Parents of the LCAP Advisory Committee unanimously agreed that this effort was the best use of after school intervention funds to ensure equity among principally directed subgroups. Twenty minutes of "targeted instructional time" began on the first day of school in 2019.  A promising practice for English Learner support is in place at the two schools with the most struggling English Learners.  EL Student Coaches, teacher specialists, are assigned to 30 to 40 of the students most at risk of becoming Long Term English Learners (LTEL) at their assigned school.  Perhaps most importantly, these teachers are tasked with reaching out to families to make home-school connections that would not exist otherwise.   Assisting these parent to help their children to find success in the public school setting is the ultimate sustaining goal.  The English Learner Student Coach positions were new to the schools and LCAP in 2018, and raw data from several local assessments suggest that the targeted placement of these teachers at schools most in need of assistance for their English Learners have significantly benefited from the LCAP services. (Burke and Clemens) The district will be tracking the academic growth of targeted EL students on State standardized tests for three years to determine the full impact of the EL Student Coach position to decide whether to expand, alter, or eliminate the services.   District academic coaches work with the Director of Early Literacy and English Learners in the district to develop and implement long-term plans for the training and instructional practice for faculty.  These coaches regularly hold collaborative meetings along with the assistant superintendent of instruction to conduct uniform professional development every month across the district.  Each professional development is developed through the lens of the English Learner and their unique learning needs.  During the 2019-2020 school year, a significant emphasis remains on the effective use of English Language Development curriculum implementation.  There is a continued need to provide training on teaching language acquisition rather than language arts.  The district is exploring other opportunities to partner with other local educational agencies to share best practices to support English Learners to have full access to the core curriculum.||2019-10-08|Met|2019
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 needs. 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 1 comprehensive high school and 1 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; however, the alternative site lacks many of the advanced courses and CTE courses found available on the comprehensive site. Online courses and Dual Enrollment College Courses are becoming more available to all students at both schools.|The Wasco Union High School District has exhibited very few barriers to providing a broad course of study for all students. Some barriers exist at the alternative school based on areas of limited space, 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, 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.||2019-10-10|Met|2019
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) 2017-18 and Published on 2018-19 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; 2016-17 and 2018-19) 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; Amplify K-4, STEMscopes 5th – 8th (New Adoption Spring 2019) 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 programs.|There may be opportunities to add few Electives for 6th – 8th grade students in the areas of Foreign Language, Applied Arts, and CTE; 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 lifestyle.  The LCAP Goal 1 for 2019-20 actions will also explore the integration of applied arts and CTE.  The district has added a STEM elective class that includes Robotics and coding education.  Since we are in a K-8 Elementary School setting, further research of resources to offer a Foreign Language including staffing and resources will be explored in the upcoming years.||2019-10-08|Met|2019
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 continue to receive guided reading on a consistent basis. Our EL students receive 150 minutes of designated ELD weekly and integrated ELD is implemented in all classrooms throughout the instructional day. All teachers have been trained in how to implement a writer’s workshop with all students. All teachers are receiving ongoing training with the focus on the mathematical practices. 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. All teachers who teach science will participate in a district-wide NGSS curriculum pilot, with the goal of adopting new science curriculum beginning 2020.||2019-10-14|Met|2019
57726940135939|Washington Middle College High|7|A-G completion rate Graduation rate Interim assessment test scores PSAT/SAT scores GPA College course load and grades|All students are dual-enrolled at Sacramento City College and can take most classes depending on level of achievement and agreed-upon guidelines in the MOU. In addition, all academic courses at WMCHS are UC/CSU approved. Fuel Education is a high quality standards-based curriculum that is used in all core classes. Teachers supplement curriculum when appropriate, providing students access to more high level and relevant academia. Every student is enrolled in AVID for all four years they attend WMCHS.|The greatest barrier to college courses is student GPA. If students do not meet the Sacramento City College requirement of a 2.0, they are not allowed to enroll and therefore cannot meet the World Language, Art, and elective requirements for WMCHS graduation.|WMCHS will continue to implement, assess, and refine academic and social-emotional supports to help students reach and maintain a 2.0 GPA in order to keep them eligible for access to a broad course of study through Sacramento City College classes.||2019-11-14|Met|2019
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 a world 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 a world language course 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 2018-19, stakeholders again reported being 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.||2019-10-09|Met|2019
57726940000000|Washington Unified|7|Our TK-5 grades ensure that all students are enrolled in not only our core areas of standards-aligned Math, ELA, Social Science and Science, but also that all students have the opportunity to be enrolled in Visual and Performing Arts, Physical Education and Designated ELD. Our teachers have also been trained in Integrated ELD as well to support our EL students.  Moreover, we are in the process of expanding our elementary AVID program to support our unduplicated student groups as well as our students with exceptional needs.   Our 6-8 and 9-12 student groups ensure that students are enrolled in a broad course of study by using the master schedule process.  This is  particularly useful to ensure that all students have access to any elective offering, including CTE courses, Advance Placement, Visual and Performing Arts and AVID. These courses are open to all student groups regardless of ability or any other barrier (perceived or otherwise) to support student’s post-secondary goals.|All students in Washington Unified School District have access to or are enrolled in a broad course of study. However, because of scheduling concerns with electives, Designated ELD and intervention support we must ensure that all students have access to a broad course of study. In November, there are two 4-hour master scheduling work group sessions with all 7 K-8 schools to modify, adjust or restructure our programs to support our students receiving a broad course of study.|There are no barriers to students having access to or being enrolled in a broad course of study. As we evaluate each student "by name, by need" we adjust accordingly to ensure barriers are removed.|Washington Unified School District is consistently evaluating our systems (especially in grades 6-8) to ensure that students receive additional support in core academics as well as EL support without losing opportunities to have access to a broad course of study. As mentioned in #2, in November, there are two 4-hour master scheduling work group sessions with all 7 K-8 schools to modify, adjust or restructure our programs to support our students receiving a broad course of study.||2019-10-24|Met|2019
27662330000000|Washington Union Elementary|7|All curriculum adopted by the Washington Union School District has supports for students with learning differences and English Language Learners. It comes with both digital and print materials so that all students, regardless of learning style or ability, have full access to the materials. State adopted toolkits are used to screen materials through an Instructional Leadership Team and this information is also shared with stakeholders through the District Advisory Council.|All students are enrolled in the general education classroom, regardless of IDEA status or unduplicated student groups. Students all participate in language arts, math, social studies, and physical education regularly. They are also given access to art and music weekly. Students with 504's and IEP's are served under the learning center model so they are able to have access to the general education with supports, accommodations, and modifications. This is to ensure that they have access to the least restrictive environment. English Learners get support in the general education classroom with CLAD certified teachers and are supported through the Response to Intervention process (RtI). Unduplicated students are not taught by unqualified teachers at disproportionate rates due to having 100% of staff highly qualified.|The Washington Union School District has not run into barriers that prevent the LEA from providing access to a broad course of study. Curriculum and Instruction are regularly addressed with staff and the board to ensure that all students have access to a broad course of study.|In order to continue to ensure that all students have access to a broad course of study, the Instructional Leadership Team will continue to meet and review curriculum and procedures to ensure that material is accessible for all students will be reviewed with state approved toolkits. Stakeholders are also informed about the process and can request to see curriculum at any time.||2019-10-09|Met|2019
50755720000000|Waterford Unified|7|Master schedules, instructional time schedules, course catalogs, sophomore counseling, WASC self-study, CA Dashboard College and Career Indicators (graduation, UC/CSU a-g, CTE completers), credit acquisition, “D” and “F” rates, and student enrollment in courses, as well as countywide averages for UC/CSU a-g completion and California Dashboard CCI rates.|Analysis of the locally selected measures indicate opportunity exists for a comprehensive educational experience for all students. However, the data show an underperformance in UC/CSU a-g completion and CCI when compared to the county average.  Moreover, placement practices for Long Term English Learners (L-TEL) limits access to electives in grades 7-8, and access to college-preparatory electives in grades 7-12.  Though CTE opportunities exist they are limited to a few pathways.  Data reveal that UC/CSU a-g completion is hindered by students receiving “D’s” in their ELA coursework and not re-taking for a higher grade, and that students do not complete a second year of Spanish.|Barriers to access to a broad course of study include: • Forced elective choices for L-TEL students • Lack of CTE facilities; availability of appropriately credential CTE teachers • Missed opportunities to optimize a 6-period schedule • Loose course articulation grades 7-12 (math readiness and Spanish) • Limited early monitoring of freshmen progress|The district used the College Readiness Block grant funds to self-study the barriers to completing the UC/CSU a-g course of study, and investigated the practices of other LEA’s with higher levels of completion.  This resulted in strategizing actions to: • Improve the monitoring and counseling of freshmen students • Offer Spanish elective in grade 8 to promote greater completion of Spanish courses in high school • Include the modernization of the high-school library into a CTE facility in the construction project list • Increased monitoring of EL students to accelerate their RFEP reclassification and reduce forced 7-12 Designated-ELD elective courses. • Explicit coherent ELA instructional program 7-12, to reduce the percent of students receiving “D’s”||2019-10-10|Met|2019
44697996119077|Watsonville Charter School of the Arts|7|||||||Not Met|2019
44772480138909|Watsonville Prep|7|Data is one of Navigator's five compass points showing its importance to the organization and the staff.  Coaches go over individual student data weekly in the coaching / feedback meetings, monthly at grade level data meetings, and teachers are reviewing the data daily to recalibrate a lesson if needed.  Data is used to create homogeneous small groups, and to determine placement in intervention academies.  Data is reviewed by subgroup to ensure Navigator is continuing to reduce or eliminate the achievement gap for traditionally underserved and vulnerable populations.|The educational model at Navigator is created to ensure all students have access to a broad course of study and spend an equal amount in time in ELA and math.  They also have PE, History / Social Studies, Science, and a variety of enrichment programs throughout the week.|Navigator's programs ensure access to a variety of programs throughout the week, and participate in numerous athletic activities. Due to a lack of space on our current campuses, additional extra-curricular activities are a challenge (band, music, etc...).|Navigator will continue to work with the parents to prioritize the areas of importance for staff and families and utilize the LCAP to ensure the course of study and budget align.||2019-06-18|Met|2019
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 the text(s), in which students can identify and infer meanings, intent, and purposes, the structure of a text and intended and unintended implications. A goal is to develop a shared approach to teaching (emphasis on reading/literacy), that results in the identification of high leverage literacy practices that improve 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, 54% Hispanic, 45% African-American, of which 27% are English Language Learners (ELL), 10% Students with Disabilities (SWD), 3% Homeless; and 96% Socioeconomically Disadvantaged.  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 demonstrates 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, Engineering, Robotics, Coding, Choir, and Master Arts Program.  There are no differences in 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.||2019-09-12|Met|2019
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 ?high-quality, standards and research-based instructional programs, 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 – Middle School that is one of the highest performing middle 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); 8% Students with Disabilities, 1.2% Foster Youth, and 98% 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 demonstrates 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 needs?.  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); Music, Art, Coding, and Robotics. There are no differences in accessibility to courses, across student groups at WLC – Middle School.|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.||2019-09-12|Met|2019
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 96.84% for 2018-2019. Chronic Absenteeism (District-wide), including students with disabilities and unduplicated students, was 3.2%.|In order to minimize barriers preventing access to a broad course of study, both school campuses continue to implement a refined master schedule. The schedule ensures that students who are regularly pulled out from class for ELD, special education supports and services, or other interventions, are not missing any of the full range of course offerings.The specialist classes (art, music, technology, library) are aligned to this master schedule so as to allow uninterrupted blocks of time for ELA and math.|The District continues to refine its system of Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) services. Collaborative Academic Support Teams (CAST), which is a multidisciplinary team advising appropriate interventions, is utilized at both sites to support all students. The District has counseling programs available at both sites for students with social-emotional needs impacting learning. Services for students who are English Learners (EL) continue to be offered during the school year and during a summer academy session. Reading intervention services overseen by a certificated specialist provide focused intervention to students in the areas of decoding, comprehension and fluency. The District continues to operate a comprehensive special education program able to meet the needs of students with a wide range of needs. The District places a strong emphasis on inclusivity and meeting the needs of all students in the least restrictive environment. As a result, most students with Individualized Education Plans (IEPs) are served within District programs. The GATE program continues to serve upper grade students in focused after school programs.||2019-11-12|Met|2019
54722640000000|Waukena Joint Union Elementary|7|Waukena Joint Union Elementary School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, to include; student class schedules, school schedules, report cards, English Language Learner identification, and Individualized Education Plans. 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. 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. In our TK - 8 District, (EC) 51220 (a)-(i) applies to a course of study at grades 7 and 8. The locally selected tools used by the 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 identification, and Individual Education Plans.|The locally selected measures demonstrate all Waukena Joint Union Elementary School District TK-8 students have access to a broad course of study. In addition, the school has curricular focus areas which ensure additional opportunities for students across the district. Currently, 100% of the School District’s students have 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, a technology/blended learning experience for TK-8 students is provided, and includes English language arts, math, science and history/social studies, visual and performing arts, health, physical education, and career and technical education. All textbooks and/or instructional materials provided are sufficient for students to use in class and also to take home for homework assignments. All students in grades TK through 8 are enrolled in a broad course of studies with the seven areas identified for grades 1 through 8. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  Students who are struggling academically have the support of push-in 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. Over time, WJUESD has increased the number of options students have in selecting course studies and increased students access to computers.|All Waukena Joint Union Elementary School District students have access to a broad course of study as explained in Prompts 1 and 2 and evidenced in local measures. Some barriers preventing WJUESD from maximizing broad course of study offerings to all students include a lack of time during the regular school day and not enough staff available to teach additional courses. 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.|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. Notably, at the start of the 2019-20 school year, the LEA will provide Literacy and Math curriculum support, 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 and all staff members have received extensive training. Instructional coaching will also be provided to all teachers throughout the year.||2019-10-14|Met|2019
24658620000000|Weaver Union|7|LEA develops a master schedule annually to ensure that all students have access to, and are enrolled in a broad course of study.  Lesson Plans, Observations, Grade Level collaborations and self-reflections are utilized to monitor this Priority.|All students have access to and are enrolled in a broad course of study at Weaver Union School District.|N/A|N/A|Our District has developed a local Dashboard at the following link to provide more detailed information.  Please visit our Local Dashboard at:  http://weaverusd.lcapdashboard.org/|2019-11-13|Met|2019
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, 3D 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 students is 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 other courses and how that will fit into our master schedule.||2019-10-10|Met|2019
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 at Welby Way 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 in the student information system and data dashboards (e.g. at-risk student reports).  English Learner progress dashboards are used to track English learner progress toward reclassification, including class placement, course grades, and English Learner proficiency exam scores (currently the ELPAC).|At Welby Way, all students have access to a broad course of study.  In addition to daily instruction in the core subjects (ELA, Mathematics, Social Studies, Science, and Health), Welby Way also provides both visual and performing arts instruction (dance, theater, and music).  Along with teacher-directed physical education instruction, skilled coaches provide age-appropriate physical education skills and games to each classroom.  A technology lab and one-to-one device program gives all our students at Welby Way an opportunity to receive digital citizenship lessons and technology instruction that address the ISTE standards.|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.  Cross-curricular instruction, incorporating art, dance, theater, and music into all areas of the core curriculum give students multiple opportunities to participate in a broad course of study.  Welby Way will continue to see out innovative programs and build community relationships to ensure that all our students are exposed to a broad range of learning opportunities.  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.||2019-10-24|Met|2019
07617960000000|West Contra Costa Unified|7|We use 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||2019-10-23|Met|2019
49706070135327|West County Charter Middle|7|||||||Not Met|2019
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 2018-2019 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 students with disabilities, participated in English language arts, mathematics, science, social science, health, physical education and the fine arts within the self-contained setting. 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 school sites were provided access to and enrolled in a broad course of study in the self-contained setting over the course of the 2018-2019 school year. Students, including low income, foster youth, homeless, English learners, and students with disabilities, participated in English language Arts, mathematics, science, social science, health, physical education and fine arts. The West Covina Unified School District provided a dual language immersion program in Spanish-English at Monte Vista and Orangewood Elementary Schools which afforded students foreign language study at the elementary level. A Mandarin-English dual language immersion program also opened in the fall of 2019. Cameron and Orangewood Elementary Schools 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 Edgewood High School and the IB Middle Years Programme at Edgewood Middle School also afforded a broad course of internationally-minded, inquiry-based study to a wide range of students, including unduplicated students, students with disabilities, and targeted student groups. The Advanced Placement Capstone program at West Covina High School also provided a broad course of college preparatory course work to students. 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. The Mt. SAC Early College Academy, our newest high school and a early college academy, welcomed its inaugural class.  The Mt. SAC Early College Academy offers students high school and college classes concurrently during the school day. Depending on their selected pathway, students may earn their AA degree upon high school graduation. A wide range of students, including unduplicated pupils and students with disabilities, 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 continues to work diligently to ensure that all students, including unduplicated pupils, students with disabilities 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 and through the addition of a Mandarin-English dual language immersion program. As the district offers a robust range of A-G courses as well as CTE courses and pathways, it is important 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, students with disabilities, and other targeted student groups. Counselors at the secondary level will meet with students and their parents/guardians to ensure a broad course of study. More specifically, our college advisers will have least two meetings with each junior and senior student to ensure a broad course of study for increased college and career preparation.||2019-10-22|Met|2019
10625396112387|West Park Charter Academy|7|"West Park Charter Academy uses the following tools to track the extent to which all students have access to (and are enrolled in) a broad course of study: WASC Recommendations from Visiting Committee’s report and Action Plan,  State Testing Results (i.e. CAASPP, CAST, ELPAC, Physical Fitness Test, etc.), and Information/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 (Fresno and Hanford Centers) have access to a broad course of study.  The program’s LCAP drives how the LCFF/Supplemental & Concentration fiscal resources are spent, primarily providing our students with: highly qualified certificated and classified staff, Common Core State Standards-aligned core curriculum, professional learning/development for staff, software/hardware to support the implementation of the CCSS, ELD standards, Physical Fitness, and college/career readiness.  In the past few years, efforts have been made to provide students with access to Career Technical Education (CTE) courses, with three CTE Pathways (Health Science, Information Technology, and Hospitality & Tourism) being offered during the 2019-2020 school year.|Given that West Park Charter Academy has received a 6-Year Accreditation through 2024 and is fully funded for 2 more years, there are virtually no barriers preventing students from accessing a broad course of study.  As mentioned in item #2, students at WPCA now have the opportunity to select one of three CTE Pathways (Health Science, Information Technology, or Hospitality & Tourism) and take online courses, as well as a hands-on experience/internship.  This addresses a WASC Action Plan item, and the program is excited to provide this opportunity to students.|To ensure academic growth for all, West Park Charter Academy will continue to provide students with high-quality teachers, counselors, support staff, and materials/curriculum/technology.  Additionally, teachers will receive ongoing professional learning/development in the areas of ELA/ELD, Math, and VAPA (focused on addressing the CCSS). 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.|Met|2019-10-14|Met|2019
10625390000000|West Park Elementary|7|The use of our master schedule to ensure that student get the appropriate academic time for each core subject. We also use the PFT to measure healthy fitness zones. We also use the CAASPP Interim Assessments as Benchmarks.|We use all the previous tools to assess student academic progress and to determine intervention needs for all students groups (i.e. EL, Students with Special Needs, SED, etc).|Our most current identified barrier is attendance among student receiving Special Education Services.|Professional Learning Communities (PLCs) are built into the schedule to review data and student progress in the areas of core subjects. Student Study teams are designed to address the overall needs of struggling students referred by teachers, staff members and parents.|Priority 7 - Met|2019-10-14|Met|2019
49710010000000|West Side Union Elementary|7|West Side uses the state standards as identified for grades 1-6 from the Department of Education to ensure that students have access to, and are enrolled in a broad course of study.|West Side TK-6 students are enrolled in the broad course of studies as identified for grades 1-6 from the Department of Education.|There are no barriers to report.|There are no barriers to report.||2019-10-10|Met|2019
49706070000000|West Sonoma County Union High|7|The DIstrict is examining graduation rates and Ap test participation as data for 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 alternate measures  to adequately address this priority.||2019-11-13|Met|2019
33670820120675|Western Center Academy|7|Teachers, administration, and our counselor regularly review student grades, schedules, progress towards graduation, and progress towards completing the college readiness requirements for California (a-g requirements). Our curriculum mixes traditional, honors, Advanced Placement, and a variety of dual and concurrent enrollment college classes. Our course pass rate, graduation rate, a-g completion rate, and student and parent surveys confirm that we are offering a broad course of study that is leading to student success.|Over our past 3 years, we have had a 100% graduation rate, therefore eliminating the possibility that there are gaps. Our a-g completion rate has been in the 90-100% range. All of our high school students have access to college coursework and nearly all take at least 3 semesters of dual enrollment courses. Our transcript analyses confirm that all groups of students are showing success at these high rates.|We have identified that a small number of students who graduate but do not complete the a-g requirements are short in foreign language courses. Most of our students take a dual-enrollment college foreign language course. If a student fails the course or chooses not to take it, there are few options to complete the requirement. We are working on solutions to this barrier.|We realized that mathematics was a barrier to a-g completion. Some students had no interest in taking calculus, but we had no other options for them. We now have pathways for these students to still take 3 or 4 years of math and complete the a-g requirements without taking calculus.||2019-10-22|Met|2019
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 tests all 2nd graders for GATE.  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.  We also have art docents that assist with our elementary art programs, Rosetta Stone (to aid in learning Spanish) for our elementary GATE program, and AVID Elementary at 5 of our 7 elementary schools.    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.  Our comprehensive high school operates on an 8-period block, which allows for ample opportunities to take electives.    Our comprehensive high school hosts award-winning VAPA programs, six high-quality CTE pathways (Agriculture, Biomedical Sciences, Computer Sciences, Construction, Engineering, and Media Arts), and a wide range of Honors/AP classes.   Student enrollment in elective, A-G, and Honors/AP courses (and prerequisites) has been regularly audited to ensure equitable access for all student subgroups.  The AVID program also serves 263 students (12% of the student population). This year, Lincoln High School is contracting with Equal Opportunity Schools, proactively working to increase its recruitment of underrepresented groups in Honors/AP classes.  Students with disabilities are given access to core to the degree it is educationally appropriate; the implementation of the co-teaching model at secondary has significantly increased access to general education ELA and Math.|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, 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 secondary level for students with mild-to-moderate disabilities - proactively recruiting underrepresented groups to take Honors/AP course at the high school level - adding several work-based certification and/or internship programs for students who choose a particular career path (i.e. – welding, computer science, construction)|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 to access electives courses. Second, the district would like to fully implement the co-teach model at the high school and middle school level; however, full implementation is costly.  Our middle school model, at this point, is more of a push-in model due to staffing constraints.  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.  We have added several work-based certification and/or internship programs for students who choose a particular career path (i.e. – welding, computer science, construction).  We will also be opening a dual immersion program at one of our elementary schools in 2020-2021.  We are also in the process of developing exploratory CTE “Wheel” classes at the middle school level.|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.|2019-10-15|Met|2019
31750850119487|Western Sierra Collegiate 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.|All Rocklin Academy students are enrolled in a broad course of studies.|No barriers have been identified at this time which would prevent students from accessing a broad course of study at any of the Rocklin Academy schools.  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.|Continue to support students with the actions/services identified in the 2019-2020 LCAP Conduct local Parent Engagement surveys to inform and direct decisions for the 2020-2023 LCAP Conduct Student Engagement surveys (California Healthy Kids) to monitor progress and inform decisions for the 2019-2020 LCAP update and the new 2020-2023 LCAP Complete the submission process for the CA School Dashboard by the November 1, 2019 deadline||2019-10-21|Met|2019
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 an 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 (WCS), 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 an 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 Multi-tiered System of Support (MTSS) framework that ensures all students are receiving the support they need within the broad course of study.|Through its 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. WCS has implemented this practice, along with annual training, to ensure each classroom is diverse. This shift happened as a result of developing an inclusion program. In addition, through this process, WCS found a need to focus on students’ social-emotional development. Three 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.||2019-10-17|Met|2019
30667460000000|Westminster|7|WSD is committed to ensuring that all students have access to a broad course of study that is appropriate to their grade span.    In the elementary setting, the district monitors site instructional schedules to ensure that all students have access to the core curriculum and additional areas of study.  All students have access to approved state standards aligned instructional materials for the core content areas (ELA, Math, Science, and History/Social Studies).  Physical education is implemented by the classroom teacher and district physical education teachers to meet or exceed the required instructional time.  Integrated and designated English Language Development instruction is monitored and supported by English learner instructional support specialists at the elementary and middle schools.     At the middle schools, the master schedules are reviewed annually to ensure that all students have access to core and that there is equity in access to elective courses.  Students are provided standards aligned instructional materials for use at school and at home.  The district 1:1 technology initiative includes a take home component.  Schools offer zero period physical education and elective courses to allow student to enroll in intervention classes, as needed, during the school day.  To ensure equity and access, staff engage in analysis the master schedules to review the number of students enrolled in each section and the demographics of those students.  All middle school students participate in an annual student survey to provide feedback on programs and course offerings.  The analysis of these tools allow for site continuous improvement and promote student achievement.|The core curriculum, at all elementary schools, is integrated with visual and performing arts and physical education programs provided by itinerate staff and specially trained classroom teachers.  The district I4 teachers are specifically trained to provide students with access to educational technology tools to integrate the district’s 1:1 technology initiative.    The I4 program is a state recognized program and is in the fourth year of implementation.  Several specialty programs are offered at the elementary level.  Two sites are dual immersion programs, two sites are computer language academies, two sites are STEM/STEAM magnets, two sites implement the elementary AVID (Achievement via Individual Determination), and one school is a GATE (Gifted and Talented Education) magnet school.  Enrollment in these programs is reviewed annually to ensure access and equity for all students. Using the district community partnerships, we will continue to grow specialty programs across the district.   Across all three middle school campuses, students have access to courses that encompass performing arts, visual and applied arts, leadership, academic intervention electives, foreign languages and STEM/Career Technical Education courses.  In addition, AVID elective classes are provided with support with trained AVID content area teachers.  Leadership and PAL (Peer Assistance Leadership) programs are available also as elective classes.|The analysis of the results demonstrate that that are few barriers to accessing a broad course of study,  The WSD community is committed to working together to provide increasing opportunities to support student achievement.  Through the California MTSS (Multi-tiered Systems of Support) initiative, WSD partnered with the Orange County Department of Education to provide systematic interventions and supports for ALL students.   In 2018-19 the district enrollment included 77% unduplicated students identified as low income, homeless, foster, and English learners.  Teachers will continue to need on-going professional development that includes instructional strategies and supports to meet the needs of their students today and to prepare them for the future.   Traditional classroom environments and fixed master schedules are being modified to provide more flexible and student centered learning opportunities.|The WSD LCAP (Local Control Accountability Plan) Strategic Team is a community collaborative that reviews the district initiatives, programs and outcomes annually.  The stakeholder engagement process includes gathering input from students, staff and the community and engaging them to remove barriers and create opportunities for all students to be prepared for high school and beyond.  The LCAP process in an on-going process that reflects on current practices, progress monitoring and identifying opportunities for continuous improvement.  The district will continue to expand behavior and academic interventions and supports in the primary grades to ensure that students are prepared for the rigor of the middle schools.  At the upper elementary and middle school levels, social emotional learning supports integrated with academic rigor will continue to be a focus to prepare students with 21st century skills that allow them to be responsible and resilient citizens.  The district specialty programs will continue to expand to prepare students for college and career opportunities||2019-10-10|Met|2019
13632300000000|Westmorland Union Elementary|7|||||||Not Met|2019
10625470000000|Westside Elementary|7|As a one-school district, we have much autonomy to design instructional programs for our students which cover not only the required State Standards in core curriculum, but also enrichment subjects. All students have PE - daily in grades 4 - 8, and required minutes per week in the primary grades. This is documented on teachers' daily plans as submitted to the vice-principal and principal. There are also instrumental and vocal music lessons provide to students throughout the school year - whole class in the primary grades, and as elective period offered to all 4 - 8th grade students during the school day. In addition, students in 4th - 8th grade are eligible to join sports teams, during the regular PE time, making it easier for students whose parents can not provide transportation after school. These are all measured by lesson plans and schedules.|As a one-school district, we ensure that all of our students, regardless of ethnic group or disability, have access to the broad course of study as described above. All students are also exposed to arts, science, and agriculture through academic field trips we provide throughout the year. These include to the Fresno Art Museum, the Arte Americas Casa de Cultura, Fresno State Downing Planetarium, Scout Island at the San Joaquin River Conservancy, for example.|The main barrier we have, as a small, rural school, almost an hour from the major urban center, is finding teachers in the performing arts. We have had to abandon our decades-long marching band program, as it has been impossible in the last 3 years to find a part-time band instructor.|We continue to search and reach out to resources in our county and valley to find enrichment activities and teacher consultants in special programs for our students.||2019-10-22|Met|2019
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 courses 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 continue to support quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need.|We have a consistent 9-12 course catalog that is reviewed and approved the school Board annually. 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 including concurrent enrollment opportunities through the local community college.|Three 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 we have put in processes to overcome this by providing additional resources to improve student course access.|In the 2018-19 school year, we added a science lab at one of our alternative high schools and we added a World Language teacher at two schools to ensure that all high school students have access to A-G pathways.||2019-10-08|Met|2019
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 LEA Special Education Annual Performance Measures 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.  Eleven of Westside’s twelve schools are AVID (Advancement Via Individual Determination) certified and more than 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 career. Additionally, all sites utilize Project Lead the Way curriculum and lead teachers at various school sites to provide training, support, and push-in teaching to improve our delivery of STEM/STEAM education. These STEM/STEAM experiences provide students with hands-on, problem-based learning opportunities in which 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.  Westside has four lead teachers who have participated in the Technology Enhanced Arts Learning Project and the District is working in partnership with the Los Angeles Arts Collective to implement a 5-year integrated arts education plan. The District has a full-time elementary art teacher, elementary music teacher, and an elementary drama teacher who service the schools with the highest percentage of unduplicated pupils, IDEA Academy at Cottonwood, Quartz Hill, and Valley View Schools.  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. Middle schools also 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, Westside 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.    Presently, 32% of the district’s teachers have less than three years of teaching experience.  Having so many new teachers with limited professional experience can impede the ability to provide access to a broad course of study for all students.  Professional development in differentiated instruction, language acquisition, assessment, and Universal Design for Learning is greatly needed for these new teachers.  A shortage of substitute teachers 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 training offered. Social-emotional learning curriculum, Boys Town and LDTPE, is used District-wide.  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 fourth year of implementation, continued training for staff, ongoing data collection, and intentional observable practice as an extension of support will be in place.|Westside continues to concentrate 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 day, decreasing the need for substitutes. 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.  Each new 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 areas of instructional focus at all sites. AVID’s schoolwide system brings a research-based curriculum and strategies for students to develop critical thinking across all content areas. AVID training and support are 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 annually, 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 the next steps.    Counseling support at all sites includes 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 working with Hatching Results to build a comprehensive districtwide counseling program grounded in ASCA precepts.  The team frequently reviews data 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 students daily. Instructional Coaches continue to push out targeted professional development to meet the diverse and unique needs at each school site.    Staff continues to build MTSS’ at sites and to investigate more inclusive instructional settings for students with disabilities, including co-teaching and learning center models.||2019-10-15|Met|2019
19647336019939|Westwood Charter Elementary|7|Westwood utilizes a progress report card  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 broad 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.||2019-10-10|Met|2019
18642040000000|Westwood Unified|7|Westwood USD tracks progress in meeting Priority 7 standards by reviewing course offerings as well as class and school schedules.|100% of Westwood USD students have access to a broad course of study.  In addition to core academic classes and physical education, students in grades 7-12 have access to Fuel Ed classes offered on and off site.  High school students have the opportunity to choose electives as part of their course of study.|There are no identified barriers preventing the Westwood USD from providing access to a broad course of study for all students.|Reviewing the data on the selected measures to track student enrollment in a broad course of study reveals that no new actions are needed.||2019-05-15|Met|2019
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.||2019-06-27|Met|2019
58727516118806|Wheatland Charter Academy|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.||2019-06-27|Met|2019
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.  Queries are run and data is collected to ensure that all IEPs services/accommodations, CTE pathways, and college entrance requirements are being met.|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 implemented dual enrollment courses as well as articulated courses for the 2019/20 school year through our local college.|We have implemented dual enrollment courses as well as articulated courses during the 2019/20 school year in partnership with our local community college. We have also added additional AP courses as well as a freshman success course using the "Get Focused, Stay Focused" called Pirate Focus. Online credit recovery courses using Edmentum 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.||2019-10-09|Met|2019
41690216044788|White Oaks Elementary|7|SCSD annually performs an analysis of data from master schedules, K-8, to determine the extent to which students have access to a broad course of study. Specifically, emphasis is being placed on increasing the percentage of students from typically underrepresented student groups in advanced mathematics courses, and access to all subject areas for students with exceptional needs.|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, while the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs increased this year, it was still 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.  This will be the focus of our work for the bulk of this school year at all schools. There is also a need for work around equity at all schools, and this work has only begun at the middle school level.|The math placement criteria and related pathways were clarified and communicated to incoming fifth grade parents last spring in person and were posted on each school’s website. SCSD will continue to place an increased emphasis on providing access for students in typically underrepresented groups to advanced mathematics courses in middle school. We are also undergoing an analysis of our Special Education teaching models in conjunction with the teachers union to better understand and clarify the use of each model moving forward.||2019-10-24|Met|2019
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 2018-2019 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None||2019-11-12|Met|2019
50710430107136|Whitmore Charter High|7|Whitmore Charter conducts annual reviews of master schedules at the school site, 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.|Measures included in the Local Control and Accountability Plan 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.  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 Charter 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.||2019-10-30|Met|2019
50710430107128|Whitmore Charter School of Art & Technology|7|Whitmore Charter conducts annual reviews of master schedules at the school site, 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 the Fine Arts & Technology programs.  At the 6-8 level. master schedules include elective offerings beyond the core academic subjects. Grade 6-8 students have a 7-period day which allows for students to enroll in elective course offerings to increase engagement in school. At the K-5 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.|A barrier identified at the 6-8 level 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 Charter 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.||2019-10-30|Met|2019
45701690000000|Whitmore Union Elementary|7|||||||Not Met For Two or More Years|2019
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 study. 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.|Whittier City School District has 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 study.  All elementary schools offer access and enrollment in the seven areas identified as the broad course of studies for grades 1-5. Courses such as visual and performing arts are available to elementary students both during and outside of the school day. Students in grades TK-5 have access to music and art within their regular school offerings, while courses such as dance and choir are offered through after school programs funded through the LCAP.    While all schools provide a broad course of study, schools offer different specific programs under their themed academy initiative. 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 similar 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, the Whittier City School District  has made great progress in expanding a broad course of studies for all students. After school sports programs, AVID, Band, Spanish, Performing Arts, and STEM course offerings are now offered to students in grades 6-8 within and outside of the school day.|Barriers preventing the 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, but who require those services during the school day. Before and After School Programs ,such as the ones mentioned in earlier responses, allow English Learners and students struggling to meet standard access to 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 and course offerings. 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.  Furthermore, the Whittier City School District will distribute surveys on an annual basis to students, staff, and families to make decisions about course offerings at both the elementary and middle school levels.||2019-10-08|Met|2019
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 the percentage of students on-target for 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 and teachers 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. Due to the fact that we do not offer very many classes that are not A-G approved, the A-G rate increases for most of our students as they matriculate from grade-to-grade. Our A-G rate exceeds that of Los Angeles County and the State of California. The year-over-year progress of our students is also true for our College and Career Indicator. Our College Career Indicator exceeds the state level by more than 10%.|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. We truly value the end result of our students’ education so we will work with students beyond four years if it becomes necessary.|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 force 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.||2019-10-08|Met|2019
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.||2019-10-15|Met|2019
19646340101667|Wilder's Preparatory Academy Charter|7||||||2019-06-10|Met|2019
19646340116822|Wilder's Preparatory Academy Charter Middle|7||||||2019-06-10|Met|2019
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 the site administration, teachers and board of directors.|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 the site administration, teachers and board of directors.|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 the site administration, teachers and board of directors.||2019-10-16|Met|2019
11101161130103|William Finch|7|The school uses grades in the Aeries Student Data System, i-Ready diagnostics assessments for math and ELA, the Odysseyware online curriculum that offers hundreds for Common Core courses as well as AP and CTE courses.  There is a one on one tutor available Monday through Friday in the computer lab to meet the needs of all students: IEP, English language learners and Foster Youth.|All students in grades 3-12 may take a multitude of courses on the Odysseyware online program.  Any high school student may take concurrent enrollment courses at Butte College, which we share a parking lot to the south of us.  Wm Finch Charter School is a blended program of in-class and independent study instruction.|Many of our students live in rural areas where internet is sketchy at best, They are always invited and welcome to use the computer lab every school day 8am-3pm.|The College Readiness Block Grant continues to pay for the online Odysseyware program.  Funds will also be available through Strong Workforce Grant to make further college visitation connections as well.||2019-10-16|Met|2019
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 were developed using the District’s Student Information System, Infinite Campus, identified access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2018-19 school 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 showed that the percentage of English Learners (EL) who were enrolled in a broad course of study had improved significantly from the previous year.  In the 2017-18 school year EL students had been under represented in the enrollments of their grade level English and social studies courses of World History and US History.  The District made improving this an area of focus and worked with site EL Administrators and Coordinators to ensure EL students could successfully access grade-level content in those courses.|There were several reasons for the low enrollment rate of EL students in their grade level English and social studies courses of World History and US History.  The student's English Proficiency level and lack of content background knowledge encouraged the misplacement of EL students in "English heavy" courses when they initially enrolled in school.  This policy was changed and supports were put into place to help EL students find success in their grade level social studies and English courses.|So that the needs of our English Language Learners could be better addressed, the ELD TOSA's job description was reclassified to a Curriculum Specialists and additional responsibilities were added to their job description.  The ELD Curriculum Specialist oversees the English Language Development (ELD) program and works directly with students and staff.  The District's English language arts (ELA) curriculum blends the EL/ELA standards and the ELD Curriculum Specialist works collaboratively with the ELA TOSA to ensure that teachers are properly trained to address both.  The district also added Designated ELD classes to its course offerings.  The new class, Achieve, supports the literacy needs of all content areas and the learning needs of all English Learners.||2019-10-16|Met|2019
06616220000000|Williams Unified|7|The district used a protocol tool designed by Ed Trust-West to analyze master schedules. The process involved us answering three questions: 1) How many of our courses are non or A-G approved, AP and Dual Enrollment?; 2) Which subject areas do students repeat more often?; & 3) What are our patterns of enrollment? We pulled the data from our AERIES student information system and analyzed it based on grade spans and course enrollment by sub-groups. We looked at unduplicated student groups (foster/homeless, low income, English learners, migrant, Hispanic/Latino, special education, and individuals with exceptional needs). We then analyzed to what extent our students had access to a broad course of study. We also looked at data on enrollment in AP and Dual Enrollment courses over time.|Upon analyzing the data, we noticed that over time we have increased in offering a broad course access when it comes to AP and Dual Enrollment courses over the past 5 years. We went from 20 AP course seats in 2012-2013 to 132 in 2018-2019. Moreover, in Dual Enrollment, we went from NO course seats in 2012-2013 to 244 in 2018-2019. Another key data point is that as we have increased in offering rigorous college level courses, we have decreased in the percent of students with one or more F grade (from 48% in 2012-2013 to 27% in 20182019). In addition, we have increased the percent of students meeting and graduating A-G the past five years from 18% to 47%. In the past five years.   Year                          12-13 13-14 14-15 15-16 16-17 17-18 18-19 A-G Acceptance          22%   18%  32%  38%  44%   44%   47% AP Seats Enrollment   20            44           90          113          180            98           132 Dual Enrollment Seats   NA    ~30   72           108  146    289   244 F-Rate                               48%    53%   43%   30%   27%   28%   27%  We only have one Jr./Sr. High School in our district and a one classroom Continuation High School. Due to an increase in Dual Enrollment courses, we established a CCAP agreement with Woodland Community College and have become a school board approved comprehensive Early College High School.  Our goals is to continue growing our offerings. Our incoming 9th graders have access to college offerings over the summer where they can begin their college transcript. In addition, we have enrolled more EL students into our AP Spanish class who successfully pass the course and AP exam.  Our math courses are structured in a way that our EL students can still access the higher levels of math despite their language barrier. Many of our EL students come to us with a high level of math knowledge and we want to continue their growth by providing them access.|Our biggest barrier is that we are a segregated and isolated community with 95% Hispanic/Latino enrollment. Despite this situation, we are providing access to a broad course of study for the majority of our students. The barriers we are seeing that are limiting us from offering a broad course of study for all students seems to be that we are required to offer ELD classes for our Emerging English Learner students, which prevents them from accessing our A-G and in some cases Dual Enrollment or AP courses. The other barrier, is that our Special Needs students, based on their disabilities, are also unable to take some of our A-G, Dual Enrollment or AP courses. Another big barrier is that we also have a migrant student population (averaging about 25 students) that leave in October and return in April; their migration impacts their ability to complete their semester courses.|In reviewing the data on course enrollment and access, we have determined that we will need to share the data with counselors and administrators. We will have the site team research, brainstorm and develop a plan to provide increased access to a broad course of study for our English Learners who are Emerging and Special Needs students. We will also need to come up with a way to support our migrant students so that despite their migration patterns, we can increase their access to a broader course of study. This will include looking at our board policies and if necessary, making necessary changes. We will continue to submit more of our current courses to be A-G eligible to increase the number of students accessing A-G courses, including our Sped Ed, EL and Migrant Ed population.  We will continue to look for ways in which our Migrant Ed students can take a summer college class to provide them access to college offerings.|We continue to seek ways to provide access to a broad course of study for all of our Scholars. As a comprehensive Early College High School, our students are able to graduate with a half a yeare of college credit, up to an AA degree upon graduation from high school at no cost to parents. In partnership with Woodland Community College, we are seeking ways to increase the rigor and relevance of instruction tied to the three career Pathways we are offering: 1) Agri-Science & Farm Mechanics in Hydroponics; 2) Digital Media & Information; & Interpreter/Translator in Education Pathways.|2019-10-17|Met|2019
23656232330363|Willits Charter|7|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 and senior projects.  CTE classes are open to all students.  Dual enrollment and career planning college classes are available to all 9th graders.  All students have access to these courses.  Willits Charter School practices full inclusion in these courses and are available to students of all abilities.  Paraprofessionals are employed in the core classes to assist all students in the classroom.  The special education teacher, as well as other services work within the classroom environment, modifying and accommodating work in the CP courses per the students' IEP's or 504 plans.  Willits Charter School maintains a rigorous learning environment for all students.|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.|There are no barriers that prevent us from providing access to a broad course of study.  Even students are behind in math are able to meet the a-g by completing a two year Algebra program and completing CP Algebra II and Geometry.|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.  The LEA has employed a Credit Recovery Coordinator who works with teachers (both onsite and Independent Study) to ensure students are staying on track, and that the coursework is as rigorous and rewarding as the onsite classes.||2019-11-05|Met|2019
23656230125658|Willits Elementary Charter|7|Willits Elementary Charter School uses the California Dashboard results from English and Math tests to ascertain the difference between socioeconomically disadvantaged student performance and the entire school performance. We also use MAP testing three times a year to track student progress against expected student progress. We adjust our teaching accordingly and implement review lessons if students are seen to not grasp a certain concept. All students receive instruction in Spanish 5 days a week, in music 4 days a week, and art once a week. In addition, students receive PE instruction at least 2 times a week with a certified PE teacher and on other days with their classroom teacher, resulting in 5 days a week of PE.|Our LEA is only one school. The school has one class at each grade level. All students in each class have access to the textbooks. All students receive instruction in all required subjects. In addition, students are taught by specialist teachers in Spanish, Art, Music and PE. All students participate in all aspects of the curriculum. Students with IEPs or 504 plans participate in regular classes in addition to receiving the support minutes to help them achieve understanding of the goals of the curriculum for that grade level.|All students receive a broad course of study. Willits Elementary Charter School emphasizes inquiry based learning where all students participate in projects and in using the information they have learned. We conduct a lot of local field trips and are building a comprehensive field trip schedule to compliment our course of study throughout the grade levels.|Willits Elementary Charter School will continue to develop more inquiry-based projects in each grade level. We are actively observing each other teach and discussing new ideas for curriculum enhancement together. Teachers and the director are actively looking for new conferences and areas of foci to advance our teaching and planning skills. We will be implementing a staff study group throughout the year to support each other's professional development.||2019-11-05|Met|2019
23656230000000|Willits Unified|7|||||||Not Met|2019
21654746118491|Willow Creek Academy Charter|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 continue to closely match the demographics of the 8th grade class as a whole. Among students in the Algebra class, 50% are low-income, 25% are English Learners, 25% are immigrant students, and 12% are students with disabilities. Among the students in the 8th grade class as a whole, 53% are low-income, 37% are English Learners, 14% are immigrant students, and 21% 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.||2019-10-21|Met|2019
47704900000000|Willow Creek Elementary|7|Willow Creek annually measures its 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 specified in the California Education Code (EC) for Grades 1-6 and Grades 7- 8, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs.  Willow Creek then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through parent meetings, school communique and the Dashboard.|Willow Creek is able to ensure that all students have access to a broad course of study due to its small enrollment.|Willow Creek is able to provide a broad course of study to all students.  Barriers also come from a limited amount of choices due to small enrollment numbers.|Willow Creek will continue to support students with enriched learning opportunities as well as develop diverse programs students can participate in.||2019-10-17|Met|2019
35675790000000|Willow Grove Union Elementary|7|||||||Not Met|2019
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, interests and preparation for graduation. The percentage of students graduating with college preparatory (a-g) requirements increased by approximately 13% from 2017-2018 to 2018-2019.  The percentage of graduates who passed an Advanced Placement decreased by approximately 2% from 2017-2018 to 2018-2019. To see how prepared our students were, the CA Dashboard released its College and Career Indicators. According to the 2018-2019 Dashboard, we declined by 5.7% reflecting 23.6% prepared in the College and Career Indicator.  The percentage of graduates who completed a Career and Technical Education course of study increased by 8% from 2017-2018 to 2018-2019.|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.||2019-10-10|Met|2019
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. Due to our small size we are able to ensure that all students participate in physical education and visual arts. 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, therefore not missing any instruction that is provided to the general education students.  In addition, unduplicated students have access to after school support with homework and access to intervention support in ELA and mathematics.|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.||2019-10-10|Met|2019
19651510000000|Wilsona Elementary|7|||||||Not Met|2019
49753580000000|Windsor Unified|7|Through the use of master schedules at each site, as well as staffing allocations based upon a broad course of study, Windsor Unified School District is ensuring that virtually all students have access to, and are enrolled in, a broad course of study. The exception is individuals with exceptional needs who, based upon their specific IEP needs, may not have access to world language.|Windsor Unified School District students have access to a broad course of study.|Some students, based upon IEP needs, may not have access to all areas indicating a broad course of study, for example, world language.|Windsor Unified School District will continue to focus upon offering a broad course of study for all students, including core subject content, as well as visual and performing arts, career technical education, health, and world languages.||2019-10-15|Met|2019
51714566053334|Winship Community|7|Curriculum choices are tracked on an online database to ensure all students have access to the grade-level curriculum approved by the state, reflected in our Charter agreement, and adopted by our board. We also monitor individual student master agreements, course schedules (semester), course completions, progress reports, Dashboard results, IEPs, and parent/student/teacher conference reports.|All students, including unduplicated groups and students with exceptional needs, have equal access to courses.  Because we are a single school charter, there are no course access discrepancies across school sites. Because we encourage and help parents to customize  student academic plans, students may choose from a wide variety of non-core courses.|We do not have barriers to providing students access to a full course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We also work collaboratively with families to ensure students have access to non-core courses of their choice including visual and performing arts.|The results of our local measures do not point to any barriers to providing students with a full array of courses beyond the core-discipline courses.  Because we encourage and support families to individualize educational plans, families will sometimes request a course that we may not offer, such as Latin.  Our online course platform allows us to facilitate most of the unique course requests.||2019-10-24|Met|2019
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 48% rating. However, an area of concern was Inclusive Structure and Practice with a 41% 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 Restorative Practices 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 Restorative Practices initiative is providing insightful information on social, emotional, and behavioral functioning of our students. The W-R ESD overall FIA rating was 43%, 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 26% of the designated ELs in the W-R ESD qualified to be reclassified through ELPAC analysis, SBAC scores and district assessments. With just 7% 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 (36% of students are ELs, and 92% 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 Restorative Practices 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.||2019-10-09|Met|2019
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 curriculum through Compass Charter.|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.||2019-10-17|Met|2019
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.||2019-10-14|Met|2019
19768690000000|Wiseburn Unified|7|The WUSD utilizes its local student information system (PowerSchool) to review course enrollment data to determine the equity in Project Lead the Way course access for gender, ethnicity and socioeconomic status. For the 2018-2019 academic year, 100% of Wiseburn Unified School School District students had full access to a broad course of studies as defined by California Education code 512110 (a)-(i) as applicable (Source: CDE).|For the 2018-2019 school year, 39% of Project Lead the Way (PLTW) students are female, 54% are Hispanic/Latino, and 47% of PLTW students are socioeconomically disadvantaged. For female students, differentials from 2012-2013 to 2018-2019 have varied greatly over time, and decreased slightly overall, dropping from 16% under-representation to 14% under-representation (2% improvement overall) over the last six years. The differential between 2017-2018 (-21%) and 2018-2019 (-14%) decreased by 7%, meeting the targeted 1% goal. The differential for socioeconomically disadvantaged students has also shifted significantly over the last six years, jumping from -16% under-representation in 2012-2013 to a 2% over-representation in 2018-2019 (18% improvement overall). The differential between 2017-2018 (8%) and 2018-2019 (2%) decreased 6%, and while it represents a decline in enrollment it drives the group closer to the goal of equity, ultimately meeting the targeted 1% decrease. Latino student enrollment has also increased significantly since 2012-2013 rising from a 16% under-representation to a 5% under-representation in 2018-2019 (11% improvement overall). The differential between 2017-2018 (1%) and 2018-2019 (-5%) was a 6% loss which did not meet the targeted 1% improvement goal.|Wiseburn Unified School District is continuing to develop additional course offerings at the middle school level which integrate the Career Technical Education Model Curriculum Standards.|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. The WUSD will continue to closely monitor its local student information system to review course enrollment data to study equity in PLTW enrollment as a marker of equitable access to a broad course of study.||2019-10-24|Met|2019
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 classwork, 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 courses offered at WISH Academy.|The 2020-2021 school year will see WISH Academy reach its full grade-span with the addition of a 12th-grade class and we will continue to grow our broad course of study following our inclusive model and research-based best practices.||2019-11-14|Met|2019
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 classwork, 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.|WISH will continue to grow our broad course of study following our inclusive model and research-based best practices.||2019-11-14|Met|2019
15101570119669|Wonderful College Prep Academy|7|Wonderful College Prep Academy currently operates a school-wide program and promotes a full-inclusion model for our students with disabilities and exceptional needs. The Academy uses grade specific schedule for all grades (TK-12) where all students are offered the same options of course offerings as set by their grade level. For grades 9-12th, students are also provided the opportunity to enroll in dual-enrollment courses through our partnership with Bakersfield College that provides a college-level alternative to 9-12th grade coursework.  In addition, the Academy utilizes the following strategies to support all students: provides small group instruction and personalized learning; has hired additional personnel (small group teachers) to support in the classroom; and offers research-based programs (Lexia, STMath, Fountas & Pinnell, Eureka Math, iReady, Carnegie Learning) to support our students in closing learning gaps. Enrichment is provided through the use of our literacy model as well as through advanced coursework in literacy and math; alongside the rigorous academic program based on relevant state content standards, NGSS, or CCSS. Students who are at risk of not meeting standards will receive targeted 1:1 instruction from a small group teacher or an intervention teacher.|Wonderful College Prep Academy is a single-school charter and therefore only operates at one location. All students are offered the same course offerings (packets) which ensures that all students are provided with the same options for course enrollment. WCPA reviews all student data by bi-annually for all 9-12th grade students to ensure that are all enrolled in a rigorous course load.   In addition, the Academy offers a dual enrollment program in partnership with Bakersfield College for all of our 9-12th grade students which has resulted in 30% of our 2018-2019 graduating class to have earned an Associate’s Degree by the time they completed their high school studies at WCPA. 82% of 2019 graduates are currently enrolled in four-year universities.|The Academy has not identified any barriers to providing access to a board course of study for all of our students.|The Academy does not need to make any revisions to its current actions as all students have access to a broad course of study.||2019-10-22|Met|2019
15101570135467|Wonderful College Prep Academy - Lost Hills|7|Wonderful College Prep Academy – Lost Hills currently operates a school-wide program and promotes a full-inclusion model for our students with disabilities and exceptional needs. The Academy uses grade specific schedule for all grades (TK-8) where all students are offered the same options of course offerings as set by their grade level. Moving forward when we open our High School, students will have the opportunity to enroll in dual-enrollment courses through our partnership with Bakersfield College that provides a college-level alternative to 9-12th grade coursework.  In addition, the Academy utilizes the following strategies to support all students: provides small group instruction and personalized learning; has hired additional personnel (small group teachers) to support in the classroom; and offers research-based programs (Lexia, STMath, Fountas & Pinnell, Eureka Math, iReady, Carnegie Learning) to support our students in closing learning gaps. Enrichment is provided through the use of our literacy model as well as through advanced coursework in literacy and math; alongside the rigorous academic program based on relevant state content standards, NGSS, or CCSS. Students who are at risk of not meeting standards will receive targeted 1:1 instruction from a small group teacher or an intervention teacher.|Wonderful College Prep Academy – Lost Hills is a single-school charter and therefore only operates at one location. All students are offered the same course offerings  which ensures that all students are provided with the same options for course enrollment.|The Academy has not identified any barriers to providing access to a board course of study for all of our students.|The Academy does not need to make any revisions to its current actions as all students have access to a broad course of study.||2019-10-22|Met|2019
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. In 2018, we are in the initial stages of full implementation of Schoology where teachers, students and parents have access to grades and assignments and serves as a communication tool between all stakeholders.  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 and 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 in order for 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.||2019-10-17|Met|2019
54767940000000|Woodlake Unified|7|Woodlake Unified monitors high school access to a broad course of study by tracking the completion of Career Pathways, the completion of the California State University and University of California Systems' a-g requirements, and the number of students considered College and Career Ready under the CDE indicators. 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 teacher on special assignment. In grades 3-5, all students are provided with Physical Education instruction provided by credential Physical Education teacher, and starting in 3rd grade music instruction for all students is provided while choir is offered as an alternative starting in 3rd grade, and all 5th grade students have the option to join band.|The overall student completion rate for a-g course completion was 33% for the graduating class of 2019. The target for this measure was 42%. The target for the number of students completing a Career Pathway for 2019 was 85 students., but the actual number of students who completed a pathway exceeded this expectation with 99. In addition, enrollment for students with disabilities during the 2018-19 school year was 41.9% (target of 58%) for a-g courses and 71% (target of 24%) in Career pathway courses. Students in the unduplicated student group were registered in a-g courses at a rate of 97.1% (target of 98%) and Career Pathway courses at a rate of 74.9% (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.  Additionally, the high school has expanded the number of career pathways available to students, including implementing an engineering pathway starting in 2019-20.|The most critical barrier to providing access to all students is the need for many students at our high school to retake core classes, especially in mathematics. This reduces the available periods in the student's schedule to take elective courses and meet A-G requirements. Additionally, students who fall too far behind may be transferred to Educational Options program, which does not have the capacity to provide A-G courses.  The other barrier is the size of our high school. With approximately 650 students the district is limited in the range of course offerings that can be provided.|This year Woodlake Valley Middle School revised their schedule to provide a schoolwide English Language Development block and align their schedule with the high school. This allows all students to take electives in addition to participating in academic support, and will provide some access to high school courses for accelerated students at the middle school in the future. Woodlake Valley Middle School and Woodlake High School are also in the second year of participating in the GEAR Up grant program. Our goal for this program is to ensure all students who reach high school are prepared for Integrated Math I, and that all students at the high school complete IMI in their first year of enrollment. 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.||2019-11-13|Met|2019
19647336020044|Woodland Hills Elementary Charter For Enriched Studies|7|WHECES uses progress report cards to monitor student progress and access to and a broad course of study.  Students with exceptional needs: those identified as GATE, students with special needs, and English Learners, are identified on this report card as well. Since Physical Education has a 200 minute per 10-day requirement, our school monitors PE through informal observation, monthly certification by teachers, and principal confirmation of appropriate instructional minutes.   Students who need additional support are identified using District assessments, teacher-created assessments, and online programs (i.e., Lexia, IXL, ALEKS). English Learner progress is monitored using the progress report card, Dynamic Indicators of Basic English Language Skills (DIBELS), and ELPAC.  LAUSD uses the Arts Equity Index, which categorizes schools based on the scope of their provided arts instruction, arts resources, arts professional development, Title 1 Status, and Student Equity Index. LAUSD provides WHECES a 3-semester music teacher, and a Visual Arts program for 1 semester. We also supplement arts integration through our parent group, PATT, and using the school’s budget.  WHECES includes a School for Advanced Studies program which embraces growth mindset, is rigorous, and is offered to all students.|LAUSD monitors our broad course of study through DIBELS assessment, SBAC, and the progress report cards.  WHECES consistently meets requirements for PE instruction through its PE certification portal.  The Division of Instruction has reported that no schools are rated at the lowest level of the Arts Equity Index.  WHECES supports students who perform below the district average on state assessments by providing small-group differentiated instruction in class using intervention lessons specific to the needs of the students provided by the Amplify online platform and Lexia, using manipulatives, and implementing strategies learned during professional development.|At WHECES, barriers preventing access to a broad course of study for all students include the lack of staff to provide primary language support for the EL students. WHECES provides extra English Language Development instruction for EL students for 60 minutes per day, as well as providing a Teacher Assistant to work specifically with the EL students.  Access to supplemental applications (i.e., Rosetta Stone) would assist in our English Language Development for an ever-growing diverse population with a wide variety of languages spoken.|WHECES will be looking at the Daily 5 Language Arts and Daily 3 Math strategies. These programs will provide additional support for our EL students as well as our students with special needs.  With continued PD in the arts, science and math, we will continue our development of a rigorous course of study using the STEAM model.   Having only a Resource program for our students with special needs, our school utilizes both pull-out and push-in instructional models which strengthens our co-teaching and collaborative practices. Professional Development on both Gifted and High Achieving student needs will enhance our on-going specialized instruction for this population.|WHECES has formed a Visual and Performing Arts Committee and a Technology Committee. Both committees are responsible for overseeing that our students have access to a broad course of study. The committees along with the school principal plan professional development opportunities for the staff in the areas of arts and technology integration.|2019-10-30|Met|2019
57727100000000|Woodland Joint Unified|7|The district used a protocol designed by Ed Trust-West to analyze master schedules.  The process involved asking three questions: (1) How many of our courses are a-g approved?; (2) Which subject areas do students repeat more often?; and (3) What are our patterns of enrollment? To answer the last question, we pulled data from the student information system and disaggregated by student achievement level (SBAC performance); race/ethnicity; and program (English learner, special education, foster/homeless, low income).|In reviewing the data on course enrollments, we have determined that there are certain patterns that indicate limited access to rigorous courses for certain groups of students.  Some of our findings include: * low Income students are more likely to be in AVID, Physical Science Exploration, Ag Chemistry, and US History; * Special Education students are more likely to be in English 9 and Physical Science Exploration; * Asian students are more likely to be in AVID, English 9 Advanced, Honors Chemistry, and AP US History; * white students are more likely to be in Student Government, English 9 Advanced, Band, and Wind Ensemble;  * Hispanic or Latino students are more likely to be in Physical Science Exploration and Ag Chemistry; and * high achievers are more likely to be in Link Crew, Student Government, and Wind Ensemble. We looked further into the data on music at the elementary level in order to determine the level of access that all students have to the elementary music program.  We find that high achieving students are enrolled in music, but not low achieving students. This pattern persists through the secondary level.|One of the major barriers preventing access to music programs at the elementary level is the way the district provides music instruction, in a pull-out model that allows a small percentage of a school's students to participate. Since students miss core instruction in order to participate in music, many schools have traditionally allowed only students who are at grade level in reading and math to participate. This has resulted in disparate access to music programs, and since elementary music programs feed directly into middle/high school music programs, the pattern of high achieving students in music programs is perpetuated. Another of the barriers is the low achievement of socioeconomically disadvantaged students. Low achievement prevents them from access to higher-level courses when they get to high school due to issues regarding course preparation and perceptions about student ability.|An immediate next step is for the district to share this data with counselors and administrators so that site teams can develop a plan to address the disparities identified. In order to address the specific issue of music participation in elementary, the district is engaging in research to find programs in districts that serve all students. The district is also engaging in a larger-scale analysis of master schedules and transcripts in order to more precisely determine the barriers to student participation in a broad course of study.||2019-10-24|Met|2019
49709530105866|Woodland Star Charter|7|||||||Not Met|2019
41690880000000|Woodside Elementary|7|WES uses multiple online programs for students to receive extra support. All students will benefit from a differentiated learning experience in key subject areas regularly. Students who require support and those who require challenge will be supported in their specific learning goals. We have provided all teachers with training in depth and complexity. We have a consultant working with 1-4th grade teachers in providing differentiated instruction. The consultant is also available to support all TK-8th grade teachers to plan and create enrichment lessons. WESD continues to provide a high quality program that includes 100% fully credentialed employees and we offer design thinking, garden, nutrition, musical performance, as well as state mandated curriculums. We provide differentiated instruction through reader's and writer's workshop as well as math centers. Differentiation in social studies and science is made via use of project-based learning, choice activities and open-ended problem solving. A SST process is used to support students for specialized and personalized learning remediation and challenge as well as social and emotional support.|The effectiveness of Outreach, engagement and program monitoring has been significant. Student access and participation in all aspects of the WESD program has increased including double the number of students included in the Rise Against Hunger Event. Parent participation has increased and more members of the overall WESD community have engaged in supporting our ELs and Tinsley students. We are also offering lunch time Math Olympiad to make math accessible for all students.|Do not see any barriers at this time.|Targets were increased for all students including the identification of students need have taken place earlier this year. SSC will be completing a survey to parents, students, and teachers earlier this year as well to receive feedback earlier in the year.||2019-10-22|Met|2019
54722980000000|Woodville Union Elementary|7|The district conducts ongoing collaborative meeting with teacher leaders and administration to complete the self-reflection process/cycle of inquiries tools regarding professional learning, curriculum and instruction, programs, support but most importantly, broad course of study for all students. Also, administration is continuously looking at the number of students enrolled in the master schedule/course offering with our broad course of study. Woodville will look at numbers of students enrolled in Arts, Performing Arts, CTE exposures and PE. Ongoing, the district monitors teacher schedules and enrollment numbers in the junior high electives programs to determine the extent to which our students are offered a broad course of study.  Annually, through district’s LCAP engagement process, the district surveys  parents, students, and certificates teaching staff to seek recommendations and inputs regarding student access to a broad course of study.|In 2018-19, using the locally selected tools; master scheduling and stakeholder engagement surveys, the district can conclude that 100% of students from grade span TK-8 have access or enrolled in a broad course of study. The district’s Low-Income Students, English Learners, and Foster Youth are enrolled or have access to the following board course of study: CTE programs, Arts, Fine Arts, PE, Foreign Language, STEM, Multi-Media, and Journalism.|Traditionally, Woodville is unincorporated community, the districts continues to struggles with recruitment of teachers in the area of broad course of study due lack of facilities to house the following programs; Science Lab(s), Multi-Use Building, Performing Arts Building, and adequate sports facilities.|Woodville will continue to evaluate the success and effectiveness of it’s broad course of study's programs, the district will closely monitor the number of students enrolled in these programs by looking at the master schedule and consolidation the recommendations and inputs from the stakeholder surveys.||2019-04-08|Met|2019
36678760126714|Woodward Leadership Academy|7|||||||Not Met For Two or More Years|2019
49710356052377|Wright Charter|7|The LEA uses master schedules, classroom schedules, and teacher observations to ensure that all students have access to and are enrolled in a broad course of study.|All students have access to a broad course of study, and receive instruction in English Language Arts, Math, Science, Social Studies, health, PE and arts/music. English Learners receive Designated and Integrated ELD. Middle school students have access to electives such as garden, band, social justice, math team, and team sports.|All students have access to a broad course of study.|Supplemental support services are offered before and after school, or outside core instruction. Enrichment is also being offered after school and is open to all students.||2019-10-31|Met|2019
49710350000000|Wright Elementary|7|The LEA uses master schedules, classroom schedules, and teacher observations to ensure that all students have access to and are enrolled in a broad course of study.|All students have access to a broad course of study, and receive instruction in English Language Arts, Math, Science, Social Studies, health, PE and arts/music. English Learners receive Designated and Integrated ELD. Middle school students have access to electives such as garden, band, social justice, math team, and team sports.|All students have access to a broad course of study.|Supplemental support services are offered before and after school, or outside core instruction. Enrichment is also being offered after school and is open to all students.||2019-10-31|Met|2019
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 grade level sight word list, reading fluency, and all foundational literacy and numeracy skills by instructional aides.  The 1000 sight word mastery is a focus for all first and second 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, DIBELs, and Interim CAASPP 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 grade level sight words, fluency, and foundational skills, basic math skills, the group of students who received this support were narrowed to K-6th performing at level 1-2 in ELA/Math.  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. • The Interim CAASPP Assessment was used to assess students, third through sixth 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. • The DIBELS Assessment was used to assess students, first through second grade for comprehension and fluency.  In addition, third through sixth as needed if students needed additional data on foundational, comprehension, and fluency skills. This assessment gave teachers an idea of their students’ performance level.  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 487 students enrolled at the school.  There were six instructional aides task with this project that involved assessment and tutoring skills.  This brought the ratio to 80:1, 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 the administrators with an HET Integration plan and 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, DIBELS, and numeracy skills.||2019-10-14|Met|2019
57105790137422|Yolo County Career Academy|7|||||||Not Met|2019
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.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. All students have access to a broad course of study through the online platform Edgenuity as well as students in Yolo County Construction Program (YCCP) have the opportunity to earn CTE credits through the construction pathway.|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 (Edgenuity) to ensure all students have access via an online platform versus a direct delivery model.|We have transitioned 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.|Reflective tool completed by the Executive Director, Director, Principal, and Vice Principal on 09/16/19.|2019-09-24|Met|2019
20764140000000|Yosemite Unified|7|1) 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.|2) 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. The high school master schedule provides ample opportunities for students to participate in a variety of course and program offerings--including but not limited to Agriculture, Cadet Corps, Culinary Arts, Auto Mechanics, Athletic Training, and more. For students who wish to participate in courses with a higher level of rigor, we offer a host of International Baccalaureate and Advanced Placement courses as well as Dual Enrollment course offerings with the local community college. For students with IEPs, support courses and teacher push-in for inclusion ensure that students have the tools to succeed with their peers in all courses. The counseling team continues to build an array of intervention tools to ensure that all students succeed. The Counseling team reviews student progress every three weeks and provides in-class presentations about the vast array of course offerings, post-high school options, and the supports available for students to succeed. Our Badger Academy course for all 9th grade students sets the expectations for students to be successful in all courses while providing the supports and tools for students--for example, every ninth grade student receives a student planner to track assignments with explicit instruction about how to best use the planner to set students up for success.|3) 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.|4) 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.|No more information to provide.|2019-10-14|Met|2019
10625470135103|Yosemite Valley Charter|7|We utilize our master schedule and student information system 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. Administrators monitor instruction to determine the extent to which instructional practice and the instructional materials support student access to a broad course of study. Our California academic standards-aligned instructional resources, course catalogs, master schedules, and student information system provide evidence that our K-12 course of study provides all students with access to a broad course of study.|Because we are a single school charter, there are no differences across school sites. According to our monitoring tools and placement practices, there are no course access discrepancies among student groups. However, are working to increase Career Technical Education (CTE) offerings.  Further, we are working with our college and career readiness committee to increase the number of course offerings aligned with the Dashboard College Career Indicator, including A-G approved, dual enrollment, and  Advanced Placement.|We are working diligently to better align our course offerings with the California School Dashboard College Career Indicator (CCI). Additionally, we are focusing on supporting our SWD through multi-tiered systems of support (MTSS) to ensure their success within a broad course of study. We are continuing our work in this area through special education staff meetings and professional development for our general education teachers.|We will continue our targeted professional development in an effort to increase student learning by the ongoing development and implementation of systems focused on collective data inquiry and action research. All staff participates in coaching cycles with the senior director and regional coordinator to address identified instructional areas of need. This model of coaching teachers and learning from other teachers is a major focus of professional learning.  In 2019-20, opportunities for online learning are expanding to provide more enrichment opportunities and credit recovery. We are in the initial stages of our professional learning around the new history social-science framework. We have also begun the implementation of a Next Generation Science Standards (NGSS) aligned curriculum, including instructional materials approved by the State Board of Education in the 2018-19 school year.||2019-10-24|Met|2019
20651850129015|Yosemite-Wawona Elementary Charter|7|Students are assessed through teacher judgement, SBAC tests, self-evaluation, and local assessments developed by the teacher. Students are in charge of their own parent conferences which are scheduled 3 times per year and are involved in personal goal setting. Due to the small class size (less than 15 students) the teacher and classroom aide are able to make any accommodations that will meet the needs of any students - including those with exceptional needs.|Instruction at the school is provided on an individualized basis. As the size of the school is less than 15, this is effectively accomplished through the efforts of the teacher and classroom aide. Students are encouraged to pursue personal areas of interest and complete various projects that allow them to demonstrate their mastery of state standards.|All students have access to a broad course of study. Due to the remote location of the school, reliable access to the Internet is somewhat limited or, at least inconsistent.|All students currently have access to a broad course of study.||2019-11-12|Met|2019
14101400117994|YouthBuild Charter School of California|7|) LCAP Surveying of Students -YCSC relies on this as viable and significant data towards developing upcoming school year goals and actions. In the 2019 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) College Advising -In addition to the trades job training, we also look at data around college access that is currently tracked by our roving college advisors.  5) 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.|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.|The most noteworthy revisions/LCAP goals/actions that have been implemented in the 19/20 LCAP were the following:  Goal 1: Expand college and career access and measured by subsequent year growth on CCI (college and career indicator) Goal 1 Action 1 features the merging of college advising and tutoring into one role.  This carries forward the previously grant funded college advising into the 19/20 in conjunction with the school-wide tutoring program. Goal 1 Action 2 features an expansion of vocational training and collaboration with YBUSA and YB partners Goal 2: Improve support for staff through professional development for schoolwide success as measured by moving past 67% grad rate at the end of 19/20 to move out of CSC status. Goal 2 Action 1: Increase professional development opportunities (inclusive of CSI status and MTSS implementation)||2019-09-13|Met|2019
47705080000000|Yreka Union Elementary|7|For our younger grades, we rely heavily on teacher lesson plans to show that all students have access to and are enrolled in a broad coarse of study.  For the grade spans at Jackson Street (4-8), we rely on teacher lesson plans, the master schedule and student schedules found in AERIES.|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.  All classes at Evergreen are self-contained and we practice full inclusion for the core curriculum.   This allows all students to receive instruction without interference from a pull-out program to receive support services without missing core academic instruction. Although in the early stages of implementation, grades 4 and 5 at Jackson Street School are following the model at Evergreen.  There are a few pull-out groups in grade 5, but the students that are pulled are still provided the opportunity for enrichment (music).  Also 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 enrichment classes instead of one. Those students that need additional support are able to receive Tier 2 or Tier 3 support during one of the enrichment periods while still being able to participate in a broad range of enrichment activities during the other period.|One barrier is the availability of qualified teachers especially those that can teach electives such as STEM classes, science, or dance. We have a strong visual arts and choir and band programs.  Another barrier is the constraints of the master schedule and language within our contract.|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.  The LEA will also take an active approach in keeping class sizes to a manageable number.  The LEA has added the number of paraprofessionals/instructional aides, as well as their hours.||2019-10-08|Met|2019
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 three program sites, our main Yreka High School program our Independent Study program, Yreka Options, and our alternative education program, Discovery High School.  Students in our Yreka High School and Yreka Options program have access to all the broad course study courses provided by our district.   The 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 are credit deficient in subject areas and more support is necessary for the student to be successful.  We have implemented an afternoon program to provide Career Technical Education classes and a Capstone course to help students with the transition of life after high school.  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 with their area of interest.  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 is allowing students to be prepared for a specific career path.  Students may find that they do not have room in their schedule to access an additional elective which can be a barrier.  Yreka High School runs off of a semester system with a seven period semi block schedule, and this schedule seems to accommodate this barrier.||2019-10-16|Met|2019
01100170124172|Yu Ming Charter|7|Yu-Ming Charter School is a direct-funded, dual-immersion (Mandarin/English) charter (Mandarin/English) school located in Oakland, serving approximately 447 students in grades K-8. Student demographics include 47% Asian, 34% 2+ Races, 8% White, 6% African American, 5% Hispanic, 2 of which, 6% are Students with Disabilities, 7% English Language Learners (ELL), and 15% 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. Also, 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. Also, 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 in 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.||2019-10-24|Met|2019
51714645130125|Yuba City Charter|7|All students have access to a broad course of study.  High school students have multiple career pathways available to them including plant science, Agri-science, Agriculture Mechanics, Animal Science, Performing Arts, and Theatre and Stage Design.  Students with special needs are supported in classes designed to help students access the content and instruction on an equitable level with all other students attending the school.  All elementary and high school students have access to instruction in Spanish language, music, and PE in addition to all required core areas.  All high school students have access to Advanced Placement Classes (AP) and to both concurrent enrollment and dual enrollment in community college classes.|Over the past three years, YCCS has spent extensive resources to improve the facilities to accommodate a broud and rigorous course of study for all students at YCCS.  A Chemistry lab was constructed to support all science lab classes.  Out buildings were added to support CTE shop and construction classes, orchards and planter boxes were installed to support plant science and Ag classes for all grade levels, Spanish Language has been adopted a core and taught in all elementary classes.  Spanish is also included as core for middle school and is offered in high school as well.  An extensive collection of instruments has been accrued and is accessible to all students. All students have access to a broad course of study.  High school students have multiple career pathways available to them including plant science, Agri-science, Agriculture Mechanics, Animal Science, Performing Arts, and Theatre and Stage Design.  Students with special needs are supported in classes designed to help students access the content and instruction on an equitable level with all other students attending the school.  All elementary and high school students have access to instruction in Spanish language, music, and PE in addition to all required core areas.  All high school students have access to Advanced Placement Classes (AP) and to both concurrent enrollment and dual enrollment in community college classes.|Only funding and the small size of our school stands in the way of increasing our course of study.  YCCS offers the maximum amount of diversification of course of study possible given the resources and numbers supported by our school community.|YCCS continues to strive to provide the maximum amount of opportunity for every student in attendance.  Currently, YCCS is completing a construction project which is a CTE performing arts lab.  This building will provide a music room, a tech sound and lighting loft, and a stage area for instruction in all of the performing arts and in technical and stage crafts.  Moving forward, plans are in the works to construct a multi-purpose room to increase physical education opportunities and sports as well as to support a food services and culinary arts career pathway.||2019-10-02|Met|2019
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 Information 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.||2019-10-08|Met|2019
58105875830112|Yuba County Career Preparatory Charter|7|The school administrator, academic advisor, 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 or program enrolled in.|There are currently no barriers to a broad course of study.|We continue to revise our master schedule to best meet the needs our students. This year we reduced our number of periods in the day, not the length of the day, so that teachers could provide more support and deep depth into curriculum in their content areas with the time from the extra period absorbed by all other class periods.  Our academic advisor will be meeting more frequently with our students to review their educational paths and we will be creating tallies of the classes need 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.||2019-10-29|Met|2019
58105870000000|Yuba County Office of Education|7|The school administrator, Intervention Teacher, and Youth Advocate 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 may be offered via an online platform. School administration is currently working with YCOE Curriculum & Instruction department to evaluate current curriculum and standards based instructional strategies.|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.||2019-10-09|Met|2019
58105870117242|Yuba Environmental Science Charter Academy|7|The tool that we use to track the extent to which all students have access to and are enrolled in a broad course of study is our school schedule and curriculum. All students are enrolled in a homeroom where core subjects are taught. All students have the same access and enrollment in the visual and performing arts instruction that augments homeroom instruction.|All 1st through 8th Grade students are enrolled in a homeroom class where English Language Arts, Mathematics, Next Generation Science, History-Social Science, and PE are taught. Visual and Performing Arts are taught to all students by part time instructors. Students do not have access to a World Language or Career Technical Education.                        World Language|Our main barrier to providing access to a broad course of study for all students is our small size. We are a one school district in a rural area with an enrollment of between 100 and 125 for grades TKK through 8.|We have responded to this challenge by bringing in part time instructors of art, drama and photography/vidoegraphy for students in grades 1 through 8 and wood shop for students in grades 7 and 8. We plan to partner with an organization to bring in a maker space to increase STEM opportunities and to explore other partnerships.||2019-10-04|Met|2019
29102980114322|Yuba River Charter|7|As we are a K-8 school, our curriculum varies through the span of grades.  In our youngest classes, the faculty depend largely on observation, implementation, review, and conferences with their colleagues as well as parents in order to ensure students have access to the curriculum.  Communication is key for these early grades so that our staff may be sure that the child's environment is supportive of their development. In the grades the students experience a self-contained classroom, where all students have access to a broad course of study, no matter their socio-economic or cultural backgrounds.  When a student is identified as in need of more directed instruction, we have a strong Special Education department that ensures they all have access to the least restrictive environment and have continued access to the core curriculum provided in the daily classroom environment.|We are a single school site serving students in grades K-8, and have been so for many years.  Each grade level has just one class of students.  The class teacher moves with their students through the grades, usually grades 1-5 and 6-8, unless a special circumstance presents itself.  Our Curriculum Specialist connects with all grade levels to ensure compliance with California State Standards and benchmarks, as well as Waldorf based curricular benchmarks.|The main barrier to our school providing access to a broad course of study for all students is truancy. If the students don't attend school, then it is quite difficult to provide them with a consistent education.  Not only do they miss the days where they are absent, but the time spent catching up takes away from their classroom experiences and lessons upon their return.  We are encouraging families to plan vacations in line with our school calendar, and to also plan ahead to make sure they receive any missed assignments ahead of the absence, so that "catching up" is accomplished with more ease.|Our faculty are communicating to their classes how importance is regular attendance, not only for funding purposes but more importantly for the quality of our programs.  Our School Director and Attendance Clerk are collaborating on revised truancy letters so that families may be more informed as to the impact of absences on the culture of our school, as well as on their own child's progress.  Our curriculum is meant to be experienced, as it has many interactive group and hands-on activities that have the challenge of duplication outside of the classroom.||2019-10-02|Met|2019
36679590000000|Yucaipa-Calimesa Joint Unified|7|Yucaipa-Calimesa Joint Unified School District tracks progress in meeting Priority 7 standards by reviewing the following indicators to student access to a broad course of study:  In grades K-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, and teacher professional development.  In grades 6-12, YCJUSD defines 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 (in grades 10-12), and dual enrollment.|As of the 2019-2020 school year, 100% of the students enrolled in YCJUSD 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 broad course of study. Every student has access to Board approved instructional materials. 100% of students have access to physical education pursuant to Education 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 instruction.  All YCJUSD students enrolled in grades 6-12 are enrolled in a broad course of studies. 100% of students enrolled in grades 6-12 have access to Board approved instructional materials.100% of students have access to physical education pursuant to Ed Code 33352. Park View Middle School, Mesa View Middle School, and Yucaipa High School are AVID certified schools with all students receiving support in school-wide AVID strategies. At Mesa View Middle School, all students have access to science, technology, engineering, and mathematics curriculum.  100% of students enrolled in grades 9-12 are enrolled in courses designed to meet YCJUSD graduation requirements. The Yucaipa High School course catalog and master schedule is designed to provide all students access to A-G coursework, thus meeting requirements for admission 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, art, 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 Yucaipa High, Green Valley Continuation High School, and our community day school, Oak View Education Center. 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. Green Valley offers a CTE pathway in arts, media, and entertainment, and Oak View offers a CTE pathway in science, technology, engineering, art, and mathematics. 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, an expansion of the number of AVID elective sections at the middle and high school and comprehensive high school are recommended. The LEA will continue to develop CTE pathways.||2019-10-22|Met|2019